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:
- Keep the beat with movement.
- Keep the beat with body percussion.
- Clap a simple rhythm using rhythm names.
- Play simple rhythms using rhythm names.
- Sing at pitch with increasing accuracy.
- Sing with increasing control of tempo and dynamics.
- Internalise the words of a song/rhyme.
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)
Introducing 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.
Engine Engine
Engine, Engine number nine
te-te, te-te, te-te, ta
Going down the Glasgow line
te-te, te-te, te-te,ta
If the train comes off the track
te-te, te-te, te-te, ta
Will I get my money back?
te-te, te-te, te-te, ta
Yes, no, maybe so.
ta, ta, te-te, ta
Say the rhyme while walking to the beat (as in p1).
Introduce the rhythm, clap the rhythm discussing the changes at the end. Optional – use instruments (e.g claves) taking turns to tap the rhythm.
Skills
- Keep the beat with movement.
- Clap a simple rhythm using rhythm names.
- Play simple rhythms using rhythm names.
Resources
Ickle Ockle
Ickle ockle, blue bottle
Fishes in the sea
If you want a partner
Just choose me.
Make a circle with one child in the middle. At the end of the song the child chooses a partner and they clap tap together keeping a steady beat. At the end of the song the children in the middle all select a new partner. This continues until all the children have been selected by a partner.
Skills
- Sing at pitch with increasing accuracy.
- Keep the beat with body percussion.
Resources
Sally goes round the Sun
Sally goes round the sun,
Sally goes round the moon,
Sally goes round the chimney pots, every afternoon.
Boom
The children hold hands and walk round in a circle keeping a steady beat. (This can also be done holding on to a parachute.)
At the word boom they jump and change direction. This can be done using different tempos and dynamics. There is also the option to use a ‘thinking voice’ to see if the children all jump in the correct place at the boom. (internalising the rhyme/song)
Extension: Make up actions to go with different instruments. Play an instrument on ‘boom’ and the children have to perform the correct action.
Skills
- Sing with increasing control of tempo and dynamics.
- Keep the beat with movement.
- Internalise the words of a song/rhyme.
- Sing at pitch with increasing accuracy.
Resources
‘Beat’ flashcard
Parachute
Shalalalalalalala Cheerio
Shalalalalalalala cheerio, shalalalalalalala cheerio (x2)
Boys and girls it’s time to go!
Turn your hands round each other like a wheel for the shalalala part then wave left hand then right hand for cheerio in time with the beat. (2 beats left hand, two beats right.)
Skills
- Keep the beat with body percussion.
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)
The actions from the opening, ‘Hello song’ can be applied here.
Skills
- Keep the beat with body percussion.
