Developing Dynamic Control

Daniel Vega
9/20/18

1. Student Characteristics and Prior Knowledge

-These are intermediate students who have been playing their instruments for one or
two years. Most of them have already been exposed to the idea of dynamics but still
lack the control to successfully and consistently execute different dynamic levels.

2. Learning Goals/Objectives/National Standards

A. Learning Goals
-Students will be able to correctly identify, define, and play all dynamic levels

B.Objectives
-Students will practice writing different dynamic levels on their pink rhythms
page and playing them with their instruments.

C. State/National Standards

MU:Pr5.3.E.5a Use self-reflection and peer feedback to refine individual and

ensemble performances of a varied repertoire of music.

MU.PR.6.PE.5a. Identify technical accuracy in prepared and improvised

performances of a varied repertoire of music.

3. Instructional Materials
-Pink Rhythms Page
-Writing Utensil
-Instruments

4. Teaching methods, instructional procedures, and learning activities

-Teacher will write all of the dynamic levels on the board along with their definition and
students will copy them down on a sheet of paper.

P: Piano – Soft
f: Forte – Loud

-Teacher will encourage students to say the name of dynamics either softly or loudly to
reinforce their meaning.
-Teacher will instruct that the class will have a specific way of clapping/tapping for each
dynamic. p=2. Fingers, f= 5 fingers/full clap.
-Students will try tapping/clapping at the different dynamics.
-Teacher will talk about how to play at different dynamics: Soft playing would be closer
to the bridge, light weight on the string, and bow slightly tilted. For loud dynamics the
bow must be closer to the bridge, more weight on the string, and all the bow hair on the
string.
-Students will play pink rhythms on their instrument at different dynamics.

5. Assessment Strategies
-Teacher will assess students by having individual sections play in order to listen for the
individual players who are struggling with the exercise.

Grading Rubric
Student misses 1-2 dynamic 10/10 Points
markings.
Student misses 3-4 dynamic 7/10 Points
markings.
Student misses 5-6 dynamic 5/10 Points
markings.
Student misses 7 or more 3/10 Points
dynamics markings.

6. Possible Problems/Pitfalls
-Some students might find it hard to maintain the bow in the same area (close to the
bridge or the fingerboard).
-Students might not add enough weight for the forte dynamic.
-The teacher can check the direction of the bow by giving students a mirror to make
sure they keep the bow on the same playing area. This can also be done by recording
the student as they play.
-The teacher can double check students are adding enough weight by having students
put their bow on the string and move it slightly to hear for that cringy sound which
indicates weight is being put on the bow.
7. Extensions
-Apply the same idea of adding different dynamics to their leveled warm ups packet and
practice tapping/clapping and playing them.