Music – First Level: Primary 3 – Lesson 5

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:                                                                                                  

  • 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 handsigns from the pentatonic scale
  • Clap a simple rhythm using rhythm names (ta and te-te)
  • 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: Hi! Bonjour!

Hi, bonjour
Shalom, güten tag
Assalam o alaikum
Alaikum,assalam
Buenos dias
Buenos dias

Tap knees to keep the beat.
Extension: add your own simple beat actions to the song

Skills

Sing individually and as part of a group
Sing with good diction and expression
Sing with increasing control of tempo and dynamics
Keep the beat with movement

Resources

Oliver Twist

Oliver Twist you can’t do this so what’s the use of trying?
Touch your knees, touch your toes,
Clap your hands and away we go.

Game: The children stand in a circle and turn to face a partner.
The actions are as follows:

Oliver Twist you can’t do this:
Clap own hands, partner’s right, own hands, partner’s left.

So what’s the use of trying:
Actions as line one.

Touch your knees, touch your toes
Touch knees twice, touch toes twice.

Clap your hands and away you go:
Clap hands twice. Walk forward past your partner to face a new partner.

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

So and Mi Rhythm People: (see lesson 2)

Using so and mi cards, incorporate them into the Rhythm People game.

Teacher should walk through the beats/hoops in the same way as in the ‘Rhythm People’ game. However, this time, instead of clapping a rhythm at the same time, he/she should hum a ‘so’ or ‘mi’ pitch to each beat. (Chime bars could be used as an alternative – use ‘G’ for so and ‘E’ for mi) 

As in the ‘Rhythm People’ game, the children at the front of each line should be first to go into each hoop. This time, they will decide (with the help of their team), whether to select a ‘so’ or ‘mi’ pitch card to display in their hoop.

They should then hold up their cards and the others should sing (using hand signs) what they see, using ‘so’ and ‘mi’ pitches.

If any of the groups have made a mistake with their pitch, encourage them to work out where this might be and swap their pitch card for the correct one.

Extension
Guessing game:
Using chimebars G and E

Play a so / mi melody using a ta rhythm in each beat. (refer to example in the resources section)
Ask the children to listen carefully and then sing the melody back using the hand signs for so and mi.
You may need to play the melody a few times at first.
Ask for class volunteers to create different melodies for the class to guess. Guide the children and make sure they keep it simple – a ta (therefore one so or mi pitch) for each beat.

Skills

Recognise and follow hand signs from the pentatonic scale (so and mi)
Clap a simple rhythm using rhythm names (ta and te-te)
Follow rhythm stick notation

Resources

Hand signs so and mi

Hoops – or equivalent circle of string/rope

Chimebars G and C


s           m          s            m

 

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

Resources