Teaching Primary Music KS2 Age 7-11: 12 Lesson Plans and Resources for Class Teachers

TEACHING KS2 MUSIC (AGE 7-11) 12 LESSON PLANS AND RESOURCES FOR CLASS TEACHERS

Written by Jimmy Rotheram, Feversham Primary Academy

Edited and developed by the Benedetti Foundation

INTRODUCTION

4

ABOUT TEACHING PRIMARY MUSIC

5

MESSAGE FROM JIMMY ROTHERAM

6

ABOUT THE BENEDETTI FOUNDATION

7

LESSON ONE – FEEL THE BEAT

8

Hello Everyone The Name Game Rubber Chicken Fidgeting Fingers Paint Move to the Music

CONTENTS

Step Back

LESSON TWO – RESPONDING TO MUSIC

13

Hello Everyone The Name Game Pizzicato The Loudness Switch Step Back 17

LESSON THREE – PREPARING THE PULSE Hello Everyone The Beat Detective Matching Movement Marching Copycat Tideo 21

LESSON FOUR – PREPARING THE PULSE Hello Everyone Let’s Move our Bodies The Beat Detective Pulse is a Steady Beat Tideo 26

LESSON FIVE – PRACTISING THE PULSE Hello Everyone Pulse is a Steady Beat Moving Through the Crowd Tap the Pulse Ha! Hey! Whoa!

Move to a Pulse Li’l Liza Jane

LESSON SIX – PRESENTING THE RHYTHM

31

Hello Everyone Engine, Engine Tap the Pulse Copycat Li’l Liza Jane

LESSON SEVEN – PRESENTING THE RHYTHM

35

Hello Everyone Engine, Engine Don’t Clap This One Back Rhythm Has Your Two Hips Moving

CONTENTS

Druminoes

LESSON EIGHT – PRACTISING RHYTHM AND PREPARING TEMPO

39

Hello Everyone Call and Response Engine, Engine Druminoes Ha! Hey! Whoa!

LESSON NINE – PRACTISING RHYTHM AND PREPARING TEMPO

43

Hello Everyone Body Drum Kit Grandpa Ted Don’t Clap This One Back Let’s Learn About Tempo Tap the Pulse

LESSON TEN – PRACTISING RHYTHM AND TEMPO

47

Hello Everyone Copycat Samba Rhythms Grandpa Ted

LESSON ELEVEN – PRACTISING RHYTHM AND TEMPO

51

Hello Everyone Engine, Engine Coca Cola Body Percussion Rhythms

LESSON TWELVE – ASSESSMENT Hello Everyone Copycat Ta and Te-Te (Call and Response) You Choose

55

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.

4 3

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 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. This scheme of work covers a wide age range, and we would encourage you to adapt the resources and content of the videos to best fit the children you are working with.

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.

5

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.

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.

6

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

7

LESSON ONE FEEL THE BEAT (PREPARING MOTOR RESPONSES) NOTES FOR TEACHERS

PREPARATION - Subconscious skill development (as many day/months/years as it takes) PRESENTATION - Introduction of concept to make conscious (might take a few minutes) PRACTICE - Conscious use of skill (lifetime)

WELCOME TO LESSON ONE OF OUR PRIMARY MUSIC SCHEME OF WORK (AGE 7-11) We hope you will find these resources helpful as you begin your journey of teaching pulse to your pupils. Throughout these lessons, you will notice that we don’t immediately try to teach the concept of pulse straight away. The preparation stage is important and is based on allowing the pupils an unconscious experience of the concept, as well as a ‘sound before symbol’ approach. Explaining to children that they are learning about the pulse could undo some careful pedagogy. You could think of it like telling the punch line of a joke too soon! Timing is the key to jokes, and also the key to teaching music.

Before you get started, please read through the introduction notes and watch the video below which will give you some pointers of how to get the best out of this scheme of work.

CLICK HERE TO WATCH THE INTRODUCTION VIDEO In the final lesson, we’ve added some assessment where you will be filming the class to show how far they have progressed since lesson one, so it might be a good idea to film a few of the activities this week.

SUMMARY OF LESSON ONE Activity 1 - Hello Everyone

Video

Activity 2 - The Name Game

Video

Activity 3 - Rubber Chicken

Video

Activity 4 - Fidgeting Fingers

Video

Activity 5 - Paint

Video

Activity 6 - Move to the Music Activity 7 - Step Back

Video

8

ACTIVITY 1 - HELLO EVERYONE This is our warm-up and we will be using this again and again throughout the scheme of work.

It is a great one to start with as it immediately gets the pulse in the classroom and is a fun way to start off your music time.

CLICK

HERE

FOR THE VIDEO

Start by saying each phrase without actions at first.

The numbers below are the beat - please don’t worry about counting these out loud, they are for your reference only. Try and keep to a steady pulse as in the video and remember to count any silent beats.

You say: 1 He

-

2

3

4

llo

Ev'ry

one

Children respond: 1

2

3

4

He -

llo

Ev'ry

one

You say: 1 How

are

2

3

4

you to-

daaaaaaa- -aay

Children respond: 1

2

3

4

Ve-ry

well

Thank

you

THE CEO'S MESSAGE

You respond: 1 That's

2 great

3

4

(beats 3 and 4 are silent)

CLICK

HERE

TO LISTEN TO A STEADY PULSE

Once your class can remember the words, why not try putting on the track above which keeps a steady beat and say your hello chant over it. You could also make up your own actions.

You

could

finish

this

part

of

your

lesson

by

playing

Opposites - and why not make up some phrases of your own too?

CLICK

HERE

FOR THE VIDEO

9

ACTIVITY 2 - THE NAME GAME This name game is a good icebreaker - it can be done with children’s names or used to reinforce learning in other subjects (e.g listing body parts or countries).

CLICK

HERE

FOR THE VIDEO

First, let’s get the whole group to join in clapping the pattern. Then say a word in the gap together. After that, you could go around the circle with each child saying their name. What might happen here is that the pulse will speed up. Don’t worry – maintaining a steady speed is another skill to learn. If you don’t have the space to sit in a circle, decide which order around the group you will go.

For children (or adults) who find this activity difficult, here are a couple of options that could help to make this activity accessible for everyone:

The child (or children) does not need to say their name. Instead they could reply with an action, or a bit of body percussion that helps keeps the pulse

The caller (teacher) does the clap, clap and says their name, then the child can respond in as much time it takes with clap, clap, their name (i.e we are trying to keep feeling the pulse, but not as part of a longer chain)

The caller (teacher) does the clap, clap and says their name, then clap, clap, and leave a space for the child to respond in as much time as it takes (with either a vocal sound, or a movement). This activity is all about pulse, which is regular, but it's really important to try and include everyone in your class

Observe how the rest gesture is used to show the silent beats after the clap, clap. There will still be a movement, but a silent one. This is important in helping to keep the pulse, but don’t worry if children are not able to coordinate this. Like everything, it’ll take a little time.

If you are trying this activity with your class without the video, but need help keeping a steady pulse,

here

is the track we used in Activity One.

ACTIVITY 3 - RUBBER CHICKEN 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.

CLICK

HERE

FOR THE VIDEO

Once you’ve tried the activity with the video a few times, why not lead it? Or you could encourage one of your pupils to lead.

10

ACTIVITY 4 - FIDGETING FINGERS This is another great physical warm-up.

CLICK

HERE

FOR THE VIDEO

Once you’ve tried this activity a few times, you could encourage your pupils to think of other actions.

ACTIVITY 5 - PAINT This activity is based around the Dalcroze method of learning music. The aims of this activity are:

Flow and control of movement, dexterity and spatial awareness Drawing shapes, lines, squares and circles Balancing and core control (crossing over the middle line and use of right and left hand/arm) Musical phrasing (following the ebb-and-flow of the music) Imagination - what colours, shapes, images are we painting? Is it the car, the shed, a canvas? Could we add decorations with dots or wiggles?

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.

CLICK

HERE

FOR THE VIDEO

In this video, we’ve chosen to use Spiegel im Spiegel by Arvo Pärt, played by Nicola Benedetti (violin) and Alexei Grynyuk (piano), but you can use any slow music.

Once you have tried this activity a few times, you could try writing names, feelings, or about a topic related to what you are studying in class.

11

ACTIVITY 6 - MOVE TO THE MUSIC This is a great opportunity to include your favourite music, and the music children listen to at home. By doing this activity, you’ll offer a wide experience of musical styles and genres. The only requirement is that you choose a piece of music with a strong and clear pulse that you can move to.

We naturally walk to a steady pulse, so we begin by asking children to walk to the music. You could walk on the spot if you’re short of space (or can’t move around because of Covid restrictions). Observe which children are moving in time with the music (remember try not to use the word pulse just yet). If you’d like to, you could ask those who are moving well in time to demonstrate to support those who are perhaps struggling a bit more with this.

You could also try moving forwards or backwards, and freezing on a given signal. Then, you can create signals to switch between them. You could also encourage the children to invent and to give the signals too.

ACTIVITY 7 - STEP BACK This is a really fun song to learn.

CLICK

HERE

FOR THE VIDEO

Not last night but the night before, (step back baby, step back) 24 robbers at my door, (step back baby, step back) I went down to let them in, (step back...)

Hit 'em on the head with a rollin' pin, (step back...)

I went to grab my fryin' pan, (step back…)

Oh you should've seen how them robbers ran, (step back…)

Some went East and some went West, (step back…)

Some flew over the cuckoo's nest, (step back baby, step back)

12

LESSON TWO RESPONDING TO MUSIC NOTES FOR TEACHERS

WELCOME TO LESSON TWO In lesson two there will be some activities from the first lesson and some new ones. We’ll be walking to the beat and responding to what we hear.

SUMMARY OF LESSON TWO Activity 1 - Hello Everyone

Video

Activity 2 - The Name Game

Video

Activity 3 - Pizzicato

Video

Activity 4 - The Loudness Switch

Video

Activity 5 – Step Back

Video

13

ACTIVITY 1 - HELLO EVERYONE This is the same activity we did to start lesson one. However, this week, before you begin the rhyme, we’re going to get everyone to walk to the pulse. This means we feel the 1, 2, 3, 4 in our feet.

CLICK

HERE

FOR THE VIDEO

You say: 1 He

-

2

3

4

llo

Ev'ry

one

Children respond: 1

2

3

4

He -

llo

Ev'ry

one

You say: 1 How

are

2

3

4

you to-

daaaaaaa- -aay

Children respond: 1

2

3

4

Ve-ry

well

Thank

you

You respond: 1 That's

2

3

great

4

(beats 3 and 4 are silent)

To extend this activity, you can substitute your own phrases for the ones above. However, it’s important that we only use words that fit within the beats. You could use a word that has one syllable on the beat (a crotchet), two even syllables on the beat (quavers) or one syllable held over two beats (minim). Don’t worry if you don’t feel confident doing this yet, you can stick to the phrases above.

CLICK

HERE

FOR THE PULSE TRACK

To finish off, why not play Opposites (and be sure to make up your own phrases too).

CLICK

HERE

FOR THE VIDEO

ACTIVITY 2 - THE NAME GAME This is the same activity we started last week.

CLICK

HERE

FOR THE VIDEO

This week, instead of names, you could try another theme.

For example, why not start with something simple like colours or animals. You could also use this to help support language you want to remember from other subjects (times tables, a list of famous figures you are studying, vocabulary related to your science topic etc). Start with getting the whole group to join in the clapping pattern first and then together choose something to say in the gap. You would then go round the circle with children saying their name or the theme response. Remember the pulse may speed up - but don’t worry - we keep working on maintaining the steady beat. Don’t forget to establish the order if you can’t sit in a circle.

Observe how the rest gesture is used to show the silent beats after the clap, clap. Don’t worry if children are not able to coordinate this. It may take a little time.

11 14

ACTIVITY 3 - PIZZICATO Pizzicato is an Italian word that means plucking- it’s when

string

players

pluck

the

strings

of

their

instrument.

CLICK

For

HERE

this

FOR THE VIDEO

activity

you’ll

need

two

puppets

or

cuddly

toys.

With the first puppet, encourage the class to follow which way the puppet leans (e.g right and forward).

With

the

second

puppet,

puppet doesn't like

tell

dancing

the -

children

whenever

that

you

this

see

it,

you have to freeze.

You may wish to adapt this activity for older children, this is absolutely fine. The key concept is to move and freeze to the music.

We used the Pizzicato

from

the

ballet Sylvia by

Léo

Delibes in the video.

ACTIVITY 4 - THE LOUDNESS SWITCH Ask children to move freely to a piece of recorded music which is repetitive and has a very steady pulse.

Tell loud

children or

that

quiet

you

the

will

music

use is,

the

loudness

and

that

switch

they

to

have

control to

how

respond

accordingly.

When the music is quiet, how will you move?

When the music is loud, how will you move?

Please join in with your class and help to model bigger and smaller movements.

When the volume is turned down completely, children should

freeze and use their thinking voice

to keep the pulse going - allow a very small movement such as

tapping the foot or nodding the

head.

CLICK

HERE

FOR THE VIDEO

In this video, we used an extract from the opera, Carmen by Bizet.

15

12

ACTIVITY 5 - STEP BACK This is the song that we started to learn in the last lesson.

CLICK

HERE

FOR THE VIDEO

Not last night but the night before, (step back baby, step back) 24 robbers at my door, (step back baby, step back) I went down to let them in, (step back...)

Hit 'em on the head with a rollin' pin, (step back...)

I went to grab my fryin' pan, (step back…)

Oh you should've seen how them robbers ran, (step back…)

Some went East and some went West, (step back…)

Some flew over the cuckoo's nest, (step back baby, step back)

1316

LESSON THREE PREPARING THE PULSE NOTES FOR TEACHERS

WELCOME TO LESSON THREE In this lesson, we are working on preparing the pulse. There are a real variety of activities - have fun!

SUMMARY OF LESSON THREE Activity 1 - Hello Everyone

Video

Activity 2 - Beat Detective Activity 3 - Matching Movement

Video

Activity 4 - Marching Activity 5 – Copycat

Video

Activity 6 - Tideo

Video

17

ACTIVITY 1 - HELLO EVERYONE In this lesson, we are beginning with Hello Everyone again. Just like we did before, try and get your class walking as they say it.

CLICK

HERE

FOR THE VIDEO

You say: 1 He

-

2

3

4

llo

Ev'ry

one

Children respond: 1

2

3

4

He -

llo

Ev'ry

one

You say: 1 How

are

2

3

you to-

daaaaaaa- -aay

4

Children respond: 1

2

3

4

Ve-ry

well

Thank

you

You respond: 1 That's

2

3

great

4

(beats 3 and 4 are silent)

Again, you can substitute your own phrases for the ones above. However, it’s important that we only use words that fit within the beats. You could use a word that has one syllable on the beat (a crotchet), two even syllables on the beat (quavers) or one syllable held over two beats (minim). Don’t worry if you don’t feel confident doing this yet, you can stick to the phrases above.

CLICK

HERE

FOR THE PULSE TRACK

To finish off, why not play Opposites (and you could make up your own phrases too).

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 - they turn away from the class or close their eyes. While they are not looking, silently choose somebody in the class to lead the pulse actions. It would be a good idea to try and choose someone who has a secure sense of pulse and can confidently match actions in time to the music

e.g.

tapping

their

knees

or

clapping

their

hands.

Choose

a

piece

with

a

strong

pulse,

and

be

careful it’s 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.

18

ACTIVITY 3 - MATCHING MOVEMENT TO DIFFERENT SOUNDS In this activity different sounds represent a different action. It’s a good idea

to

use

percussion

instruments

of

contrasting

sounds

but

you

can

also do this with vocal sounds and body percussion.

For example:

Shaker or fingertips on a table Bell or ‘ding’ with voice

-

wiggle body

- stretch into star shape

Scraper or stamping feet

-

touch your toes

Hitting a drum or clicking your fingers Triangle or clapping hands CLICK

HERE

- jump

- balance on one foot

FOR THE VIDEO

ACTIVITY 4 - MARCHING 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 marching 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

proud

and

the

march

regal,

matches

others

are

the

faster

character or

more

of

the

playful.

music.

Some

Some are

marches

light

and

are

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.

19

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 Copy Sitting CLICK

2 Cat, on the

HERE

3 Copy door

4 Cat, mat

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 leader in the video, 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.

ACTIVITY 6 - TIDEO This is a great song to sing with your class if you can.

Interestingly, there are lots of very similar, but subtly different versions of this song around. Feel free to use a different version but then please do stick to whichever one you choose.

CLICK

HERE

FOR THE VIDEO

Song lyrics

Pass one window, Tideo Pass two windows, Tideo Pass three windows, Tideo Jingle at the window, Tideo

20

LESSON FOUR PREPARING THE PULSE NOTES FOR TEACHERS

WELCOME TO LESSON FOUR In this lesson we present the concept of pulse. We're going to learn a very catchy rhyme to help us remember what it is.

SUMMARY OF LESSON FOUR Activity 1 - Hello Everyone

Video

Activity 2 - Let’s Move our Bodies

Video

Activity 3 - Beat Detective Activity 4 – Pulse is a Steady Beat

Video

Activity 5 - Tideo

Video

21

ACTIVITY 1 - HELLO EVERYONE This is the same activity we have started with each week. Let’s get the class walking (around or on the spot) as they say it.

CLICK

HERE

FOR THE VIDEO

You say: 1 He

-

2

3

4

llo

Ev'ry

one

Children respond: 1

2

3

4

He -

llo

Ev'ry

one

You say: 1 How

2

3

you to-

daaaaaaa- -aay

are

4

Children respond: 1

2

3

4

Ve-ry

well

Thank

you

You respond: 1

2

That's

3

great

4

(beats 3 and 4 are silent)

Again, you can substitute your own phrases for the ones above. However, it’s important that we only use words that fit within the beats. You could use a word that has one syllable on the beat (a

crotchet),

(minim).

Don’t

two

even

worry

if

syllables you

on

don’t

the

feel

beat

(quavers)

confident

doing

or

one

syllable

this

yet,

you

can

held stick

over to

two

the

beats

phrases

above.

CLICK

HERE

FOR THE PULSE TRACK

To finish off, why not play Opposites (and why not to make up your own phrases too).

CLICK

HERE

FOR THE VIDEO

22

ACTIVITY 2 - LET’S MOVE OUR BODIES This activity is a really quick way to get the children moving. It can be done standing up, or sitting down.

CLICK

HERE

FOR THE VIDEO

Can you move the air around your body?

Can you move the air around your body with your knee, your heel or other part of your lower body?

Can you move the air around you with your little finger, shoulder, chin or wrist?

What else can we move the air around with?

23

ACTIVITY 3 - BEAT DETECTIVE This is the same activity we learnt in lesson three and will give us a chance for different children to take on the role of the detective and the leader.

Choose a child to be the detective - they turn away from the class or

close

their

somebody

in

eyes.

the

While

class

to

they lead

are the

not pulse

looking, actions.

silently It

choose

would

be

a

good idea to try and choose someone who has a secure sense of pulse and can confidently match actions in time to the music e.g. tapping their knees or clapping their hands.

Choose a piece with

a strong pulse, and be careful it’s not too fast.

The other children in the class should 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.

ACTIVITY 4 - PULSE IS A STEADY BEAT This activity presents the concept of pulse to the children.

Again, don’t worry about saying the numbers below, that’s just for reference.

CLICK

HERE

1

2

Pulse

is

FOR THE VIDEO

3

4

stea - dy

beat,

mo-ving

in your

feet,

Al-ways

stea-dy

keep in

time

(tap your

feet) and

say

rhyme.

Feel

it

a

this

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 change 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.

Ensure that the children understand that all the movements they have been doing in all of the activities so far have been

movements to the pulse of the music .

and the concept of pulse.

We now want to continuously reinforce the word

24

ACTIVITY 5 - TIDEO CLICK

HERE

FOR THE VIDEO

This is the song we started to sing last lesson.

Interestingly, there are lots of very similar, but subtly different versions of this song around. Feel free to use a different version but be sure to stick to that one and sing it precisely.

Song lyrics Pass one window, Tideo Pass two windows, Tideo Pass three windows, Tideo Jingle at the window, Tideo

23 25

LESSON FIVE PRACTISING THE PULSE NOTES FOR TEACHERS

WELCOME TO LESSON FIVE Most of the activities that we are doing in this lesson are ones that we have done before - we’re really trying to embed the idea of pulse.

SUMMARY OF LESSON FIVE Activity 1 - Hello Everyone

Video

Activity 2 - Pulse is a Steady Beat

Video

Activity 3 - Moving Through the Crowd

Video

Activity 4 - Tap the Pulse

Video

Activity 5 - Ha! Hey! Whoa!

Video

Activity 6 - Move to a Pulse

Video

Activity 7 - Li'l Liza Jane

Video

26

ACTIVITY 1 - HELLO EVERYONE This week, we’re going to try to allow the children to lead this activity as much as possible.

CLICK

HERE

FOR THE VIDEO

You say: 1 He

-

2

3

4

llo

Ev'ry

one

Children respond: 1

2

3

4

He -

llo

Ev'ry

one

You say: 1 How

are

2

3

4

you to-

daaaaaaa- -aay

Children respond: 1

2

3

4

Ve-ry

well

Thank

you

You respond: 1

2

That's

3

great

4

(beats 3 and 4 are silent)

Again, you can substitute your own phrases for the ones above. However, it’s important that we only use words that fit within the beats. You could use a word that has one syllable on the beat (a

crotchet),

two

even

syllables

on

the

beat

(quavers)

or

one

syllable

held

over

two

beats

(minim). Don’t worry if you don’t feel confident doing this yet, you can stick to the phrases above.

CLICK

HERE

FOR THE PULSE TRACK

To finish off, why not play Opposites (remember to have fun making up your own phrases too).

CLICK

HERE

FOR THE VIDEO

27

ACTIVITY 2 - PULSE IS A STEADY BEAT This is the activity we began in the last lesson which presents the concept of pulse to the children.

To extend this activity, you could try to say it or to move to it at different speeds, for example jogging or walking very slowly. You could also imagine you are walking through different substance (e.g. superglue, water, like you are walking on the moon!)

CLICK

HERE

FOR THE VIDEO

Again, don’t worry about saying the numbers below, that’s just for reference.

1

2

3

4

Pulse

is

stea - dy

beat,

mo-ving

in your

feet,

Al-ways

stea-dy

keep in

time

(tap your

feet) and

say

rhyme.

Feel

it

a

this

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 change 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.

Ensure that the children understand that all the movements they have been doing in all of the activities so far have been

movements to the pulse of the music .

We now want to continuously reinforce the

word and the concept of pulse.

ACTIVITY 3 - MOVING THROUGH THE CROWD In this activity, we’re going to pass different sounds through the crowd.

CLICK

HERE

FOR THE VIDEO

First, let’s learn the rhyme.

Moving through the crowd, Moving through the crowd, Pass it on, We’re moving through the crowd!

Then, just like in the video, work out a clear order of where the sound is going to go e.g round the circle or round the desks.

Then it’s about passing various sounds through the crowd whilst keeping a pulse. Try with clapping first, then your class might come up with other sounds (e.g. tapping the shoulders) that could be passed around.

CLICK

HERE

FOR THE PULSE TRACK

28

ACTIVITY 4 - TAP THE PULSE In this activity, we’re preparing our reading skills for later - we’re starting to connect sound with a symbol.

CLICK

HERE

FOR THE VIDEO

Draw some hearts on the board and tap the pulse as you say a rhyme. Use Pulse is a Steady Beat to start off with. Then you could try it out with some other rhymes and songs you know e.g. Copycat or Tideo.

ACTIVITY 5 - HA! HEY! WHOA! Ha! Hey! Whoa! is a fun and simple game that will keep your class focused and on their toes! Musically, it’s

an

excellent

activity

for

concentration,

taking

turns

and

pulse.

It's

also

a

really

great

one

for

leading and being confident in your voice.

Pick one class member to say Ha! As they say this, they can direct it to whoever they want to in the circle.

It

has

to

be

really

clear

and

full

of

energy.

This

is

also

a

perfect

game

for

working

on

developing eye contact. Once the Ha! has been said, the person who it has been directed to has to shout

Hey!,

holding

both

their

hands

up

in

disbelief.

Then,

the

two

people

either

side

of

the

Hey!

person shout Whoa! whilst jumping.

You could then turn this into a game where you’re trying to catch people out. Once you’ve practiced this a few times, someone will be out if they take too long to respond, if they say the wrong word or do the wrong action for that time through. This makes it progressively more tricky as the children become further apart.

CLICK

HERE

FOR THE VIDEO

29

ACTIVITY 6 - MOVE TO A PULSE This is an extension of the activity we did in the last lesson where we moved the air around our bodies.

CLICK

HERE

FOR THE VIDEO

Start to tap a pulse and then begin with call and response. You could try clapping four beats, four times whilst saying shoulder. The children respond by showing four beats on their shoulder.

Next, choose a piece of music, or just a steady pulse on a drum/clapping would be fine, and we encourage everyone to find the pulse. Once all children are comfortable with this, we can move on to call out various body parts and allow them to find the pulse in that body part.

ACTIVITY 7 - LI'L LIZA JANE The final activity in this lesson is a new song. If you can’t sing in your setting, don’t worry - you could learn the words together and the children could sing it at home.

Song lyrics I know a girl that you don’t know, Li'l Liza Jane, Way down south in Baltimore, Li'l Liza Jane, Oh! Eliza, Li'l Liza Jane, I know a girl that you don’t know, Li'l Liza Jane.

CLICK

HERE

FOR THE VIDEO

30

LESSON SIX PRESENTING THE RHYTHM NOTES FOR TEACHERS

WELCOME TO LESSON SIX Lesson six is all about practising the pulse and preparing rhythm. We’re nearly half way through the lessons - this week might be a good time to film another little video of your class to help with assessment.

SUMMARY OF LESSON SIX Activity 1 - Hello Everyone

Video

Activity 2 – Engine, Engine

Video

Activity 3 - Tap the Pulse with Engine, Engine

Video

Activity 4 - Copycat

Video

Activity 5 - Li'l Liza Jane

Video

31

ACTIVITY 1 - HELLO EVERYONE Again,

we

are

starting

with

Hello

Everyone.

By

now,

some

children

in

your

class

may

feel

confident enough to lead this.

CLICK

HERE

FOR THE VIDEO

You say: 1 He

-

2

3

4

llo

Ev'ry

one

Children respond: 1

2

3

4

He -

llo

Ev'ry

one

You say: 1 How

are

2

3

4

you to-

daaaaaaa- -aay

Children respond: 1

2

3

4

Ve-ry

well

Thank

you

You respond: 1 That's

2

3

great

4

(beats 3 and 4 are silent)

Again, you can substitute your own phrases for the ones above. However, it’s important that we only use words that fit within the beats. You could use a word that has one syllable on the beat (a crotchet), two even syllables on the beat (quavers) or one syllable held over two beats (minim). Don’t worry if you don’t feel confident doing this yet, you can use this example here.

CLICK

HERE

FOR THE PULSE TRACK

To finish off, why not play Opposites (remember to have fun making up your own phrases too).

CLICK

HERE

FOR THE VIDEO

32

ACTIVITY 2 - ENGINE, ENGINE Here is a new rhyme for us to learn. Go over it a couple of times before you do the further

activities

below.

Do

feel

free

to

change

the

place

name

of

the

train

to

wherever you are, or your school name.

CLICK

HERE

FOR THE VIDEO

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.

Go over the rhyme line by line and then once you’ve said the rhyme in full a couple of times, get your class to try and walk to the pulse whilst saying the words (and clap on the last line).

Next, as you walk, add in some clapping to the rhythm of all the words. Finally, try walking and clapping the pulse whilst saying the words.

Don’t worry if not everyone can do the latter two activities - these will come in time.

ACTIVITY 3 - TAP THE PULSE WITH ENGINE, ENGINE We’re revisiting this activity again in this lesson to help us to prepare our reading skills for later. We’re starting to connect sound with a symbol.

CLICK

HERE

FOR THE VIDEO

Draw some hearts on the board and tap the pulse as you say a rhyme - use Engine, Engine to start off with.

Then continue to experiment and try it out with other rhymes and songs you know. You could also continue to use Pulse is a Steady Beat, Copycat or Tideo.

Remember, pulse is the beat and this is what we want to tap - not the rhythm of the words.

33

ACTIVITY 4 - COPYCAT This is the same activity from lesson three, but there are some extension activities that we will be doing to start to differentiate between what the pulse is, and what the rhythm is. Again, don’t get the class to say the numbers below - these are just for reference.

Chant the rhyme: 1

2

3

4

Copy

Cat,

Copy

Cat,

Sitting

on the

door

mat

CLICK

HERE

FOR THE VIDEO

You should make a gross motor movement (e.g. a big arm swing or stamping feet) to the pulse as you chant the rhyme. It’s important to include lots of upper body movements. The children will then copy you by echoing and mirroring back.

After a few turns, the children could try walking around as they say it. Think about different ways to walk and how this might affect their voices. For example large steps could equal a loud voice.

CLICK

To

HERE

extend

FOR THE VIDEO OF PART TWO OF THIS ACTVITY

the

activity,

first

clap

the

pulse

as

you

say

the

words.

Then,

clap

the

rhythm

(the

words)

instead of the pulse (1, 2, 3, 4). Ask the children what they noticed.

They might spot that you weren’t clapping the pulse. If not, show the pulse again. They may notice that your

clapping

matched

the

words,

that

you

clapped

more

times

or

they

may

say

something

like

it

is

faster. Some of the rhythms ARE faster than the pulse but this observation is problematic as the tempo (pulse) stays the same. Spotting more claps or that they match the words is what we should go with.

We can then turn this into a game. When your clapping matches the words, the children should NOT copy you. When your clapping matches the pulse, they should copy you. If they get it wrong, they are ‘out’ of the game, but should still join in.

ACTIVITY 5 - LI'L LIZA JANE Let’s revisit the song we learnt last lesson. To extend this, you could try and sing the song in different voices.

I know a girl that you don’t know, Li'l Liza Jane, Way down south in Baltimore, Li'l Liza Jane, Oh! Eliza, Li'l Liza Jane, I know a girl that you don’t know, Li'l Liza Jane.

CLICK

HERE

FOR THE VIDEO

34

LESSON SEVEN PRESENTING THE RHYTHM NOTES FOR TEACHERS

WELCOME TO LESSON SEVEN This lesson is all about presenting the rhythm. There's a catchy rhyme to learn which will help your class remember what rhythm is.

SUMMARY OF LESSON SEVEN Activity 1 - Hello Everyone

Video

Activity 2 - Engine, Engine

Video

Activity 3 - Don’t Clap This One Back

Video

Activity 4 - Rhythm Has Your Two Hips Moving

Video

Activity 5 - Druminoes

Video

35

ACTIVITY 1 - HELLO EVERYONE We’re starting with this warm up again. At this stage, we would expect this to be as child led as possible. You can extend by changing the speed, changing the style of voice you talk in or adding more actions.

CLICK

HERE

FOR THE VIDEO

You say: 1 He

-

2

3

4

llo

Ev'ry

one

Children respond: 1

2

3

4

He -

llo

Ev'ry

one

You say: 1 How

are

2

3

4

you to-

daaaaaaa- -aay

Children respond: 1

2

3

4

Ve-ry

well

Thank

you

You respond: 1

2

That's

3

great

4

(beats 3 and 4 are silent)

Again, you can substitute your own phrases for the ones above. However, it’s important that we only use words that fit within the beats. You could use a word that has one syllable on the beat (a

crotchet),

(minim).

two

Don’t

even

worry

if

syllables you

on

don’t

the

feel

beat

(quavers)

confident

doing

or

one

syllable

this

yet,

you

can

held stick

over to

two

the

beats

phrases

above.

CLICK

HERE

FOR THE PULSE TRACK

To finish off, why not play Opposites (remember to have fun making up your own phrases too).

CLICK

HERE

FOR THE VIDEO

36

ACTIVITY 2 - ENGINE, ENGINE We are returning to this rhyme. Remember that you can substitute Bradford for wherever you are.

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

Similarly to the previous lesson, we are working on adding in walking on the pulse

and

clapping

the

rhythm.

You

may

want

to

practise

each

of

these

separately some more. Half the class could clap the rhythm, while the other half

say

keeping

the

words

the

pulse

and and

then others

swap

over.

clapping

You the

could

have

rhythm.

The

some

children

possibilities

to

extend this also include choosing different leaders.

ACTIVITY 3 - DON’T CLAP THIS ONE BACK CLICK

HERE

FOR THE VIDEO

Start moving to a moderate pulse and ask children to copy back a rhythm phrase that you make up. It helps if you do a four beat phrase e.g just a pattern to 1, 2, 3, 4. A phrase is like a musical sentence.

When you clap the rhythm,

Don’t Clap This One Back ,

the children should not copy you. You could

turn this into a game either individually or in teams.

Once children are starting to get the hang of it, you could try making it more challenging. Everybody could stand on one leg or try with their eyes closed! After this, we can extend again by asking the children to make up their own phrase for the class not to copy. Remember it should fit in the 1, 2, 3, 4 pulse and we are clapping the rhythm.

37

ACTIVITY 4 - RHYTHM HAS YOUR TWO HIPS MOVING Tell children that you have a rhyme which will help them remember not just what rhythm is, but how you spell it too! Write the word on the board like this:

R H Y T H M

Guide children towards spotting that there are no vowels in this word which makes it very unusual. They may also notice that it’s written vertically instead of left to right, and you may want to explain what an Acrostic is (when each

letter of a word starts the line of text).

Then, fill it in:

Rhythm Has Your Two Hips Moving

Explain that this rhyme helps us learn how to spell the word, rhythm. Then get the children moving their hips to the rhythm as they say the rhyme. Encourage the actions to be done to the rhythm of the words, not the pulse.

CLICK

HERE

FOR THE AUDIO TRACK

To extend this, you can then change the body part e.g. Rhythm has your two hands moving.

ACTIVITY 5 - DRUMINOES For Druminoes, please watch the accompanying video which will explain and demonstrate the activity to you.

CLICK

HERE

FOR THE VIDEO

38

LESSON EIGHT PRACTISING RHYTHM AND PREPARING TEMPO NOTES FOR TEACHERS

WELCOME TO LESSON EIGHT In this lesson, we’ll be practising rhythm and preparing tempo. Tempo is the Italian term for speed.

The tempo direction of a piece tells us what the speed of the pulse will be. This then influences the rhythm.

SUMMARY OF LESSON EIGHT Activity 1 - Hello Everyone

Video

Activity 2 - Call and Response

Video

Activity 3 - Engine, Engine

Video

Activity 4 - Druminoes

Video

Activity 5 - Ha! Hey! Whoa!

Video

39

ACTIVITY 1 - HELLO EVERYONE We’re starting with this warm up again. At this stage, we would expect this to be as child led as possible. You can extend by changing the speed, changing the style of voice you talk in or adding more actions.

CLICK

HERE

FOR THE VIDEO

You say: 1 He

-

2

3

4

llo

Ev'ry

one

Children respond: 1

2

3

4

He -

llo

Ev'ry

one

You say: 1 How

are

2

3

4

you to-

daaaaaaa- -aay

Children respond: 1

2

3

4

Ve-ry

well

Thank

you

You respond: 1

2

That's

3

great

4

(beats 3 and 4 are silent)

Again, you can substitute your own phrases for the ones above. However, it’s important that we only use words that fit within the beats. You could use a word that has one syllable on the beat (a crotchet), two even syllables on the beat (quavers) or one syllable held over two beats (minim). Don’t worry if you don’t feel confident doing this yet, you can stick to the phrases above.

CLICK

HERE

FOR THE PULSE TRACK

To finish off, why not play Opposites (remember to have fun making up your own phrases too).

CLICK

HERE

FOR THE VIDEO

40

ACTIVITY 2 - CALL AND RESPONSE This activity is a simple call and response game. Using four beat patterns, the caller leads a body percussion pattern for four beats, and then the rest of the group echo back that pattern.

Once you’ve used the video, and led a few patterns yourself, encourage someone in your class to be the caller.

CLICK

HERE

FOR THE VIDEO

ACTIVITY 3 - ENGINE, ENGINE This is exactly the same as the last lesson - give it a go again and see how far everyone can get in this exercise.

CLICK

HERE

FOR THE VIDEO

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.

Firstly, try walking to the pulse (1, 2, 3, 4) and saying the rhythm (the words).

CLICK

HERE

FOR PART TWO OF THE VIDEO

Once you’ve done this a few times, try walking the pulse whilst also tapping the pulse with the left hand, and saying the words.

Then try walking the pulse whilst tapping the rhythm (the words) with the right hand and saying the words.

Now for a challenge - can you do both at the same time? The left hand keeps to the pulse and the right hand keeps to the rhythm (you could split the class up into two - one group does the pulse and one does the rhythm to start with).

Then try swapping hands. This is challenging but some of the children might be able to do it.

To really extend this activity and challenge your pupils even further, you could try to run to the rhythm whilst clapping the pulse. Please don’t rush to extend, you can save this for as long as it takes for the children to feel very confident with the first part.

41

ACTIVITY 4 - DRUMINOES We’re revisiting Druminoes again in this lesson and with everything, the more we repeat, the easier it becomes.

CLICK

HERE

FOR THE VIDEO

In this lesson, we want to encourage the children to think of their own rhythms, but ensure it lasts for four pulses (beats).

To a steady pulse, person 1 (or Group 1) makes up a four beat rhythm.

They then make up another four beat rhythm.

Person 2 (or Group 2) copies this second pattern and then makes up their own four beat rhythm.

They then make up another four beat rhythm.

Person

3

(or

Group

3)

copies

this

second

pattern

from

person

2,

then

makes

up

their

own

four

beat

rhythm.

ACTIVITY 5 - HA! HEY! WHOA! We’re coming back to this activity again in this lesson to see if we can improve our fluency.

Pick one class member to say Ha! As they say this, they can direct it to whoever they want to in the circle.

It has to be really clear and full of energy. This is also a perfect game for working on developing eye contact. Once the Ha! has been said, the person who it has been directed to has to shout Hey!, holding both their hands up in disbelief. Then, the two people either side of the Hey! person shout Whoa! whilst jumping.

You could then turn this into a game where you’re trying to catch people out. Once you’ve practiced this a few times, someone will be out if they take too long to respond, if they say the wrong word or do the wrong action for that time through. This makes it progressively more tricky as the children become further apart.

CLICK

HERE

FOR THE VIDEO

42

LESSON NINE PRACTISING RHYTHM AND PREPARING TEMPO NOTES FOR TEACHERS

WELCOME TO LESSON NINE Today we’re practising rhythm and presenting tempo. Again, there’s a really lovely rhyme to learn to help us remember what it is.

SUMMARY OF LESSON NINE Activity 1 - Hello Everyone

Video

Activity 2 - Body Drum Kit

Video

Activity 3 - Grandpa Ted

Video

Activity 4 - Don’t Clap This One Back

Video

Activity 5 - Let's Learn About Tempo

Video

Activity 6 - Tap the Pulse

Video

43

ACTIVITY 1 - HELLO EVERYONE We’re starting with this warm up again. At this stage, we would expect this to be as child led as possible.

You

can

extend

by

changing

the

speed,

changing

the

style

of

voice

you

talk

in

or

adding more actions.

CLICK

HERE

FOR THE VIDEO

You say: 1 He

-

2

3

4

llo

Ev'ry

one

Children respond: 1

2

3

4

He -

llo

Ev'ry

one

You say: 1 How

are

2

3

4

you to-

daaaaaaa- -aay

Children respond: 1

2

3

4

Ve-ry

well

Thank

you

You respond: 1

2

That's

3

great

4

(beats 3 and 4 are silent)

Again, you can substitute your own phrases for the ones above. However, it’s important that we only use words that fit within the beats. You could use a word that has one syllable on the beat (a

crotchet),

(minim).

Don’t

two

even

worry

if

syllables you

on

don’t

the

feel

beat

(quavers)

confident

doing

or

one

syllable

this

yet,

you

can

held stick

over to

two

the

beats

phrases

above.

CLICK

HERE

FOR THE PULSE TRACK

To finish off, why not play Opposites (remember to have fun making up your own phrases too).

CLICK

HERE

FOR THE VIDEO

44

ACTIVITY 2 - BODY DRUM KIT Watch the video which explores all the different body percussion sounds we can make - it’s like our body is a drum kit.

CLICK

HERE

FOR THE VIDEO

After watching the video, you could encourage students to create their own body percussion patterns with the rest of the class copying them back.

ACTIVITY 3 - GRANDPA TED CLICK

HERE

FOR THE VIDEO

We begin by telling the children a story about Grandpa Ted. He is very fit, active and childish!

Then, teach the rhyme line by line:

Wow! Everybody, Look!

Grandpa Ted’s,

Bonkers!

jumping on the bed.

Dancing on the bed - Grandpa Ted!

It’s really important to keep the pulse steady.

Then split the class into three and give each group a line. Start off with one group and then add in the other groups, so you have the three lines being said in the room at the same time.

45

ACTIVITY 4 - DON’T CLAP THIS ONE BACK This activity is the same one that we did in lesson seven. Once you’ve revised it, see if you can do slow and fast patterns too - remember the pulse must remain steady.

HERE

CLICK

FOR THE VIDEO

Start moving to a moderate pulse and ask children to copy back a rhythm phrase that you make up (it helps if you do a four beat phrase e.g just a pattern to 1, 2, 3, 4).

When you clap the rhythm "Don’t Clap This One Back

"

any child who claps is out of the game.

45

Once the children are starting to find this easier, you could also encourage them to make their own phrases up for the class.

ACTIVITY 5 - LET’S LEARN ABOUT TEMPO HERE

CLICK

FOR THE VIDEO

This rhyme helps us to teach the meaning of the word tempo. Tempo is the speed of the pulse.

1

2

3

Tempo

is the

speed

of the your

It’s

how

How

do

we

Ready

4 beat

fast

you

move

know

how

fast

or

slow?

off

we

go

Steady

feet!

As before, the numbers are the beats and are just for your reference (you don’t need to say them out loud).

ACTIVITY 6 - TAP THE PULSE This is the same activity we have done before with hearts on the board, but this time, we give the children the opportunity to guess how many hearts we need for our tempo rhyme.

CLICK

HERE

FOR THE VIDEO

Say the Tempo rhyme from Activity Five This time, ask the children to find and tap the pulse as you say the rhyme Ask the class how many beats or pulses there are in the rhyme Once they have worked out we need to draw 16 hearts, ask a child to tap the pulse on the board whilst the other children join in the rhyme Start with: "Ready, Steady, Off we go" (try to say this at the speed you wish the children to say the rhyme) You could then try this at different tempi (speeds) Explain to the children, the plural of tempo is tempi, not tempos

46

LESSON TEN

PRACTISING RHYTHM AND TEMPO NOTES FOR TEACHERS

WELCOME TO LESSON TEN In this lesson, we’re working on consolidating children’s understanding of pulse and rhythm. If at any point your class are finding it difficult to differentiate between rhythm, pulse and tempo, go over the rhymes to remind everyone what they are.

SUMMARY OF LESSON TEN Activity 1 - Hello Everyone

Video

Activity 2 – Copycat

Video Part 1

Activity 3 - Samba Rhythms

Video

Activity 4 – Grandpa Ted

Video Part 1

Video Part 2

Video Part 2

47

ACTIVITY 1 - HELLO EVERYONE We’re starting with this warm up again. Regularity is great for internalising pulse and by now the children will hopefully have lots of ideas of how they could lead it. At this stage, we would expect this to be almost entirely child led. Remember, you can extend by changing the tempo (speed), changing the style of voice you talk in, adding more actions, splitting the class into groups or changing the volume.

CLICK

HERE

FOR THE VIDEO

You say: 1 He

-

2

3

4

llo

Ev'ry

one

Children respond: 1

2

3

4

He -

llo

Ev'ry

one

You say: 1 How

are

2

3

4

you to-

daaaaaaa- -aay

Children respond: 1

2

3

4

Ve-ry

well

Thank

you

You respond: 1

2

That's

3

great

4

(beats 3 and 4 are silent)

Again, you can substitute your own phrases for the ones above. However, it’s important that we only use words that fit within the beats. You could use a word that has one syllable on the beat (a

crotchet),

(minim).

Don’t

two

even

worry

if

syllables you

on

don’t

the

feel

beat

(quavers)

confident

doing

or

one

syllable

this

yet,

you

can

held stick

over to

two

the

beats

phrases

above.

CLICK

HERE

FOR THE PULSE TRACK

To finish off, why not play Opposites (remember to have fun making up your own phrases too).

CLICK

HERE

FOR THE VIDEO

48

ACTIVITY 2 - COPYCAT

This

is

the

same

activity

from

lessons

three

and

six.

In

this

lesson,

we

are

extending this by saying the rhyme in different tempi. Encourage the children to say the tempo rhyme to remind them what tempo is, and keep trying to use the word tempo as much as you can.

Chant the rhyme:

1

2

3

4

Copy

Cat,

Copy

Cat,

Sitting

on the

door

mat

Remember, the numbers are the beats and are just for reference

CLICK

HERE

FOR THE VIDEO

49 As you chant the rhyme, make a gross motor movement (e.g. large arm swing, stamping

feet)

mirroring.

It

to

the

would

be

pulse. a

Ask

good

the

idea

children

to

use

to

lots

copy

of

you

by

movements

echoing in

the

and

upper

body - clapping, tapping shoulders etc.

Once you’ve done this a few times, try asking the children to walk around as they

say

it.

What

are

all

the

different

ways

we

can

walk?

How

does

this

affect the voice? For example, we could use a loud voice with big steps.

CLICK

HERE

FOR VERSION 2 OF THE VIDEO

Ask children to copy your copycat actions as in the previous version of the game. Then, clap the rhythm (the words) instead of the pulse (1, 2, 3, 4- see video). Ask the children what they noticed.

They might spot that you weren’t clapping the pulse. If not, show the pulse again.

They

may

notice

that

your

clapping

matched

the

words,

that

you

clapped more times or they may say something like it is faster. Some of the rhythms ARE faster than the pulse but this observation is problematic as the tempo (pulse) stays the same. Spotting more claps or that they match the words is what we should go with.

Finally, we can turn this into a game. If your clapping matches the words, the children should NOT copy you. So they should only be copying when you clap the

pulse.

when

they

You

could

copy

turn

correctly,

this and

into

a

loses

game

where

points

if

they

their clap

team

earns

points

the

rhythm

back.

Remember, also to add in lots of different speeds.

49

ACTIVITY 3 - SAMBA RHYTHMS CLICK

HERE

FOR THE VIDEO

For this activity, please watch the video first.

Sometimes when we learn rhythms, it’s a good idea to put words to it as this helps us remember them.

Split the class into two groups. It’s important each group gets to try both parts and that you are performing the rhythms as accurately as Elsa does in the video.

ACTIVITY 4 -GRANDPA TED This

is

the

different

same

line,

activity

each

we

group

is

started going

last to

lesson.

say

the

But

this

whole

time,

rhyme,

instead

but

in

a

of

each

round

group

(just

like

saying

a

London’s

Burning, or Frère Jacques).

CLICK

HERE

FOR THE VIDEO

Recap the rhyme.

Wow! Everybody, Look!

Grandpa Ted’s,

Bonkers!

jumping on the bed.

Dancing on the bed - Grandpa Ted!

Remember it's really important to keep the pulse steady.

To turn this into a round, split you class into three groups. Start off one group, and then add the other groups after one line. The video below demonstrates this. This is called a round - where each group is doing the same thing, but coming in on different beats.

CLICK

HERE

FOR VIDEO 2

50

LESSON ELEVEN

PRACTISING RHYTHM AND TEMPO NOTES FOR TEACHERS

WELCOME TO LESSON ELEVEN In this lesson, we’re preparing notation - reading music. Please repeat the activities below as many times as you need to.

SUMMARY OF LESSON ELEVEN Activity 1 - Hello Everyone with Hearts on the Board

Video

Activity 2 - Engine, Engine - Preparing Ta and Te-Te

Video

Activity 3 - Coca Cola

Video Part 1

Activity 4 - Body Percussion Rhythms

Video

Video Part 2

51

ACTIVITY 1 - HELLO EVERYONE WITH HEARTS ON THE BOARD - PREPARING THE TA AND TE-TE RHYTHMS Start this lesson with the Hello Everyone chant we have been doing each week, and ask the class to repeat back at the same tempo. Then we can try various speeds. Encourage the children to pick up which tempo you have chosen by saying ‘Hello Everyone’ to the class at different speeds for them to respond to. You could ask the children to lead this too.

CLICK

HERE

FOR THE VIDEO

Then, we’re going to draw 4 hearts on the board and ask the children to tap the rhythm of Hello Everyone as they did before. It is a good idea to remind the children that the rhythm is the words.

In the drawing below, the x is for your reference. Keep the crosses off the board until the children have worked out the rhythm themselves. This is explained further in activity 2.

ACTIVITY 2 - ENGINE, ENGINE - PREPARING TA AND TE-TE RHYTHMS

Using the hearts that you have drawn on the board, explain that when we tap the rhythm once on a beat, it’s called

ta

and when we tap it twice, it’s called

te-te

(pronounce this as

Explain that these are the rhythm names, so we could say ‘Hello Everyone’ as

tee - tee ).

ta , ta , te - te , ta.

Walk

on the spot whilst saying this to encourage children to notice that they do two taps on the legs for

te-te

and only one for

ta .

Revise the rhyme Engine, Engine which we last looked at in lesson eight. Then, instead of saying the words, we say

te-te, te-te, te-te, ta

(four times).

As you can see in the video, we use different actions -

ta

is shown as a clap and

te-te

is shown

through your hands tapping your legs.

CLICK

HERE

FOR THE VIDEO

52

ACTIVITY 3 - COCA COLA Now, we’re going to learn a new rhyme.

Coca-Cola went to town Pepsi-Cola knocked him down Seven-Up picked him up Carried him to Dr. Pepper.

CLICK

HERE

FOR THE VIDEO

Spend plenty of time so the children get to know the words well. We can then ask the children to design their own actions to the game.

After

this,

write

the

words

on

the

board

and

ask

the

children

to

tap

the

pulse

as

they

say

the

rhyme. Which syllables does the beat fall on?

We’re looking to see if the children can work out and highlight the accented syllables.

Now we go to the hearts on the board and ask the children to tap this again as hearts.

To finish, we can try to put a

CLICK

HERE

te-te

sign where we tap twice and a

ta

sign where we tap once.

FOR PART 2 OF THE VIDEO

Can the children complete the hearts for whole rhyme?

This is the answer:

53

ACTIVITY 4 - BODY PERCUSSION RHYTHMS This activity starts with the video.

CLICK

HERE

FOR THE VIDEO

In this activity, we’re going to turn sentences into rhythms. This is a great way to compose music.

Once you’ve watched the video, it’s then time for you and your class to make up your own body percussion compositions.

54

LESSON TWELVE NOTES FOR TEACHERS

WELCOME TO LESSON TWELVE For primary class teachers, you may need to show evidence of your pupils' progress in this subject.

In what form and how this is recorded will differ from country to country.

Generally, we want our assessment to show progression and to inform our teaching throughout.

Filming the activities in the first week, perhaps somewhere in the middle and then in the final week should show improvement in application and understanding of all of the concepts and activities so far.

Here are some ideas of things you can do in this last lesson to provide evidence of improvement.

SUMMARY OF LESSON TWELVE Activity 1 - Hello Everyone

Video

Activity 2 - Copycat

Video Part 1

Video Part 2

Activity 3 – Ta and Te-Te (Call and Response) Activity 4 – You choose

55

ACTIVITY 1 - HELLO EVERYONE To get everyone warmed up, start with an activity that you’re all familiar with, such as Hello Everyone.

CLICK

HERE

FOR THE VIDEO

CLICK

HERE

FOR THE PULSE TRACK

To finish off, why not play Opposites (and be sure to make up your own phrases too).

CLICK

HERE

FOR THE VIDEO

ACTIVITY 2 - COPYCAT Tell children that you are going to have a game of copycat which you will film. It would be a good idea for all the children to take a turn leading, but you should judge this on your own pupils.

This

will

provide

evidence

as

to

whether

your

children

are

starting

to

fundamentally

understand rhythm, pulse, and tempo and also shows that they can perform rhythms and the pulse with accuracy.

Don’t feel like you need to ‘grade’ the children, and feedback should only be given if it is useful and encouraging. Hopefully, by this stage, the majority of your class will have established the basics. If you find there are some areas where the class are less certain, go back and provide opportunities to keep improving those skills. These 12 lessons may take 12 weeks, they make 24 weeks - please work at the pace your class are comfortable with. It is very important to embed the fundamentals well at this early stage.

LESSON FROM WEEK TEN Chant the rhyme:

1

2

3

4

Copy

Cat,

Copy

Cat,

Sitting

on the

door

mat

Remember, the numbers are the beats and are just for reference.

CLICK

HERE

FOR THE VIDEO

As you chant the rhyme, make a gross motor movement (e.g. large arm swing, stamping feet) to the pulse. Ask the children to copy you by echoing and mirroring. It would be a good idea to use lots of movements in the upper body - clapping, tapping shoulders etc.

Once you’ve done this a few times, try asking the children to walk around as they say it. What are all the different ways we can walk? How does this affect the voice? For example, we could use a loud voice with big steps.

CLICK

HERE

FOR VERSION 2 OF THE VIDEO

56

Ask children to copy your copycat actions as in the previous version of the game. Then, clap the rhythm (the words) instead of the pulse (1, 2, 3, 4- see video). Ask children what did you notice?

They might spot that you weren’t clapping the pulse. If not, show the pulse again. They may notice that your clapping matched the words, that you clapped more times or they may say something like it is faster. Some of the rhythms ARE faster than the pulse but this observation is problematic as the tempo (pulse) stays the same. Spotting more claps or that they match the words is what we should go with.

Finally, we can turn this into a game. If your clapping matches the words, the children should NOT copy you. So they should only be copying when you clap the pulse. You could turn this into a game where their team earns or loses points if they clap the rhythm back. Remember, also to add in lots of different speeds.

ACTIVITY 3 - TA AND TE-TE (CALL AND RESPONSE) This is a simple call and response exercise: tell the children you will give them 4 beat

te

ta and te-

rhythms. Their aim is to repeat back to you by saying and clapping your patterns.

To begin, say

ta

and

te-te

as you clap.

Gradually reduce this to a whisper, but ask the class to repeat back at full speaking volume. Then reduce again to just mouthing the

ta

and

te-te.

To finish, only clap the rhythm and see if the children can name what you are clapping.

ACTIVITY 4 - YOU CHOOSE! You have learnt so many new activities over the past eleven lessons. Ask the children what their favourites were and do some of them. You don’t need to film them doing all of these exercises.

57

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.

Company number: 636675 Charity number: SC049688 www.benedettifoundation.org 59