1. Expressive Elements

2. Instructions Read each slide and complete each activity Activities that you need to complete are listed as Activity One, Activity Two and so on. The activities may be supplemental reading assignments, video clips to watch, or websites to examine. Some require you to write or respond to something. Complete each item. Turn in notes from the activities including any questions that require you to write an answer in a word document via the Expressive Elements submission portal.

3. The Concept All music is communicative It expresses or communicates something Can be emotions, events, stories, and any mixture thereof But the gist is that it always communicates something to the listener.

4. Expressive Elements-Definition Expressive Elements are the components of music or musical devices that help communicate emotion and mood to the listener.

5. Dynamics The term Dynamics is the musical term to describe volume in a piece of music. The volume of any given moment of music can communicate the mood or tone of the piece

6. Activity One Complete the following and write answers in your FE binder notes: Listen to the Copland’s Hoedown----is it loud or soft? What emotion or descriptive words would you use to describe it Listen to the first 30seconds to a minute of Barber’s Adagio for Stings--- -does it begin loudly or softly? What emotions or descriptive words would you use to describe it? Now listen to the rest of Barber’s Adagio for strings----what happens to the volume as you move through the piece? What does that do to the mood/character? What words would you use to describe it

7. Dynamics--Terminology Music/Musicians use special terminology and symbols for soft, medium and loud and variations thereof. Piano=soft and is depicted in music with a p Pianissmo=very soft and is depicted in music with a pp Pianississimo-very, very soft and is depicted in music with a ppp

8. Dynamics Terminology: Medium We can have both Medium Loud or Medium Soft in music Mezzo Forte= medium loud and is depicted in music with a mf Mezzo piano=medium soft and is depicted in music with a mp

9. Dynamics Terminology: Loud Forte=loud and is depicted in music with an F Fortissimo=very loud and is depicted in music with a FF Fortississsimo- very, very loud and is depicted in music with a FFF

10. Crescendo The term crescendo means to gradually increase volume or in other words get louder. It is depicted in music with a symbol that looks like a stretched out greater than sign.

11. Decrescendo Decrescendo means to gradually decrease volume or in other words get gradually softer It is depicted in music with a symbol that looks like a stretched out less than symbol.

12. Activity Two Open the dynamic symbols chart and examine it for the symbols previously explained. Next open the musical example and examine it. Here are some of the symbols as they would look in an actual piece of music. Don’t be intimidated by the notation just look for the dynamic symbols! Answer the following question: What dynamic symbols are in the piece of musical notation

13. Example Activities Activity Three Sample Dynamic Activities Reflect upon the Grizzly Bear Song and chart activity we have done in class. Describe how this is an example of musical dynamics and what do you think it communicates in the song? What core content areas might you use this activity to help enrich understanding for?

14. Example Activities Activity Four: Reflect on the Surprise Symphony listening and dynamic activity we did in class. See listening chart…tip toe, tip toe, tip toe look to refresh your memory) Why was this sequence of instruction an example of experience to cognition? How did it incorporate dynamics Why was it also a listening lessons? Write some ideas for how could you adapt and use this activity with core content?

15. Using Dynamics in Classroom Here are a couple of ideas for using dynamics in the classroom: Use it for classroom management Finish a song with a very quiet dynamic and students will quiet and focused on you Use it to help teach appropriate classroom volume for different scenarios Use it to address science standards regarding different volumes Use it as an activity to emphasize important ideas Teaching main idea or note-taking to older students Do a guided activity where students make a loud sound when you come to an main idea and a soft sound when you come to a supporting detail

16. Activity Five Choose core content and music standards Then design an activity that incorporates both your core content and dynamics into the activity. List your standards (core and music), give detailed description of the activity and outline a sequence of instruction.

17. Tempo-Definition Tempo refers to the speed of music The tempo of a piece of music helps depict the mood or character of the piece Different characters and moods help music communicate it’s message---whatever it might be

18. Tempo-Activities Activity Six: Listen to Nimrod from Elgar’s Inigma Variations and O’Fortuna from Carmina Burona by Carl Orff and answer the below questions. What is the tempo of each one? (slow, fast etcetera) What do you notice about tempo and the mood or character of the piece? What do you notice about the mood or character of the piece as the dynamic changes? How are tempo and dynamics related and how do they help communicate the mood or character of the music

19. Using Tempo in Classroom Activity Seven: First, view the youtube sample tempo activities. Then write about how you might adapt and use tempo activities in your classroom to help reinforce core content….be creative!

20. Musical Expression You can use music and it’s expressive elements to teach students about emotion, mood and personal expression.

21. Activity Eight Activity Eight: This is an activity that you can use with your students….of all levels to help teach the communicative power of music and personal expression. Find a blank sheet of paper and crayons, markers, colored pencils. Listen to 1-2 minutes of each of the musical clips labeled Activity 7. As you listen to each one draw/color whatever the music brings to mind. It can be an actual drawing of something, a design, or simply colors. Whatever the music makes you think of. Then in your activity document reflect on the activity. Do you think it is effective for teaching expression? Why or why not? Would this activity be engaging and useful in your future classroom? Why or why not?

22. Other Ideas # Many classical songs are settings of poetry and are excellent depictions of the mood and events of the poem. You can use songs to help teach students to interpret poems. #Activity 9: First read the lyrics to “Do You Hear the People Sing” from the musical Les Miserables. Then listen and watch the audio visual clip of the song and answer the following questions. How would you describe the mood of the song? Does it change? If so how and what expressive element helps depict the change? How does the music help you understand the lyrics?

23. Other Ideas You could have students choose a song that they think reflects their personality and write about why they chose that song. # You could have students use various pieces of music to illustrate any story or even a research paper that they have written. Another interesting and similar idea would be to have them choose music that depicts events in History.

24. Activity Ten Design your own activity for teaching students musical expression. It can/should incorporate other musical elements….movement, song, listening, timbre etc. Write a detailed description of the activity.

25. In Conclusion Music communicates and is therefore an expressive medium. It can be used to help teach people how to express themselves and how to interpret tone, mood and emotion Two of the devices used to help music communicate are dynamics and tempo.