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
- Sing with good diction and expression
- Sing/chant with increasing control of tempo and dynamics
- Sing at pitch with increasing accuracy
- Recognise and follow handsigns for the pentatonic scale
- Keep the beat with movement/body percussion
- Perform simple rhythms with body percussion
- Clap a simple rhythm using rhythm names
- 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
Use a variety of body percussion patterns to keep the beat.
Skills
Sing as part of a group
Sing with good diction and expression
Sing at pitch with increasing accuracy
Resources
Double Double (rhythm names displayed underneath)
Double, double this this
Double, double that that
Double this, double that
Double, double this that
- Learn the song line by line using the backing track
- Tap out the rhythm of the words using body percussion
Tap own shoulders – R,L,R,L to ‘Double double’,
Clap hands to ‘this this’
Tap own knees to ‘that that’.
Ask if anyone would like to show their work.
Perform using louder or quieter voices. (forte/piano)
Can you change your body percussion actions to match the sound of your voice?
Skills
Sing as part of a group
Sing with good diction and expression
Sing at pitch with increasing accuracy
Perform the rhythm with body percussion
Resources
Categories
Categories,
Which one?
*insert category e.g., animals*
*child’s answer e.g., tiger*
This game has been covered in P3 lesson plans.
The children should sit in a circle. You sing, ‘Categories’ and the children answer, ‘Which one?’. You then sing the name of a category and then one by one the children sing something within that category.
After each line of the song and after each answer, two ‘silent’ beats must be observed where no one sings anything. (It helps to tap claves or click your fingers).
Show this using the flashcards with the blank beats.
Explain to the children that the beat is always present, though sometimes there is no music/singing. These ‘silent’ beats are called ‘rests’. Each ‘ta’ rest lasts for one beat. For simplicity, we use the letter ‘Z’ to represent a ‘ta’ rest as it’s easier to write than the proper musical symbol.
Show the children how the simple written rhythm looks for each line using the flashcards showing the ta rests.
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
Follow rhythmic stick notation
Resources
Claves/drumsticks
Simple notation for Categories lyrics
Categories simple rhythm flashcards
Categories rhythm flashcards showing the rests as Z
Pease Pudding Hot
Pease pudding hot Z
Pease pudding cold Z
Pease pudding in the pot
Nine days old Z
Learn the song using the backing track and the lyrics.
Sing the song and clap the following four beat pattern with a partner:
❤ ❤ ❤ ❤
Clap – partner’s hands – clap – jump
Game
The children should stand in 2 concentric circles with each child in the outer circle facing a partner in the inner circle. The outer circle will jump one place to the right on every rest. *note – there is no rest at the end of line 3 so the jump is replaced with clapping partner’s hands instead.
Skills
Sing as part of a group
Sing with good diction and expression
Sing at pitch with increasing accuracy
Keep the beat with movement
Resources
Shalalalalalalala Cheerio
Shalalalalalalala Cheerio
Shalalalalalalala Cheerio
Shalalalalalalala Cheerio
Boys and girls it’s time to go!
Sing the song using the backing track.
Turn hands round each other like winding up the bobbin for the ‘shalalalala’ phrase and for each cheerio wave one hand and then the other all the while being mindful of where the beats fall.
Skills
Sing as part of a group
Sing with good diction and expression
Sing at pitch with increasing accuracy
Sing/chant with increasing control of tempo and dynamics
