Call the Play
Tempos, Dynamics and Articulations in Music
5th grade project
When a coach calls
a play, he is telling
the team how to
execute the play
and how to perform
on the field.
In music, a composer
(creator, writer of music)
“calls the play” by
including notes and rests
in a music score. They
also use symbols to let
the performer know how
to play the notes when
performing the music.
The manner in how it is
performed is determined
by using musical
expressions.
Syllabus:
Day 1 – (computers) Introduction, Learning Targets, Grading criteria,
Tempo
Day 2 – Select a poem, Work on saying the poem using the four different
tempos. Select a tempo for your poem.
Day 3 – Explore dynamics and articulation. Experiment saying your
poem with different dynamics and articulation.
Day 4 – Select tempo, dynamics, and articulation for poem.
Start writing the “score.”
Day 5 – Continue to work on the “score.” Start practicing the piece.
You will be selecting a
humorous poem and
determining how it will be
performed by using symbols for
various musical expressions.
An example is on the next slide.
Learning Targets for this unit:
1. Understand the importance of applying
expressions to music.
2. Learn basic musical expression
terminology and apply it to a poem.
3. Demonstrate understanding of symbols
by writing and performing a “score.”
The Importance of Applying Expressions to Music.
You apply expressions to music for the same reason
that someone who reads a story out loud uses
expressions – to make it interesting. It would be
very boring if you read a story out loud with the
same speed and the same tone of voice.
This is the same for music.
Demonstration of a read-aloud excerpt with and without expression.
Read aloud – without expression
Read aloud – with expression
It was the final play of the game. The coach called the play and we knew what
to do. The ball was snapped. “Oh no,” the receiver fumbled the ball. Alvarez
picked up the ball, leaped over an oncoming defender, narrowly missing being
tackled. He then started running down the field – avoiding all oncoming
defenders by running, twisting and turning.
Pretty soon we were all running behind Alvarez without an opponent in the
way. “Touchdown!” we yelled as Alvarez crossed into the end zone. We were
all amazed when the coach called this play. We were more amazed that it
actually worked. You see, Alvarez is not our best receiver – he is our equipment
manager.
For the next three weeks, we will be studying the use of
musical expressions. Musical expression includes tempo,
dynamics and articulation. You will select a poem from a
choice of five poems and write a “score” for the poem using
symbols for various musical expressive elements.
A “score” is a written form of music. We will not be using
notes and rests, but we will be using symbols for how loud
or quiet the music is, how choppy or smooth it is, and how
fast or slow it will be.
We will use three types of musical expressions:
Tempo is the speed of the beat. We will learn and apply
Italian terms such as: largo, andante, allegro, presto,
accelerando and ritardando. Metronomes are used to help
determine the speed of the music.
Dynamics are the volume of the music. We will learn and
apply pp, p, mp, mf, f, ff, crescendo and decrescendo.
Articulation include the smoothness and “choppiness” of
the music. We will learn about other Italian terms such as:
staccato, legato, tenuto, slurs, phrasing, and accents.
Each team will do the following:
1. Select a poem. You may choose one of five on the
website or you may choose a different poem. If you
choose a different poem to do, then it must be
approved by Ms. Baker
2. Work on the rhythm of the poem and figure out how
you will say it.
3. Select the tempo, the dynamics and the articulation for
your poem.
4. Practice the poem “score.”
5. Perform the poem as you have “written” the score.
Grading
Matrix
Vocabulary
(50 points)
Team
Participation
(50 points)
Written
“score”
(50 points)
Performance
(50 points)
A
B
50 points
Achieves 90% or
better on the
vocabulary quiz
You and the team
determine that you
fully participated and
demonstrated full
knowledge of the
project.
Score meets all
criteria, is written
neatly, concisely, and
is very easy to read
I can be heard clearly,
and perform all
expressive elements
accurately. It is clear
that I am confident
and knowledgeable.
44 points
Achieves 80% or
better on the
vocabulary quiz
You and the team
determine that you
fully participated
and needed some
help to complete the
project.
Score meets all
criteria, is written
fairly neatly and can
be read.
I am fully
participating,
performing all
expressive elements
accurately with some
help from the team.
C
D
36 points
30 points
Achieves 70% or better Achieves 60% or
on the vocabulary quiz better on the
vocabulary quiz
You and the team
You and the team
determine that you
determine that you
somewhat participated contributed little
and needed help to
and needed help to
complete the project. complete the
project.
Score meets most
Very little of the
criteria and may be
criteria is met, and
difficult to read.
is written poorly.
I am participating,
performing most of the
expressive elements
with some help from
the team. May not be
heard very well.
I am standing more
than participating,
performing some
of the expressive
elements with help
from the team.
Project
is worth
200
points
Tempo -- the speed of the beat.
FAST!
Largo
Andante
Video on Largo and Presto:
Allegro
https://www.youtube.com/watch?v=iN5Jv9s-z80
Presto
Accelerando (acc.) means to
gradually get faster
Ritardando (rit.) means to gradually
get slower.
Vocabulary – Tempo
Tempo is the speed of the beats. Tempo is measured in bpm (beats
per minute) and musicians use metronomes to determine the bpm.
Experiment with the online version of
the metronome!
Click here for an online metronome:
http://www.online-stopwatch.com/online-metronome/
Hold the CTRL key down and press the – key to make the image
smaller, or press the CTRL key and the + key to make the image
larger. Whatever is needed so it fits your screen.
Click and drag the weight balance and slide it up to get a slower
tempo and slide it down to get a faster tempo. The name of the
tempo will change on the right side of the metronome base as you
change tempos. Click on START to hear the tempo.
Vocabulary – Tempo
What is the low to high range for each of the following tempos?
Largo – very slow (______ to ______)
Andante – moderately slow, but moving (______ to ______)
Allegro – rapid, lively (______ to ______)
Presto – very fast (______ to ______)
Smelly Locker!
(To the tune of “Frere JacquesWhen Johnny Comes Marching Home”)
1. Smelly locker! Smelly locker! Poor hygiene! Foul and mean!
Meant to do it sooner. Is this a glove or tuna? Time to clean! Time to clean!
2. Smelly locker! Smelly locker! Never seen meat so green!
Stand back – it’s aroma. Could put you in a coma! Time to clean! Time to clean!
3. Smelly locker! Smelly locker! Real bad scene! Hurts my spleen!
Shoulda got permission to put my dead pet fish in. Time to clean! Time to clean!
4. Smelly locker! Smelly locker! See my clothes decompose!
Though I’m filled with sorrow, school is closed tomorrow. I suppose they’ll bulldoze!
I Don’t Want to Do Homework!
(To the tune of “Take Me Out to the Ball Game”)
1. I don’t want to do homework! Please, I’m fed up with math!
Don’t give assignments I’ll surely botch. Let me relax, I’ve got TV to watch!
And don’t make me study my English, I’ve learnt it real extra good!
So please say, “No homework tonight!” ‘cause you know you should.
2. I don’t want to do homework! I don’t want to plan maps!
Every day it is the same parade. Think of the papers you won’t have to grade!
So let’s hear, “There’ll be no more homework. Go home and play with your friends!”
Though I know that’s only a dream until college ends!
At Recess We Just Run Round and Round! (To the tune of “The Wheels on the Bus”)
1. At recess we just run round and round! The playground’s where I’m bound!
I fling off the rings and hit the ground! Hip, hip, hooray!
2. At recess we always throw the ball at the wall or at Paul!
The teacher says she can’t take it all! She’s turning gray!
3. At recess we act like chimpanzees! Playing tag, climbing trees!
If you come, bring bananas, please! Out, of my way!
4. When recess is done, we all disperse, then we head to the nurse!
Skinned knees and elbows, and much worse! What fun today!
Oral Report Time (To the tune of “Hey Diddle Diddle”)
1. Oral report time!
I’m gonna get caught, I’m just not prepared to present.
Did not do much thinkin’ ‘bout that old Abe Lincoln.
(He mighta been a president!)
2. Oral report time!
My speech’ll be short, I’m about to look dumb and weird.
Hey, this isn’t funny. I think he’s on money.
(He might be the dude with the beard!)
3.
Oral report time!
The kids’ll all snort, I’m in really kind of a mess.
Abe Lincoln, who is it?
(Perhaps I could visit his famous Gettysburg Address.)
4.
Oral report time!
Could use some support; I’m about to do something wrong.
“Laryngitis I’ve got!” I’ll croak. “Teacher, I’ll not
Give the speech and can’t finish this song!”