Dynamics in Music

Unit: Exploring Music Genres

Lesson 10 of 20

Year Levels: 3 and 4
Duration: 50 minutes
Class size: 25 students

---

Learning Area

The Arts – Music (South Australian Curriculum)

---

WALT

We Are Learning To understand and demonstrate dynamics in music by playing instruments loudly and softly.

---

Success Criteria

• Identify and describe the terms loud (forte) and soft (piano) in music.
• Demonstrate the ability to play instruments using loud and soft dynamics.
• Use visual dynamics charts to guide playing volume.
• Compose a short musical piece using varied dynamics.

---

Curriculum Links and Learning Objectives (South Australian Curriculum):

• Content Descriptor:
  AC9AMU4D01: Develop listening skills and skills for manipulating elements of music when playing instruments, including varying dynamics to create interest or mood.

  • Focus: Varying loudness and softness to create expressive effects in music performance and composition.

• Students will:

  • Manipulate dynamics by playing loudly or softly on classroom instruments.
  • Explore how dynamics can affect the mood or feeling of music.
  • Use appropriate musical terminology (forte, piano).
  • Represent dynamics visually with charts and symbols.

---

Lesson Outline

Time	Learning Activity	Details	Differentiation & Support
0-5 min	Introduction & Engage	- Teacher introduces the concept of dynamics in music. - Explain loud (forte) and soft (piano) using clear, dyslexia-friendly print charts and verbal cues. - Show examples with voice or instruments demonstrating loud and soft sounds.	Use large, colour-coded visual charts for dynamics symbols (e.g., "f" for forte, "p" for piano). Use clear fonts with spacing for dyslexic-friendly reading.
5-15 min	Group Listening & Discussion	- Play two short music excerpts demonstrating strong differences in dynamics (one loud, one soft). - Students discuss how the dynamics make them feel. - Use guiding questions: "How does the loud part make you feel? How about the soft part?"	Provide verbal prompts and peer discussions. Use small groups for peer support.
15-30 min	Instrument Dynamics Practice	- Students receive classroom instruments (e.g., percussion such as drums, tambourines, shakers). - Practice playing softly and loudly on command. - Use a visual dynamics chart: teacher shows symbols and students respond by playing at correct volume. - Teacher circulates to guide and support.	Provide one-on-one support for students needing motor skills help. Encourage use of alternative instruments for students with physical difficulty.
30-40 min	Dynamics Composition Challenge	- In small groups or individually (advanced students), students create a short 8-beat rhythmic pattern using loud and soft playing. - Use visual dynamics symbols to plan composition. - Invite some students to perform their pieces to class.	Extension: Advanced students compose using dynamics plus tempo or rhythm variations. Provide graphic score templates for planning.
40-50 min	Reflection and Exit Task	- Whole class reflects on what they learned about dynamics. - Quick quiz/game: Teacher calls "loud" or "soft," students respond by clapping loudly or softly. - Exit slip: Write or draw their favourite thing about dynamics in music.	Offer options of writing or drawing for the exit slip to support diverse learners including those with dyslexia.

---

Differentiation

• Visual Support: Use large, colourful dynamics charts with symbols and simple language.
• Verbal Reinforcement: Repeated oral instructions and examples.
• Peer Assisted Learning: Pair students for support during instrument playing.
• Motor Skills: Provide a range of instruments, including easy-to-handle options.
• Reading Support: Dyslexia-friendly fonts and spaced texts; allow drawing or verbal responses for reflections.
• Extension: For advanced learners, allow composition using other elements such as tempo or articulation along with dynamics.

---

Resources Needed

• Classroom percussion instruments (drums, tambourines, shakers, claves)
• Visual dynamics charts (large, colour-coded with “p” for soft, “f” for loud)
• Audio examples demonstrating loud and soft music passages
• Graphic score templates for composing
• Dyslexia-friendly printed materials (charts, keywords)

---

Assessment Opportunities

• Formative: Observation of student ability to play instruments softly and loudly upon visual and verbal cues.
• Peer and Self-assessment: Group compositions performed and discussed with teacher and peers.
• Exit Slip: Reflection through drawing or writing their understanding of dynamics.

---

Teacher Notes

• Reinforce dynamic terminology consistently throughout lesson for vocabulary development.
• Emphasise how dynamics contribute to mood and expression in music — connect to cultural or familiar music genres if possible.
• Use the lesson as foundation to integrate dynamics later in ensemble or singing activities.
• Ensure movement breaks during instrumental work for kinaesthetic learners.

---

This lesson aligns with the South Australian Curriculum emphasis on developing students' ability to manipulate musical elements expressively (specifically dynamics) within familiar music contexts and supports inclusive teaching practices for diverse learners in Years 3 and 4.