Dynamics in the Music Room!

• Selena Ryan
• Posted 5/8/23
• 0 comments

Dynamics can be tricky for learners of all ages to grasp; between controlling “forte” sounds not to be too loud and giving enough substance to “piano” volumes, musicians can often struggle to escape the medium mezzo-forte they spend a majority of time playing or singing in. This article will highlight innovative ways to engage students in learning and executing dynamics that can be applied to every ensemble or musical lesson! 

What are dynamics?

Like all concepts in music, it is most beneficial to students to receive the most straightforward explanation when presented with something new. I ask my students to identify different volumes they hear in the world.  

A “lion’s roar” is loud, but a “newborn kitten’s mew” is quiet. At recess, we use loud voices, but in the library, our voices are soft. Typically, we speak in a mezzo-forte without even realizing it, as our usual conversational voices are medium in volume. 

Executing sound with a quiet intensity is essential when playing wind instruments while maintaining strong and steady airflow. For strings, consistent pressure and movement in the bow should be prioritized in softer dynamics, and singers should be reminded not to sound raspy, whispered, or weak.  

Why do we use dynamic symbols?

I find that students are inquisitive surrounding the why of doing something. This is a beautiful time to reinforce the concept that music is a language with a unique vocabulary.  

Dynamic symbols are universal; musicians worldwide can play different volumes together without speaking the same language. I explained that if we just said “loud” and “soft,” we would need to translate the words in our music constantly.  

Practice Makes Perfect

My students find these activities engaging, and they reinforce the concept of dynamics. 

The Dynamic Ladder

I use the human body as a “ladder” to reinforce different dynamics. Working up from the feet, chant the different dynamics at their corresponding volume levels while placing your hands on the matching body part. The kinesthetic component of moving will help reinforce the concepts and is a great way to warm up with movement and “shake out” extra energy.  

Extensions:

• Say a dynamic and have students respond by pointing to their corresponding body parts. 
• Nonverbally point to the different parts of the body while students call out the corresponding dynamic. 
• Divide students into small groups to practice extensions #1 and #2 
• Have students play or sing an excerpt of a song at the dynamic that you or a chosen student point to 
• Speed round! Set a timer for 1 minute and keep track of how quickly (and accurately) students can name the different dynamics. For a healthy competition, divide the class in half and see which group can name more of them within the minute.  

The Dynamic Roller Coaster

The purpose of this activity is to practice reading and playing different dynamics, but it is also beneficial for repetition practice in tricky passages of music.  

Select a small passage of music.  I suggest four to eight measures of instrumental music or half a verse or chorus of a song. One student draws a “roller coaster” with a dry-erase marker on a whiteboard. Higher lines are loud, lower lines are soft, and the middle is medium volume. Practice playing the passage using the dynamics represented in the drawing. Repeat with different roller coasters. 

Tip: Have the student who is drawing pick the next student to draw. To avoid students only calling their friends, consider giving them parameters for their choice. For example, “pick someone with hair that is longer/shorter than yours,” “pick someone wearing shoes without laces,” etc.  

Extensions: 

• Divide students into small groups to practice using different roller coasters. 
• Have two students draw roller coasters and divide the class in half to play each simultaneously. This will help to introduce and reinforce the concept of terraced dynamics and play different dynamics than everyone in the ensemble.  
• For an extra “challenge,” have students read the roller coaster backward, start in the middle, or go forwards and backward. 

The Hidden Object

This activity helps to “gamify” a rehearsal and keep engagement high during woodshedding and technical practice. Use a small item like a stuffed animal, mug, picture, etc., as the object to be hidden.  

Like the previous activity, choose a small selection of scales, warm-ups, or an excerpt from a piece for the class to play or sing. Elect one student to hide the object and another to close their eyes and be the “seeker.” The seeker will have the length of the excerpt to try to find the item.  

The class plays or sings louder the closer they are to the item and get quieter the farther away they are. The class gets the point if the item is found before the excerpt is finished. If the item is not found, the teacher gets the point. This healthy competition motivates students to move with purpose and play dynamics as carefully as possible.  

Tip: Hide the object in “plain sight.” While it doesn’t have to be completely obvious, avoid having the object inside drawers, lockers, backpacks, etc., as it will never be found.  

Tip: Let students pick the following players of the game but limit everyone to one turn as either the hider or the seeker before repeating students. See activity #2 for a tip about encouraging inclusive student choices.  

Final Thoughts

Using these activities can help to keep class and rehearsal entertaining and engaging. Once students can produce consistent, healthy, and pretty sounds with their instruments and/or voices, they are ready to add to the next concept of dynamics. Some students need help with sound production and feel unprepared to read and execute dynamics.  

By gamifying the concept, they will begin singing and playing with different dynamics without even noticing that they are doing it. After the initial concept is grasped, you can refine sound, balance, blend, and tone to take your ensembles and classes to the next level!