{"id":851,"date":"2020-09-30T21:17:46","date_gmt":"2020-09-30T20:17:46","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/?p=851"},"modified":"2024-08-30T14:41:06","modified_gmt":"2024-08-30T13:41:06","slug":"music-early-level-primary-1-lesson-3","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/2020\/09\/30\/music-early-level-primary-1-lesson-3\/","title":{"rendered":"Music &#8211; Early Level: Primary 1 \u2013 Lesson 3"},"content":{"rendered":"<section id=\"builder-section-text_11\" class=\"builder-section-first builder-section builder-section-text builder-section-last builder-text-columns-1\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-1\" id=\"builder-section-text_11-column-1\">\n<div class=\"builder-text-content\">\n<p><strong>Experiences and Outcomes:<br \/>\n<\/strong>I enjoy singing and playing along to music of different styles and cultures. <strong>EXA 0-16a<br \/>\n<\/strong>I have the freedom to use my voice, musical instruments and music technology to discover and enjoy playing with sound and rhythm. <strong>EXA 0-17a<\/strong><\/p>\n<p><strong>Skills: \u00a0<\/strong><\/p>\n<ul>\n<li>Keep the beat with actions.<\/li>\n<li>Sing with some understanding of pitch.<\/li>\n<li>Sing\/chant individually and\/or as part of a group.<\/li>\n<li>Differentiate between a speaking and singing voice.<\/li>\n<li>Sing\/chant with a louder and quieter voice.<\/li>\n<li>Sing\/chant at a faster or slower tempo.<\/li>\n<li>Experiment with the voice and create different sounds.<\/li>\n<li>Play the beat<\/li>\n<li>Play with louder\/quieter dynamics<\/li>\n<li>Experiment with sounds of different percussion instruments (shake\/tap\/ting\/boom)<\/li>\n<\/ul>\n<p><strong>Interdisciplinary Links:<\/strong><\/p>\n<ul>\n<li>I enjoy exploring and playing with the patterns and sounds of language and can use what I learn <em>LIT 0-01a \/ LIT 0-11a \/ LIT 0-20a<\/em><\/li>\n<li>As I listen and talk in different situations, I am learning to take turns and am developing my awareness of when to talk and when to listen <em>LIT 0-02a \/ ENG 0-03a<\/em><\/li>\n<li>I am aware of my own and others\u2019 needs and feeling, especially when taking turns and sharing resources. I recognise the need to follow rules <em>HWB 0-23a<\/em><\/li>\n<\/ul><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-2\" id=\"builder-section-text_11-column-1\">\n<div class=\"builder-text-content\">\n<table class=\"LessonPlanTable\">\n<thead>\n<tr>\n<th>Activities<\/th>\n<th>Skills<\/th>\n<th>Resources<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>\n<p><strong>Welcome song: Hello everyone<\/strong><br \/><em>Hello everyone, hello everyone, glad that you are here (x2)<\/em><br \/><em>Aye, aye, aye aye aye, glad that you are here (x2)<\/em><\/p>\n<p>Sing the song, keeping a steady beat with the actions:<br \/>Line 1 &#8211; tap knees to the beat, there are 8 beats in total. (x2)<br \/>Line 2 \u2013 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)<\/p>\n<\/td>\n<td>Keep the beat with actions<\/td>\n<td>\n<!--[if lt IE 9]><script>document.createElement('audio');<\/script><![endif]-->\n<audio class=\"wp-audio-shortcode\" id=\"audio-851-1\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/09\/22160247\/Hello-Everyone-1.mp3?_=1\" \/><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/09\/22160247\/Hello-Everyone-1.mp3\">https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/09\/22160247\/Hello-Everyone-1.mp3<\/a><\/audio>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<p><strong>What\u2019s inside the magic bag?<\/strong> (to the tune for Old MacDonald)<br \/><em>What\u2019s inside the magic bag, E-I-E-I-O <\/em><br \/><em>And in the bag there was a maraca, E-I-E-I-O<\/em><br \/><em>With a shake shake here and a shake shake there<\/em><br \/><em>Here a shake, there a shake, everywhere a shake shake<\/em><br \/><em>What\u2019s inside the magic bag, E-I-E-I-O<\/em><\/p>\n<p>Use a range of instruments which make shake (maraca), tap (claves) ting (triangle) and boom (drum) sounds.<br \/>Children take turns to choose an instrument from the bag, talk about how to play it and what sound it makes.<br \/>Then the child can play the pulse on the instrument while everyone sings the song through.<\/p>\n<\/td>\n<td>\n<p>Keep the beat with actions<\/p>\n<p>Sing with some understanding of pitch (higher and lower)<\/p>\n<p>Sing\/chant individually and\/or as part of a group<\/p>\n<p>Play the beat<\/p>\n<p>Play with louder\/quieter dynamics<\/p>\n<\/td>\n<td>\n<audio class=\"wp-audio-shortcode\" id=\"audio-851-2\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/09\/30144027\/Whats-Inside-The-Magic-Bag-1.mp3?_=2\" \/><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/09\/30144027\/Whats-Inside-The-Magic-Bag-1.mp3\">https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/09\/30144027\/Whats-Inside-The-Magic-Bag-1.mp3<\/a><\/audio>\n<p>A bag containing various percussion instruments, e.g. Maracas, Claves, Triangle, Tambour.<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td><strong>Instrument Rumble<\/strong><br \/>Give the children an instrument each \u2013 this can include a variety of different percussion instruments.<br \/>Agree gestures for start, stop, play loudly and play quietly.<br \/>Children follow the adult as the \u2018conductor\u2019 for when to start and stop playing and to play loudly\/quietly on their instruments.<br \/>Children can then take turns to be the conductor.<\/td>\n<td>\n<p>Play with louder\/quieter dynamics<\/p>\n<p>Experiment with sounds of different percussion instruments (shake\/tap\/ting\/boom)<\/p>\n<\/td>\n<td>A selection of instruments (as above)<\/td>\n<\/tr>\n<tr>\n<td><strong>Simon Says<\/strong><br \/>Split the class into 4 groups and give each group a different type of instrument (shake, tap, ting, boom).<br \/>Then give the instructions \u2018Simon says shake group play\u2019 or \u2018Simon says ting group play\u2019 or \u2018Simon says shake group stop\u2019 etc.<br \/>If you don\u2019t say \u2018Simon says\u2019 then the group shouldn\u2019t follow the instruction.<br \/>After playing the game a few times, groups could be eliminated and you end up with a winning group.<\/td>\n<td>\n<p>Play the beat<\/p>\n<p>Experiment with sounds of different percussion instruments (shake\/tap\/ting\/boom)<\/p>\n<\/td>\n<td>Instruments representing tap (e.g. claves), ting (e.g. triangles), boom (e.g. tambours) and shake (e.g. maracas)<\/td>\n<\/tr>\n<tr>\n<td><strong>Go Bananas<\/strong><br \/><em>Bananas assemble!<\/em><br \/><em>Pick banana, pick pick banana (x2)<\/em><br \/><em>Repeat with: peel, slice, mash, eat, go!<\/em>Ask children to come up with actions for \u2018pick, peel, slice, mash, eat and go bannanas\u2019 which they can perform to a steady beat.<br \/>Teach the song line by line with the actions &#8211; try starting the song quietly, gradually getting louder towards the end.<br \/>Perform the song all the way through along to the recorded track if you can.<\/td>\n<td>\n<p>Keep the beat with actions<\/p>\n<p>Sing with some understanding of pitch (higher and lower)<\/p>\n<p>Sing\/chant individually and\/or as part of a group<\/p>\n<\/td>\n<td>\n<audio class=\"wp-audio-shortcode\" id=\"audio-851-3\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/10\/30132503\/Go-Bananas.mp3?_=3\" \/><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/10\/30132503\/Go-Bananas.mp3\">https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/10\/30132503\/Go-Bananas.mp3<\/a><\/audio>\n<p>Backing track<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td><strong>Closing song: Goodbye Everyone<\/strong><br \/><em>Goodbye everyone, goodbye everyone, glad that you were here (x2)<\/em><br \/><em>Aye, aye, aye aye aye, glad that you were here (x2)<\/em>Repeat with same actions used for \u2018Hello Everyone\u2019.<\/td>\n<td>Keep the beat with actions.<\/td>\n<td>\n<audio class=\"wp-audio-shortcode\" id=\"audio-851-4\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/09\/30130737\/Goodbye-Everyone-1.mp3?_=4\" \/><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/09\/30130737\/Goodbye-Everyone-1.mp3\">https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/09\/30130737\/Goodbye-Everyone-1.mp3<\/a><\/audio>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"<p>Experiences and Outcomes: I enjoy singing and playing along to music of different styles and cultures. EXA 0-16a I have the freedom to use my voice, musical instruments and music technology to discover and enjoy playing with sound and rhythm. EXA 0-17a Skills: \u00a0 Keep the beat with actions. Sing with some understanding of pitch. &hellip;<\/p>\n","protected":false},"author":10538,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[36,37,33],"tags":[],"class_list":["post-851","post","type-post","status-publish","format-standard","hentry","category-exa-0-16a","category-exa-0-17a","category-music-early-level-lesson-plans","eportfolio_category-expressive-arts"],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/851","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/users\/10538"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/comments?post=851"}],"version-history":[{"count":12,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/851\/revisions"}],"predecessor-version":[{"id":2981,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/851\/revisions\/2981"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/media?parent=851"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/categories?post=851"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/tags?post=851"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}