Submitted by Pat Price, Gwinnett County, Georgia

Idea posted April 8, 2005

I have started using my step bells for high and low with my kindergarten and first grade classes. You would be amazed at the difference it has made! I was shocked; something as simple as that and "poof!" it's clear as a bell to them!

I compare the step bells to their steps in their house. "As you go up the steps, they get...?" and they answer "higher." (Opposite for going down.) Then I play a two-note sequences on the step bells and ask them if the notes are going up or down. They can SEE them going up, so they say "up." I emphasize that on "up" the first bell was LOWER and the second was HIGHER. They get it. Then after several of these, I have them close their eyes and do the same. They get 90% of them right.

To teach forte and piano I use Forte Piano from Music K-8, Vol. 13, No. 1. I am teaching this unit on dynamics for second grade, and they get it! I start by giving the definition of "dynamic" (i.e., how loud or soft the music is). Then I ask them to listen to the song and tell me what "forte" and "piano" mean. (They can.) I explain the "-issimo" ending means "more-so," and then they understand "fortissimo" and "pianissimo."

I also define "crescendo" (i.e., growing from soft to loud). I have all these words, plus "mezzo piano" and "mezzo forte" on our word wall. I have a child go point to them as we go through each of the definitions. Then I ask someone to say them in order from softest to loudest, which would be a "crescendo." They do it; then I say the words in a crescendo. I use the same process for "diminuendo." Then we sing "Forte Piano" and have a ball. When we sing that, I direct it by having my hands shoulder width apart for forte, close together for piano, etc. They get it all right!

I force everyone to use the correct words, "loud and soft" for dynamics, and "high and low" for pitch. I have two empty boxes up front - one big and one little. When students mistakenly use the words "big and little" for "loud and soft," I point to the boxes and remind them that big and little are for boxes (size) not dynamics. They correct themselves. Same for if they say "high or low" - I play a high or low bell and shake my head "no" and they remember and correct themselves again.

Amazingly, using the step bells and the boxes have made a huge difference in understanding in my classes this year. Visualization seems to help a lot. Gardner was right, huh?