Ask the class to describe the dynamic shifts using the Italian terms. Map out on the board a
trajectory of the dynamics sequence. Compare the class’s suggestions with the dynamic
markings in the score.
ASSIGNMENT SUGGESTIONS
1. Identify the tempos of the following selections from the playlist according to the Italian
term designations (adagio, allegro, etc.):
▶ J. S. Bach: Brandenburg Concerto No. 1, I
▶ Mendelssohn: Symphony No. 4 (Italian), IV
▶ Mozart: Piano Concerto, K. 467, I
▶ Schubert: Elfking
2. The fourth movement of Brahms’s Fourth Symphony explores many dynamic contrasts,
which adds a heightened level of expression and excitement to the music. Listen to the
excerpt from this movement on the CD set and outline the changes in dynamics according to
the Italian terms (e.g., crescendo, decrescendo, pp, mf, f, etc.). Use the minute and second
timings to map out the dynamic contrasts.
TEACHING CHALLENGES
The terms used to describe the relative ranges of tempo and dynamics (e.g., allegro and pp)
might seem a little vague or arbitrary to students. An inquisitive student might ask, “How do
musicians know the difference between mf and f?” Bringing a metronome or decibel reader to
class might be useful to illustrate the science of tempo and dynamics while emphasizing that
musicians often rely on relative perceptions of tempo and dynamics when rehearsing and
performing. Many metronomes have a generally accepted scale of tempos that correspond to the
Italian terms. Several free metronome apps are available for mobile devices; the Steinway