NCS Classroom Activity (Dynamics)

Beethoven - Symphony No. 8 MOVEMENT II CONCEPT: DYNAMICS

Presentation By: Emily Cannady

Ludwig Van Beethoven

ď‚— Born: December 16, 1770

in Bonn, Germany ď‚— Died: March 26, 1827 in

Vienna, Austria

Featured Work: Symphony No. 8, Mvt. II. Allegretto Scherzando Symphony No. 8 premiered alongside Beethoven’s Symphony No. 7 Wellington’s Victory in Vienna in 1814. Audience members did not receive the piece very well, due to its short length, many musical jokes, and unexpected structure.

Beethoven strayed from the norm by structuring the second movement, Allegretto Scherzando, as an interlude rather than the expected slow, lyrical standard.

Concept Review: Dynamics Virtual Learning Modification  Review dynamics by showing the MusicK8 video,

“Forte, Piano”  Instruct students to stand and reach for the sky during the loud sections, and crouch down to the ground during the quiet sections.  Define the following terms:   

 

pianissimo ― very quiet piano – quiet forte – loud fortissimo – very loud crescendo – to gradually increase in volume

Concept Review: Dynamics Have students imagine a train is coming into town.

Ask how they could describe the sound, specifically the volume, of the train when it is very far away, a little closer, even closer, and as it passes by.

?

Far away

?

A little closer ?

Even closer ?

Passing by

Explain that in music, we use the term dynamics to describe the volume, or how loud or quiet, the music is. Review the following terms, and relate them to the volume of a train, as described by students.

Pianissimo = very quiet

Piano = quiet

Forte = loud

Fortissimo = very loud

Explain that as the train gets closer to you, it gets louder and louder. In music we call the gradual increase in volume a crescendo. The musical symbol for a crescendo looks like this:

For further concept review, have students demonstrate their knowledge of dynamics with the song “All Aboard the Dynamics Train!”  Tell students that they will be traveling to _______ (choose an exciting

destination!) aboard the Dynamics Train!

 Split students into four dynamic levels, or train stations:    

Pianissimo Park Piano Plaza Forte Forest Fortissimo Falls

 Instruct students to go to their “train station” and wait for the train to come. You

could also have students seated and instruct them to stand and join when the train reaches their station. As each group boards the train, they join in and sing the song, “All Aboard the Dynamics Train!” (next slide) at their assigned dynamic level.

 NOTE: If necessary, you may substitute singing with chanting the lyrics at

corresponding dynamic levels.

 Listen here!

Note: All students aboard the train should sing the “Chug-Chug” section.

Classroom Activity: Dynamics Map Board Game

OBJECTIVE: Students will track dynamic levels and changes using a board-game-style listening map while listening to the 2nd movement of Beethoven’s Symphony No. 8.

MATERIALS:  North Carolina Symphony Education Concert video for the 2nd movement of Beethoven’s Symphony No. 8  Dynamics Map Game Card (provided)  Small moveable game piece (eraser, paperclip, etc.)

Process: • Show students the North Carolina Symphony video for dynamics. Instruct students to pay close attention to dynamic levels and changes. The performance begins at timestamp 2:08.

• Hand out a Dynamics Map Game Card (provided) and game piece to each student. Explain that students will listen to the performance again, while tracking the dynamic levels/ changes on their game boards.

•

Students should begin with their game piece on the space labeled START, and move to the first space (pp) when the music begins.

•

The goal of the game is to move the game piece forward with each corresponding dynamic change, and to land on the last space by the end of the piece. They may then move forward and cross the finish line!

• Replay the performance of Symphony No. 8.

• Minimize the screen so students can only hear audio • Observe student tracking as they listen and move their game pieces.

• Optional: Pause the recording to check in with students and affirm they are tracking correctly.

• Suggested checkpoints: • 4:40 (forte space) • 5:25 (piano space)

Teachers may use the Teacher Guide Game Board, which includes timestamps of major dynamic changes, to help insure students are tracking correctly/on the correct space of the game boards.

Exit Slip Questions

1.

Why do you think Beethoven used so many dynamic changes throughout the piece?

2.

How would this piece be different if Beethoven only used one dynamic level throughout?

3.

How did the conductor communicate the dynamic levels and changes to the orchestra?