Dynamics on the Move | Free Elementary Music Lesson Plan

Big Idea

What’s the difference between an elephant’s stomp and a mouse’s whisper? It’s dynamics! This free, no-prep music lesson plan turns abstract musical terms into experiences. By connecting movement to the music of famous composers, students "become" the music. They aren't just memorizing definitions—they’re growing their understanding of the expressive qualities of music through play.

Grade Level: K-1
Activity: Movement Activity
Skill: Identifying Musical Contrast

Students will gain an understanding of musical dynamics by participating in a series of movement activities.

This lesson is designed to fulfill the 2014 National Standard for Music:
Demonstrate and describe how intent is conveyed through expressive qualities, such as dynamics and tempo. (Responding - MU:Re8.1.3a)

Recording of Surprise Symphony (Haydn)
Recording of Close Encounters of the Third Kind "First Five Notes" Movie Clip (John Williams)
Recording of Flight of the Bumblebee (Rimsky-Korsakov)

Music Lesson Plan

Step 1
Ask students, "Can anyone tell me what the difference is between an elephant’s stomp and a mouse’s squeak? Correct. One is loud and one is soft. These are dynamics. That's what we're going to learn about today."

Step 2
Pass out hand drums.

Step 3
Tell students, "I'd like you to show me what a stomping elephant sounds like? Play it on your drum." Next ask, "What does a squeaking mouse sound like? Play that on your drum too." This activates their creativity through play.

If you didn't have enough drums for everyone, pass the drums to the right until each student gets a chance.

Step 4
Collect hand drums.

Step 5
Tell students, "I'm going to play a piece by a composer named Franz Joseph Haydn. It's called the Surprise Symphony. When the music starts I want you to tip toe to the beat as the music plays. Be as quiet as a mouse. When you hear the loud chord, I want you to jump. That's the surprise!"

Tell students, "Dynamics can make music expressive in many different ways. Haydn decided that his Surprise Symphony would start softly and stay soft. Then suddenly it would be very loud. He likes to be funny, and he thought watching people be surprised would be funny."

Step 6
Tell the students, "Next, I'm going to play a clip from the movie where the music slowly grows louder. The movie is called 'Close Encounters of the Third Kind,' and the music was written by the same composer that wrote the music for Star Wars and Harry Potter." Begin with the first unaccompanied notes and follow the 'musical conversation' as it builds into the louder development section. "When you listen to this music I want you to start in a tiny ball on the floor of the classroom. As the music gets louder, I want you to slowly grow taller, stretch your arms out, and move in whatever way you think expresses the music." Encourage student improvisation.

Rather than just "mapping" a crescendo on paper, students are feeling the energy building in the music, and showing their understanding through movement.

Step 7
Tell students, "The dynamics in the last piece ask the musicians to play soft most of the time, but sometimes they play long notes that start soft and quickly grow loud."

Step 8
Tell students, "I'm going to divide you into two groups. One group will play rhythm sticks. The other group will move to the music. If you are playing the rhythm sticks I want you to tap fast notes on the floor, when you hear fast notes. The students that are moving to the music should listen for the big changes in dynamics, and respond to them. Be small when the music is soft, and be big - with arms stretched out - when the music is loud." Guide students the first time through. Check for understanding by asking the student to switch roles and play the music one more time.