LESSON PLAN

Subject

Class

Unit

Topic

Achievement Objective(s)
Learning Outcome(s) and/or Learning Intentions

Assessment and/or Success Criteria

Students will discuss the definitions of various elements

used in music as a class.

Students will be able use their understanding of elements to

describe the use of dynamics and tempo in music and make
links between these two.

Students will use the elements of music to describe various

listening examples through focused listening

Students will be able to recognise through listening when a

piece of music is louder or softer, faster or slower

Key Competency Focus

Thinking
Using language, symbols and text
Relating to others
Participating and contributing
Time

5-10
minutes

5 -10
minutes
10
minutes

5
minutes

Student Learning Activities

Teacher Activities

Starter

.
Introduction of elements- looking at elements
students came up with in brain storm...

Students listening to teacher on

introduction to elements such as Tempo,
dynamics, pitch, timbre ( tonality advance).
. The students come to a common
agreement on the definition of each element
and write definitions into their books
Activity

Game( I have who has) played with

elements
Students to discuss question in pairs

Teacher to hand out cards for game, and give instructions.

'Sorcerer's apprentice' sound track to be played again

What is it about the speed of this piece that
makes it an urgent sounding piece or
mischievous?
What other words would you use to describe
this piece?

5
minutes
5- 10
minutes

Teacher to explain that many of these elements help to

create the mood in a piece of music

In their peers, students

asked to write down and describe how the
change in tempo affects the mood-

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the teacher can collect ideas from each group

Teacher can demonstrate how the theme would sound
if the tempo was changed by playing various

examples.

10
minutes

Dynamics
Dynamics
Looking at dynamics(Volume of piece)
students listen to "A night on bold
mountain". students leaning to recognise
decrescendo and crescendo and word
meanings.

The teacher can start and stop the music and ask the
students whether they thought the music was getting
louder or softer.
( advanced- the Italian words for these, could ask just
to assess where everyone is)

Students thinking about how it changes

either gradually or suddenly
Students can also think about how both
dynamics and tempo work together, for
example; often in this piece when the
tempo gets faster, it also becomes louder.
Equipment
Resources: piano, white board, pens, Game( I have who has)
Teacher Evaluation
Student achievement where to next?
Teacher practice what have I learnt?
what will I change?

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