Skip to main content

Dynamics: Patterning

Goal: To use groups of sounds to hear getting louder and getting softer.

Out of Tempo

Using the words “crescendo" and "decrescendo” to hear the shifts in getting louder and getting softer. The patterning comes in using syllables and individual motifs in assembling the dynamics shifts.

Beginning

  1. Teacher speaks the words, “Cre – scen – do,” getting louder.
  2. Students repeat.

Intermediate

  1. Teacher speaks the words, “De – cre – scen – do,” getting softer.
  2. Students repeat.

Advanced

  1. Teacher speaks the words, “Cre – scen – do, De – cre – scen – do,” getting louder, then softer with each syllable.
  2. Students repeat.
  3. Teacher speaks the words, “De – cresc – en – do, Cre – scen – do,” getting softer then louder with each syllable.
  4. Students repeat.

In Tempo

Teacher sets up a slow tempo in two, three, four or six-eight time. Teacher uses beats, scales, or chords, solfege, letters, or numbers to practice patterns of crescendo and decrescendo.

The same process below can be used singing an entire scale, parts of scales, and in two, four, or eight measure patterns, and focusing on getting softer, louder, or both softer and louder.

After introducing the prompts, use keys other than C Major or c minor.

Beginning

Four measure patterns.

  1. Teacher sets up a four-four time signature in a slow tempo.
  2. Teacher sings four measures of one note per measure getting louder. For example: "Do, Re, Mi, Fa."
  3. Students repeat.

Intermediate

  1. Teacher sets up a three-four time signature in a slow tempo.
  2. Teacher sings four measures of one note per measure getting louder. For example: "Do, Re, Mi, Fa."
  3. Students repeat.

Advanced

  1. Teacher sets up a two-four time signature in a slow tempo.
  2. Teacher sings four measures on one note per measure getting louder. For example: "Do, Re, Mi, Fa."
  3. Students repeat.