{"id":909,"date":"2020-10-02T11:17:48","date_gmt":"2020-10-02T10:17:48","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/?p=909"},"modified":"2024-08-30T13:25:25","modified_gmt":"2024-08-30T12:25:25","slug":"music-early-level-primary-1-lesson-9","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/2020\/10\/02\/music-early-level-primary-1-lesson-9\/","title":{"rendered":"Music &#8211; Early Level: Primary 1 \u2013 Lesson 9"},"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:<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-909-1\" 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?<br \/><\/em>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-909-2\" 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>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 a tiger<\/em><br \/>Pupil: <em>I see a tiger<\/em><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 cards face down in the middle of the circle. <br \/>First choose one child to turn over a card, e.g. tiger, say the word and the sound that it starts with. <br \/>Then the child (and the wider group) can try to think of a noun or adjective beginning with the same sound to create alliteration e.g. Tony tiger, terrible tiger. <br \/>Then the card can be placed in a hoop.<\/p>\n<p>A jungle animal soft toy should then be passed around the circle to the beat as the rhyme is chanted (children repeating each line after the teacher), with the animal from the card (e.g. tiger) inserted into the rhyme. Whoever has the soft toy at the end of the rhyme gets to turn over the next animal card and the game is repeated.<\/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<\/td>\n<td>\n<audio class=\"wp-audio-shortcode\" id=\"audio-909-3\" 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\/30132236\/Walking-In-The-Jungle.mp3?_=3\" \/><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<\/p>\n<p>Hoop<\/p>\n<p>Rumble in the Jungle book (optional)<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<p><strong>A Little Frog In A Pond Am I<\/strong><br \/><em>A little frog in a pond am I<\/em><br \/><em>Hippety, hippety hop<\/em><br \/><em>And I can jump in the air so high<\/em><br \/><em>Hippety, hippety hop<\/em><\/p>\n<p>Children make a circle holding a large piece of lycra material. Place a frog puppet\/soft toy on the lycra and in the first part of the song move the lycra from side to side with the steady beat. When you get to hippety hippety hop move the lycra up and down to make the frog jump.<\/p>\n<p>Experiment with tempo by singing the song to a faster or slower beat.<\/p>\n<p><strong>Additional game<\/strong><br \/>Play a musical statues game by singing \u2018hippety hoppety\u2019 over and over as above but extending as you wish. <br \/>The children can hop, march, stomp etc. to the beat until they hear the word HOP at which point the children should freeze.<\/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>Sing with some understanding of pitch (higher and lower)<\/p>\n<p>Sing\/chant at a faster or slower tempo<\/p>\n<\/td>\n<td>\n<audio class=\"wp-audio-shortcode\" id=\"audio-909-4\" 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\/30132251\/A-Little-Frog-In-A-Pond-Am-I.mp3?_=4\" \/><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/10\/30132251\/A-Little-Frog-In-A-Pond-Am-I.mp3\">https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/10\/30132251\/A-Little-Frog-In-A-Pond-Am-I.mp3<\/a><\/audio>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<p><strong>See-Saw, See-Saw<\/strong><br \/><em>See-saw, up and down<\/em><br \/><em>Which is the way to (Glasgow) town<\/em><br \/><em>One foot up and one down<\/em><br \/><em>That is the way to (Glasgow) town<\/em><\/p>\n<p>Stand in a circle holding hands. One child stands in the middle and moves their arms up and down like a see-saw (one up, one down) to the beat as everyone sings the first two lines. <br \/>During the last two lines, the child in the middle chooses someone to join them as another see-saw. Repeat until the whole class become see-saws.<\/p>\n<p><strong>Alternative<\/strong>:<br \/>When a child in the middle chooses a partner, they can become a joint see-saw by holding hands and taking turns to squat in a see saw motion.<\/p>\n<\/td>\n<td>\n<p>Keep the beat with actions<\/p>\n<p>Play the beat<\/p>\n<p>Sing with some understanding of pitch (higher and lower)<\/p>\n<\/td>\n<td>\n<audio class=\"wp-audio-shortcode\" id=\"audio-909-5\" 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\/30132330\/See-Saw.mp3?_=5\" \/><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/10\/30132330\/See-Saw.mp3\">https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2020\/10\/30132330\/See-Saw.mp3<\/a><\/audio>\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-909-6\" 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-909-7\" 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-909","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\/909","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=909"}],"version-history":[{"count":5,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/909\/revisions"}],"predecessor-version":[{"id":2959,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/909\/revisions\/2959"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/media?parent=909"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/categories?post=909"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/tags?post=909"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}