Category: Music – First Level Lesson Plans

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

Music – First Level: Primary 3 – 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
  • 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

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

Listen to the backing track
Discuss what languages you can identify in the song.
Sing along tapping your knees 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

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!

Recap the song and add hand signs for so and mi (see video)
Recap the song and game from Lesson 3.
Sing using so and mi hand signs whilst playing the game.

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

Resources

Bounce High

All: Bounce high, bounce low
All: Bounce the ball to one you know
Child in the middle sings solo: Andrew (insert child’s name)

Game
The children stand in a circle. One child is the leader and has a ball – he should stand in the centre of the circle. As everyone sings the first three bars of the song, the leader keeps the pattern BOUNCE-CATCH for each bar. He decides who to pass the ball to and sings the chosen child’s name whilst bouncing the ball to him. Go in order round the circle the first few times.
Include ‘Ready, steady off you go’ between each turn in order to maintain a steady beat.
The children in the circle should keep the beat using a BOUNCE-CATCH movement throughout.

Extension: the person in the middle can choose anyone in the circle to pass the ball to.

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

Rhythm People

Remind the children of how we played this game last week. Do a couple of practice examples.

Next, the teacher should walk the beat through the hoops and clap the rhythm of the first line of ‘Bounce High’ (‘Bounce high, bounce low’).
Ask the children to clap this rhythm, saying the rhythm names (ta, ta, ta, ta). Display the same rhythm on a rhythm flashcard, thus making the link between the rhythm the children see displayed in the hoops and the one on the flashcard.

Repeat the activity using the second line of ‘Bounce High’, using a name of one of the children in the class (e.g., ‘Bounce the ball to Ni-co-la’). Again, display the rhythm on a flashcard or on the board.

Practise clapping other four beat rhythms, using a variety of stick notation flashcards.

Skills

Clap a simple rhythm using rhythm names
Follow rhythm stick notation

Resources

4 hula hoops


Bounce       High          Bounce         Low


Bounce the  ball     to     Ni   –   co   –    la

Rhythm Flashcards

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 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

Music – First Level: Primary 2 – 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:                                                                                                  

  • Keep the beat with movement.
  • Keep the beat with body percussion.
  • Play the beat along to songs.
  • Clap a simple rhythm using rhythm names.
  • Play simple rhythms using rhythm names.(ta, te-te)
  • Sing at pitch with increasing accuracy.
  • Sing individually or as part of a group.
  • Sing with increasing control of tempo and dynamics.

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

  • Keep the beat with body percussion.
  • Sing individually or as part of a group.

Resources

Egg shakers
Maracas
‘Beat’ flashcard

Early in the Morning

Early in the morning at eight o’clock
You can hear the postman knock.
Up jumps (name of a child) to open the door.
One letter, two letter, three letter, four.

Sit in a circle with one child in the centre as the postman. As the children sing the song the postman walks around inside the circle keeping a steady beat. At the words ‘Up jumps’ whichever child is in front of the postman stands up, opens the door and the postman hands them 4 letters (to the beat). The chosen child is the new postman and the game continues. Vary the tempo for a fast or slow postman!

Extension: One child play the rhythm of ‘you can hear the postman knock’ on a wood block. Another child plays 4 beats on the tambour for each letter being delivered.

Skills

  • Keep the beat with movement.
  • Play the beat along to songs.
  • Sing individually or as part of a group.
  • Sing with increasing control of tempo and dynamics.
  • Play simple rhythms using rhythm names.

Resources

Claves
Tambour
Flashcards for beat and rhythm
Flashcards for tempo and dynamics

Dan Dan

Dan, Dan, the funny wee man,
Washed his face wi’ a frying pan,
Combed his fair wi’ the leg o’ a chair,
Dan, Dan, the funny wee man.

The children sit in a circle with one person as ‘Dan’ in the middle. As the ball is passed around the circle to the beat, ‘Dan’ moves/dances around the inside of the circle. When the song stops, the ball stops being passed and ‘Dan’ freezes. The person with the ball stands up, closes their eyes and rolls the ball along the floor trying to hit ‘Dan’s’ feet. If they manage to hit their feet, they become the new person in the middle. If they miss, the person in the middle stays there and the game starts over again.

Skills

  • Keep the beat with movement.
  • Sing at pitch with increasing accuracy.

Resources

Ball

Cobbler Cobbler

Cobbler cobbler mend my shoe,
have it done by half past two.
Half past two is much too late,
have it done by half past eight.

Sing through the song clapping the rhythm after each line. Split the class into 2 groups. 1 group sings each line of the song and the other group taps back the rhythm using a tap instruments.

Skills

  • Sing individually or as part of a group.
  • Sing at pitch with increasing accuracy.
  • Keep the beat with body percussion.
  • Play simple rhythms using rhythm names. (ta, te-te)
  • Clap a simple rhythm using rhythm names.

Resources

Claves, woodblock, etc

Shalalalalalalala Cheerio

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

Turn your hands round each other like a wheel for the shalalala part then wave left hand then right hand for cheerio in time with the beat. (2 beats left hand, two beats right.)

Skills

  • Keep the beat with body percussion.

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)

The actions from the opening, ‘Hello song’ can be applied here

Skills

  • Keep the beat with body percussion.

Resources

Music – First Level: Primary 2 – 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:                                                                                                  

  • Keep the beat with movement.
  • Keep the beat with body percussion.
  • Clap a simple rhythm using rhythm names.
  • Play simple rhythms using rhythm names.
  • Sing at pitch with increasing accuracy.
  • Sing with increasing control of tempo and dynamics.
  • Internalise the words of a song/rhyme.

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

  • Keep the beat with body percussion.

Resources

Egg shakers
Maracas
‘Beat’ flashcard

Introducing 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.

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 comes 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

Say the rhyme while walking to the beat (as in p1).
Introduce the rhythm, clap the rhythm discussing the changes at the end. Optional – use instruments (e.g claves) taking turns to tap the rhythm.

Skills

  • Keep the beat with movement.
  • Clap a simple rhythm using rhythm names.
  • Play simple rhythms using rhythm names.

Resources

Claves
‘Rhythm’ flashcard
‘Beat’ flashcard

Ickle Ockle

Ickle ockle, blue bottle
Fishes in the sea
If you want a partner
Just choose me.

Make a circle with one child in the middle. At the end of the song the child chooses a partner and they clap tap together keeping a steady beat. At the end of the song the children in the middle all select a new partner. This continues until all the children have been selected by a partner.

Skills

  • Sing at pitch with increasing accuracy.
  • Keep the beat with body percussion.

Resources

‘Beat’ flashcard

Sally goes round the Sun

Sally goes round the sun,
Sally goes round the moon,
Sally goes round the chimney pots, every afternoon.
Boom

The children hold hands and walk round in a circle keeping a steady beat. (This can also be done holding on to a parachute.)
At the word boom they jump and change direction. This can be done using different tempos and dynamics. There is also the option to use a ‘thinking voice’ to see if the children all jump in the correct place at the boom. (internalising the rhyme/song)

Extension: Make up actions to go with different instruments. Play an instrument on ‘boom’ and the children have to perform the correct action.

Skills

  • Sing with increasing control of tempo and dynamics.
  • Keep the beat with movement.
  • Internalise the words of a song/rhyme.
  • Sing at pitch with increasing accuracy.

Resources

‘Beat’ flashcard
Parachute

Shalalalalalalala Cheerio

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

Turn your hands round each other like a wheel for the shalalala part then wave left hand then right hand for cheerio in time with the beat. (2 beats left hand, two beats right.)

Skills

  • Keep the beat with body percussion.

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)

The actions from the opening, ‘Hello song’ can be applied here.

Skills

  • Keep the beat with body percussion.

Resources

Music – First Level: Primary 2 – 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:                                                                                                  

  • Keep a beat with movement.
  • Sing at pitch with increasing accuracy.
  • Sing individually and as part of a group.
  • Sing/chant with increasing control of tempo and dynamics.
  • Play the beat along to songs/ music.
  • Play at a slower or faster tempo.
  • Play simple rhythms using rhythm names (ta, te-te )
  • Respond to a leader/conductor by following performance directions to start/stop or to play louder/quieter, faster/slower.

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)

Sing the song, keeping a steady beat with the actions:
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)

Introduce instruments that shake – egg shakers and maracas (either could be used for this activity depending on what you have available). Give each child an instrument.

Demonstrate keeping a beat with the maraca by tapping the maraca into your other hand while you sing the first 2 lines. Then in the ‘Aye, aye, aye-aye, aye’ section shake the maraca upwards four times and then down four times to keep the beat. Then ask the children to join in and all sing the song, keeping a beat with the maracas/egg shakers.

Skills

  • Play the beat along to a song/rhyme/music.
  • Keep the beat with movement and body percussion.

Resources

Egg shakers
Maracas
‘Beat’ flashcard

Cherry Pie

All: Aye,aye me oh my,
      How I love my cherry pie!
      What’s your favourite kind of pie?
One child: Apple pie

As the children sing the song the ball is passed round the circle to a steady beat. When the song stops the child with the ball chooses a new kind of pie.

Skills

  • Keep a beat with movement.
  • Sing individually and as part of a group.

Resources

Ball
‘Beat’ flashcard

March Together

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

Standing in the circle the children should be encouraged to step on the beat while chanting this song. Begin on the spot, then moving around in a circle and finally following a leader playing a drum to the beat around the room. Extension: changing tempo (faster/slower).

Skills

  • Keep a beat with movement.
  • Play the beat along to songs/music.
  • Play at a slower or faster tempo.
  • Respond to a leader/conductor by following performance directions to start/stop or to play louder/quieter, faster/slower.

Resources

Tempo cards
‘Beat’ flashcard

Cobbler Cobbler

Cobbler cobbler mend my shoe,
have it done by half past two.
Half past two is much too late,
have it done by half past eight

Teach the song in two sections to highlight that there are two different people speaking (a customer, then the cobbler). Split the class in half so that one group sing lines 1 and 3 and the other group sing lines 2 and 4. When they know the words well explain that now we are going to tap the rhythm (This is the syllables of the words). It is important that they understand the rhythm is different to the beat. Get the children to make a hammering motion with one fist on top of the other to tap out the rhythm (syllables). Optional extension: You could choose a child to lead each group using a set of claves. Give all children a tap instrument to tap the rhythm.

Skills

  • Sing individually and as part of a group.
  • Play simple rhythms using rhythm names (ta, te-te).

Resources

Claves

Shalalalalalalala Cheerio

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

Turn your hands round each other like a wheel for the shalalala part then wave left hand then right hand for cheerio in time with the beat. (2 beats left hand, two beats right.)

Skills

  • Keep a beat with movement.
  • Sing individually and as part of a group.

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)

The actions from the opening, ‘Hello song’ can be applied here.

Skills

  • Keep a beat with movement.
  • Sing individually and as part of a group.

Resources

Music – First Level: Primary 2 – 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:                                                                                                  

  • Keep the beat with movement.
  • Keep the beat with body percussion.
  • Play the beat along to a song/rhyme/music.
  • Use percussion instruments to produce different sounds. (Shake tap, ting, boom)
  • Sing at pitch with increasing accuracy.

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)

Sing the song, keeping a steady beat with the actions:
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)

Introduce instruments that shake – egg shakers and maracas (either could be used for this activity depending on what you have available). Give each child an instrument.

Demonstrate keeping a beat with the maraca by tapping the maraca into your other hand while you sing the first 2 lines. Then in the ‘Aye, aye, aye-aye, aye’ section shake the maraca upwards four times and then down four times to keep the beat. Then ask the children to join in and all sing the song, keeping a beat with the maracas/egg shakers.

Skills

  • Play the beat along to a song/rhyme/music.
  • Keep the beat with movement and body percussion.

Resources

Egg shakers
Maracas
‘Beat’ flashcard

Musical Instruments

Introduce and discuss a range of instruments which make shake (maraca), tap (claves) ting (triangle) and boom (drum) sounds.

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’. If you don’t say simon says then the group shouldn’t play. After playing the game a few times, groups could be eliminated and you end up with a winning group.

Skills

  • Use percussion instruments to produce different sounds. (Shake tap, ting, boom)
  • Play the beat along to a song/rhyme/music.

Resources

Use a variety of untuned percussion instruments. E.g. Maracas, claves, drum, triangle.

No Robbers Out Today

No robbers out today, no robbers out today,
For we are singing on our way, no robbers out today.

Sit in a circle with one child in the middle and 4 instruments (1 shake, 1 tap, 1 ting, 1 boom). The child in the middle closes their eyes while we sing the song. The teacher choses a child to be the ‘robber’ and take an instrument from the middle. When they get back to their space they play 4 beats on the instrument and put it behind their back. Everyone else puts their hands behind their back and the child in the middle has to name the instrument they heard and guess who stole it.

Skills

  • Use percussion instruments to produce different sounds. (Shake tap, ting, boom)
  • Play the beat.
  • Sing at pitch with increasing accuracy.

Resources

Use a variety of untuned percussion instruments. E.g. Maracas, claves, drum, triangle.

Go Bananas

Bananas assemble!
Pick banana, pick pick banana (x2)
Repeat with: peel, slice, mash, eat, go!

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

Skills

  • Keep the beat with movement.

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)

The actions from the opening, ‘Hello song’ can be applied here.

Skills

  • Keep the beat with body percussion.
  • Sing at pitch with increasing accuracy.

Resources