Year 2
Animal
Elements
Lesson 1
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Lesson 1: To show understanding of tempo and dynamics
Year 2 – Animal Elements
Key Vocabulary – Describe, compare, tempo, dynamics
Lesson 1: To show understanding of tempo and dynamics
Outcomes
I can listen to music to describe and compare some of the features
I can identify tempo and dynamics
I can create music with awareness of tempo and dynamics
Do now
As a class discuss the following questions:
Listen – (Screen off)
Discuss –
What type of music can you hear?
What does it make you feel?
Can you feel the pulse? What is the tempo?
How loud is the music? Does this change?
What instruments can you hear?
Is there singing?
Do you like it? Why?
Opening 1-2 minutes of Night Ferry by Anna Clyne
Watch
Discuss –
What type of music can you hear?
What does it make you feel?
Can you feel the pulse? What is the tempo?
How loud is the music? Does this change?
What instruments can you hear?
Is there singing?
Do you like it? Why?
Watch Ravel’s Bolero
Do
Compare the 2 pieces - what is similar? What is different?
Think Tempo and dynamics
Instrumental music – music that has no singing. It often tries to paint a picture or communicate a mood or message.
Music consists of building blocks – Interrelated Dimensions or elements that together create mood or paint a picture in sound.
Tempo and dynamics are 2 of these dimensions.
What is Tempo?
What are dynamics?
Which of the pieces do you prefer? Why?
How fast the music is
How loud the music is
Information
The violin is the smallest of the string family.
It is the leader of the orchestra.
It has 4 strings and is played with a bow
The viola is a bigger version of the violin, so sounds lower in pitch
Like the violin it has 4 strings and is played with a bow.
The cello is much bigger than the violin. The player sits on a chair with the cello resting between their knees to use the bow.
The double bass is the biggest string instrument, so big you have to stand to play it.
Strings
Task
In groups, create music for a happy occasion using pitched, unpitched and vocal sounds, that shows a change in both tempo and dynamics.
Tempo – How fast music is
Dynamics – How loud music is
Decide:
How will you start your piece?
How will you change the dynamics?
How will you change the tempo?
What instruments/sounds will you use?
How will you end you piece?
How will you make sure it sounds happy?
Do
Plenary
Groups share their happy compositions, showing changes in tempo and dynamics
Audience -Is there a change of tempo?
Is there a change in dynamics?
Does it sound like a happy occasion?
Time to Talk:
What did you achieve in this lesson?
What are dynamics?
What is an instrumental?
How confident are you?
I can listen to music to describe and compare some of the features
I can identify tempo and dynamics
I can create music with awareness of tempo and dynamics
1. Very confident
2. Unsure
3. Not confident