Music – First Level: Composing Lesson Sound Story – ‘The Billy Goats Gruff’

The children will become familiar with the story ‘The Billy Goats Gruff’, some percussion instruments and the sounds they make.

Children will explore and create sounds (using voice, body or instruments) to represent each character and scene in the story.

Children will explain their choices and discuss how the sounds will be performed (fast/slow, loud/quiet, smooth/detached).

Children perform a sound story by following a ‘conductor’ to play when each character/scene appears in the story. They will also be supported in this by use of a story map, which can be used as a graphic score.

First Level Composing Lesson – Sound Story – ‘The Billy Goats Gruff’
(PDF Download)

Experiences and Outcomes:

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 and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities. EXA 1-18a

Learning Intentions

To represent characters and scenes through sound.
To create sound using voice, body and instruments.
To follow a graphic score.

Success Criteria

I am able to create sounds matched to characters in a story
I am able to talk about the sounds I have created, explaining my choices.
I am able to follow a leader to perform a sound story

Resources

‘The Billy Goats Gruff’ picture book or read aloud e.g. https://youtu.be/xNJBzcqjIYw
Character picture cards
Story map images and notes
Selection of percussion instruments – see Instrument Glossary
Music concept cards – fast/slow, loud/quiet
‘Three Singing Pigs – making music with traditional stories’ by Kaye Umansky (includes further examples of stories that could be used as a musical stimulus)