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.
- Play the beat along to songs.
- Clap a simple rhythm using rhythm names.
- Play simple rhythms using rhythm names.(ta, te-te)
- Sing at pitch with increasing accuracy.
- Sing individually or as part of a group.
- Sing with increasing control of tempo and dynamics.
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)
Skills
- Keep the beat with body percussion.
- Sing individually or as part of a group.
Resources
Egg shakers
Maracas
‘Beat’ flashcard
Early in the Morning
Early in the morning at eight o’clock
You can hear the postman knock.
Up jumps (name of a child) to open the door.
One letter, two letter, three letter, four.
Sit in a circle with one child in the centre as the postman. As the children sing the song the postman walks around inside the circle keeping a steady beat. At the words ‘Up jumps’ whichever child is in front of the postman stands up, opens the door and the postman hands them 4 letters (to the beat). The chosen child is the new postman and the game continues. Vary the tempo for a fast or slow postman!
Extension: One child play the rhythm of ‘you can hear the postman knock’ on a wood block. Another child plays 4 beats on the tambour for each letter being delivered.
Dan Dan
Dan, Dan, the funny wee man,
Washed his face wi’ a frying pan,
Combed his fair wi’ the leg o’ a chair,
Dan, Dan, the funny wee man.
The children sit in a circle with one person as ‘Dan’ in the middle. As the ball is passed around the circle to the beat, ‘Dan’ moves/dances around the inside of the circle. When the song stops, the ball stops being passed and ‘Dan’ freezes. The person with the ball stands up, closes their eyes and rolls the ball along the floor trying to hit ‘Dan’s’ feet. If they manage to hit their feet, they become the new person in the middle. If they miss, the person in the middle stays there and the game starts over again.
Skills
- Keep the beat with movement.
- Sing at pitch with increasing accuracy.
Resources
Ball
Cobbler Cobbler
Cobbler cobbler mend my shoe,
have it done by half past two.
Half past two is much too late,
have it done by half past eight.
Sing through the song clapping the rhythm after each line. Split the class into 2 groups. 1 group sings each line of the song and the other group taps back the rhythm using a tap instruments.
Skills
- Sing individually or as part of a group.
- Sing at pitch with increasing accuracy.
- Keep the beat with body percussion.
- Play simple rhythms using rhythm names. (ta, te-te)
- Clap a simple rhythm using rhythm names.
Resources
Claves, woodblock, etc
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.
