Experiences and Outcomes:
I can sing and play music from other styles and cultures, showing growing confidence and skill, while learning about musical notation and performance direction. EXA 1-16a
I can use my voice, musical instruments and music technology to discover and enjoy playing with sound, rhythm, pitch and dynamics. EXA 1-17a
Skills:
- Keep a beat with movement.
- Sing at pitch with increasing accuracy.
- Sing individually and as part of a group.
- Sing/chant with increasing control of tempo and dynamics.
- Play the beat along to songs/ music.
- Play at a slower or faster tempo.
- Play simple rhythms using rhythm names (ta, te-te )
- Respond to a leader/conductor by following performance directions to start/stop or to play louder/quieter, faster/slower.
Interdisciplinary Links:
- When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect. LIT 1-02a
- Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society. HWB 1-12a
- I am discovering ways that I can link actions and skills to create movement patterns and sequences. This has motivated me to practise and improve my skills to develop control and flow. HWB 1-21a
- I can follow and understand rules and procedures, developing my ability to achieve personal goals. I recognise and can adopt different roles in a range of practical HWB 1-23a
Welcome song: Hello Everyone
Hello everyone, hello everyone, glad that you are here (x2)
Aye, aye, aye aye aye, glad that you are here (x2)
Sing the song, keeping a steady beat with the actions:
Line 1 – tap knees to the beat, there are 8 beats in total. (x2)
Line 2 – Clap hands to the beat. 4 claps in an upward motion followed by 4 claps in a downward motion to reflect the rise and fall of the melody. (x2)
Introduce instruments that shake – egg shakers and maracas (either could be used for this activity depending on what you have available). Give each child an instrument.
Demonstrate keeping a beat with the maraca by tapping the maraca into your other hand while you sing the first 2 lines. Then in the ‘Aye, aye, aye-aye, aye’ section shake the maraca upwards four times and then down four times to keep the beat. Then ask the children to join in and all sing the song, keeping a beat with the maracas/egg shakers.
Skills
- Play the beat along to a song/rhyme/music.
- Keep the beat with movement and body percussion.
Resources
Egg shakers
Maracas
‘Beat’ flashcard
Cherry Pie
All: Aye,aye me oh my,
How I love my cherry pie!
What’s your favourite kind of pie?
One child: Apple pie
As the children sing the song the ball is passed round the circle to a steady beat. When the song stops the child with the ball chooses a new kind of pie.
Skills
- Keep a beat with movement.
- Sing individually and as part of a group.
Resources
Ball
‘Beat’ flashcard
March Together
March together keep a beat.
Feel that movement in your feet.
Stand together in a row.
Marching forward off we go!
Standing in the circle the children should be encouraged to step on the beat while chanting this song. Begin on the spot, then moving around in a circle and finally following a leader playing a drum to the beat around the room. Extension: changing tempo (faster/slower).
Skills
- Keep a beat with movement.
- Play the beat along to songs/music.
- Play at a slower or faster tempo.
- Respond to a leader/conductor by following performance directions to start/stop or to play louder/quieter, faster/slower.
Resources
Tempo cards
‘Beat’ flashcard
Cobbler Cobbler
Cobbler cobbler mend my shoe,
have it done by half past two.
Half past two is much too late,
have it done by half past eight
Teach the song in two sections to highlight that there are two different people speaking (a customer, then the cobbler). Split the class in half so that one group sing lines 1 and 3 and the other group sing lines 2 and 4. When they know the words well explain that now we are going to tap the rhythm (This is the syllables of the words). It is important that they understand the rhythm is different to the beat. Get the children to make a hammering motion with one fist on top of the other to tap out the rhythm (syllables). Optional extension: You could choose a child to lead each group using a set of claves. Give all children a tap instrument to tap the rhythm.
Skills
- Sing individually and as part of a group.
- Play simple rhythms using rhythm names (ta, te-te).
Resources
Claves
Shalalalalalalala Cheerio
Shalalalalalalala cheerio, shalalalalalalala cheerio (x2)
Boys and girls it’s time to go!
Turn your hands round each other like a wheel for the shalalala part then wave left hand then right hand for cheerio in time with the beat. (2 beats left hand, two beats right.)
Skills
- Keep a beat with movement.
- Sing individually and as part of a group.
Resources
Closing song: Goodbye Everyone
Goodbye everyone, goodbye everyone, glad that you were here (x2)
Aye, aye, aye aye aye, glad that you were here (x2)
The actions from the opening, ‘Hello song’ can be applied here.
Skills
- Keep a beat with movement.
- Sing individually and as part of a group.
