Skip to main content

Dynamics: Change

Goal: To hear dynamics by altering the rates at which they change.

Out of Tempo

Beginning

Speaking – could be playing but not in a specific tempo.

  1. Teacher hums a sound softly.
  2. Student repeats same sound softly.
  3. Teacher prompts, “Repeat same sound, when I say ‘change’ you suddenly get louder.”
  4. Student repeats sound.
  5. Teacher prompts, “Change.”
  6. Student changes the dynamic suddenly get softer.

Intermediate

  1. Teacher hums a sound loudly.
  2. Student repeats same sound loudly.
  3. Teacher prompts, “Repeat same sound, when I say ‘change’ you suddenly get softer.”
  4. Student repeats sound.
  5. Teacher prompts, “Change.”
  6. Student changes the dynamic suddenly.

Advanced

  1. Teacher hums a sound medium.
  2. Student repeats same sound medium.
  3. Teacher prompts, “Repeat same sound, when I say ‘change’ you suddenly get softer or louder, you choose.”
  4. Student repeats sound.
  5. Teacher prompts, “Change.”
  6. Student changes the dynamic suddenly.

In Tempo

Speaking, singing, playing

Changing dynamics – crescendo/decrescendo at different rates.

Beginning

  1. Teacher sets up a time signature in 2, 3, or 4 time and in a slow tempo.
  2. Teacher hums or sings a note and prompts students to repeat.
  3. Students repeat.
  4. Teacher prompts students, “Repeat your sound and when I say ‘change’ you change the sound suddenly in tempo.”
  5. Students repeat.
  6. Teacher says, “Change.”
  7. Students change dynamic.

Intermediate

  1. Teacher sets up a time signature in 2, 3, or 4 time and in a slow tempo.
  2. Teacher hums or sings a note and prompts students to repeat.
  3. Students repeat.
  4. Teacher prompts students, “Repeat your sound and when I say ‘change’ you change the sound gradually get louder for four measures in tempo.”
  5. Students repeat.
  6. Teacher says, “Change.”
  7. Students gradually get louder for four measures.

Advanced

  1. Teacher sets up a time signature in 2, 3, or 4 time and in a slow tempo.
  2. Teacher hums or sings a note an prompts students to repeat.
  3. Students repeat.
  4. Teacher prompts students, “Repeat your sound and when I say ‘change’ you change the sound gradually get softer for four measures in tempo.”
  5. Students repeat.
  6. Teacher says, “Change.”
  7. Students gradually get softer for four measures.