Teaching Primary Music KS1 - Age 4-7: 6 Lesson Plans and Resources for Class Teachers

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.

CLICK

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.

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.

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.

CLICK

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.

CLICK

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