{"id":890,"date":"2020-10-02T10:23:25","date_gmt":"2020-10-02T09:23:25","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/?p=890"},"modified":"2024-08-30T13:34:08","modified_gmt":"2024-08-30T12:34:08","slug":"music-early-level-primary-1-lesson-7","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/2020\/10\/02\/music-early-level-primary-1-lesson-7\/","title":{"rendered":"Music &#8211; Early Level: Primary 1 \u2013 Lesson 7"},"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 \/><\/strong>I enjoy singing and playing along to music of different styles and cultures. <strong>EXA 0-16a<br \/><\/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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n<ul>\n<li>Keep the beat with actions<\/li>\n<li>Sing with some understanding of pitch (higher and lower)<\/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<li>Tap back a simple rhythm<\/li>\n<li>Play the rhythm of a known song\/rhyme (ta, te-te, ta rest)<\/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 learning to move my body well, exploring how to manage and control it and finding out how to use and share space <em>HWB 0-21a<\/em><\/li>\n<li>I am developing my movement skills through practice and energetic play <em>HWB 0-22a<\/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<li style=\"list-style-type: none;\">\u00a0<\/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:<\/p>\n<p>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-890-1\" 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>Voices<\/strong><br \/>Teacher: <em>Have you got your\u2026 speaking\/singing\/thinking\/loud\/quiet\/high\/low\/whispering voice?<\/em><\/p>\n<p>Children: <em>Yes I\u2019ve got my\u2026 speaking\/singing\/thinking\/loud\/quiet\/high\/low whispering voice<\/em><\/p>\n<p>This vocal warm-up should be delivered as call and response &#8211; children listen and then respond by copying the way the teacher has used their voice.<br \/>Repeat for high voice, low voice, whispering voice and finish on with singing voice each time.<br \/>Children can suggest other fun ways to use their voice e.g. a robot voice.<\/p>\n<\/td>\n<td>\n<p>Differentiate between a speaking and singing voice<\/p>\n<p>Experiment with the voice and create different sounds<\/p>\n<\/td>\n<td>\n<audio class=\"wp-audio-shortcode\" id=\"audio-890-2\" 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\/22160555\/Have-you-got-your-1.mp3?_=2\" \/><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/09\/22160555\/Have-you-got-your-1.mp3\">https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/09\/22160555\/Have-you-got-your-1.mp3<\/a><\/audio>\n<p>Voice flashcards<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<p><strong>Sammy the snake<\/strong><br \/><em>Sammy the snake, <\/em><br \/><em>The slithery snake was searching for his tea.<\/em><br \/><em>Sammy the snake,<\/em><br \/><em>The slithery snake \u201cYou won\u2019t catch me\u201d!<\/em><\/p>\n<p>Teach the rhyme using call and response \u2013 children echo the teacher one line at a time. <br \/>Sitting in a circle the children chant the rhyme while one child, chosen to be the \u2018snake\u2019, walks round the circle. <br \/>If you have a soft toy snake, this can be held by the child.<\/p>\n<p>At the end of the rhyme the child taps someone who then chases them round the circle to their safe place in the centre of the circle (they could hide under a blanket or piece of lycra material when they reach the middle of the circle) \u2013 the child who was the chaser becomes the new snake.<\/p>\n<\/td>\n<td>\n<p>Keep the beat with actions<\/p>\n<p>Sing\/chant individually and\/or as part of a group<\/p>\n<p>Experiment with the voice and create different sounds<\/p>\n<\/td>\n<td>\n<audio class=\"wp-audio-shortcode\" id=\"audio-890-3\" 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\/30133211\/Sammy-The-Snake.mp3?_=3\" \/><source type=\"\" src=\"http:\/\/undefined?_=3\" \/><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/10\/30133211\/Sammy-The-Snake.mp3\">https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/10\/30133211\/Sammy-The-Snake.mp3<\/a><\/audio>\n<p>Lycra\/blanket (optional)<\/p>\n<p>Snake soft toy (optional)<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<p><strong>Walking Through the Jungle<\/strong><br \/>Teacher: <em>Walking in the jungle<\/em> <br \/>Pupils: <em>Walking in the jungle<\/em><br \/>Teacher: <em>What do you see?<\/em><br \/>Pupil: <em>What do you see?<\/em><br \/>Teacher: <em>I see an \u201cel-e-phant\u201d<\/em> (clap syllables)<br \/>Pupil: <em>I see an \u201cel-e-phant\u201d<\/em> (clap syllables)<br \/>Teacher: <em>Chasing after me<\/em><br \/>Pupil: <em>Chasing after me<\/em><\/p>\n<p>The rhyming book \u2018Rumble in the Jungle\u2019 by Giles Andreae could be read to the children to provide a context for this activity.<\/p>\n<p>Standing in a circle with jungle animal flashcards or props in the middle of the circle. <br \/>One child should choose an animal, e.g. elephant, everyone should say the word, clap and count the syllables.<\/p>\n<p>Then the children should march to the beat and, using a speaking voice, repeat each line of the rhyme after the teacher (call and response). <br \/>When the teacher chants \u201cI see an\u2026\u201d they should clap the syllables of the animal word and then the children copy. For example:<\/p>\n<p>Teacher: <em>I see an el-e-phant<\/em> (3 claps)<br \/>Class: <em>I see an el-e-phant<\/em> (3 claps)<\/p>\n<p>Children should take turns to choose a different jungle animal from the middle of the circle each time and the animal word substituted in the rhyme.<\/p>\n<p>This rhyme can be adapted to suit other contexts with different animals e.g. Swimming in the Ocean, Marching in the Forest<\/p>\n<\/td>\n<td>\n<p>Keep the beat with actions<\/p>\n<p>Sing\/chant individually and\/or as part of a group<\/p>\n<p>Tap back a simple rhythm<\/p>\n<\/td>\n<td>\n<audio class=\"wp-audio-shortcode\" id=\"audio-890-4\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/10\/30132236\/Walking-In-The-Jungle.mp3?_=4\" \/><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/10\/30132236\/Walking-In-The-Jungle.mp3\">https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/10\/30132236\/Walking-In-The-Jungle.mp3<\/a><\/audio>\n<p>Jungle animal picture cards\/props<\/p>\n<p>Rumble in the Jungle book (optional)<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<p><strong>On a log<\/strong><br \/><em>On a log Mr Frog<\/em><br \/><em>Sang his song the whole day long<\/em><br \/><em>GLUMPF \u2013 GLUMPF \u2013 GLUMPF \u2013 GLUMPF<\/em><\/p>\n<p><em>In the lake, mister snake<\/em><br \/><em>Sang his song until daybreak.<\/em><br \/><em>Ssss sssss sssss sssss<\/em><\/p>\n<p><em>In a tree, mister bee<\/em><br \/><em>Buzzed his song for you and me.<\/em><br \/><em>Buzz buzz buzz buzz<\/em><\/p>\n<p><em>On a boat, mister goat<\/em><br \/><em>Sang his song to keep afloat<\/em><br \/><em>Aaa aaa aaa aaa<\/em><\/p>\n<p>Sitting in a circle, the children sing the song, keeping a beat on their knees. <br \/>At the end of each verse a small group of children play the sounds (e.g. glumf glumf glumf glumf) to the beat on an instrument. <br \/>Each verse can be a different group of children.<\/p>\n<p>Two or more children could also be chosen to do four frog jumps to the beat into the middle of the circle and then four jumps back again at the end of each verse.<\/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>Differentiate between a speaking and singing voice<\/p>\n<p>Experiment with the voice and create different sounds<\/p>\n<p>Play the beat<\/p>\n<p>Experiment with sounds of different percussion instruments (shake\/tap\/ting\/boom)<\/p>\n<\/td>\n<td>\n<audio class=\"wp-audio-shortcode\" id=\"audio-890-5\" 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\/30133314\/On-A-Log.mp3?_=5\" \/><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/10\/30133314\/On-A-Log.mp3\">https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/10\/30133314\/On-A-Log.mp3<\/a><\/audio>\n<p>Instruments to represent frog, snake, goat, bee, etc. E.g. shaker, drum, guiros.<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<p><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><\/p>\n<p>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.<\/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<\/td>\n<td>\n<audio class=\"wp-audio-shortcode\" id=\"audio-890-6\" 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?_=6\" \/><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-890-7\" 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?_=7\" \/><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 0-16aI 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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Keep the beat with actions Sing with some understanding of pitch (higher and lower) &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-890","post","type-post","status-publish","format-standard","hentry","category-exa-0-16a","category-exa-0-17a","category-music-early-level-lesson-plans","eportfolio_category-none"],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/890","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=890"}],"version-history":[{"count":6,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/890\/revisions"}],"predecessor-version":[{"id":2966,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/890\/revisions\/2966"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/media?parent=890"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/categories?post=890"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/tags?post=890"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}