Teaching Moment for Middle School Teacher

Objective: Students will identify and define basic musical terms related to dynamics, tempo, and vocal ranges. They will learn to group terms into categories and explain how each term changes the way music is performed or heard.

Rationale: Middle school is the perfect time to help students begin thinking like musicians—not just playing notes, but understanding the language behind them. This lesson builds vocabulary and listening skills, helping students connect musical terms to real-life music-making.

Teacher Talking Points:
“Being a musician is about more than just playing notes. It’s about *understanding* what those notes are supposed to do—how fast, how loud, and what kind of energy to bring. Let’s build our musical vocabulary so we can play, sing, and listen like real performers.”

📚 Student Activity:
Title: Match It, Group It, Use It!

Instructions:

• Step 1: Read & Explore
  Visit Accoladi.com and find the article titled “More Than Notes: How Musical Terms Can Set You Apart at Auditions.”
  Read it on your own or with a group.
• Step 2: Learn the Terms
  We’ll focus on three categories of musical terms:
  • Dynamics – how loud or soft the music is
  • Tempo Markings – how fast or slow the music goes
  • Voice Parts – the range of singing voices
• Step 3: Group the Words
  Below is a list of musical terms. Your job is to group them into the right category: “Dynamics,” “Tempo Markings,” and “Voice Parts.”

  Terms to Categorize:
  Andante, Tenor, Forte, Pianissimo, Grave, Soprano, Mezzo-Piano, Moderato, Lento, Alto, Fortississimo, Allegro, Baritone, Piano, Presto, Fortissimo, Adagio, Bass, Mezzo-Forte, Pianississimo, Vivace

• Step 4: Progressive Order Challenge
  Once grouped, see if you can put them in order:
  • Dynamics: Softest to loudest
  • Tempo: Slowest to fastest
  • Voice Parts: Highest to lowest
• Step 5: Your Turn!
  Choose one musical term and explain how it might describe you!
  Example: “I’m ‘Allegro’ because I’m always on the go!”

Teaching Moment for High School Teacher

Objective: Students will demonstrate the ability to group and sequence musical terms based on their function (Dynamics, Tempo Markings, and Voice Parts), and articulate the differences among similar terms to enhance performance understanding.

Rationale: In preparation for college auditions, students must go beyond simple memorization of terms. They must recognize, categorize, and interpret musical vocabulary in a way that informs their performance. This exercise encourages critical thinking, terminology fluency, and practical application—all essential for success in auditions and ensemble leadership.

Teacher Talking Points:
“Knowing the definitions of music terms is a great start, but true musicianship means understanding what those terms *mean* for your sound, your expression, and your decisions. This activity helps you break down, group, and use terminology in ways that make your rehearsals and auditions stronger.”

📚 Student Assignment:
Title: Mastering the Language of Music

Instructions:

• Step 1: Visit Accoladi.com and read the article titled “More Than Notes: How Musical Terms Can Set You Apart at Auditions.”
• Step 2: Term Categorization Challenge
  After reading, group the following musical terms into three main categories:
  • Dynamics
  • Voice Parts
  • Tempo Markings

  Terms to Categorize:
  Andante, Tenor, Forte, Pianissimo, Grave, Soprano, Mezzo-Piano, Moderato, Lento, Alto, Fortississimo, Allegro, Baritone, Piano, Presto, Fortissimo, Adagio, Bass, Mezzo-Forte, Pianississimo, Vivace

• Step 3: Progressive Sequencing
  Within each category, arrange the terms in progressive order:
  
  • Dynamics: from softest to loudest
  • Tempo Markings: from slowest to fastest
  • Voice Parts: from highest to lowest
• Step 4: Reflection Prompt
  In a short paragraph (5–7 sentences), answer this question:
  “Which one of these musical terms best describes your personality and why?”
  Use the example from the article (Sforzando) as a model. Be thoughtful and personal in your response.

More Than Notes: How Musical Terms Can Set You Apart at Auditions

Dear _________________ Parents

If I had to describe myself using a musical term, I’d probably go with “mezzo-forte.” I’m not too loud (well… unless we're running late to the warm-up room), not too soft (unless it’s Monday morning), but just right to lead your incredible students through another year of music-making.

This week, our students are learning that music is more than just notes on a page. They’re diving into an important article called “More Than Notes: How Musical Terms Can Set You Apart at Auditions.” It’s an eye-opener, especially for those dreaming of scholarships, college ensembles, or just wanting to understand what “Andante” or “Pianissimo” really mean — beyond flashcards.

What I love about this article is that it makes the case for why terms like Allegro, Forte, and Grave aren’t just fancy Italian words — they’re part of how a student communicates emotion, personality, and maturity in their performance. And some colleges? They’re testing this knowledge in pretty creative ways (yes, even swapping out terms in your child’s sheet music mid-audition — it’s wild!).

If you’re a parent who wants to better understand what your child is preparing for — or if you’re simply curious about how musical terminology connects to real-world audition experiences — I highly encourage you to read the article with them. It might even spark some dinner table fun. (“So... which musical term describes YOU?”)

Let’s keep learning, playing, and growing — one term at a time.

With a mezzo-forte kind of enthusiasm,

Musically Yours,

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Director’s Name and Position

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School Name