Lesson Plan- Kindergarten- Loud and Soft
Lesson Objective: Students will understand the terms for loud and soft in music, forte and piano.
Students will be able to sing at a piano dynamic level and forte dynamic level. Students will be able to
identify things that are loud and soft and switch between performing at a piano and forte dynamic level.
Students will also sing the song “Forte, Piano” and perform the dance moves associated with that song.
1. Singing, alone and with others, a varied repertoire of music.
6. Listening to, analyzing, and describing music.
Students will understand that Piano is soft and will better understand this when the
teacher uses a stuffed animal of a frog and speaks with a soft voice.
Students will understand that forte is loud and will better understand this when the
teacher uses a stuffed animal of an elephant and speaks with a loud voice.
Students will come up with things that are forte (a garbage truck, airplane, etc.) and
things that are piano (a mouse, a cat, etc.).
Students will sing the song “Twinkle Twinkle” using piano and forte dynamic levels.
Students will sing the song “Forte, Piano” and perform dance moves to help them
understand that forte means loud and piano means soft.
1. Introduce the stuffed animals to the students. Introduce Piano, the soft spoken frog. Tell the
students that Piano likes things quiet so if we sing when Piano is around, we must use our nice
soft singing voices.
2. Introduce Forte the ferocious Elephant as someone who likes things loud. Forte the Elephant
likes it when boys and girls sing loud because he is a loud elephant.
3. Have students sing the song “Twinkle Twinkle” like piano the frog would sing it, very softly.
4. Next have students sing the song “Twinkle Twinkle” like Forte the elephant would, loudly.
Remind students that when they sing loudly they must still use their nice singing voices.
5. Sing “Twinkle Twinkle” one more time. Tell students to pay attention to which animal the
teacher holds up. The teacher should switch the animals around throughout the song so the
children can have practice switching from forte to piano.
6. Show pictures of things that are forte and piano. Have students come up with some things on
7. Play the song “Forte, Piano” for the students, tell them to listen to how the song switches over
and over from Forte to Piano.
8. Have the students sing the song as a class.
9. Play the song one more time and have the students perform dance moves to go with the song.
For forte I have the children stomp around the room with their hands open wide in the air. For
piano I have the students tip toe around the room with their arms folded in their chest.
Points to make:
People in orchestras and choirs use forte and piano to let them know when they should be
singing softly and when they should be singing loud.
When singing forte nice singing voices should still be used.
Stuffed animal of a frog and elephant
Pictures of loud and soft things
CD with “Forte, Piano” song.
Students being able to successfully perform the song using specified dynamic levels.
To help teach piano I got a frog and named him “Piano the soft spoken frog.” While I introduced
the frog to the students, I spoke in a very soft voice and I told the students that when you see Piano, you
must speak with a soft voice because that is what you do when you use piano. Next I introduced Forte,
the ferocious elephant and I introduced him with a big loud voice and explained that when Forte is
around, we sing with our nice loud singing voices. I made sure to ask the students to use their nice
singing voices when they are singing forte because yelling or shouting hurts singing voices. I had the
students sing “Twinkle Twinkle” three times, the first time was with Piano the frog, using soft singing
voices, the second time with Forte the elephant using loud nice voices. The third time I held Forte and
Piano at different times, I told the students to watch me because I was going to be switching them
around and they would have to sing loud and soft, loud and soft. Next I had the students sing and dance
around to a song I had on CD called “Forte Piano.” For Forte we stomped our feet and held our arms in
the air. For piano we had our hands down low and we tiptoed. I was really happy with how easily the
students caught on with the concept of forte and piano, I really simplified it for them and they caught on