Category: EXA 1-18a

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: Composing Lesson Sound Story – ‘The Billy Goats Gruff’

The children will become familiar with the story ‘The Billy Goats Gruff’, some percussion instruments and the sounds they make.
Children will explore and create sounds (using voice, body or instruments) to represent each character and scene in the story.
Children will explain their choices and discuss how the sounds will be performed (fast/slow, loud/quiet, smooth/detached).
Children perform a sound story by following a ‘conductor’ to play when each character/scene appears in the story.  They will also be supported in this by use of a story map, which can be used as a graphic score.

First Level Composing Lesson – Sound Story – ‘The Billy Goats Gruff’
(PDF Download)

Experiences and Outcomes:

  • 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

Learning Intentions

  • To represent characters and scenes through sound.
  • To create sound using voice, body and instruments.
  • To follow a graphic score.

Success Criteria

  • I am able to create sounds matched to characters in a story
  • I am able to talk about the sounds I have created, explaining my choices.
  • I am able to follow a leader to perform a sound story

Resources

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 3 – 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

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

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 hand signs from the pentatonic scale
  • 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: 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)

Extension: Add a Hello from a different language.
eg: Bonjour everyone

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 :

Using the Pitches So and Mi

Here I come- Call and response song

Child: Here I come.
Class: Where from?
Child: Glasgow
Class: What’s your trade?
Child: Lemonade
Class: Give us some, don’t be afraid!

Listen to the recording
Explain that this song is about someone selling drinks and that when it’s your turn you should invent the place you have come from and the drink you are selling. For example: – You could come from New York and be selling Cherryade. Encourage the children to be as imaginative as possible.

The children stand in a circle with one child in the middle who sings the leading line. The rest of the children respond with the same so mi tune while singing their line as detailed above. Encourage the children to put as much expression and actions in as possible. When the class sing ‘Give us some don’t be afraid’ ask them to hold their hands out like they have a glass. The child in the middle then chooses a child to give the juice to and pretends to pour it into their glass. This is the next child to be in the middle.

Skills :

Sing individually and as part of a group
Sing with good diction and expression
Sing at pitch with increasing accuracy – reinforcing pitches so & mi
Participate in improvised group music making

Resources :

Categories

Categories,
Which one?
*insert category e.g., animals*
*child’s answer e.g., tiger*

Listen to the recording of the song.
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)

 

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 :

Claves/Drumsticks

Rhythm People

Divide the class into four teams and assign them a hoop/beat.
Sit them in a line behind their hoop/beat.
The teacher should walk the beat and clap a rhythm made up of tetes and ta.(Teacher could use rhythm cards for inspiration if needed)
The first child(ren) in the line should display what they heard.

If they heard one sound being clapped, one child should form a ta by standing in the hoop, hands by sides, facing their line.

If two sounds are heard, the first two children in the line form a te te by standing side on in the hoop, facing each other with their hands on each other‘s shoulders. 

1 clap in a beat = ta
2 claps in a beat = tete

Ask the seated children to clap and say the rhythm (in te tes and tas) as a group.

Using the hoops gives the children a visual representation of how ‘ta’ lasts for a full beat but ‘te-te’ is two sounds that must fit into one beat.

Skills :

Clap a simple rhythm using rhythm names
Follow rhythm stick notation

Resources :

4 Hula Hoops
Stick notation Rhythms cards
Video of Rhythm people game demonstration

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 :

Music – First Level: Primary 3 – 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

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

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
  • 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: 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

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

Banana Song

Pick banana, pick, pick banana
Peel banana, peel, peel banana
Slice banana, slice, slice banana
Mash banana, mash, mash banana
Eat banana, eat, eat banana
GO bananas, GO, GO bananas (repeat)

Sing the song with accompanying actions with 4 movements per action. (Follow the lyrics for the actions).

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

‘ta’ and ‘te-te’

Choose one of the following rhymes to reintroduce the rhythmic notations, ‘ta’ and ‘te-te’

Coca Cola – as lesson 1

Engine Engine
Engine, engine number nine
Going down the Glasgow line.
If the train comes off the track
Will I get my money back?
Yes, no, maybe so.

Listen to and recite your chosen rhyme for the children whilst tapping a steady beat. Speak slowly and exaggerate the rhythm of the words. Do the children notice that sometimes there are two sounds on a beat and sometimes only one?
Repeat the above exercise but ask the children to join in and keep a beat with you whilst reciting the rhyme.
Repeat the rhyme line by line and ask the children how many beats have two sounds and how many beats only have one. Practise clapping the rhythm of each line with the children.

Divide into two groups. One group should stamp the beat whilst the other claps the rhythm. Change over groups at the end.

Reinforcing the terminology, ‘ta’ and ‘te-te’

The rhythm name ‘ta’ is the same as the steady beat (one clap)

Use a word with two syllables (i.e. engine) to introduce ‘te-te’.
Clap the rhythm of ‘en-gine’ (two claps that fit into the time of one steady beat)

The rhythm names for the line:
Engine, engine number nine would be:
te-te te-te te-te ta

Skills

Keep the beat with movement
Clap a simple rhythm using rhythm names

Resources

Rhythm Flashcards – Early Level Rhythm Flashcards

I Like Coffee

I like coffee, I like tea,
Can you catch the ball from me?

1-2-3 change places 4-5-6 change places
7-8-9 change places 10 and start again, GO!

Recap the song and game from Lesson 1

Introducing the ‘so’ and ‘mi’ pitch

Before introducing the Hand signs so and mi make sure the children understand higher and lower pitches. Watch the video for explanation of this.

Have a go at singing the song with the handsigns.

Resources

Hand-signs ‘so’ and ‘mi’

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)

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

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

 

Music – First Level: Primary 3 – 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

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

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
  • Internalise the words of a song/rhyme
  • Use a variety of percussion instruments to play the beat along to songs/music
  • Respond to a leader/conductor by following performance directions to start/stop or sing louder/quieter, faster/slower
  • Recognise and follow hand signs from the pentatonic scale
  • Participate in improvised group music making.

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

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

March Together

March together keep a beat,
Feel that movement in your feet,
Stand together in a row,
Marching forward off we go.

Sing the song asking the children to echo each line you sing.
Sing the song again with the children singing the echo and everyone marching on the spot to a steady beat.

When considering the starting tempo, bear in mind that a child’s internal beat will be slightly faster than an adult’s, so don’t set it too slow.

Extension: March around the room ‘Army style’ adding in various actions as you

Skills

Keep the beat with movement
Internalise the words of a song/rhyme
Use a variety of percussion instruments to play the beat along to songs/music

Resources

Various percussion instruments

Coca Cola

Coca Cola went to town
Pepsi Cola knocked him down
Dr Pepper fixed him up
Changed him into 7up.

Say the rhyme whilst keeping a steady beat through various actions (e.g. tapping knees or clicking fingers) or instruments.

Extension: Keep a steady beat but only say the names of the drinks out loud, saying the rest of the words in your ‘thinking’ voice and vice versa.

Skills

Sing as part of a group
Keep the beat with movement
Sing at pitch with increasing accuracy
Respond to a leader/conductor by following performance directions to start/stop or sing louder/quieter, faster/slower

Resources

Dynamics cards
Tempo cards

I Like Coffee

I like coffee, I like tea,
Can you catch the ball from me?

1-2-3 change places 4-5-6 change places
7-8-9 change places 10 and start again, GO!

Listen to the recording of ’I Like Coffee’ before learning the song ourselves.

The children should stand in a circle with one person in the middle with a ball.
This person (the leader) should bounce the ball to the beat as everyone sings
‘I like coffee, I like tea. Can you catch the ball from me?’

Three/four children could practise being the leader before learning the chanted part of the song.
For the next section, one leader throws the ball to someone on one, the ball is thrown back to the leader on two, the ball is thrown to someone else on three and then the leader and person with the ball changes places. Same for four, five, six, change places, seven, eight, nine, change places, ten – and the person with the ball goes into the middle and the game starts again.

Skills

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

Resources

Ball that bounces well.

Banana Song

Pick banana, pick, pick banana
Peel banana, peel, peel banana
Slice banana, slice, slice banana
Mash banana, mash, mash banana
Eat banana, eat, eat banana
GO bananas, GO, GO bananas (repeat)

Sing the song with accompanying actions with 4 movements per action. (Follow the lyrics for the actions).

Skills

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

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)

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

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