Author: Martin

September 27, 2023

Music – 2nd Level: Primary 6 – Music of Scotland

Experiences and Outcomes:
I can sing and play music from a range of styles and cultures, showing skill and using performance directions and/or musical notation. EXA 2-16a

I can use my voice, musical instruments and music technology to experiment with sounds, pitch, melody, rhythm, timbre and dynamics. EXA 2-17a

Inspired by a range of stimuli and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities. EXA 2-18a

I have listened to a range of music and can respond by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. EXA 2-19a

I have experienced the energy and excitement of presenting/performing for audiences and being part of an audience for other people’s presentations/performances. EXA 2-01a

Skills:

Explore rhythm by copying, creating and layering patterns of sound
Continue to show respect for classroom instruments
Use digital technology to record sound (video and/or sound)
Listen to recordings of own/others work and respond with constructive feedback
Recognise the timbre of different instruments by how they are played e.g. shaken, struck, blown or strummed
Use instruments to accompany songs/enhance music of different styles
Listen to a range of live and/or recorded music and respond by expressing personal views
Understand and convey the mood/character of the song with increasing depth, e.g. using body language, facial expression
Listen to different styles of music from Scotland and comment on musical concept including instruments, voices, tempo, dynamics, pitch, structure (intro, verse, chorus, outro, repetition) and texture (unison, harmony, solo, ensemble, with/without accompaniment)
Express a response to music through other areas of Expressive Arts by creating a piece of art, drama or dance.

DOWNLOAD LESSON PLANS (Sequence of 3 Lessons)

September 27, 2023

Music – 2nd Level: Primary 5 – Music of Scotland

Experiences and Outcomes:
I can sing and play music from a range of styles and cultures, showing skill and using performance directions and/or musical notation. EXA 2-16a

I can use my voice, musical instruments and music technology to experiment with sounds, pitch, melody, rhythm, timbre and dynamics. EXA 2-17a

Inspired by a range of stimuli and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities. EXA 2-18a

I have listened to a range of music and can respond by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. EXA 2-19a

I have experienced the energy and excitement of presenting/performing for audiences and being part of an audience for other people’s presentations/performances. EXA 2-01a

Skills:

Explore rhythm by copying, creating and layering patterns of sound
Continue to show respect for classroom instruments
Use digital technology to record sound (video and/or sound)
Listen to recordings of own/others work and respond with constructive feedback
Recognise the timbre of different instruments by how they are played e.g. shaken, struck, blown or strummed
Use instruments to accompany songs/enhance music of different styles
Listen to a range of live and/or recorded music and respond by expressing personal views
Understand and convey the mood/character of the song with increasing depth, e.g. using body language, facial expression
Listen to different styles of music from Scotland and comment on musical concept including instruments, voices, tempo, dynamics, pitch, structure (intro, verse, chorus, outro, repetition) and texture (unison, harmony, solo, ensemble, with/without accompaniment)
Express a response to music through other areas of Expressive Arts by creating a piece of art, drama or dance.

DOWNLOAD LESSON PLANS (Sequence of 3 Lessons)

September 27, 2023

Music – Early Level: Primary 1 – Music of Scotland

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 voice, musical instruments and music technology to discover and enjoy playing with sound and rhythm. EXA 0-17a

Inspired by the range of stimuli and working on my own and/or with others, I can express and communicate my ideas, thoughts and feeling through musical activities. EXA 0-18a

I can respond to music by describing my thoughts and feelings about my own and others’ work. EXA 0-19a

I have experienced the energy and excitement of presenting/performing for audiences and being part of an audience for other people’s presentations/performances. EXA 0-01a

Skills:

Keep the beat with actions
Walk to the beat
Use some percussion instruments to keep a steady beat
Experiment with the voice to create different sounds e.g speaking, whispering, humming
Use tuned and untuned percussion instruments to begin to explore tempo and dynamics
Use digital technology to capture short recordings of sound or performances
Use digital technology to listen back to recordings of sounds or performances
Work individually or with a group to create own soundscapes and sound effects in response to a variety of stimuli e.g sounds, pictures, stories, videos.
Listen to different styles of music from Scotland and other cultures and begin to identify simple musical concepts e.g familiar instruments and voices, fast/slow, loud/quiet, high/low.
Demonstrate a steady beat with an instrument, body percussion or movement when listening to a piece of music.
Participate in a musical performance to the class, parents or in the community.

DOWNLOAD LESSON PLANS (Sequence of 3 Lessons)

September 18, 2023

Early Years & Primary Music CLPL

!! PLEASE NOTE CHANGE OF DATES !!

Due to planned industrial action we have re-scheduled all CLPL sessions due to take place on 26th-28th September. If you have signed up on CPD manager for Early Level Music & Phonological Awareness your booking will be valid on the re-scheduled date. Dates for re-scheduled First Level sessions are TBC.

📣 🎶 We have some great Early Years & Primary Music CLPL opportunities coming up. Available to book now on CPD Manager. Check the CLPL tab above to find out more.

September 13, 2023

Creativity in Education: Glasgow

Creativity in Education: Glasgow is a website which has been developed by Glasgow CREATE in partnership with Apple, and is dedicated to highlighting the talent and creativity taking place in teaching and learning across Glasgow City Council. It’s a platform for showcasing best practice with colleagues, and a space for teachers to share curriculum aligned creative lesson plans. We launched the website in June 2023 alongside a new social media account @CreativitylnEdu to promote the resources, engage teachers and encourage participation. This will be bolstered in the upcoming session by offering CLPL around the resource, partnering with the RTC, adding a tile to glow launchpads and expanding the number of lessons available on the website.

To add the site to your glow launchpad, follow the steps outlined in the video below.

September 13, 2023

Music – First Level: Primary 2 – Music of Scotland

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

Inspired by a range of stimuli, and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities. EXA 1-18a

I have listened to a range of music and can respond by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. EXA 1-19a

I have experienced the energy and excitement of presenting/performing for audiences and being part of an audience for other people’s presentations/performances. EXA 1-01a

Skills:

Chant a variety of songs from Scotland and other cultures individually and as part of a group.
Keep a steady beat with movement and body percussion.
Clap and play simple rhythms using rhythm names.
Use percussion instruments to accompany songs or enhance a piece of music with increasing control of tempo and dynamics.
Use digital technology to record sounds.
Explore sounds made by a range of tuned and untuned percussion instruments as well as everyday objects.
Work individually or with a group to create soundscapes, sound effects and sound tracks in response to a variety of stimuli eg sounds, pictures, stories, videos or poems.
Perform sounds to go with songs, pictures, stories, poems and videos using an increasing range of body percussion, vocal effects, instruments and objects.
Listen to different styles of music from Scotland and other cultures and comment on musical concepts such as instruments, voices, tempo, dynamics.
Participate in a musical performance (solo or group) to the class, parents or in the community.

DOWNLOAD LESSON PLAN

November 4, 2022

Music – First Level: Primary 4 – Lesson 5

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 with increasing control of tempo and dynamics
Keep the beat with movement
Internalise the words of a song
Internalise a rhythm
Tap the rhythm of a song using body percussion
Sing at pitch with increasing accuracy
Recognise and follow hand signs for the pentatonic scale
Clap a simple rhythm using rhythm names (ta, te-te, ta-a and ta rest)
Follow rhythm stick notation
Play the beat along to songs

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

Salut Ça va

Teacher: Salut ça va?
Children: Ça va très bien, merci.
Teacher: Salut ça va?
Children: Très bien merci, et toi?

Sing using backing track

Skills

Sing individually and as part of a group
Sing with good diction and expression
Sing with increasing control of tempo and dynamics
Keep the beat with movement

Resources

Spinning Top

Spinning top goes round and round,
Listen to the humming sound.
Red and yellow, blue and green.
Nicest colours ever seen.

Learn the song line by line.

The children should sit in a circle with one child (the caller) in the middle with their eyes closed.
Hand out the four beanbags, spacing them even around the circle.
Sing the song and pass the beanbags around the circle to the beat. At the end of the song, the caller chooses a colour.
The person holding that colour beanbag should sing “Yes it’s me” in a disguised voice.
The caller should then guess who it is. They then change places and the game continues.

Skills

Sing at pitch with increasing accuracy
Recognise and follow hand signs for the pentatonic scale
Keep the beat with movement

Resources

4 beanbags –1x red, yellow, green and blue
(Use alternative objects if no bean bags)

Introduce the pitch Do and the hand sign

Ask the children to listen out for the lowest note they can hear in the song.
Identify which words are sung as Do – i.e
“Spinning top, Humming sound, Ever seen”
Do also appears in the second syllable of the words Lis–ten and Nic–est

Ask the children to have a go at singing the song with the hand signs. Try this slowly at first.

Skills

Sing at pitch with increasing accuracy
Recognise and follow hand signs for the pentatonic scale

Resources

Picture cards for pitches So, Mi and Do

Rhythm Corners

Using four different rhythm cards, put one in each corner of the room.
Clap or play a rhythm from one of the cards: the children should run to the correct corner.

Skills

Clap a simple rhythm using rhythm names (ta, te-te, and ta rest)
Internalise a rhythm
Follow rhythm stick notation

Resources

Rhythm Flashcards

Double Double

Revisit the song and enjoy playing the game.
Task 2
Listen carefully to the melody. Double Double is made up of the pitches So, Mi and Do.
Can the class identify the Do pitches in this piece of music? What about So and Mi?

Skills

Sing at pitch with increasing accuracy
Recognise and follow hand signs for the pentatonic scale

Resources

Closing Song – Sha la la la Cheerio

Shalalalalalalala cheerio, shalalalalalalala cheerio (x2)
Boys and girls it’s time to go!

Skills

Keep the beat with movement
Sing with good diction and expression
Sing at pitch with increasing accuracy

Resources

November 4, 2022

Music – First Level: Primary 4 – Lesson 4

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 at pitch with increasing accuracy
Keep the beat with body percussion
Use percussion instruments to accompany songs or enhance a piece of music with increasing control of tempo and dynamics
Internalise the words of a rhyme
Tap the rhythm of a rhyme using body percussion
Play simple rhythms using rhythm names
Recognise and follow hand signs for the pentatonic scale
Follow rhythm stick notation
Invent simple rhythm patterns

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

Sing along to the backing track

Tap knees to keep the beat.

Link to Salut Cava and discuss the different languages that are used in this song.

Does anyone in the class know a different language? Can they say hello?

Skills

Sing individually and as part of a group
Sing with good diction and expression
Keep the beat with movement

Resources

Double Double

Recap the song and game from lesson 2

Choose a word from the rhyme to “sing in your head” You should still perform the body percussion action that matches it.

Try a different one!

Display the rhythm stick notation cards and read using ta and tete.

Make the link between the sounds of the words and the rhythm of the music.

Use percussion instruments to tap the rhythm of the whilst another group plays the beat.

Swap groups.

Skills

Explore rhythm by copying and creating patterns of sounds using voice, body or instruments.

Resources

Double double stick notation

Double double rhythm cards

Variety of untuned percussion instruments

Mrs White

Mrs White, had a fright
In the middle of the night
Saw a ghost, eating toast
Halfway up the old lamppost

Play the game as last week.
Revise the song along with the handsigns using the video.
This week, use your rhythm knowledge to work out the rhythm for each line of the rhyme.
Try writing them as stick notation.
Perform these rhythms using a variety of percussion instruments.
Try adding dynamics into your performance. (e.g. forte and piano)

Skills

Recognise and follow hand signs from the pentatonic scale (so mi and la)
Sing individually and as part of a group
Sing with good diction and expression
Sing at pitch with increasing accuracy
Perform rhythms using stick notation.
Use dynamics to enhance performance.

Resources

Penny or another small object
Mrs White stick notation –fill in the blanks sheet
A variety of untuned percussion instruments.
Dynamics flashcards

Rhythm composing

Ask the children to create their own 4, 8 or 16 beat rhythm patterns, using ta, te te and rest stick notation.
Perform using body percussion or percussion instruments of your choice

Skills

Invent simple rhythm patterns
Follow rhythm stick notation
Play simple rhythms using rhythm names

Resources

Whiteboards/pens

Closing song: Shalalalalalalala Cheerio

Shalalalalalalala cheerio, shalalalalalalala cheerio (x2)
Boys and girls it’s time to go!

Sing the song using the backing track found in the Create folder. 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.

Extension
Learn Goodbye in another language spoken in your class
E.g.
Shalalalalalalala – Au Revoir

Skills

Sing with good diction and expression
Sing with increasing control of tempo and dynamics

Resources

September 1, 2022

Music – First Level: Primary 4 – Lesson 3

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/chant with increasing control of tempo and dynamics
Sing at pitch with increasing accuracy
Keep the beat with movement/body percussion
Use voice to produce contrasting sounds
Respond to a leader/conductor following performance directions
Explore rhythm by copying and creating patterns of sounds using voice, body or instruments.
Recognise and follow hand signs for the pentatonic scale (do, mi and so pitches)

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: Salut ça va?

Teacher: Salut ça va?
Children: Ça va très bien, merci.
Teacher: Salut ça va?
Children: Très bien merci, et toi?

Sing using backing track

Discuss the langauage used (French)

Skills

Sing individually and as part of a group
Sing with good diction and expression
Sing at pitch with increasing accuracy

Resources

Boom chicka boom

Teacher- Say boom chicka boom
Children- boom chicka boom
Teacher- Say boom chicka boom
Children- boom chicka boom
Teacher-Say boom chicka rocka chicka rocka chicka boom
Children- Boom chicka rocka chicka rocka chicka boom
Teacher – Ah-hah Children – ah-hah
Teacher – Ee-hee Children – Ee-hee
Teacher – One more time

Use voice to lead in different styles eg whispering voice, high voice, robot voice etc. Children could provide their own ideas for this.

Teacher and small group of children to provide beat on instruments.

Skills

Sing/Chant with increasing control of tempo and dynamics
Respond to a leader/conductor following performance directions

Resources

Available Percussion Instruments

Pease Pudding Hot

Pease pudding hot Z
Pease pudding cold Z
Pease pudding in the pot
Nine days old Z

Revise the song/game from last lesson.

Follow the rhythm stick notation flashcards.

Split into two teams (Beat and Rhythm) and perform using body percussion.

Swap groups

Skills

Sing as part of a group
Sing at pitch with increasing accuracy
Keep the beat with body percussion

Resources

Pease Pudding Hot Rhythm Flashcards

Mrs White

Mrs White, had a fright
In the middle of the night
Saw a ghost, eating toast
Halfway up the old lamppost

Another song with a ‘la’ pitch in it to reinforce the new hand sign.

Learn the song along with the handsigns using the video.

Game: the children stand in a circle and hold their hands out in front of them. One person stands in the middle (the guesser) and another is chosen to be the hider. The hider has the task of hiding a penny (or another small object) in someone’s hands as follows:

As everyone sings the song the hider goes around the circle one by one and to a steady beat, pretending to put the penny in everyone’s clasped hands. They do actually put the penny in one child’s hands, and the guesser has to say who it is.

Skills

Recognise and follow hand signs from the pentatonic scale (so, mi and la)
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

Resources

Penny or another small object

Shalalalalalalalala Cheerio

Shalalalalalalala cheerio, shalalalalalalala cheerio (x2)
Boys and girls it’s time to go!

Extension
Learn Goodbye in another language spoken in your class

Eg. Shalalalalalalala Adios

Skills

Sing with good diction and expression
Sing at pitch with increasing accuracy

Resources

March 8, 2022

Music – First Level: Primary 4 – Lesson 2

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

Double Double rhythm cards
Double Double stick notation

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