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
- Recognise and follow hand signs from the pentatonic scale
- 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)
Extension: Add a Hello from a different language.
eg: Bonjour everyone
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 :
Using the Pitches So and Mi
Here I come- Call and response song
Child: Here I come.
Class: Where from?
Child: Glasgow
Class: What’s your trade?
Child: Lemonade
Class: Give us some, don’t be afraid!
Listen to the recording
Explain that this song is about someone selling drinks and that when it’s your turn you should invent the place you have come from and the drink you are selling. For example: – You could come from New York and be selling Cherryade. Encourage the children to be as imaginative as possible.
The children stand in a circle with one child in the middle who sings the leading line. The rest of the children respond with the same so mi tune while singing their line as detailed above. Encourage the children to put as much expression and actions in as possible. When the class sing ‘Give us some don’t be afraid’ ask them to hold their hands out like they have a glass. The child in the middle then chooses a child to give the juice to and pretends to pour it into their glass. This is the next child to be in the middle.
Skills :
Sing individually and as part of a group
Sing with good diction and expression
Sing at pitch with increasing accuracy – reinforcing pitches so & mi
Participate in improvised group music making
Resources :
Categories
Categories,
Which one?
*insert category e.g., animals*
*child’s answer e.g., tiger*
Listen to the recording of the song.
The children should sit in a circle. You sing, ‘Categories’ and the children answer, ‘Which one?’. You then sing the name of a category and then one by one the children sing something within that category.
After each line of the song and after each answer, two ‘silent’ beats must be observed where no one sings anything. (It helps to tap claves or click your fingers)
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 :
Claves/Drumsticks
Rhythm People
Divide the class into four teams and assign them a hoop/beat.
Sit them in a line behind their hoop/beat.
The teacher should walk the beat and clap a rhythm made up of tetes and ta.(Teacher could use rhythm cards for inspiration if needed)
The first child(ren) in the line should display what they heard.
If they heard one sound being clapped, one child should form a ta by standing in the hoop, hands by sides, facing their line.
If two sounds are heard, the first two children in the line form a te te by standing side on in the hoop, facing each other with their hands on each other‘s shoulders.
1 clap in a beat = ta
2 claps in a beat = tete
Ask the seated children to clap and say the rhythm (in te tes and tas) as a group.
Using the hoops gives the children a visual representation of how ‘ta’ lasts for a full beat but ‘te-te’ is two sounds that must fit into one beat.
Skills :
Clap a simple rhythm using rhythm names
Follow rhythm stick notation
Resources :
4 Hula Hoops
Stick notation Rhythms cards
Video of Rhythm people game demonstration
Closing song: Sha La La La Cheerio
Sha la la la la la la la *(roll your arms)
Cheerio (wave to the beat)
Sha la la la la la la la *
Cheerio
Sha la la la la la la la *
Cheerio
Boys and Girls it’s time to go! (clap on every word)
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
