Experiences and Outcomes:
I enjoy singing and playing along to music of different styles and cultures. EXA 0-16a
I have the freedom to use my voice, musical instruments and music technology to discover and enjoy playing with sound and rhythm. EXA 0-17a
Skills:
- Keep the beat with actions.
- Sing with some understanding of pitch.
- Sing/chant individually and/or as part of a group.
- Differentiate between a speaking and singing voice.
- Sing/chant with a louder and quieter voice.
- Sing/chant at a faster or slower tempo.
- Experiment with the voice and create different sounds.
- Play the beat
- Play with louder/quieter dynamics
- Experiment with sounds of different percussion instruments (shake/tap/ting/boom)
Interdisciplinary Links:
- I enjoy exploring and playing with the patterns and sounds of language and can use what I learn LIT 0-01a / LIT 0-11a / LIT 0-20a
- As I listen and talk in different situations, I am learning to take turns and am developing my awareness of when to talk and when to listen LIT 0-02a / ENG 0-03a
- I am aware of my own and others’ needs and feeling, especially when taking turns and sharing resources. I recognise the need to follow rules HWB 0-23a
| Activities | Skills | Resources |
|---|---|---|
|
Welcome song: Hello everyone Sing the song, keeping a steady beat with the actions: |
Keep the beat with actions | |
|
What’s inside the magic bag? (to the tune for Old MacDonald) Use a range of instruments which make shake (maraca), tap (claves) ting (triangle) and boom (drum) sounds. |
Keep the beat with actions Sing with some understanding of pitch (higher and lower) Sing/chant individually and/or as part of a group Play the beat Play with louder/quieter dynamics |
A bag containing various percussion instruments, e.g. Maracas, Claves, Triangle, Tambour. |
| Instrument Rumble Give the children an instrument each – this can include a variety of different percussion instruments. Agree gestures for start, stop, play loudly and play quietly. Children follow the adult as the ‘conductor’ for when to start and stop playing and to play loudly/quietly on their instruments. Children can then take turns to be the conductor. |
Play with louder/quieter dynamics Experiment with sounds of different percussion instruments (shake/tap/ting/boom) |
A selection of instruments (as above) |
| Simon Says Split the class into 4 groups and give each group a different type of instrument (shake, tap, ting, boom). Then give the instructions ‘Simon says shake group play’ or ‘Simon says ting group play’ or ‘Simon says shake group stop’ etc. If you don’t say ‘Simon says’ then the group shouldn’t follow the instruction. After playing the game a few times, groups could be eliminated and you end up with a winning group. |
Play the beat Experiment with sounds of different percussion instruments (shake/tap/ting/boom) |
Instruments representing tap (e.g. claves), ting (e.g. triangles), boom (e.g. tambours) and shake (e.g. maracas) |
| 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. |
Keep the beat with actions Sing with some understanding of pitch (higher and lower) Sing/chant individually and/or as part of a group |
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’. |
Keep the beat with actions. |
