Y3. Lesson 11. Dynamics ppp - fff
Prior learning: Forte & piano
Duration: 30 minutes
Materials: Recorders
Keywords: Beat, rhythm, singing, chanting, partners, rhymes, circle games.
Difficulty: 
Prepare
Present
Dynamics ppp - fff
Practise
Semibreve
Dynamics in music refer to the volume levels at which music is played or sung, ranging from very soft to very loud. They are an essential aspect of musical expression, allowing composers and performers to convey emotions, create contrasts, and shape the overall structure of a piece. The system of notation for dynamics in Western music uses a series of abbreviations based on Italian words. For this year's level, only ppp, pp, p and f, ff, and fff are discussed without reference to mp or mf.
Melodic development
Students respond to teacher-led greetings.
- At this year's level, students are becoming more confident in singing and will respond to 'Good Morning' more confidently and accurately in tune.
- Begin with three notes, and the class will sing them back.
- Then, choose individual students to respond, each time varying the pitch and number of notes.
- Use the 'voice in the elevator' technique if a student struggles with the pitch.
- Always praise efforts and offer gentle guidance where necessary.
Rhythmic development
Students count and clap the beat.
- Project the worksheet on the board.
- Teach that a semibreve, which lasts for four beats in 4 metre, does not have a time name but is given a count of four.
- Ask students to clap and speak the first line using time names.
- For example, the first line would read ta, ta, ta, za, ti-ti, ti-ti, ti-ti, za.
- Repeat with each following line.
Creative movement
Students have fun in this classic circle game.
- Students are seated in a circle with their hands behind their backs.
- In this game, a student who is "It" carries a basket or other prop while walking around the other students as they sing together.
- Once the song finishes, "It" gently places the prop behind a fellow student and dashes around the circle.
- The chosen student picks up the prop and chases after "It" and tries their best to tag them.
- The lively pursuit concludes when "It" reaches the spot previously occupied by the second student.
Listening
Students listen to a piano playing from PPP to FFF.
- Explain that students will hear examples of a piano playing from ppp to fff.
- Play each track in turn and tell students that the first track is very quiet and has a ppp dynamic. They will need to listen carefully to hear it.
- The tracks increase in dynamics until the last one is at fff, which is very loud!
Visual learning
Students discover that loudness and softness are given symbols.
Students should be familiar with the term piano (for soft) and forte (for loud). Piano is given the sign p, and forte is marked as f.
Softer than piano is pianissimo, marked as pp. It may be regarded as very soft.
Softer than pianissimo is pianississimo, or piano pianissimo and marked as ppp. It may be regarded as very, very soft.
Louder than forte is fortissimo, marked as ff. It may be regarded as very loud.
Louder than fortissimo is fortississimo, or forte fortissimo and marked as fff. It may be regarded as very, very loud.
Students do not have to remember each of these Italian terms but rather be aware of the markings for the gradual increase in loudness from ppp, pp, p, f, ff and fff.
- Project the graphic, which imagines the relative and imaginary loudness of animals.
- For fun, ask students to whisper as quietly as possible, pretending to be a mouse.
- Then, they should whisper a bit louder, pretending to be guinea pigs.
- Next, students should purr like a cat. And so forth through the dynamic markings.
- Caution may be advised when students pretend to be dinosaurs!
Instruments
Students discover a new note on the recorder.
- Demonstrate the new note C using your left hand's thumb and second finger.
- Ask the class to play the new note and then name it.
- Students should hold their instruments correctly and use gentle blowing to avoid squawking.
- Students should then play the song C You, which consists of only C notes.
- Remind students to count 1,2,3,4 in their heads as they play.
Part work
Students sing a known song and conduct with their dominant hand.
- Demonstrate how to conduct in 4 metre.
- Beat 1: Move your conductor's baton down smoothly and downward for the first beat. This signals the start of a new measure.
- Beat 2: Move your conductor's baton to the left, at about chest level, for the second beat. This completes the leftward motion.
- Beat 3: For the third beat, move your conductor's baton up and slightly to the right in a smooth, upward motion.
- Beat 4: For the fourth beat, move your conductor's baton to the left, completing the rightward motion and returning to the starting position.
- When secure, students should sing a simple song, such as Bow To Your Partner and conduct as they do so.
Assess
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV