TEACHING KS1 MUSIC (AGE 4-7) 6 LESSON PLANS AND RESOURCES FOR CLASS TEACHERS
Written by Jimmy Rotheram, Feversham Primary Academy
Edited and developed by the Benedetti Foundation
CONTENTS
INTRODUCTION
3
ABOUT TEACHING PRIMARY
4
MESSAGE FROM JIMMY ROTHERHAM
5
ABOUT THE BENEDETTI FOUNDATION
6
LESSON ONE - FEEL THE BEAT Hello Everyone Penguins Peter Taps Rubber Chicken Bell Horses
7
LESSON TWO - FEEL THE BEAT Hello Everyone Rubber Chicken Pizzicato Paint Copycat
11
LESSON THREE – WALK TO THE BEAT Hello Everyone Touch your Shoulders Slow Movement Bell Horses Feet, Feet
15
LESSON FOUR – WALK TO THE BEAT Hello Everyone Touch your Shoulders Engine, Engine Copycat The Loudness Switch
18
LESSON FIVE – PREPARE THE BEAT AND PULSE Hello Everyone Beat Detective March Slow Movement Ickle Ockle
22
LESSON SIX - PREPARE THE BEAT AND PULSE Hello Everyone Feet, Feet Pulse is a Steady Beat Slow Movement Chop, Chop
25
WRITTEN BY JIMMY ROTHERAM, FEVERSHAM PRIMARY ACADEMY EDITED AND DEVELOPED BY THE BENEDETTI FOUNDATION
WELCOME TO TEACHING PRIMARY MUSIC INTRODUCTION FROM NAVEED IDREES OBE, HEADTEACHER, FEVERSHAM PRIMARY ACADEMY
As teachers we are in an enormously privileged position to impact the lives and well-being of children in our care. One of the most memorable pieces of advice that I was given as a PGCE student was that teachers create the weather in the classroom. It may be dull and miserable outside, but as a teacher you can bring sunshine and warmth. It is your inner eco-system - your values, your emotions, beliefs, vision, your spirit and indeed soul - that creates the weather system for your pupils. The dark clouds of a narrow curriculum cast a shadow on the unlimited potential that lies within the souls of all our pupils. An unconnected and atomised curriculum inhibits the happiness, growth and academic success of our pupils. Music and arts ignite the spark of true learning - they tap into something deeper, something that no intervention or booster session can bring out of a pupil. The power of music improves maths, English, behaviour and attitudes to learning. At Feversham Primary we have harnessed this force of human nature to bring happiness and academic success to young hearts and minds. Together with the Benedetti Foundation, it is our vision and ambition that teachers across the world are supported to use music to transform the lives of children and lay the foundation of a happy, fulfilling and successful life. A life that can transcend the mundane and connect with the sublime.
As teachers we play a huge part in the future happiness of all our children. I always felt that my teacher training had never fully prepared me to teach music - this is probably a feeling I share with many fellow professionals. To address this, we have distilled the wisdom of our music expert, Jimmy Rotheram, to provide teachers with accessible and easy to use materials to deliver a high-quality music programme to children despite the Covid restrictions. We hope that during these anxious times and beyond, teachers will be able to disperse the dark clouds and showers of Covid-19 with the bright sunshine of music, creating an inevitable rainbow of academic, personal and social upliftment.
33
ABOUT TEACHING PRIMARY MUSIC CLICK
HERE TO WATCH INTRODUCTORY VIDEO FROM LUCY DREVER, HEAD OF MUSICIANSHIP, BENEDETTI FOUNDATION
These resources were created by Jimmy Rotheram, primary music specialist at Feversham Primary Academy and edited and developed by the Benedetti Foundation. Originally written in response to the Covid-19 crisis to support primary classroom teachers, who are non-specialist musicians, bring music back into the primary classroom on the return to school, we hope these activities will enable all teachers, teaching assistants, or those responsible for delivering music in the primary setting build their confidence and skills to teach this subject regularly and embed it within the school day. This programme will support young people to: develop confidence and social skills develop an accurate sense of pulse as a group develop an accurate sense of rhythm, from the simple to more complex ensure children understand the concept of pulse/beat develop listening skills explore music of many genres with ACTIVE listening activities embedded throughout develop “thinking voice” or “inner hearing” - the cognitive, internal conceptualisation of music provide a daily, moderate physical work out prepare notation (music reading and writing) skills develop expression and understanding through movement
4
4
The main aim of these lessons is to get music into your education setting. By working through this resource your class will learn musical skills and terminology (such as tempo, rhythm and pulse) but also be encouraged to practice lots of interpersonal communication skills too. And lastly, hopefully have lots and lots of fun. Each lesson is accompanied by video resources for all activities. These have been designed for children, so you can either press play and take part in the activity with your class or you can lead them yourself. If you’re not very confident in this subject, then please begin from our videos. Once you’ve viewed them a few times, we would really encourage you to try and have a go at leading yourself. It doesn’t matter if you make mistakes along the way and practice really does make things better. The Benedetti Foundation in association with Jimmy Rotheram will be running bespoke training sessions on these resources for those delivering the lessons to help boost your confidence and provide you with an even larger bank of ideas for teaching primary music. Please visit the website: www.benedettifoundation.org/primary-music for information about training sessions. Thank you for downloading our resources – we hope they provide a lot of fun for you and your pupils.
4
MESSAGE FROM JIMMY ROTHERAM “The thought of any child missing out on music education because of the Covid crisis breaks my heart, so I'm absolutely delighted to see this work being brought to life in such a wonderful way by my friends at the Benedetti Foundation, and am thrilled this book has found its way into your hands. You may be a music specialist looking for more materials or a classroom teacher looking for a fun way to develop your own musicianship and teaching practice as the children learn. There is something here for everyone, whatever restrictions and barriers the pandemic may throw up. We see a holistic music education as essential for a child's emotional, social, physical, and academic development, and with such a focus on wellbeing, music has an important part to play both during lockdown and as we begin to return to schools under uncertain and restricted conditions, and long into the future.
4
This package is a programme designed for teaching music in the Covid restricted classroom and online using movement and body percussion (due to current restrictions on singing). It builds confidence in the fundamental basics of musical understanding for teachers and pupils and provides firm foundations and deep understanding of concepts. It has been tried and tested in schools and online, quality assured by experts and we have had fantastic feedback from teachers using it so far for its inclusivity, deep learning and the enthusiasm that children have for the activities. I hope it can support music education for lots of children and teachers in these challenging times.”
“T
ABOUT JIMMY ROTHERAM Jimmy Rotheram is a senior leader at Feversham Primary Academy running a music programme inspired by the approaches of Kodály and Dalcroze which has attracted attention from around the world and visitors from as far away as New Zealand and Canada. Taking a "whole school/whole child" approach to delivery, the entire school works as a team to ensure children experience and progress in music on a daily basis. Music was at the heart of the school's transformation from Special Measures to one of the top 1% of schools in England for pupil progress and SATS results. “T In 2019 he was shortlisted for the $1m Global Teacher Prize. A teaching ambassador for the Varkey Foundation and consultant for the BBC and the DfE, Jimmy is a regular keynote speaker at conferences and regularly writes for Teach Primary and Primary Music magazines in his ongoing quest to raise the profile of music education. In his spare time, Jimmy is a performing musician and is determined not to let the fact that he is a Blackburn Rovers supporter ruin his enjoyment of football. Find out more about Jimmy by following him @MusicEdu4all on Twitter.
5
ABOUT THE BENEDETTI FOUNDATION The Benedetti Foundation puts on transformative music sessions for young people, students, recent graduates, teachers and adult learners that showcase what Music Education at its best can look and feel like. We unite those who believe music is integral to a great education through uncovering and sharing its best practices and celebrating its greatest advocates. The Benedetti Foundation is fiercely committed to providing meaningful support, extensive information and a sense of uplift, inspiration and respite to as many teachers as possible as well as to promoting music education practices which encourage both musical and civic betterment. A large percentage of the activity carried out by the organisation is for teachers. Since its launch in January 2020, the Foundation has met with nearly 20,000 participants from 78 countries. The Benedetti Foundation is a registered charity. It receives no government money and is currently funded through generous philanthropy, corporate sponsorship, trusts and foundations. We are delighted to be collaborating with Jimmy Rotheram and Feversham Primary Academy to bring you this scheme of work. To find out more about the Benedetti Foundation, please visit www.benedettifoundation.org
6
LESSON ONE FEEL THE BEAT (PREPARING MOTOR RESPONSES) NOTES FOR TEACHERS
WELCOME TO THE FIRST LESSON OF THIS SCHEME OF WORK CLICK
HERE
TO WATCH THE INTRODUCTORY VIDEO FROM LUCY DREVER, HEAD OF MUSICIANSHIP AT THE
BENEDETTI FOUNDATION
In music, the pulse is a really important thing; it’s the heartbeat of the music, the thing that drives the music forward and makes us want to move. In the title of this lesson, 'Feel the Beat', we are referring to the pulse as the beat. At this early stage please don't worry about explaining what the beat or the pulse of the music is straight away (we will introduce this term in lesson six). Instead, we would like to allow the children to feel and move to a pulse before we introduce the word and begin to understand it as a concept.
SUMMARY OF LESSON ONE Activity 1 - Hello Everyone
Video
Activity 2 - Penguins
Video
Activity 3 - Peter Taps
Video
Activity 4 - Rubber Chicken
Video
Activity 5 - Bell Horses
Video
7
ACTIVITY 1 - HELLO EVERYONE If you’re not allowed to sing in your school, just speak this as a chant.
CLICK
HERE
FOR THE VIDEO
Here are the words to our Hello song.
Hello everyone, hello everyone, glad that you are here, Hello everyone, hello everyone, glad that you are here, A ya ya ya ya, glad that you are here, A ya ya ya ya, glad that you are here.
Then, pick some of the children’s names to fill in the rhyme
Hello everyone, hello everyone, glad that you are here, Hello everyone, hello everyone, glad that you are here, Hello ______, glad that you are here, Hello ______, glad that you are here.
ACTIVITY 2 - PENGUINS Penguins is a great early pulse game. And you get to flap around like a penguin!
CLICK
HERE
FOR THE VIDEO
Here are the song lyrics (again this can be chanted if that’s more appropriate for your setting).
Have you ever seen a penguin come for tea? Take a look at me, a penguin you will see! Penguins attention, penguins begin!
In this game, every time you sing the song, you add in another part of your body to move like a penguin. The part of your body that you add will move to the pulse - again, don’t worry about explaining this, just concentrate on being the best penguin you can!
8
ACTIVITY 3 - PETER TAPS WITH ONE HAMMER 'Peter taps with one hammer' is a rhyme that will really help to
embed
the
pulse
with
language.
It
also
involves
some
actions! CLICK
HERE
FOR THE VIDEO
(Action: Hammer with one arm)
Peter taps with one hammer, One hammer, one hammer, Peter taps with one hammer, All day long.
(Action: Hammer with two arms)
Peter taps with two hammers, Two hammers, two hammers, Peter taps with two hammers, All day long.
As you add in more verses (three hammers, four hammers etc), you could add in other body parts (leg, nose, feet, etc)
ACTIVITY 4 - RUBBER CHICKEN
Rubber
chicken
is
brilliant
for
loosening
up
the
body as a physical warm-up. It’s important that it’s done
to
children
a
steady
joining
in
pulse, are
but
not
don’t
worry
completely
if
the
accurate
-
that will come with time.
CLICK
HERE
FOR THE VIDEO
Once you've used the video a few times, you could try
to
lead
it.
Or
you
could
ask
the
children
to
lead.
9
ACTIVITY 5 - BELL HORSES In this activity, we’re going to move like horses and sing (or chant) to the Bell Horses song.
CLICK
HERE
FOR THE VIDEO
Bell horses, bell horses, what time of day? One o’clock, two o’clock, three in the way. Bell horses, bell horses, what time of day? Four o’clock, five o’clock, home for today
You could encourage the children to ride their imaginary horses. At the end of each phrase (a phrase is a music sentence), ring the bell. If you don't have a bell you can use any instrument, or just clap your hands.
When
Alternatively
the you
children could
use
hear a
the
cuddly
bell toy
they or
should
puppet.
freeze.
When
the
children see this, they should freeze.
10
LESSON TWO FEEL THE BEAT NOTES FOR TEACHERS
WELCOME TO LESSON TWO In lesson two there are some really fun activities which provide the opportunity for your class to feel the beat. Please don't worry about using the word pulse yet and remember we're trying not to correct children who are moving out of time with the beat. It takes repetition and time. Have fun!
SUMMARY OF LESSON TWO Activity 1 - Hello Everyone
Video
Activity 2 - Rubber Chicken
Video
Activity 3 - Pizzicato
Video
Activity 4 - Paint
Video
Activity 5 - Copycat
Video
11
ACTIVITY 1 - HELLO EVERYONE AND HAVE YOU GOT YOUR...VOICE? This is the same activity we used to start lesson one.
Again, if you’re not allowed to sing in your school, just speak this as a chant.
CLICK
HERE
FOR THE VIDEO
Hello everyone, hello everyone, glad that you are here, Hello everyone, hello everyone, glad that you are here, A ya ya ya ya, glad that you are here, A ya ya ya ya, glad that you are here.
Then, pick some of the children’s names to fill in the rhyme!
Hello everyone, hello everyone, glad that you are here, Hello everyone, hello everyone, glad that you are here, Hello ______, glad that you are here, Hello ______, glad that you are here.
Once you've tried this rhyme together a few times, you could add some questions such as, 'Have you got your happy voice?' or 'Have you got your excited voice?'
CLICK
HERE
FOR THE VIDEO
ACTIVITY 2 - RUBBER CHICKEN We are repeating this activity from lesson one. Repetition is to be encouraged and you can extend this activity
when
you
feel
the
children
are
ready.
You
could
go
faster,
choose
different
leaders
or
try
in
groups.
CLICK
HERE
FOR THE VIDEO
Rubber Chicken is brilliant for loosening up the body as a physical warm-up. It’s important that it’s done to a steady pulse, but don’t worry if the children joining in are not completely accurate - that will come with time.
Once you've tried this a few times, you could lead it, or ask different children to take the lead.
12
ACTIVITY 3 - PIZZICATO Pizzicato
is
an
Italian
word
that
means
plucking
-
it’s
when musicians pluck the strings of their string instrument.
For this game you’ll need two puppets or cuddly toys.
This game is all about starting and stopping - an essential musical skill.
The music in the video is Pizzicato from Sylvia, a ballet by Léo Delibes.
CLICK
HERE
FOR THE VIDEO
ACTIVITY 4 - PAINT In this activity we’re going to pretend that we have a big paint brush in one hand and a pot of paint in the other. This is a great game for developing confidence and gross motor movement and, it’s also wonderful for feeling the beat.
The activity comes from the teaching method devised by Dalcroze. The aims of this activity are:
Flow and control of movement, dexterity and spatial awareness Drawing different sizes of shapes (lines, squares, circles) on various levels Balancing and core control (crossing over the middle line and use of right and left hand/arm) Musical phrasing - the ebb and flow of the music Imagination - what are we painting? The car, the shed, a canvas? What colour is it? You can ask any questions to allow the imagination to flow
CLICK
HERE
FOR THE VIDEO
The music in this video is Spiegel im Spiegel by Arvo Pärt, played by Nicola Benedetti (violin) and Alexei Grynyuk (piano), but you can use any slow music.
Once you've tried this a few times, you could explore writing names, feelings, or even what you'd like to have for lunch!
13
ACTIVITY 5 - COPYCAT Copycat is a new rhyme for us to learn. Don’t worry about saying the numbers below - that’s just for reference.
1
2
Copy
Cat,
Copy
Cat,
Sitting
on the
door
mat
CLICK
HERE
3
4
FOR THE VIDEO
In the video, you will see the leader makes a gross motor movement to the pulse as they chant the rhyme. This could be a big arm swing or stamping of the feet.
We
should
encourage
the
children
to
copy
exactly
what
the
leader
is
doing (this could be the video’s leader, you or a child in the class when the time is right.)
Once you’ve tried this a few times led by you (or the video), you could let the children make up their own actions. Children who are securely moving in
time
to
the
pulse
could
model
this
or
demonstrate
to
each
other.
As
always, it’s really important to avoid pointing out mistakes for those who are
finding
it
more
tricky
to
find
the
pulse.
This
will
develop
in
its
own
time.
14
LESSON THREE WALK TO THE BEAT NOTES FOR TEACHERS
WELCOME TO LESSON THREE The activities in lesson three encourage children to walk to the beat - if you’re in a small space, or can't move around freely, don't worry - walking on the spot is absolutely fine.
SUMMARY OF LESSON THREE Activity 1 - Hello Everyone
Video
Activity 2 - Touch your Shoulders
Video
Activity 3 - Slow Movement
Video
Activity 4 - Bell Horses
Video
Activity 5 - Feet, Feet
Video
15
ACTIVITY 1 - HELLO EVERYONE AND HAVE YOU GOT YOUR… VOICE? This is the same activity we used to start lesson one and lesson two. Again, if you’re not allowed to sing in your school, just speak this as a chant.
CLICK
HERE
FOR THE VIDEO
Hello everyone, hello everyone, glad that you are here, Hello everyone, hello everyone, glad that you are here, A ya ya ya ya, glad that you are here, A ya ya ya ya, glad that you are here.
Then, pick some of your children’s names to fill in the rhyme.
Hello everyone, hello everyone, glad that you are here, Hello everyone, hello everyone, glad that you are here, Hello ______, glad that you are here, Hello ______, glad that you are here.
In this lesson, ask the children if they can think of their own voices to add. You can explore a range of animals (for example, ‘Have you got your cat voice?’) and also emotions such as sad voice and angry voice (just like you led last week).
CLICK
HERE
FOR THE VIDEO
ACTIVITY 2 - TOUCH YOUR SHOULDERS Through this song, your class will learn to feel the beat through language. This encourages independent beat keeping. If you're not allowed to sing in your setting, don't worry - you can just speak it.
CLICK
HERE
FOR THE VIDEO
Touch your shoulders, touch your knees, Raise your arms and drop them please, Touch your ankles, touch your toes, Pull your ears and touch your nose.
Try to really encourage the children to make big actions - this helps embed the beat of the music. Once you’ve done this a couple of times, you could ask the children to change the lyrics by thinking about other parts of the body.
16
ACTIVITY 3 - SLOW MOVEMENT Find
a
few
percussion
instruments
from
the
percussion
box.
If
you don’t have a percussion box, body percussion is totally fine.
This
exercise
is
brilliant
for
getting
your
class
to
move
around
really slowly (if space is limited, get them to move on the spot) and for recognising different sounds.
CLICK
HERE
FOR THE VIDEO
ACTIVITY 4 - BELL HORSES In
this
activity,
we’re
going
to
sing
or
chant
the
Bell
Horses
song that we learned in lesson one.
Bell horses, bell horses, what time of day? One o’clock, two o’clock, three in the way. Bell horses, bell horses, what time of day? Four o’clock, five o’clock, home for today.
You could encourage the children to ride their imaginary horses. At the end of each phrase (a phrase is a music sentence), ring the bell. If you don't have a bell you can use any instrument, or just clap your hands. When the children hear the bell they should freeze. Alternatively you could use a cuddly toy or puppet. When the children see this, they should freeze.
CLICK
HERE
FOR THE VIDEO
ACTIVITY 5 - FEET, FEET For this activity we are going to learn a new rhyme. Remember, all walking can be done on the spot if you're short of space.
CLICK
HERE
FOR THE VIDEO
Feet, feet, feet, feet, Hear them walking down the street Big feet, little feet, March and stop!
To
develop
this
rhyme,
you
could
try
it
again,
but
the
second
time with a faster beat. Remember the aim is to keep it steady.
17
LESSON FOUR
WALK TO THE BEAT NOTES FOR TEACHERS
WELCOME TO LESSON FOUR In lesson four, we are continuing to develop walking to the beat. If moving around is a problem, problem, please don't worry - all the walking can be done on the spot.
SUMMARY OF LESSON FOUR Activity 1 - Hello Everyone
Video
Activity 2 - Touch your Shoulders
Video
Activity 3 - Engine, Engine
Video
Activity 4 - Copycat
Video
Activity 5 - The Loudness Switch
Video
18
ACTIVITY 1 - HELLO EVERYONE AND HAVE YOU GOT YOUR ...VOICE? We are starting again with the same opening activity. If you're not allowed to sing in your school, please just speak the rhyme. In this lesson we would suggest extending this so, as you say or sing the rhyme, your class are encouraged to walk on the spot to the beat.
CLICK
HERE
FOR THE VIDEO
Hello everyone, hello everyone, glad that you are here, Hello everyone, hello everyone, glad that you are here, A ya ya ya ya, glad that you are here, A ya ya ya ya, glad that you are here.
Then, pick some of the children’s names to fill in the rhyme.
Hello everyone, hello everyone, glad that you are here, Hello everyone, hello everyone, glad that you are here, Hello ______, glad that you are here, Hello ______, glad that you are here.
We can try this with a range of other voices. Ask the children, "Have you got your...voice?"
CLICK
HERE
FOR THE VIDEO
ACTIVITY 2 - TOUCH YOUR SHOULDERS We
have
already
learned
this
song,
so
in
this
lesson,
we
are
revising
and
repeating.
Through this song (if you’re not allowed to sing in your setting, just speak it) your class will learn to feel the beat through language. It encourages independent beat keeping.
CLICK
HERE
FOR THE VIDEO
Touch your shoulders, touch your knees, Raise your arms and drop them please, Touch your ankles, touch your toes, Pull your ears and touch your nose.
Please encourage the children to make large actions as this helps to embed the beat of the music.
Once you've tried this a few times, you could then try working with the children to change the lyrics by thinking about using other parts of the body.
19
ACTIVITY 3 - ENGINE, ENGINE Here
is
another
rhyme
for
us
to
learn.
Before
you
try
the
activities
below,
begin
by
going over the rhyme a few times first. Feel free to change the geographical location of the train to your location or your school name, or somewhere exciting - you could even link this to your current topic in class.
Engine, Engine, Number Nine Going down the Bradford Line If the train should leave the track, Will I get my money back? Yes. No. Maybe so.
CLICK
HERE
FOR THE VIDEO
Start by going over the rhyme line by line. Then, once you've said the rhyme in full and you're
feeling
confident
with
it,
you
could
try
to
walk
to
the
pulse
while
saying
the
words (and we clap on the last line).
Next, as you walk, you can add in some clapping to the rhythm of all the words.
Lastly, try walking and clapping the pulse, whilst saying the words.
As this gets progressively more difficult, please don't worry if the children find this more challenging - take this activity at the pace of your class and repeat for as many lessons as you feel you need to become comfortable with it.
ACTIVITY 4 - COPYCAT We
first
met
this
activity
in
lesson
two.
To
extend
this,
we
are
now
going
to
encourage
walking
around, or on the spot, as the children chant and do the actions to this rhyme.
Chant the rhyme (again don’t worry about saying the numbers, they are just there for reference):
1
2
Copy
Cat,
Copy
Cat,
Sitting
on the
door
mat
CLICK
HERE
3
4
FOR THE VIDEO
In the video you will see the leader makes a gross motor movement to the pulse as they chant the rhyme. This could be a big arm swing or stamping of the feet.
We should encourage the children to copy exactly what the leader is doing (this could be the video’s leader, you or a child in the class when the time is right.)
Once you’ve tried this a few times led by you (or the video), you could let the children make up their own actions. Children who are securely moving in time to the pulse could model this or demonstrate to
each
other.
As
always,
it’s
really
important
to
avoid
pointing
out
mistakes
for
those
who
are
finding it more tricky to find the pulse. This will develop in its own time.
20
ACTIVITY 5 - THE LOUDNESS SWITCH Ask children to move freely to a piece of recorded music which is repetitive and has a very steady pulse.
Then, tell the children that you will use the loudness switch which will control how loud or quiet the music is. Children have to respond accordingly. When the music is quiet, how will they move? When the music is loud, how will they move? Do this with them and model big movement and small movement.
When the volume is turned down completely, children should
freeze using their thinking voice to keep
the pulse going (you can allow a very small movement such as tapping the foot or nodding the head).
In this video, we have chosen an extract of music from the opera Carmen by Bizet, but you can choose any piece of music that has a clear, steady pulse.
CLICK
HERE
FOR THE VIDEO
21
LESSON FIVE
PREPARE THE BEAT AND PULSE NOTES FOR TEACHERS
WELCOME TO LESSON FIVE In this lesson, we are concentrating on moving to the pulse and feeling it in your body.
SUMMARY OF LESSON FIVE Activity 1 - Hello Everyone
Video
Activity 2 - Beat Detective Activity 3 - March Activity 4 - Slow Movement
Video
Activity 5 - Ickle Ockle
Video
22
ACTIVITY 1 - HELLO EVERYONE AND HAVE YOU GOT YOUR... VOICE? This is the same activity we’ve used to start the other weeks. Again, if you’re not allowed to sing in your school, just speak this as a chant. As before, while you say or sing your rhyme, encourage your class to walk on the spot to the beat.
CLICK
HERE
FOR THE VIDEO
Hello everyone, hello everyone, glad that you are here, Hello everyone, hello everyone, glad that you are here, A ya ya ya ya, glad that you are here, A ya ya ya ya, glad that you are here.
Then, pick some of the children’s names to fill in the rhyme
Hello everyone, hello everyone, glad that you are here, Hello everyone, hello everyone, glad that you are here, Hello ______, glad that you are here, Hello ______, glad that you are here.
We can then try this with a range of other voices. Ask the children, ‘Have you got your ... voice?’ How creative can you class be when coming up with possible voices?
CLICK
HERE
FOR THE VIDEO
ACTIVITY 2 - BEAT DETECTIVE This activity can be done in a circle or at desks - whatever suits your setting.
Choose a child to be the detective and ask them to turn away from the class and to close their eyes.
While they are not looking, silently choose somebody in the class to lead some actions to the pulse. Initially, try to choose someone who has displayed a secure sense of pulse and is able to match it to the music. Choose a piece with a strong pulse and make sure the piece is not too fast.
The other children in the class must follow the pulse actions of the leader. After a short while (e.g 15 seconds),
the
leader
will
change
the
action
and
the
class
have
to
change
with
them.
The
detective
observes carefully and tries to identify the leader before the piece of music finishes.
23
ACTIVITY 3- MARCH We naturally walk to a steady pulse, so let’s start by asking the children to walk to the music (on the spot is fine). Observe which children are marking in time with the music, but try not to use the word pulse as we’ve not yet taught the word to the children. Ask children who are successfully keeping in time to demonstrate for the class.
Next, you can try some more marches at slightly different speeds. Ask children to clap on each step if they are able. Try marching forwards, backwards, and stopping, and then you could think of signals to switch between them. However, if you are unable to march forwards/backwards, you could add movements on the beats with your arms or hands.
Make sure the march matches the character of the music. Some marches are proud and regal, others are faster or more playful. Some are light and more gentle - you could march on tiptoes.
Here are some suggested pieces to march to:
Leonard Bernstein - Theme to The Great Escape (without introduction) Georges Bizet - Carmen Suite - March of the Toreadors Jeremiah Clarke - Prince of Denmark’s March Samuel Coleridge-Taylor - Military March Edward De Souza - Liberty Bell March Scott Joplin - March Majestic Wynton Marsalis - Fiddle Dance Movement 5: Bye Bye Breakdown Clara Schumann - March in Eb major Barry Stoller- Theme to Match of the Day Dag Wirén - March from Serenade for Strings Debbie Wiseman - Main Theme to Dickensian
Please explore a wide range of music with your class. You are looking for something with a steady beat, in 2 or 4 time that you can hear clearly.
ACTIVITY 4 - SLOW MOVEMENT This is the same activity we learnt in lesson three. If you can, please find a few percussion instruments for this activity.
This exercise is brilliant for getting your class to move around really slowly to the pulse and for recognising different sounds. If space is limited, children can move on the spot.
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HERE
FOR THE VIDEO
ACTIVITY 5 - ICKLE OCKLE Let’s learn another song. If you can't sing in your setting, you could say the words as a rhyme.
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HERE
FOR THE VIDEO
Ickle Ockle Blue Bottle, Fishes in the Sea! If you want a partner, Please choose me!
Once you’ve put the movement to it, you can either get into a circle, or try this behind the desks. This game involves clapping hands with each other. If socially distancing still in the classroom, you can clap your own hands and tap your own knees.
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LESSON SIX PRESENT THE BEAT AND PULSE NOTES FOR TEACHERS
WELCOME TO LESSON SIX Congratulations! You have reached the final lesson in this scheme of work. This week, we use the term pulse. There's a brilliant rhyme for describing what it is in activity three.
SUMMARYOF LESSON SIX Activity 1 - Hello Everyone
Video
Activity 2 - Feet, Feet
Video
Activity 3 - Pulse is a Steady Beat
Video
Activity 4 - Slow Movement
Video
Activity 5 - Chop, Chop
Video
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ACTIVITY 1- HELLO EVERYONE AND HAVE YOU GOT YOUR… VOICE? This is the same activity we’ve used to start each week. Again, if you’re not allowed to sing in your school, just speak this as a chant. Remember, as you say or sing the rhyme, you can encourage your class to walk on the spot to the beat.
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HERE
FOR THE VIDEO
Hello everyone, hello everyone, glad that you are here, Hello everyone, hello everyone, glad that you are here, A ya ya ya ya, glad that you are here, A ya ya ya ya, glad that you are here.
Then, pick some of the children’s names to fill in the rhyme.
Hello everyone, hello everyone, glad that you are here, Hello everyone, hello everyone, glad that you are here, Hello ______, glad that you are here, Hello ______, glad that you are here.
This week, we can ask the children if they can think of any other voices to add. We have covered animals and also emotions so far. What else could they come up with? They might suggest different volumes.
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HERE
FOR THE VIDEO
ACTIVITY 2 - FEET, FEET Let’s do "Feet, Feet" again. Just a reminder - all the walking can be done on the spot.
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HERE
FOR THE VIDEO
Feet, feet, feet, feet, Hear them walking down the street Big feet, little feet, March and stop!
When this is steady, you can try to speed it up.
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ACTIVITY 3 - PULSE IS A STEADY BEAT This activity presents the concept of pulse to the children.
The numbers below are just for reference and not to be said aloud.
1
2
Pulse Feel
3
is it
Al-ways
a
stea - dy
beat,
mo-ving
in your
feet,
stea-dy
keep in
time
say
rhyme
(tap your feet) and
CLICK
4
HERE
this
FOR THE VIDEO
Have children walking around the room (or on the spot) to the pulse as they chant.
Then try adding different pulse movements in the last line and changing the lyrics, so instead
of
'tap
your
feet,'
it
could
be
'touch
your
head'.
Once
everyone
is
feeling
confident, you could ask the children to lead the activity.
Please take some time to explain to the children that all the movements they have been doing in all of the activities so far have been everything
you
can
to
reinforce
this
word
and
the
movements to the pulse .
concept
-
the
pulse
is
like
Do the
heartbeat of the music.
ACTIVITY 4 - SLOW MOVEMENT This is the same activity that we learnt in lesson three and lesson five.
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HERE
FOR THE VIDEO
To extend this activity a little, and if in-keeping with rules in your setting, you could ask a child to find a few percussion instruments from the percussion box or show you different body percussion sounds. You can also ask for volunteers to be the leader.
ACTIVITY 5 - CHOP, CHOP To finish off this lesson, say this rhyme with your class. As with the other activities, try to get them moving around and/or doing the actions. You could also use a range of different voices too.
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HERE
FOR THE VIDEO
Chop, chop, choppity chop Chop off the bottom and chop off the top! What there is left we shall put in the pot, Chop, chop, choppity chop.
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ACKNOWLEGEMENTS
The Benedetti Foundation and Jimmy Rotheram would like to thank the following people and organisations for their support and contributions to the creation of this scheme of work: Naveed Idres OBE, Head Teacher of Feversham Primary School
Workshop Leaders: Rosie Bergonzi Elsa Bradley Joelle Broad Rachel Cooper Lucy Drever Abimaro Gunnell Beth Higham-Edwards James Moriarty Penny Osmond
Content Contributors: Bamboo Tamboo Margareta Burrell Steve Grocott Lyndsay Ibbotson, First Thing Music Anita Memmett Katie Overy Mary Price O’Connor Ollie Turner, Beat Goes On
Production: Scott Jaeger, Jaegerfilm Hannah King Ashby Mayes
Š 2021 The Benedetti Foundation The Benedetti Foundation is a Scottish company limited by guarantee with charitable status. www.benedettifoundation.org Company number: 636675 Charity number: SC049688 59