Musical Terms and Signs Music JSS 1 Second Term Lesson Notes Week 4

Subject: Music

Class: JSS 1

Term: Second Term

Week: 4

Topic: Musical Terms and Signs

Sub-topic: Understanding Dynamics and Tempo

Duration: 45 minutes

Entry Behaviour: Recall the names of five musical terms discussed in the previous lesson.

Key Words: Dynamics, Tempo, Forte, Piano, Allegro, Andante, Crescendo, Decrescendo, Pianissimo, Fortissimo, Slur, Time signature, Repeat sign.

Behavioural Objectives:

1. Identify and define at least five musical terms related to dynamics.
2. Differentiate between forte and piano in music.
3. Demonstrate the understanding of tempo by distinguishing between allegro and andante.
4. Recognize the symbols for crescendo and decrescendo.
5. Apply the concept of slur in connecting musical notes.

Embedded Core Skills: Listening, Observation, Analysis, Application

Learning Materials:

1. Whiteboard and markers
2. Musical notation sheets
3. Audio recordings with examples of various dynamics and tempo markings
4. Flashcards with musical terms and signs
5. Repeat sign and crescendo/decrescendo symbols

Content:

1. Melody – a series of musical notes that create a tune.
2. Harmony – combination of different musical notes played or sung together.
3. Rhythm – the pattern of beats in music.
4. Tempo – the speed at which music is played.
5. Dynamics – the loudness or softness of the music.
6. Pitch – how high or low a sound is.
7. Forte – play loudly.
8. Piano – play softly.
9. Crescendo – gradually getting louder.
10. Decrescendo – gradually getting softer.
11. Legato – play smoothly.
12. Staccato – play with short, detached notes.
13. Fermata – hold a note or rest longer than its usual duration.
14. Repeat sign – go back and play a section again.
15. Time signature – indicates the number of beats in each measure.
16. Key signature – the sharps or flats at the beginning of a piece.
17. Staff – the set of five horizontal lines where music is written.
18. Treble clef – indicates higher-pitched notes.
19. Bass clef – indicates lower-pitched notes.
20. Bar line – separates measures in music.
21. Pianissimo (pp) – play very softly, indicating the quietest dynamic level.
22. Fortissimo (ff) – play very loudly, signifying the strongest dynamic level.
23. Poco a poco – gradually, often used with dynamics or tempo changes.
24. Moderato – play at a moderate, or medium, speed.
25. Allegro – play at a fast and lively tempo.
26. Andante – play at a walking pace, a moderate tempo between fast and slow.
27. Da capo (D.C.) – go back to the beginning of the piece.
28. Dal segno (D.S.) – go back to the sign and continue from there.
29. Presto – play very fast, indicating a brisk tempo.
30. Slur – a curved line connecting two or more different notes, indicating they should be played smoothly without separation.

1. The ___________ indicates the number of beats in each measure. a) Dynamics b) Tempo c) Time signature d) Pitch
2. If a piece of music has a lot of __________, it means the volume changes from loud to soft. a) Rhythm b) Harmony c) Dynamics d) Melody
3. A curved line connecting different notes is called a __________. a) Fortissimo b) Staccato c) Slur d) Crescendo
4. What does the term “Allegro” mean? a) Play softly b) Play fast and lively c) Play slowly d) Play moderately
5. The sign “D.C.” instructs musicians to go back to the __________. a) Beginning of the piece b) Middle of the piece c) End of the piece d) Next section
6. When you see a treble clef, it indicates __________ notes. a) Higher-pitched b) Lower-pitched c) Soft d) Loud
7. “Pianissimo” means to play very __________. a) Slowly b) Loudly c) Softly d) Quickly
8. The symbol that shows a repeat is __________. a) Dal segno b) Fermata c) Repeat sign d) Presto
9. What does “Staccato” mean? a) Play smoothly b) Play softly c) Play with short, detached notes d) Play loudly
10. The term “Andante” suggests playing at a __________ pace. a) Walking b) Running c) Fast d) Slow
11. “Poco a poco” means to change gradually in __________. a) Dynamics b) Tempo c) Rhythm d) Pitch
12. The __________ clef indicates lower-pitched notes. a) Treble b) Bass c) Alto d) Soprano
13. If a piece of music has a lot of __________, it means the speed changes from slow to fast. a) Harmony b) Rhythm c) Tempo d) Melody
14. The term “Crescendo” instructs musicians to play gradually __________. a) Softer b) Louder c) Faster d) Slower
15. “Presto” indicates a very __________ tempo. a) Slow b) Fast c) Moderate d) Soft

1. Revision (5 mins): Review the previous lesson’s terms – melody, harmony, rhythm, pitch, and key signatures.
2. Introduction (5 mins): Introduce the new topic – musical terms and signs related to dynamics and tempo.
3. Teacher’s Activities:
   • Explain the concept of dynamics (forte, piano, pianissimo, fortissimo).
   • Define tempo and introduce allegro and andante.
   • Demonstrate the use of crescendo and decrescendo symbols.
   • Explain the significance of the slur in music.
4. Learners’ Activities:
   • Listen attentively to the explanations.
   • Take notes on the definitions and examples.
   • Practice identifying dynamics and tempo markings on musical notation sheets.
   • Participate in a brief exercise using flashcards to recognize symbols.
5. Assessment (10 mins):
   • Ask students to identify and explain the meaning of a given dynamic or tempo marking.
   • Use flashcards to quiz their recognition of musical symbols.
   • Evaluate their understanding through a short listening exercise.

 Evaluation:

1. What does the term “forte” mean in music?
2. Define “allegro” in terms of tempo.
3. Differentiate between crescendo and decrescendo symbols.
4. How is “slur” used in connecting musical notes?
5. Identify the symbol for pianissimo.
6. Explain the purpose of a repeat sign in sheet music.
7. Define the term “andante” with regard to tempo.
8. Recognize the treble clef and its significance.
9. Provide an example of a dynamic change in music.
10. Demonstrate the difference between forte and piano using hand gestures.

Conclusion: Reinforce key points, summarize the lesson, and encourage students to practice identifying musical terms and signs. Emphasize the importance of these elements in understanding and appreciating music.

Teacher’s Assessment: Circulate among students to observe their participation, correct any misconceptions, and provide additional support as needed. Mark assignments and offer constructive feedback.