Category: EXA 1-16a

Music – First Level: Composing with Body Percussion (Sequence of 3 Lessons)

Learners will watch and listen to recorded body percussion performances before composing their own pieces.

Learners will have opportunities to:

  • engage with a stimulus and share their ideas
  • think about the elements that make music
  • participate in an improvisation activity to explore sound using body percussion
  • explore how the body can be used to make sounds and music
  • work collaboratively with others to combine a series of body percussion actions to create a sixteen beat pattern on a composition grid
  • perform their compositions both unaccompanied and as an accompaniment to a recorded piece of music
  • develop and extend their compositions, whilst also learning about musical form
  • orchestrate their body percussion pieces, using percussion instruments.

First Level: Composing with Body Percussion
(PDF Download)

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

Resources

  • Device for playing music and speaker
  • Interactive whiteboard
  • Whiteboard and pen
  • iPad (for recording purposes)
  • A selection of four different types of untuned percussion instruments, enough for everyone in the class to have one each (e.g. claves, egg shakers, bells, boomwhackers)

Useful Links

If you search for ‘body percussion composition grids’ on Google images, you will find examples of body percussion compositions.

Music – First Level: Primary 4 – 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, musicall 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:                                                                                                  

  • Keep a steady beat with movement and body percussion
  • Respond to a leader/conductor by following performance directions to start/stop or to sing/play louder or quieter, faster or slower
  • Internalise the words of song/rhyme
  • Perform sounds to go with songs, pictures, stories, poems and videos using an increasing range of body percussion, vocal effects, instruments and objects.
  • Use a form of music notation to write down compositions for performance, e.g. pictures, graphic score, stick notation
  • Listen to a range of live and/or recorded music and respond by expressing personal views, e.g., reasons for likes and dislikes: ‘I liked it because…’, ‘It made me think of…’​

DOWNLOAD LESSON PLANS (Sequence of 3 Lessons)

Music – First Level: Primary 3 – 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, musicall 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:                                                                                                  

  • Keep a steady beat with movement and body percussion
  • Respond to a leader/conductor by following performance directions to start/stop or to sing/play louder or quieter, faster or slower
  • Internalise the words of song/rhyme
  • Perform sounds to go with songs, pictures, stories, poems and videos using an increasing range of body percussion, vocal effects, instruments and objects.
  • Use a form of music notation to write down compositions for performance, e.g. pictures, graphic score, stick notation
  • Listen to a range of live and/or recorded music and respond by expressing personal views, e.g., reasons for likes and dislikes: ‘I liked it because…’, ‘It made me think of…’​

DOWNLOAD LESSON PLANS (Sequence of 3 Lessons)

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

Music – First Level: Primary 4 – Lesson 5

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 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

Music – First Level: Primary 4 – Lesson 4

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 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

Music – First Level: Primary 4 – Lesson 3

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/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! 

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 

Eg. Shalalalalalalala Adios 

Skills

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

Resources

Music – First Level: Primary 4 – Lesson 2

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

  1. Learn the song line by line using the backing track
  2. 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

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

Resources

Music – First Level: Primary 4 – Lesson 1

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
  • Follow rhythm stick notation
  • Clap a simple rhythm using rhythm names
  • Sing with good diction and expression
  • Sing at pitch with increasing accuracy
  • Recognise and follow hand signs from the pentatonic scale

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 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

Warm up rhymes (rhythm names displayed underneath)

Coca Cola
Coca cola went to town
te-te, te-te, te-te, ta
Pepsi cola knocked him down
te-te, te-te, te-te, ta
Doctor pepper fixed him up
te-te, te-te, te-te, ta
Changed him into seven up.
te-te, te-te, te-te, ta

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 goes 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

The children may know these rhymes already but will not have done the task.
Teach each rhyme a line at a time with the children repeating after you if they don’t know them.
Use body percussion (eg tap knees, stamp feet) or use instruments (eg claves) to keep a steady beat to the above rhymes.

Afterwards, use the rhythm flashcards with stick notation and clap out the rhythm. Children could take turns to play the rhythm on a set of claves or another untuned percussion instrument.

Split the class into a beat team and rhythm. Ask them to play separately and together.

Skills 

Keep the beat with movement
Clap a simple rhythm using rhythm names
Follow rhythm stick notation

Resources

Claves or other available wooden instruments in school.

Rhythm Flashcards – Rhymes with rhythms displayed underneath. eg

Apple Tree

Apple tree, apple tree
Will your apples fall on me?
I won’t scream and I won’t shout
If your apples knock me out.

Listen to the recording of Apple Tree and learn the song together.
Game: The children sit in a circle holding out their hands, palms facing up. Each child places his right hand on top of the person on his right’s left hand (keeping palm facing up).
One child starts with a ball/beanbag/egg shaker in their right hand. On each beat of the song, the child starts to pass it round the circle clockwise, with each person in turn placing it into the right hand of the person on their left.
(NB : the right hand moves but the left hand is static throughout.)

After playing the game, move on to the next step, which is introduction of the ‘la’ pitch (see below).

Introducing the ‘la’ pitch.
Revise hand signs for ‘so’ and ‘mi’. (Pitches from the pentatonic scale) Refer to the video in P3 Lesson 2 for I like Coffee for an explanation of this.

Sing the Apple Tree song and ask the children to identify which word has a pitch higher than ‘so’ (on the word ‘apples’ both times). Explain this pitch name is ‘la’.
Watch the video provided to explore this concept.

Have a go at singing the song with the hand signs.

Skills 

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

Resources

Video on Bounce High Bounce Low with handsigns
Ball

Bounce high, bounce low

Bounce high,
bounce low
Bounce the ball to
Mary (change name to suit class)

This game has been covered in P3 lesson plans.

Sing the song along with the backing track until everyone is comfortable with it

Game
The children stand in a circle.
One child is the leader and has a ball –they should stand in the centre of the circle. As everyone sings the first three lines of the song, the leader keeps the pattern BOUNCE-CATCH for each bar. They then decide who to pass the ball to and sing the chosen child’s name whilst bouncing the ball to them.

Sing the song a few times and recap hand signs for so, mi and la using the video.

Skills 

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

Resources

Bean bag/ball/egg shaker
Video of Apple Tree Handsigns and introduction to La pitch

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 with good diction and expression
Sing at pitch with increasing accuracy

Resources

Music – First Level: Primary 3 – Lesson 5

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
  • 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
  • Clap a simple rhythm using rhythm names (ta and te-te)
  • 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

Tap knees to keep the beat.
Extension: add your own simple beat actions to the song

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

Oliver Twist

Oliver Twist you can’t do this so what’s the use of trying?
Touch your knees, touch your toes,
Clap your hands and away we go.

Game: The children stand in a circle and turn to face a partner.
The actions are as follows:

Oliver Twist you can’t do this:
Clap own hands, partner’s right, own hands, partner’s left.

So what’s the use of trying:
Actions as line one.

Touch your knees, touch your toes
Touch knees twice, touch toes twice.

Clap your hands and away you go:
Clap hands twice. Walk forward past your partner to face a new partner.

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

Resources

So and Mi Rhythm People: (see lesson 2)

Using so and mi cards, incorporate them into the Rhythm People game.

Teacher should walk through the beats/hoops in the same way as in the ‘Rhythm People’ game. However, this time, instead of clapping a rhythm at the same time, he/she should hum a ‘so’ or ‘mi’ pitch to each beat. (Chime bars could be used as an alternative – use ‘G’ for so and ‘E’ for mi) 

As in the ‘Rhythm People’ game, the children at the front of each line should be first to go into each hoop. This time, they will decide (with the help of their team), whether to select a ‘so’ or ‘mi’ pitch card to display in their hoop.

They should then hold up their cards and the others should sing (using hand signs) what they see, using ‘so’ and ‘mi’ pitches.

If any of the groups have made a mistake with their pitch, encourage them to work out where this might be and swap their pitch card for the correct one.

Extension
Guessing game:
Using chimebars G and E

Play a so / mi melody using a ta rhythm in each beat. (refer to example in the resources section)
Ask the children to listen carefully and then sing the melody back using the hand signs for so and mi.
You may need to play the melody a few times at first.
Ask for class volunteers to create different melodies for the class to guess. Guide the children and make sure they keep it simple – a ta (therefore one so or mi pitch) for each beat.

Skills

Recognise and follow hand signs from the pentatonic scale (so and mi)
Clap a simple rhythm using rhythm names (ta and te-te)
Follow rhythm stick notation

Resources

Hand signs so and mi

Hoops – or equivalent circle of string/rope

Chimebars G and C


s           m          s            m

 

Closing song: Sha La La La Cheerio

Sha la la la la la la la *(roll your arms)
Cheerio (wave to the beat)
Sha la la la la la la la *
Cheerio
Sha la la la la la la la *
Cheerio
Boys and girls, it’s time to go! (clap on every word)

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

Resources