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 at pitch with increasing accuracy.
- Sing/chant with increasing control of tempo and dynamics.
- Experiment with different vocal sounds.
- Keep a steady beat with movement and body percussion.
- Use percussion instruments to play the beat along to songs/music, responding to faster or slower tempo.
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
Voices
Teacher: Have you got your… speaking/singing/thinking/loud/quiet/high/low/whispering voice?
Children: Yes I’ve got my… speaking/singing/thinking/loud/quiet/high/low whispering voice
This vocal warm-up should be delivered as call and response – children listen and then respond by copying the way the teacher has used their voice. Repeat for high voice, low voice, whispering voice and finish on with singing voice each time. Children can suggest other fun ways to use their voice e.g. a robot voice.
Skills
- Differentiate between a speaking and singing voice.
- Experiment with the voice and create different sounds.
Resources
Siren
Talk to the children about sirens and the way the sound moves ‘up’ (to a higher pitch) and ‘down’ (to a lower pitch). Ask the children to imagine a golden thread attaching their voice to their index finger. As their finger moves up and down so does their voice. Ask the children to copy you as you move your finger up and down and your voice moves up and down in pitch. Choose a long vowel sound (oo, oh, ah, ee) to sing for this.
Skills
- Sing at pitch with increasing accuracy.
Resources
Pulse is a Steady Beat
Pulse is a steady beat,
Feel it moving in your feet.
Always steady keep in time,
Tap your feet and say this rhyme.
Chant the rhyme standing in a circle while stepping to the beat. An adult can keep the beat with claves or a drum to help.
Extension: keep the beat by tapping different parts of the body (head, shoulders, knees etc.) and change the tempo (fast or slow) or dynamics (loud or quiet).
Skills
- Keep the beat with movement and body percussion.
- Chant with increasing control of tempo and dynamics.
Resources
Claves or tambour
‘Beat’ flashcard
Music concept flashcards (loud/quiet, fast/slow)
Hickety Tickety Bumble Bee
All: Hickety Tickety Bumble Bee
Can you sing your name to me?
Child: My name is…
Introduce a puppet and encourage each child in turn to sing back to you/the puppet ‘My name is…’
Move around the circle until all the children have had a turn. Singing back to the puppet or toy makes it less daunting for the child.
Singing doesn’t have to be particularly loud or clear at this stage and should be enjoyable. Sing along with children who are unsure or lacking confidence and celebrate each child to build confidence in singing individually.
Skills
- Sing at pitch with increasing accuracy.
- Sing individually and as part of a group.
Resources
Bumblebee puppet
Go Bananas
Bananas assemble!
Pick banana, pick pick banana (x2)
Repeat with: peel, slice, mash, eat, go!
Ask children to come up with actions for ‘pick, peel, slice, mash, eat and go bannanas’ which they can perform to a steady beat. Teach the song line by line with the actions – try starting the song quietly, gradually getting louder towards the end. Perform the song all the way through along to the recorded track if you can.
Skills
- Keep the beat with movement.
Resources
Backing track
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)
Repeat with same actions used for ‘Hello Everyone’.
Skills
- Keep the beat with movement and body percussion
