Air+Speed,+Dynamics,+and+a+Doritos+Truck

Leading up into the lesson where I taught this, the band was having some troubles with dynamic contrast -- namely, everything they played were slight variations of a //mezzo-forte//. This lesson uses imagery to represent air speed and direction when approaching different dynamics on a wind instrument (for percussionists, you could draw a parallel between the images and the weight of the mallets). Because this kind of lesson is unusual and sounds silly from the start, it takes a great deal of persistence and confidence from the teacher's part for the students to take it seriously. Don't worry, though. Every time I have used this lesson (in multiple grade levels) it has been very successful, and the students have fun participating.

First I'll explain the technical side of things. Every wind instrument uses warm, fast air to get a solid tone (the exception, of course, being the clarinet, which requires cold air). This remains constant no matter what dynamic marking is being used. The difference, then, depends on the **volume** of air being moved: with softer markings, you still use fast, warm air, but simply less of it. This is how the best wind bands have a deep, resonant sound even at the quietest dynamics.

In this lesson, you relate the volume of air to different car types, all moving at the same fast speed. For example, think of a truck driving 100mph as //forte//. Now think of a bicycle going 100mph as //pianissimo//. Though it may sound silly, relate this to the technical jargon. They're both vehicles of some sort (warm air), and they both are going 100mph (air speed). The only difference is vehicle size (air volume). Having the students thinking of this (a great place to start is on a long tone) changes not only dynamic contrast, but can potentially improve the depth of sound as well.


 * Teacher Name**: Doug Bogatz


 * Subject**: Instrumental music group (any level)


 * Concepts/Skills/Values**: Dynamic contrast, air support


 * National Standards**: Play, Listen, Evaluate


 * Behavioral Learning Objectives**: Using mental imagery, the students will be able to improve contrast between different dynamic levels and use air (or mallet speed) in a more consistent manner.


 * Sequence of Activities**:
 * Explain to the students that you're going to introduce something unusual but helpful in approach to dynamics. Also note that there are multiple approaches to almost everything and this isn't the cut-and-dry approach to dynamics, just one to use at will.
 * Start by reminding (or introducing to!) the wind players that no matter what the dynamic, the air that they should use is warm and fast (with clarinets using cold air).
 * Relate this air to an SUV driving 100mph. We'll call this a //mezzo-forte//. Tell the percussion that even though this mostly deals with air, they can transfer this imagery to the weight they put on the sticks/mallets when striking. Have them play a //mezzo-forte// unison note thinking of this image.
 * Then relate //mezzo-piano// to a sedan driving 100mph. Have the students play this. Make sure they can make a distinct difference between the SUV and the motorcycle.
 * Work upwards: //forte// is like a box (U-Haul) truck driving 100mph. Again, always go back to the other vehicles and have them make a distinct difference between the dynamics.
 * Next: //piano// is a motorcycle going 100mph.
 * //fortissimo// is a semi truck driving 100mph. Don't settle for anything less than their biggest sound while not "blatting."
 * Finally, //pianissimo// is a bicycle going 100mph. This is the most difficult to pull off. Very little sound, but still using quick air.
 * Do a long-tone exercise or something similar, using different dynamics so they can put this idea into practice. This can easily transfer to their music as well.


 * Teacher Effectiveness Reminders**: Like noted before, pulling off this kind of lesson while keeping their focus is going to be a little difficult, so persistence is key for their learning. This kind of lesson is very open to humor and class participation as well: the students are always memorized by my "fantastic art skills" when drawing all of the different cars, and asking what kind of semi trailer to use (Doritos, Pepsi, Levi, etc.) makes it fun too. Note that not everyone is a visual learner, so this won't work for everybody, but it still should be entertaining enough for the students to worry more about dynamic contrast. Because they fully realize that fast and warm air is constant, you may notice a difference in overall ensemble sound as well.

//I like the idea of using the mental images to correspond with the varying air speeds. This would also allow younger bands to take ownership of their sound by creating a set of images specific to their group. With percussionists it would be good to think of weight, height, and velocity.// //DM

I like this lesson, Doug. I know dynamic contrast is something I always struggle with and using different methods to explain it is always helpful. I like this use of imagery that I think would work well, especially with say, a middle school band. Having something more concrete to attach the dynamics to, rather than "that was too loud/soft", is very helpful. I agree with Dave when he said the percussionists should not only think of mallet speed but also stick height. As you said, this could easily be transfered into the music by having the students write some kind of reminder of which "vehicle" to imitate at certain spots in their music. Maybe students could on their own list some "vehicles" that to them resemble each dynamic level (e.g. airplane, etc.) I look forward to trying out this lesson with my students! April Buss

Doug, I think this is great lesson to use, especially sense it gets away from the boring repetition of practicing breathing. Does your teacher have the Breathing Gym video? If so, you could honestly take a few classes to watch and try out the techniques in the video. Beware-Sam P. and Pat S. are goofy guys and it's kind of campy but it works. However, we introducing the concepts I would try only using 3 different images for 3 categories of dynamics - 11. pp-p 2. mp-mf and 3. f-ff. I think if you have an image for every single dynamic level the students will become slightly confused by the many different images with only a little difference between ie pp to p. Also, one thing to add to the concept is distance. Don't just give them the speed but also have them visualize the distance they need to travel. I would recommend these steps for the lesson: 1. Introduce the images. 2. Do the breathing with fully, open mouth and no resistance 3. Do the breathing with a smaller aperture, same as what the use when playing 4. Add the instrument. This way the can feel how the resistance changes and they can adjust accordingly. Hope the suggestions help! Jamie Tucker//