Going Places Level: Early Grades - Creative music

The Train (pulse, rhythm, tempo)

First say the poem and encourage the children to walk in time to the beat by copying you - they will need lot of practice doing this but it's good practice for keeping a steady pulse!

Next, demonstrate how to the make the rhythm of the word, tickerty-tack by slapping hands on thighs (easier than clapping). Then help the children to do the same – this is great for motor skills because it involves alternating hands!

Say the poem every day for a while, teaching it a line at a time if necessary. Practise starting slowly and very gradually speeding up, like the train gathering speed. Remember to say something like, 'We're making the tempo faster and faster,' so that the children learn the meaning of tempo from the context.

• Tickerty-tack, over the track
• Far away, puffing all day
• Tickerty-too, hurry up, do!
• People can't wait, mustn't be late
• __
• Tickerty-tack, nickerty-nack
• Speeding along, singing a song
• Tickerty-tackerty, pickerty-packerty
• Tickerty-tackerty, TOCK!

My Train Music (structure, rhythm, texture)

When they know the poem, the children can go in pairs or small groups to the music corner to make up their own train music, choosing untuned percussion instruments. At this stage I wouldn't expect all the children to be capable of using 'tickerty-tack' rhythms but that's not important - their music will mean something to them! If the children can work in pairs or groups they might create different textures by playing instruments on their own and also together. Giving a basic structure to the task can enhance creativity (rather than limit it, as you might expect) and you could ask the children to follow a simple story board:

• The whistle blows
• The train starts up
• The train goes very slowly up the hill
• The train comes quickly down the hill
• The train stops