The first is the change between two different melodies (the first is the ground bass, the second is a thoroughly contrasting major section). There are two important structural changes. This may help illustrate that (as an example) “sliding” from mf to f is a crescendo, “sliding” from mf to p is diminuendo, in opposition to jumping from one dynamic to another.Īn optional activity you can do with students is to use their bodies to show how soft or loud the music is (crouching down for soft, jumping high for loud hands low for soft, hands high for loud). You can use this image of music dynamics (or simply write the dynamics ppp to fff on a sheet of paper) to have students point to the appropriate dynamic throughout listening. Encourage students to use the musical terms piano for soft, forte for loud, and so on.) (Ask at various points in the music, especially the beginning, middle and end. What are the dynamics of the music right now.Also listen to how it drops down to subdued ending. Listen to the piece again and notice how quietly the piece begins and how it grows and ebbs to a clashing climax midway through the piece. Is the texture “thin” or “thick”? (Ask at various points.).A simple way to conceptualize this with an orchestra is that when a singe instrument or only a few instruments are played the texture is “thin.” When a large number of instruments are playing the texture is “thick.” Initially each repetition of the melody grows louder and more complex. Listen to the piece and note how the emotional intensity changes as more instruments are brought together and layered on top of each other. (This instance can be distinguished by red diamonds on the Malinowski musical animation video.) Pizzicato affects the timbre of the violin. See if you can listen to the music and find where pizzicato occurs. Something interesting to note: During this piece, we again see pizzicato where the strings are plucked instead of bowed.
It may also be easier to point out which instrument carries the melody while watching a performance on YouTube, before trying only listen and aurally distinguish the instruments. It may help to have a Instrument Families Chart handy (printed or pulled up on a screen) so children can point as they listen. After watching this video (perhaps on another day), listen to Beethoven’s piece again while simply trying to identify the instrument or family of instruments (strings, woodwind, brass, percussion) carrying the melody.
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