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
Inspired by a range of stimuli, and working on my own or with others, I can express and communicate my ideas, thoughts and feelings through musical activities EXA 1-18a
Skills:
- Sing individually and as part of a group
- Keep the beat with movement
- Sing with good diction and expression
- Sing at pitch with increasing accuracy
- Clap a simple rhythm using rhythm names
- Follow rhythm stick notation
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),
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)
Skills
Sing individually and as part of a group
Keep the beat with movement
Sing with good diction and expression
Sing at pitch with increasing accuracy
Resources
Banana Song
Pick banana, pick, pick banana
Peel banana, peel, peel banana
Slice banana, slice, slice banana
Mash banana, mash, mash banana
Eat banana, eat, eat banana
GO bananas, GO, GO bananas (repeat)
Sing the song with accompanying actions with 4 movements per action. (Follow the lyrics for the actions).
Skills
Sing individually and as part of a group
Keep the beat with movement
Sing with good diction and expression
Sing at pitch with increasing accuracy
Resources
‘ta’ and ‘te-te’
Choose one of the following rhymes to reintroduce the rhythmic notations, ‘ta’ and ‘te-te’
Coca Cola – as lesson 1
Engine Engine
Engine, engine number nine
Going down the Glasgow line.
If the train comes off the track
Will I get my money back?
Yes, no, maybe so.
Listen to and recite your chosen rhyme for the children whilst tapping a steady beat. Speak slowly and exaggerate the rhythm of the words. Do the children notice that sometimes there are two sounds on a beat and sometimes only one?
Repeat the above exercise but ask the children to join in and keep a beat with you whilst reciting the rhyme.
Repeat the rhyme line by line and ask the children how many beats have two sounds and how many beats only have one. Practise clapping the rhythm of each line with the children.
Divide into two groups. One group should stamp the beat whilst the other claps the rhythm. Change over groups at the end.
Reinforcing the terminology, ‘ta’ and ‘te-te’
The rhythm name ‘ta’ is the same as the steady beat (one clap)
Use a word with two syllables (i.e. engine) to introduce ‘te-te’.
Clap the rhythm of ‘en-gine’ (two claps that fit into the time of one steady beat)
The rhythm names for the line:
Engine, engine number nine would be:
te-te te-te te-te ta
Skills
Keep the beat with movement
Clap a simple rhythm using rhythm names
Resources
I Like Coffee
I like coffee, I like tea,
Can you catch the ball from me?
1-2-3 change places 4-5-6 change places
7-8-9 change places 10 and start again, GO!
Recap the song and game from Lesson 1
Introducing the ‘so’ and ‘mi’ pitch
Before introducing the Hand signs so and mi make sure the children understand higher and lower pitches. Watch the video for explanation of this.
Have a go at singing the song with the handsigns.
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)
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
Sing individually and as part of a group
Keep the beat with movement
Sing with good diction and expression
Sing at pitch with increasing accuracy
Resources
