Module 3

Lesson Plan: 

Lesson Plan: Dynamics Forte and Piano 

Objective: Our students will understand and be able to find forte and piano in music and in their regular life 

Mulitiple Means of engagement: listening, visuals, movements, using voices to demonstrate forte and piano 

Action and Expression: Movements, voicing, and listening  

Representation: Offered different modes of learning through visual, kinesthetic, aural and lectured learning 

Step by Step: 

Show examples of piano and forte through different images, movements and sounds  

Use PowerPoint with slides to demonstrate all of our media,  

• Start with explanation of both forte and piano 

• Show definition as well as explain it with further context including volume of speech 

• Slideshow 

• Demonstrate forte and piano through different animals-pictures, sound and movement 

• Lions to demonstrate forte, as well as a movement to show as if we are shouting to be forte 

• Mouse to demonstrate piano, as well as movement to show as if we are whispering to be piano 

• Demonstrate forte and piano through differing locations, sounds and movements 

• Showed pictures as well as sounds from two different locations that can be forte or piano 

• Showed a gym with motions that you may do in the gym as well as sound 

• Showed a garden with motions that you may do in the garden as well as sound 

• Demonstrate forte and piano through musical instruments and sounds  

• Show a rock band to demonstrate forte sounds  

• Show a flute to demonstrate piano sounds 

• Show the dynamic marking for students to recognize in music with further explanation of both 

• Show differing pieces of music to demonstrate the differences in the dynamics, with sound and movements  

• Show “John Williams: Star Wars Theme” to demonstrate the forte 

• Talked about how each made us feel as wel as put some type of motion to it 

• Show Brahms “ Lullaby” to demonstrate the piano 

• Talked about how each made us feel as well as put a motion to it 

Ending Slide: Have students engage their ears outside of class to listen for forte or piano in their life and bring us examples of it the next time we meet.  Accessing the students funds of knowledge.  

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Online Music Learning Video Critique 

Choose a partner. Each of you will select an online music teaching video (2 total) that you consider to be particularly effective, inclusive, and responsive. Analyze each teacher’s videos for strengths/weaknesses and inclusive/responsive strategies. Share your video links, and write responses to the prompts below. 

Evidence: 

Video links of the two exemplary teachers https://www.youtube.com/watch?v=3aAMAYr7uzw    https://www.youtube.com/watch?v=AhjR7b190I4 

Written reflection addressing: 

1. What were the strengths and weaknesses of each instructor?  

• Both instructors are such strong educators and their flow within and around the clasroom is just incredible. They put the responsibility for learning mostly on the students shoulders but created a welcoming environment that harbored learning. Both are absolute master teachers in their field and everything they taught already had inclusion infused within the lesson. It was not a second thought to either teacher, they put the responsibility of learning on the students in fun ways.  

How did each instructor provide inclusive/responsive strategies? If none were provided, how would you incorporate inclusive/responsive strategies into their lessons?  

• Mr. Holland right from the beginning had the students figure out what song they were going to be singing instead of him telling them right away he just sang the melody while speaking other words giving the students the opportunity to find their song. For Dr. Shouldice she had the students choose the resting tone “button” that was inclusive of every student within the classroom, no student was left out and she made a point in another game that if they had not gone that they would be going next time they met. We felt that, that was a great tool for the students to have something to look forward to as well as their responsibilities to stay on target to be able to play the game again. 

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Video link of someone learning from your video: https://www.youtube.com/watch?v=MxA_NcouxOw Written reflection addressing what you did well and what you could improve 

• This was a very interesting thing to do. To watch someone watch your lesson was quite strange, but I really liked being able to see her learning the material. I noticed somethings weren't clear in terms of the motions I had lined up. They weren't super clear or was set up for the students to be able to respond. I should have done a more question answer through out it. I think it went well and she did exactly what we wanted with our lesson. Looking back on it, I wish I had had more clarity in general on the two dynamics so there was no confusion on the learners end. I also wish I would have had more interaction in general for the students, I liked seeing her doing everything and learning but I don’t think it was as interactive as it could have been. I like how engaged she was throughout it as well as just how she smiled and seemed to enjoy the lesson. 

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STEP #4: Reflect and Synthesize Your Learnings 

Reflect on your process and what you learned throughout this learning segment. Synthesize your reflections into a response that addresses how this project reinforced and/or changed how you develop learning opportunities that are inclusive and responsive to your students.  

Evidence: 

1. Multiple means of engagement, representation, action/expression

2. Use of students’ funds of knowledge to infuse cultural responsiveness 

• This has to be one of the hardest assignments I have done. I re-did it multiple times because I was just not happy with it. I'm still not completely happy with it to be honest, but we have to move on from that and that was a big lesson in itself. You don’t need to be a perfect teacher, you just need to try your best and keep learning from those experiences. I tried my best to bring as many distinct aspects into it to have multiple means of engagements, representation, as well as action and expression. I feel that teaching to the edges through video is extremely difficult, not being able to access in person and still make it beneficial was really difficult for me. I tried first to have students bring a forte and piano song in but I didn’t really enjoy it. I felt like it felt too much like homework and less like learning. I believe that learning happens in so many different ways and I liked using their funds of knowledge, ideas, and thoughts to not only make them responsible for their education but also be able to learn from them and their lives and experiences.