LESSON PLAN IN MUSICAL DYNAMICS

Subject: MAPEH-MUSIC 4 Date: March 6, 2023 Section: 4-CHARITY

Unit: DYNAMICS
Learning Competency: Uses appropriate musical terminology to indicate simple dynamics (MU4DY-IIIf-h-2)
Learning Targets: At the end of the lesson, the learners should be able to…
a. Identify the different dynamics in music;
b. cite Importance of music in expressing emotions and in daily life;
c. create a sound using the appropriate musical Dynamics.

Teacher Activity Student Activity

A. Introduction
Good morning class. Good morning teacher! It’s nice to see you again!

Before we start our lesson for today, what are the  Raise your hand if you want to recite
things we need to consider if we are having an  Avoid talking to seatmate
activity?  Listen to the teacher

Today, we are going to play a game called “hanapin

mo ang susi”

First, we are going to form a Circle and then We are

going to sing “Ang susi nakatago”. There will be a
seeker and he/she will find who among us hides the
key. If he is near the person holding the key, the
song will be sing softer but when he/she is far from
the person holding the key, the music will will be
sung louder.

Song lyrics:

Ang susi nakatago

Kung saan, di ko piho. (The learners will sing and play)
Kung sakaling na sa’yo
Akin na’t gagamitin ko.

What did you do to find the key? We listened carefully.

What will happen if there’s no music at all? We cannot identify who is the holder of the key.

Is music important? In what way? Music brings out emotion

Music helps me relax
Music gives peace of mind.

What can you feel if the music is soft? I can feel sadness

What can you feel if the music is loud? I can feel active and energetic
There is an element of music that refers to the
intensity if sound in a music. What does it called?

(The teacher will show the jumbled words) Dynamics

DYSNCAIM

B. Interaction
What is a Dynamics?
Dynamics is a musical element that refers to the
different intensities of sounds (loudness or softness)

While playing the game, we can hear two intensity Soft

level of sound. What are these? loud

The dynamics has Two Main Dynamic Levels.

What refers to the soft sound?

Piano

This is how Piano sounds like

(the teacher will play his guitar)

can you give me an example of sound that is Piano? Whispering

Sound of trees waving

How about the loud sound? Forte

(the teacher will play his guitar)

Can you give me an example of sound that is Forte?

Sound of vehicle horn
Shouting
These to main dynamic levels have sub levels also.
Let’s discover what are they.

(The teacher will play his guitar gradually softer)

What main dynamic level did the guitar sound?

Piano(p)
What have you noticed in the sound of the guitar?
The sound becomes softer
Piano has levels too? What do you think they are?
Dynamic Italian name
markings
mp mezzo-piano Moderately soft
p piano Soft
pp pianissimo Very soft
ppp pianississimo Very very soft
I will play the guitar once more and you will identify
the dyamics.

(The teacher will play the guitar) (The learners will identify the dynamics)

Now it’s your turn. Can you create a sound showing

the levels of piano(p)?

How about this one, What main dynamic level did

the guitar sound? Forte
(the teacher will play the guitar gradually louder)

What have you noticed in the sound of the guitar? The sound becomes louder

Forte has levels too? What do you think they are?

Dynamic Italian name
markings
mf mezzo-forte Moderately loud
f forte Loud
ff fortissimo Very loud
fff fortisissimo Very very loud

I will play the guitar once more and you will identify
the dyamics.

(The teacher will pay the guitar) (The learners will identify the sound)

Now it’s your turn. Can you create a sound showing

the levels of forte(f)?

C. Integration
What do you think is the reason why we study the
To help us identify the levels of sound in a music
dynamics in music?
which can help us
To create harmony in music in a way that we know
when will we play loud or soft and to avoid chaos.

Now let us organize the dynamics according from

very loud to very soft.
Dynamic Italian name
What dynamics is the loudest?
markings
How about the very loud?
fff fortississimo
How about loud only? ff fortissimo
How about moderately loud? f forte
What will comes next? mf Mezzo-forte
What about the next one mp Mezzo-piano
What about the next level? p piano
And the very very soft? pp Pianissimo
ppp pianississimo
 Application
Now, you are going to draw from our magic boxes.
You have to pick from the actions and then you will
pick from the dynamics. Whatever you picked. You
have to perform it.

For example
Clap:f
You have to clap loud only.

BOX 1 BOX 2
Stomp fff
Clap ff
Snap f
Sing mf
Yell mp
Laugh p
roar pp
chirp ppp
meow
bark
sneeze

Evaluation
Choose your answer from the box and place it before the number.
f fff ppp mf
pp mp ff p

_____1. the loudest dynamics _____5. very loud

_____2. Fortissismo _____6. moderately soft
_____3. softest dynamics _____7. forte
_____4. piano _____8. Pianissimo

Observed:

______________________________________________________ ________________ __________________

Signature over Printed Name of Cooperating Teacher Date Time
 CLASSROOM OBSERVATION FORM
S.Y. 2022 – 2023
(Adopted from PEAC)
Name of Teacher:
Subject of Instruction: Grade and Section:
Date of Observation: Time of Observation:
RATING SCALE:
4 – The performance of this item is innovatively done.
3 – The Performance of this item is satisfactorily done.
2 – The performance of this item is partially done due to some omissions.
1 – The performance of this item is partially done due to some errors and misconceptions.
0 – The Performance of this item is not observed at all.
A. TEACHER ACTIONS
The teacher communicates clear expectations of student performance in line with the unit
1. 4 3 2 1 0
standards and competencies
The teacher utilizes various learning materials, resources, and strategies to enable all students
2. 4 3 2 1 0
to learn and achieve the unit standards and competencies, and learning goals.
The teacher monitors and checks on students’ learning and attainment of the unit standards
3. 4 3 2 1 0
and competencies by conducting varied forms of assessments during class discussions.
The teacher provides appropriate feedback or interventions to enable students in attaining the
4. 4 3 2 1 0
unit standards and competencies.
The teacher manages the classroom environment and time in a way that supports student
5. 4 3 2 1 0
learning and the achievement of the unit standards and competencies.
The teacher processes students’ understanding by asking clarifying or critical thinking
6. 4 3 2 1 0
questions related to the unit standards or competencies.
B. STUDENT LEARNING ACTIONS
The students are active and engaged with the different learning tasks aimed at accomplishing
7. 4 3 2 1 0
the unit standards and competencies.
The students use different learning materials and resources including technology to achieve the
8. 4 3 2 1 0
learning goals of the unit standards and competencies.
The students share their ideas, reflections, or solutions to thought-provoking questions and
9. 4 3 2 1 0
real-life challenges or problems related to the unit standards and competencies.
The students collaborate, plan together, and have meaningful interactions with each other to
10. 4 3 2 1 0
meet the unit standards and competencies.
The students are able to explain how their ideas, outputs, or performances accomplish the unit
11. 4 3 2 1 0
standards and competencies.
The students, when encouraged or on their own, ask questions to clarify or deepen their
12. 4 3 2 1 0
understanding of the unit standards and competencies.
13. The students are able to relate or transfer their learning to daily life and real-world situations. 4 3 2 1 0
The students are able to integrate 21 st-century skills in their achievement of the unit standards
14. 4 3 2 1 0
and competencies.
15. The students are able to reflect on and connect their learning with the school’s PVMGO. 4 3 2 1 0
Total:
Average:
Comments/Suggestions:

Observed by: Date: Conforme: Date:

________________________ ________________ ___________________________ ___________

Cooperating Teacher Student Teacher