Unit Plan 6 (Grade 5 Band): Loud & Soft—Dynamics
Grade 5 band unit exploring forte and piano, teaching students to read and apply basic dynamics to change expression and musical character.
Focus: Explore forte (loud) and piano (soft) and how dynamics change the character and expression of band music; begin to apply basic dynamic markings while playing simple patterns.
Grade Level: 5
Subject Area: Band (Performing • Presenting • Reflecting)
Total Unit Duration: 5 sessions (1–2 weeks), 30 minutes per session
I. Introduction
In this unit, students learn how dynamics (loud and soft) make band music more expressive and interesting. They practice playing simple lines at forte (f) and piano (p), experiment with moving from loud to soft, and listen for dynamics in recordings of beginning band pieces. Students connect how changes in volume can change the mood and character of the music and start to connect dynamic markings on the page to how they play.
Essential Questions
- What do forte (loud) and piano (soft) mean in band music, and why do they matter?
- How do dynamics change the character or feeling of what we play?
- How can we control our air, embouchure, and stick/mallet use to play both loud and soft with good tone?
- How does watching the conductor help us change dynamics together as an ensemble?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Define forte (f) and piano (p) and demonstrate each using body percussion and instruments.
- Perform simple 4-measure patterns at both loud and soft dynamic levels while maintaining a steady tempo and clear tone.
- Follow dynamic markings (f, p) in beginning band notation and change volume appropriately on their instrument.
- Describe how playing the same pattern at different dynamics changes the mood or character of the music.
- Perform a short “dynamic phrase” that includes at least one loud and one soft section and explain the expressive choices they made.
Standards Alignment — 5th Grade Band (custom, NAfME-style)
- BD:Pr4.5c — Demonstrate basic expressive elements (loud/soft, fast/slow, smooth/detached) and describe how they change musical character.
- Example: Students play the same phrase legato vs. staccato and describe the difference.
Success Criteria — Student Language
- I can show the difference between forte (loud) and piano (soft) using my voice, body percussion, and my instrument.
- I can play a short line first loud and then soft without changing the tempo.
- I can follow f and p markings in my music and change my volume at the right time.
- I can explain how changing from loud to soft changes the feeling of the music.
- I can perform a short dynamic pattern and tell someone why I chose certain dynamics.