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    Cot Music 6

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    April Sheen Rañeses
    The daily lesson plan teaches students about dynamics in music. [1] Dynamics refer to the volume levels used to depict emotion and drama, ranging from very soft (ppp) to very loud (fff). [2] Students will learn to distinguish different dynamic levels like piano, mezzo forte, and fortissimo by listening to music. [3] The lesson includes group activities where students read a story and sing a song using the appropriate dynamic markings.

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    Cot Music 6

    Uploaded by

    April Sheen Rañeses
    1K views8 pages
    The daily lesson plan teaches students about dynamics in music. [1] Dynamics refer to the volume levels used to depict emotion and drama, ranging from very soft (ppp) to very loud (fff). [2] Students will learn to distinguish different dynamic levels like piano, mezzo forte, and fortissimo by listening to music. [3] The lesson includes group activities where students read a story and sing a song using the appropriate dynamic markings.

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    COT MUSIC 6

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    The daily lesson plan teaches students about dynamics in music. [1] Dynamics refer to the volume levels used to depict emotion and drama, ranging from very soft (ppp) to very loud (fff). [2] Students will learn to distinguish different dynamic levels like piano, mezzo forte, and fortissimo by listening to music. [3] The lesson includes group activities where students read a story and sing a song using the appropriate dynamic markings.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    1K views8 pages

    Cot Music 6

    Uploaded by

    April Sheen Rañeses
    The daily lesson plan teaches students about dynamics in music. [1] Dynamics refer to the volume levels used to depict emotion and drama, ranging from very soft (ppp) to very loud (fff). [2] Students will learn to distinguish different dynamic levels like piano, mezzo forte, and fortissimo by listening to music. [3] The lesson includes group activities where students read a story and sing a song using the appropriate dynamic markings.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 8

    Daily Lesson Plan in MUSIC VI

    Third Quarter

    I.OBJECTIVE

    A. Content Standard

    Demonstrates Understanding of the concept of dynamics through a wide of dynamic


    levels.

    B. Performance Standard

    Applies the appropriate dynamic levels in vocal instrumental music.

    C. Learning Competencies
    (Write the LC code)

    Distinguishes varied dynamic levels in a music heard. Piano (p), mezzo piano (mp ), pianissimo (pp),
    forte (f), mezzo forte (mf), fortissimo (ff), crescendo <, decrescendo >.

    II. CONTENT

    Dynamics
    III. LEARNING RESOURCES
    A. References
    Teacher’s Guide pages: K to 12 Curriculum Guide, 2016 CG p. 57
    Textbook pages: MAPEH in Action p.53-59, MU6TB-III-g-1
    B. Other Learning Resources
    ➢ Laptop, projector, video clip,

    IV. PROCEDURES

    A. Checking of attendance.
    B. Reviewing previous lesson.
    Reading rhythmic pattern using the video clip.
    C. Establishing a purpose for the lesson
    Follow the tune of the song through video clip. (BIM BUM)

    What can you say to the sound of the song?


    Dynamics refers to the use of volume to depict emotion and drama in music
    compositions. In this lesson, you are going to identify and use the different dynamic
    markings.

    D. Presenting examples/instances of the lesson


    Directions: give things that makes loud and soft sound.
    SOFT LOUD
    1. 1.
    2. 2.

    During the Lesson


    E. Discussing new concepts and practicing new skills #1
    Dynamics are one of the expressive elements of music.
    We use the word dynamics to describe the volume of music. Without it, music
    will be flat and boring.
    Through the use of dynamics, musicians are able to create drama and
    different intensities throughout a piece, making music fascinating and
    enjoyable.
    Dynamics are also used to express certain emotions and moods that
    musicians want to emphasize towards their audience. Imagine music without
    any emotion.

    F. Developing mastery
    In the chart you can see all the basic dynamics terms
    commonly used in music today. Essentially, dynamics fall into two
    main categories – loud or soft. The dynamic music definitions will go
    from the softest to the loudest Italian terms.

    G. Finding practical application of concepts and skills in daily living

    A. Group activity on how to use the dynamic signs in reading a story.

    Note: ppp – very, very soft; fff – very, very loud


    Group 1
    Ppp- Very, Very Soft P- Soft
    Pp- Very Soft Mp- Slightly
    Group 2
    Mf- Slightly Loud fff - Very, Very Loud
    F - Loud fff > mp – Very, Very Loud,
    Gradually Softer, Slightly Soft

    Read the story using the dynamic directions.


    Scary Dynamics Story
    ppp It’s dark in my room and it’s late at night It’s the first time I’m sleeping
    without my light
    pp There’s something downstairs, it’s in the hall Well maybe I’s
    nothing…nothing at all…
    p But there it is again at the foot of the stair, There’s something in the
    house! I know it is there!
    mp It could be that tiger I saw on TV It’s coming up the stairs to gobble up
    me!

    mf Maybe it’s a lion or a big black bear. I can hear its footsteps at the top of
    the stair
    f Closer and closer now, it’s coming to my room. Maybe it’s a vampire who
    escaped from his tomb!
    f It’s turning my doorknob; it’s opening up my door. What if it’s a dragon?
    (Maybe two or three or four!)
    fff It’s coming in my room. Oh, what will I do!?!?!
    fff > mp OOOOOoooooooooo… Hello, Mother…. it’s only you!

    B. Singing of Pilipinas kong mahal following the song dynamics.

    B. Making generalization and abstractions about the lesson


    What did you learn today?
    What is Dynamics?
    refers to the use of volume to depict emotion and drama in music compositions.
    V. Evaluation
    Match the descriptions in column A with the terms in column B. Write the letter only.
    Column A Column B
    1. It is the loud sound A. Crescendo (<)
    2. A very loud sound B. Pianissimo (pp)
    3. A soft sound C. Piano (p)
    4. A very soft sound D. Fortissimo (ff)
    5. Increasing in loudness E. Forte (f)

    VI- Additional activities for application or remediation.

    VII. REFLECTION
    No. of learners who earned 80% in the
    evaluation
    No. of learners who require additional
    activities for remediation who scored below
    80%
    Did the remedial lessons work? No. of
    learners who have caught up with lesson.
    No. of learners who continue to require
    remediation
    Which of my teaching strategies worked well?
    Why did these work?

    What difficulties did I encounter which my


    principal or supervisor can help me solve?

    What innovation or localized materials did I


    use/discover which I wish to share with other
    teachers?

    Prepared By:

    NOTED: APRIL SHEEN M. RAÑESES


    SUSANA A. DECANO Teacher II
    Principal I
    Scary Dynamics Story
    ppp It’s dark in my room and it’s late at
    night It’s the first time I’m sleeping without
    my light.
    pp There’s something downstairs, it’s in the
    hall Well maybe I’s nothing…nothing at all…
    p But there it is again at the foot of
    the stair, There’s something in the
    house! I know it is there!
    mp It could be that tiger I saw on TV
    It’s coming up the stairs to gobble up
    me!
    Scary Dynamics Story
    mf Maybe it’s a lion or a big black bear. I
    can hear its footsteps at the top of the
    stair
    f Closer and closer now, it’s coming to my
    room. Maybe it’s a vampire who escaped
    from his tomb!
    f It’s turning my doorknob; it’s opening up
    my door. What if it’s a dragon? (Maybe two
    or three or four!)
    fff It’s coming in my room. Oh, what will I
    do!?!?!
    fff > mp OOOOOoooooooooo… Hello,
    Mother…. it’s only you!

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