Two-year plan for teaching music, for Key Stage 1 (Kindergarten and 1st Grade), covering when Music Playtime recommends teaching each topic and in which order. Among the these there are both essential and optional topics, so that you can construct your music curriculum to suit your students and your setting.

Two-Year Plan: Key Stage 1

<p>This topic is about our friends and focuses on name patterns, rhythms and pitches. Please read the ABOUT section before you begin and download the Elementary School sample lesson plans to see how easy it is to make your own plans using Music Playtime!</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Structure<span>:</span></strong> The way music is constructed.</li>                                                    <li><strong>Duration<span>:</span></strong> Long or short notes, RHYTHM.</li>                                                    <li><strong>Tempo<span>:</span></strong> Fast or slow speed of the PULSE, or BEAT</li>                                                    <li><strong>Timbre<span>:</span></strong> The individual quality of a sound.</li>                                                    <li><strong>Pitch<span>:</span></strong> High pitched and low pitched sounds.</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Tuned and untuned percussion instruments</li>                                                    <li>Name-clapping cards</li>                                                    <li>Chrome Music Lab</li>                                            </ul>                                                 

Two-year plan for teaching music, for Pre-K and Pre-K, covering when Music Playtime recommends teaching each topic and in which order. Among the these there are both essential and optional topics, so that you can construct your music curriculum to suit your students and your setting.

Two-Year Plan: Pre-K - Pre-K

<h3>Hello Everyone at Forton School! (pitch, structure)</h3><p>Meet the Key Stage 1 children of Forton School! Singing makes a good starting point because it's a core activity in music and a useful vehicle for teaching important skills such as tapping a pulse and clapping a rhythm. This was our very first song in the very first session and there were one or two things to sort out - keep watching because there's a huge transformation! Some of these children have potentially good voices, as you will hear once they understood what was needed.</p><p>My main priority was to establish how to sing with a good sound, using Mrs Crocosaurus's advice. The song is called <em>Hello Everyone</em> and I'm teaching it using <em>First Me, Then You</em>. Simply asking kindly for singing that is in tune and not too loud brings about a huge difference that I'm able to praise! Similarly, when we were tapping the pulse on knees, I asked the children to keep in time with me - and they did. Asking children to watch helps them to co-ordinate their movements with what they see, and to associate the movements with what they hear.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/387249846?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <ul class="simple lyrics">            <li>Hello everyone, how are you?</li>            <li>Hello everyone, how are you?</li>            <li>Hello everyone, how are you?</li>            <li>How are you today?</li>    </ul>                                                                <h3>Hello Everyone, with Actions (structure)</h3>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/387254318?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Doing More Actions</h4><p>The children can learn about the <em>structure</em> of the song by doing actions, or a dance, to it. Doing a different movement to each line of the song helps the children to understand the four-line structure, and also that each action may be done four times to go with the pulse and with the length of the phrase. The children need to be in pairs, in a circle, facing their partner. </p><ul><li>Hello everyone, how are you? - shake hands with your partner (4 shakes)</li><li>Hello everyone, how are you? - 4 pat-a-cakes with your partner</li><li>Hello everyone, how are you? - Shake hands with your partner</li><li>How are you today? - wave to your partner (4 movements)</li></ul><h4>Alternative Actions</h4><p>Divide the class into two halves (you don't need exactly equal numbers). Either outside or in the school hall, Group 1 stands at one end of the space, facing Group 2 at the other end. </p><ul><li>Group 1 sings - Hello everyone, how are you? - wave to Group 2</li><li>Group 2 sings - Hello everyone, how are you? - wave to Group 1</li><li>Everyone sings - <strong>Hel</strong>lo <strong>ev</strong>eryone, <strong>how</strong> are <strong>you</strong>? - clap in time </li><li>Everyone sings - How are you today? - bow to the other group</li></ul>                                                                <h3>Help a Friend Day (PSED link)</h3><p>You could have a day when every child is allocated a particular friend or family member to help for the day. Then you can sing this song to the same tune as Hello Everyone:</p>                                                                <ul class="simple lyrics">            <li>Hello everyone, how can I help?</li>            <li>Hello everyone, how can I help?</li>            <li>Hello everyone, how can I help?</li>            <li>How can I help today?</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/hannah-rodrigo-320734-unsplash.jpg" alt="Hannah Rodrigo 320734 Unsplash">    </div>                                                                <h3>Introducing Luchia, our singer!</h3><p>I'd like you to meet Luchia Law next, the singer on virtually all the solo audios. Here she is performing <em>Button Factory Joe</em> and, in case you are wondering how she can do all those actions at the same time, you may like to know that Luchia is also a dancer! Most of the songs lend themselves to mime, which you can see Luchia doing here. Mime is great fun, it helps with understanding the meaning and character of a song and the children can do it with, or without, singing the words.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/359980689?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Button Factory Joe Activity</h4><p>Children love to learn to say this, along with doing the actions - they could make a start by watching the video and copying the actions. You may need to bring to the children's attention that Luchia is saying the words and doing the actions in time with the <em>pulse</em> of the music, introducing the phrase, 'backing track', meaning pre-recorded accompaniment.</p>

Ourselves & Our Friends Level: Key Stage 1 - Introductory

<h3>Left, Left!</h3><p>A chant for remembering left and right, and for practising walking in time. This chant was taught to me by a childhood friend, Ann and we used to chant it while walking to school! The children could first practise copying you as you walk in time saying the words and it's a good rhythmic chant to do outdoors as a playground game or PE warm-up. As you will see from the video, it's a bit of a challenge for some children (and teachers!). Try it in the playground, first on the spot with your back to the children, and then walking in a line, keeping the children spaced out so that the can see your feet.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/394612508?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <ul class="simple lyrics">            <li>Left, left</li>            <li>I had a good job and I left</li>            <li>I left because I knew it was right</li>            <li>Left, right, left</li>    </ul>                                                                <h3>Today I'm going to Meet a Friend </h3><p>This is sung to the tune of Here We Go Round the Mulberry Bush. Even if the children are familiar with the tune, you'll to teach it using <em>First</em><em>me, Then You</em> as in the Hello Everyone Song that I demonstrated in the Introductory Activities section. It's important to listen to whether the children copy the pitch correctly - if they don't, just ask them to <em>really</em> listen and match their voice to yours and they will soon improve. Many children have never been asked to sing <em>in tune</em> and the concept may be new to them. </p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Today-Im-going-to-meet-a-friend.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>Today Iâ€™m going to meet a friend</li>            <li>Meet a friend, meet a friend</li>            <li>Today Iâ€™m going to meet a friend and</li>            <li>Weâ€™ll be friends together.</li>            <li>Today Iâ€™m going to play with my friend</li>            <li>Play with my friend, play with my friend</li>            <li>Today Iâ€™m going to play with my friend and</li>            <li>Weâ€™ll be friends forever.</li>    </ul>                                                                <h4>Extension - knee tapping</h4><p>This is a good song for tapping on knees in time to the pulse, which can be done either sitting on the floor or sitting on a chair. Tap on the strong beats, like this:</p><ul><li>To-<u class="highlight">DAY</u> I'm going to <u class="highlight">MEET</u> a friend</li><li><u class="highlight">MEET</u> a friend, <u class="highlight">MEET</u> a friend</li><li>To-<u class="highlight">DAY</u> I'm going to <u class="highlight">MEET</u> a friend</li><li>And <u class="highlight">WE'LL</u> be friends to-<u class="highlight">GETH</u>-er</li></ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/ashton-bingham-SAHBl2UpXco-unsplash.jpg" alt="Ashton Bingham Sahbl2 Up Xco Unsplash">    </div>                                                                <h3>Find a Friend!</h3><p>This song has the same tune as <em>This Old Man</em>. The words, <em>They'll be good to you</em> have next-door pitches, moving higher note by note (a scale) so they are a bit tricky to sing in tune. You'll probably need to teach this line slowly and ask the children to listen carefully to whether their voices are finding the right notes. </p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Find-a-Friend.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>Find a friend, say &#039;Hello!&#039;</li>            <li>Help to make your friendship grow</li>            <li>Be good to friends, and theyâ€™ll be good to you</li>            <li>Find new friends, keep old ones too!</li>    </ul>

Ourselves & Our Friends Level: Key Stage 1 - Songs & chants

<h3>General Behaviour Management in Music </h3><p>Music, obviously, is all about making sounds, not about keeping quiet, so things could get a bit too noisy if we don't establish some music-specific rules. I expect everyone to join in eventually but I try to be sensitive to the fact that not all children are confident with their voices - after all, they are still 'growing' them! Moving to music is also a relatively new skill for children. In terms of talking, we do need to talk about music. With a large group, I like discussion but I explain that's it's not polite to speak when anyone else is talking, and I ask for 'hands up'. In a small group, I mostly tell the children they are free to ask and answer questions without putting hands up - I prefer a conversational working atmosphere. </p><h4>Starting to Use Instruments</h4><p>It's possible that some of the children may not have used musical instruments before and they will be very excited when you first let them loose with them! You'll need to establish, in particular, a rule for when to stop playing and put the instrument down. My rule is very simple - when I put my hands in the air, the children put their instruments down and copy me.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/387250298?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Help With How to Play Instruments</h4><p>Children need help with how to play the instruments. If you experiment with the instruments before using them with the children, you'll be better placed to show them how to get the best sound. Then the children need to explore the instruments, to discover what they do. Here, one of the children had chosen to use the djembe drum and I'm explaining how to play it:</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/387250248?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>'Body' sounds and 'Found' sounds</h3><p>Voices and body sounds such as clapping hands and tapping on knees are the most natural ones and we can do lots of great work just with these, which can later be transferred to untuned and tuned instruments, or as a basis for starting to use technology .</p>                                                                <h3>Your Sing-Song voice</h3><p>You need to use your sing-song voices for the next activity Here's an explanation:</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/sing-song-voice.mp3" type="audio/mp3"></source></audio>                                                                <h3>Our Friends' Names (rhythm, pitch)</h3><p>Everyone sits in a circle. The teacher 'sing-songs' the name of each child, and all the children sing it back. Next go round the group again, singing each name and, straight after the children have sung it back, clap the rhythm made by its syllables. The children clap the rhythm back:</p><ul><li>Jon-a-than (clap clap clap)</li><li>Andrew (clap clap)</li><li>Tom (clap)</li></ul>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/jonathan_clapping.mp3" type="audio/mp3"></source></audio>                                                                <h4>Roll the Ball Names (rhythm, pulse)</h4><p>You need a big, soft ball for this game. Practise name-singing and clapping until the children understand and can join in successfully. Next, everyone sits in circle. Roll the ball towards any child; everyone sing-songs that child's name and then claps it. The child rolls the ball back to you and you roll it to the next child. Aim to keep going with a steady pulse (no waiting in between rolls of the ball and no rushing) until every child has had a turn. </p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/392673058?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>Chrome Music Lab Names</h3><p>Chrome Music Lab is such a great introduction to music technology that you'll want to use it again and again - oh and you might let the children have a go too! In small, supervised groups, the children could experiment with Chrome Music Lab to invent their own name 'signature tune'. They need to be able to say, rhythmically, <em>My name is Flo-rence</em> (or whatever it is) then input that many blocks - five in this example. To save each name tune, click the SAVE tick (bottom, right corner) and then click DOWNLOAD WAV. Here's my name tune, to the words, <em>My name is Sandy</em>:</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/my_chrome-name.mp3" type="audio/mp3"></source></audio>                                                                <h3>My Chrome Music</h3><p>Chrome Music Lab is so simple to use and, amazingly, it's free! The children can create longer pieces of music which you can save as mp3 sound files like the one below. They can also download graphic scores of their music for you can save. You can even produce a conventional music score if you download the midi file. It took literally a few minutes to create this music: </p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/chrome_music_lab.mp3" type="audio/mp3"></source></audio>                                                                <h4>This is the graphic score for my music</h4>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/chrome_song_maker.png" alt="Chrome Song Maker">    </div>                                                                <h4>Access Chrome Music Lab here: </h4><p><a href="https://musiclab.chromeexperiments.com/">https://musiclab.chromeexperiments.com/</a> then click on the first box.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/kristina-paparo-Gac3kt5AyKA-unsplash.jpg" alt="Kristina Paparo Gac3Kt5 Ay Ka Unsplash">    </div>

Ourselves & Our Friends Level: Key Stage 1 - Skills & games

<div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Screen-Shot-2019-06-27-at-18.09.25.png" alt="Screen Shot 2019 06 27 At 18 09 25">    </div>                                                                <h3>Friends' Name Clapping Cards (rhythm, pulse, structure)</h3><h4>Clap a Name (rhythm)</h4><p>Beforehand, print out the Name Clapping Cards. First, practise - the teacher sing-songs and claps any child's name, then holds up the corresponding card with the right number of shapes while the children copy the clapped rhythm. (eg Sa-cha has two shapes, Jay has one).</p><p>If you have printed out a set of cards for each child, the next game is for you to clap the rhythm and for children to hold up the card they think goes with it. An alternative, should you be in circumstances where it is safe to do so, is to put one card in each corner of the room - the children go from corner to corner as you tap each name pattern on a drum.</p><h4>Name music (pulse, structure, tempo)</h4><p>You need a big space for this activity, such as a school hall. With the children divided into small groups, put a set of Name Clapping Cards out for each group, in a line, in any order. The children make up body percussion (actions-with-a-sound) to go with the number of shapes (Jump once for one, stamp twice for two, and so on). Repeat the pattern with a steady flow of sound, then try it quicker, then try slower.</p>                                                                <h3>Instrument Name Cards (rhythm, timbre, structure)</h3><p>I like to have interesting instruments if possible, such as the World Rhythm Pack made by <a href="https://www.percussionplus.co.uk/">Percussion Plus</a>. You need an untuned percussion instrument for every child so, if you don't have enough, home-made ones are fine, such as claves (which are actually just pieces of wood to hit together!). First explore the instrument names with the children, identifying those that have the same rhythm eg drum and claves (one syllable), chime bar and wood block (two syllables), tam-bou-rine and tri-an-gle (three syllables).</p><p>Now the children, in their groups, use instruments instead of body percussion. Each child plays their instrument in the order in which you put the cards. You will need a way of keeping the playing steady; it will sound much better if you say the words and keep a steady pulse yourself, on a drum. This is possible example of what a group of four might play first:</p><ul><li>claves = 1 sound</li><li>chime bar = 2 sounds</li><li>tam-bou-rine = 3 sounds</li><li>fin-ger cym-bals = 4 sounds</li></ul>                                                                <p>Then you can mix up the order of the cards. The children might play this instead and you can ask them which order they preferred:</p><ul><li>chime bar = 2 sounds</li><li>tam-bou-rine = 3 sounds</li><li>fin-ger cym-bals = 4 sounds</li><li>claves = 1 sound</li></ul>                                                                <h3>Two Bits of Advice for Using Instruments!</h3><h4>Minimise Sound levels</h4><p>Establish sensible sound levels - a whole class of children playing instruments can reach a decibel level loud enough to cause hearing damage. Have groups of children working either at different times or as far apart as the room allows - distance mimimises the effect of noise levels so use the school hall, if possible, for group instrumental work within a whole class situation.</p><h4>Put It All Away</h4><p>Always allow time for the <em>children</em> to tidy up. This can be fun if you teach a little tidying-up song. In this video I see that not everyone is singing to begin with - it was the first time the children had used these instruments and they were more fascinated by them than by the song - but they are still listening and learning, which is clear from the many times we subsequently used the put-it-all-away song.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/387256516?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Time to Tidy Up!</h4><p>The children taught me the song they already knew about tidying up! The tune is catchy but actually it's quite a difficult one for children to pitch accurately so, if you choose this one, you'll need to spend a bit of time teaching it a line at a time using <em>First Me, Then You</em>. I made a recording (below the video) to help you to learn it.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/392672757?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/time_to_tidy_up.mp3" type="audio/mp3"></source></audio>

Ourselves & Our Friends Level: Key Stage 1 - Creative music

<h3>African Dance with Friends (rhythm &amp; pulse)</h3><p>Traditional African dances are led by drums and other percussion instruments. The dancers move in a big circle and the drums tell them what to do by changing from one pattern of sound to another.</p><h4>Listen and Dance to the Drumming </h4><p>The children could listen carefully first and put hands up when they hear a change in the drumming then dance freely, changing what they do if they hear the drumming change.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/African_drums.mp3" type="audio/mp3"></source></audio>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/girl_dancing.png" alt="Girl Dancing">    </div>                                                                <h4>Market Dance (rhythm, structure)</h4><p>This activity is easier if there are two teachers available, one to organise and demonstrate and the other to play the drum. First you need to teach the actions:</p><ul><li>walking in a big circle </li><li>roly-poly hands above heads. </li></ul><p>The Market Dance is danced in a big circle, accompanied by the teacher playing a drum. The best sort is the djembe drum (as in the picture), played with the hands but, if you don't have one, you can use any other sort of drum. Play the rhythm of the words as you say them in your head: </p><p><u class="highlight">I WENT to buy a BIG blue hat, I WENT to buy a BIG blue hat</u> â€¦ over and over again.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/I_went_to_buy.mp3" type="audio/mp3"></source></audio>                                                                <p>This rhythm means 'dance along in time'. The children dance, or walk, round in a big circle. Every so often, give a signal such as blowing a whistle (pre-agreed with the children) that they should stop because you are going to change to a different rhythm. Now play the rhythm of the words:</p><p><u class="highlight">Diddy DUM, diddy DUM, diddy DUM, diddy DUM</u> ... over and over again.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Diddy_dum.mp3" type="audio/mp3"></source></audio>                                                                <p>This rhythm means stand still and do roly-poly hands above your head. After a while, blow the whistle and start the first rhythm again, and so on.</p><p><u class="highlight">Extension: </u>You could introduce another instrument such as the tambourine, and a third action - maybe sway from side to side.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/paul-zoetemeijer-ekBOf6sJYYo-unsplash.jpg" alt="Paul Zoetemeijer Ek Bof6S Jyyo Unsplash">    </div>                                                                <h3>In Praise of Visiting Dance Companies</h3><p>I learned the Village Dance during a professional development weekend in an unforgettable session with an African dance company called Lanzel. I later had this company deliver a session at the school where I worked and it was brilliant. It's difficult to over-estimate the value of visiting specialists and I recommend that you organise events like this as often as your budget allows. </p>

Ourselves & Our Friends Level: Key Stage 1 - Listening, appraising & movement

<h3>A Poem for Mrs Crocosaurus</h3><p>... <a href="http://www.ifyoushouldmeetacrocodile.com/">and a fascinating account of the history of the poem</a> by the author, Christine F. Fletcher.</p>                                                                <ul class="simple lyrics">            <li>If you should meet a crocodile</li>            <li>Don&#039;t take a stick and poke him</li>            <li>Ignore the welcome in his smile</li>            <li>Be careful not to stroke him</li>            <li>For as he sleeps upon the Nile</li>            <li>He thinner gets and thinner</li>            <li>And whene&#039;er you meet a crocodile</li>            <li>He&#039;s ready for his dinner</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Mrs-Crocosaur.jpg" alt="Mrs Crocosaur">    </div>                                                                <h3>Our Five Senses (Science link)</h3><h4>Provide experiences for all five senses</h4><p><u class="highlight">Hearing</u>: Go on an outdoor listening walk and record some sounds. Play them when you get back and guess what they were.</p><p><u class="highlight">Taste:</u> Bring in culinary items for tasting (parental permission and advice about allergies essential) in the complete range of flavours e.g. :</p><ul><li>BITTER â€“ Kale, collards, mustard greens, parsley, endive, celery, arugula, grain beverage</li><li>SALTY â€“ Sea salt, tamari, miso, sea vegetables, sesame salt, umeboshi plum, pickles</li><li>SWEET â€“ Corn, cooked onions, squash, yams, cooked grains, cooked cabbage, carrots, parsnips, fruits</li><li>SOUR â€“ Lemon, lime, sauerkraut, umeboshi plum, fermented dishes, pickles</li><li>PUNGENT â€“ Ginger, garlic, raw onions, white radish, red radish, scallions, wasabi, spices</li></ul><p><u class="highlight">Touch:</u> Set out a Touch Table behind a screen. Children have to identify a range of items by touch alone, with eyes closed.</p><p><u class="highlight">Smell:</u> Set out a Smell table behind a screen. Children have to identify a range of items by smell alone, with eyes closed.</p><p><u class="highlight">Sight:</u> A supervised, group experiment showing how two eyes help you better judge where objects are.</p><h4>For the Sight activity, you need: </h4><ul><li>Five coins</li><li>Small paper cup or rinsed-out yogurt cup</li><li>A table where two children can sit</li></ul><h4>What to do</h4><p>Put a cup on the table in front of you, about 60cm away from your partner. Ask your partner to close one eye. Hold one of the coins in the air above the cup and move it around slowly.</p><p>Tell your partner that you'll drop the coin whenever he or she says, "Drop it!" The idea is for your partner â€” with one eye closed â€” to judge when the coin is over the cup so the coin will drop into the cup.</p><p>Give your partner two tries with one eye closed, then two tries with both eyes open. Which way worked best?</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/nathan-hanna-7Sr5D24JO8o-unsplash.jpg" alt="Nathan Hanna 7 Sr5 D24 Jo8O Unsplash">    </div>                                                                <p><u class="highlight">Book suggestion: My Five Senses by Aliki ISBN 006238192X Publisher Harper Collins</u></p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/My_Five_Senses_book.jpg" alt="My Five Senses Book">    </div>

Ourselves & Our Friends Level: Key Stage 1 - Cross-curricular activities

Sample lesson plans for the unit Ourselves for Key Stage 1, this is to give you some structure and guidance in case you wanted to create lesson plans for every unit.

Sample Lesson Plan - Elementary School - Ourselves

A sheet for recording student progression in each of the topics taught as part of the Music Playtime Music curriculum. It allows you to make record progress across topics of students joining in, singing, playing, rhythm and pulse, creating music, and listening and responding.

Student progression recording sheet

Examples of names that are made up of one syllable, for students to clap along to and recognise the beats.

1 syllable names - Examples

A visual representation of duration as a musical concept, designed to help students understand what is meant by 'duration' in music.

Duration poster

A visual representation of dynamics as a musical concept, designed to help students understand what is meant by 'dynamics' in music.

Dynamics poster

One explosion graphics meant to indicate two syllables, this is to help children recognise clap along to and recognise the beats created by syllables.

1 syllable names - How many beats poster

Examples of names that are made up of two syllables, for students to clap along to and recognise the beats.

2 syllable names - Examples

A visual representation of pitch as a musical concept, designed to help students understand what is meant by 'pitch' in music.

Pitch poster

Two explosion graphics meant to indicate two syllables, this is to help children recognise clap along to and recognise the beats created by syllables.

2 syllable names - How many beats poster

A visual representation of silence as a musical concept, designed to help students understand what is meant by 'silence' in music.

Silence poster

Examples of names that are made up of three syllables, for students to clap along to and recognise the beats.

3 syllable names - Examples

Three explosion graphics meant to indicate two syllables, this is to help children recognise clap along to and recognise the beats created by syllables.

3 syllable names - How many beats poster

A visual representation of tempo as a musical concept, designed to help students understand what is meant by 'tempo' in music.

Tempo poster

Examples of names that are made up of four syllables, for students to clap along to and recognise the beats.

4 syllable names - Examples

A visual representation of texture as a musical concept, designed to help students understand what is meant by 'texture' in music.

Texture poster

Four explosion graphics meant to indicate two syllables, this is to help children recognise clap along to and recognise the beats created by syllables.

4 syllable names - How many beats poster

A visual representation of timbre as a musical concept, designed to help students understand what is meant by 'timbre' in music.

Timbre poster

Ourselves & Our Friends Level: Key Stage 1

<p>This unit is about animals we love and includes expressing feelings and moods in music. Download your Record of Activities &amp; Progress chart here.</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Pitch<span>:</span></strong> High pitched and low pitched sounds.</li>                                                    <li><strong>Dynamics<span>:</span></strong> Louder or quieter sounds.</li>                                                    <li><strong>Tempo<span>:</span></strong> Fast or slow speed of the PULSE, or BEAT</li>                                                    <li><strong>Structure<span>:</span></strong> The way music is constructed.</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Plush beanie animal toys</li>                                                    <li>Book - Pete the Cat and His Four Groovy Buttons: HarperCollins ISBN 1579823106</li>                                                    <li>Four frisbees</li>                                            </ul>                                                    

<h3>Meet Maestro the Dog</h3>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Maestro_face.png" alt="Maestro Face">    </div>                                                                <p>Everyone loves Maestro and he's very good at sitting in the middle of the ring, or being passed round in music games. This is the first little song we sing about Maestro in the Early Grades activities. We meet Maestro again in the Elementary School Christmas Tree unit and in More Maestro Stories.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/387254250?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>Alice the Camel (pitch, structure, rhythm, pulse)</h3><p>Everyone loves this song! You could teach it in a <em>First me, then you</em> way or by playing the recording, and have the children join it initially with the words, <em>Five humps</em>, <em>four humps</em> and so on for each verse. When the children have heard the song a few times they will know it. Later, you can make them laugh by changing the ending to <em>Alice is a hippopotamus</em>, or what ever amuses you!</p>                                                                <ul class="simple lyrics">            <li>Alice the camel had ... five humps</li>            <li>Alice the camel had ... five humps</li>            <li>Alice the camel had ... five humps</li>            <li>So go, Alice, go!</li>    </ul>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Alice-the-Camel.mp3" type="audio/mp3"></source></audio>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Camel_simon-goetz-447883-unsplash.png" alt="Camel Simon Goetz 447883 Unsplash">    </div>                                                                <h3>More Alice fun</h3><ol><li>Everyone hold up five fingers for the words, <em>Five Humps</em>, then four for the next verse, and so on. </li><li>Have five children standing up for verse 1, then one sit down for verse 2, and so on.</li><li>Give out untuned percussion for the children to play on the words, <em>Five humps</em>, and so on for each verse.</li><li>The notes for <em>Five Humps, four Humps,</em> and so on, are G E. Choose a child to play G, E on chime bars every time the words are sung.</li></ol>

Pets & Other Animals Level: Key Stage 1 - Introductory

<ul class="simple lyrics">            <li>Five little ducks went swimming one day</li>            <li>Over the hills and far away</li>            <li>The mother duck said, Quack quack quack quack</li>            <li>And four little ducks came back</li>    </ul>                                                                <h3>Five Little Ducks</h3><p>A lovely counting song. It helps to keep a visual count of how many ducks for each verse, so that you don't get lost, by holding up a card with the right number of ducks each time. You can invent actions to go with this song too. I've just given the words of the first verse but the song is complete in the audio.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Five-Little-Ducks.mp3" type="audio/mp3"></source></audio>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/niklas-hamann-Vva_-Gfkd1w-unsplash.jpg" alt="Niklas Hamann Vva  Gfkd1W Unsplash">    </div>                                                                <h3>Pass the Animals (pulse)</h3><p>This game is also in the Early Grades Pets and Other Animals unit, but it's worth doing again at Elementary School because it's everybody's favorite, as you can see in the video. At Elementary School, I expect the children to learn to pass the animals in time with the pulse rather than just passing them on when they can 'bear' to part with them! You'll hear me explain this to the children and we start at a slow pace then build up the speed. Notice that the little girl sitting next to me is pretty good at passing in time right from the start. At the end, it all falls apart a bit but it's still good fun! </p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/392667430?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <ul class="simple lyrics">            <li>PASS the animals ROUND the ring</li>            <li>ROUND the ring, ROUND the ring</li>            <li>PASS the animals ROUND the ring</li>            <li>AND then STOP</li>            <li>Teacher, sing-song voice: WHO&#039;S got the FROGGY?</li>            <li>Child, sing-song voice: I&#039;VE got the FROGGY</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/plush_animals.jpg" alt="Plush Animals">    </div>

Pets & Other Animals Level: Key Stage 1 - Songs & chants

<h3>Singing in Tune</h3><p>Singing in tune is a skill that develops at different rates in different children. Here's my singing helper, Mrs Crocosaurus who is half crocodile and half dinosaur! When the children are all singing in a group, Mrs Crocosaurus provides a non-accusatory way of gently pointing out that not everyone is singing in tune. It goes without saying, I hope, that the days of teachers telling children they are 'non-singers' are well and truly over. Everyone who can speak can sing but it takes some children longer than others to find their singing voice and to control the pitch to match what they hear. </p><p>Incidentally, if you find it difficult to stay in tune, the simple explanation is probably that you don't sing very often! Singing these easy songs will help - honestly! Practise in the car on the way to work (but maybe not on the bus!) and after a few weeks you'll feel much more confident. A lovely way of getting over self-consciousness is to let the children know that you're all in this together and everyone is going to work on singing better in tune - they will love you even more for being honest!</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/387254273?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>Pete the Cat and His Four Groovy Buttons (PSED link)</h3><p>You will need to buy the book before starting these activities. Everyone watch the video first, which makes a good point about not crying over lost things and provides a starting point for rhythm-based activities. The 'rap' parts of the video demonstrate to you how to read those parts aloud.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://www.youtube.com/embed/Bycnus9U8LA" frameborder="0" allowfullscreen=""></iframe>            </div></div>                                                                <p>Before you read the story again (once isn't enough!), every child needs to paint two paper plates to look like big buttons! Have four children to show one of their buttons and, as the buttons pop off and roll away, one child at a time puts their button down until there are no buttons left.. </p>                                                                <h3>Make a Rap (rhythm, pulse)</h3><p>The children could, individually, take turns at being a rap star, making the chant into a rap by saying these words rhythmically, in time with the backing track below. It's quite fast!</p>                                                                <ul class="simple lyrics">            <li>My buttons, my buttons, my four groovy buttons</li>            <li>My buttons, my buttons, my three groovy buttons</li>            <li>My buttons, my buttons, my two groovy buttons</li>            <li>My buttons, my buttons, my one groovy button</li>            <li>No buttons, not buttons ... NO groovy buttons</li>    </ul>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/music_zapsplat_good_times.mp3" type="audio/mp3"></source></audio>                                                                <p>If you record these you will have an individual record of achievement for each child and you can select one of them for use in the next activity.</p>                                                                <h4>Paper Plate Percussion (rhythm, pulse)</h4><p>Using one of the raps you recorded, everyone could practise patting their paper plate buttons together in time with the pulse. Pat the plates on the strong beats, like this:</p><p>My <strong>BUTTONS</strong>, my <strong>BUTTONS</strong>, my <strong>FOUR</strong> groovy <strong>BUTTONS</strong> </p><p>Beat means the same as pulse - the word, 'beat' is used more often in relation to popular music whereas 'pulse' is usually used for classical music.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Pete_the_cat.jpg" alt="Pete The Cat">    </div>                                                                <p>You can buy a Pete the Cat puppet too!</p>

Pets & Other Animals Level: Key Stage 1 - Skills & games

<h3>Our Dog, Fen (timbre, texture, silence)</h3><p>Fen was my Border Collie and I wrote this poem about him for children to make music to. The music is intended to focus on expressiveness rather than on rhythm or pulse and the activity is easily adaptable to groups or whole classes, to everyone speaking, just individuals speaking, or just the teacher speaking. The <em>process</em> of activities like this is invaluable and the end result is satisfying. Here's Fen!</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Fen.jpg" alt="Fen">    </div>                                                                <p>I'm going to show you a series of videos of the work we did using this poem with a small group. It works just as well with a whole class - you just have more children in each group. In the first video, I'm giving the children the chance to make a whole range of voice sounds at the start of the lesson, to plant the seed of the idea of being expressive according to word meanings. </p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/387254398?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <ul class="simple lyrics">            <li>When our dog Fen was just a pup</li>            <li>He used to fetch a ball</li>            <li>He bounced on chairs</li>            <li>He ran upstairs</li>            <li>He jumped over the wall</li>            <li>But now he&#039;s old he&#039;s good as gold</li>            <li>He sleeps the hours away</li>            <li>I wish that he was young again</li>            <li>And he&#039;d come out to play</li>            <li>__</li>            <li>Â©Music-Playtime: Arts Enterprise Limited</li>    </ul>                                                                <h4>The Poem (PSED links, being expressive)</h4>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/387255702?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <p>When I showed the photograph of Fen, this led to some discussion of the fact that, in the natural scheme of things, our pets die before we do. Then we practised saying the words <em>expressively</em>. In the future, I'll be able to use the word, 'expressively' and the children will have experienced its meaning. I also did a bit of training in how to behave if you want to play an instrument! </p>                                                                <h4>Choosing instruments (timbre)</h4>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/387255997?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <p>Next, I asked the children to choose an instrument that would make a good sound for the line of the poem they were going to say. I love the way they considered this instead of just picking one out - notice that Edward says of the instrument he'd picked up, 'I don't think that's quite the right sound'. We had already had a lesson in which I used the word, <em>timbre</em> (the distinctive sound an instrument makes) in relation to this box of instruments but I missed out on the chance to use it here!</p>                                                                <h4>A Performance With Instruments (texture)</h4>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/387255578?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <p>Do you remember that I praised the children for silence at the start of the lessons? Here I'm applying it to our performance. I think the children did well to keep their instruments quiet until it was time to play, and to stop playing at the end (although we did have a bit of speaking). This was their first attempt at work of this sort so I was very pleased. </p>                                                                <h4>Final Performance - Instruments Only! (structure)</h4>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/387256552?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <p>Here, the instruments are played without any speaking, so the children need to understand the structure of the music they are making. Again this was a first attempt! If you record the music and let the children listen to it, they can self-assess, make suggestions as to improvements and have another go. This is a good opportunity to use the words <em>timbre</em>, <em>structure</em> and <em>texture</em>.</p>

Pets & Other Animals Level: Key Stage 1 - Creative music

<h3>Donkey Trot (pulse, tempo)</h3><p>Who would love a donkey as a pet? (I would!) Everyone listen to this music. It's called <em>Donkey Trot</em>, composed by Dulcie Holland and it's played on the piano. Listen again, sitting on the floor and ask the children to copy you as you tap your knees in time. They will copy better if you make big movements and then you can tell them, <em>We were tapping the pulse, in time with the music!</em></p><p>Next the children trot along with the music in a circle, keeping the same distance apart, at a trotting speed (tempo) not galloping! This is a chance for you to use the word, <em>tempo</em> with the children. By the way, have you noticed that when children walk together in a circle they always go anti-clockwise? Moving their feet <em>in time</em> with music is difficult for young children so don't be surprised if they can't do this yet but praise anyone who does and let them demonstrate.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Donkey-Trot2-by-Dulcie-Holland.mp3" type="audio/mp3"></source></audio>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/donkey_dmitriy-serafin-610337-unsplash.png" alt="Donkey Dmitriy Serafin 610337 Unsplash">    </div>                                                                <h3>Animal sounds (timbre)</h3><p>Who can guess which animals are making these sounds? To make the game more fun, pin up six big pictures of the animals around the room - five correct ones (cat purring, dog, pig, cow, birds) and one <em>red herring</em> sheep. The children run to the correct picture when they match the sound, then later say which was the red herring, the one whose sound they didn't hear, and make sheep noises. Remember to say that we can tell the animal noises apart because of their different <em>timbre</em>.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/bill-fairs-834354-unsplash.jpg" alt="Bill Fairs 834354 Unsplash">    </div>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/audio_hero_BIRDS_2mp3.mp3" type="audio/mp3"></source></audio>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/audio_hero_Cat2.mp3" type="audio/mp3"></source></audio>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/audio_hero_Cow2mp3.mp3" type="audio/mp3"></source></audio>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/DOG-BARKING-3-ANIMAL-DIGIFFECTS-Dogs.mp3" type="audio/mp3"></source></audio>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/2audio_hero_Pig_DIGIC08_37_385.mp3" type="audio/mp3"></source></audio>

Pets & Other Animals Level: Key Stage 1 - Listening, appraising & movement

<div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/denisse-leon-544612-unsplash.png" alt="Denisse Leon 544612 Unsplash">    </div>                                                                <h3>Popular Pets </h3><h4>Pet Graphs (mathematics, art)</h4><p>Everyone draw and color a picture, on a small piece of paper, of the pet you would most like to own. (Could use ready drawn pictures for children to color in.) Cut out, then make a collage-style graph showing which is the most popular pet.</p><h4>Caring for Cats (PSED)</h4><p>Here are lots of <a href="https://education.cats.org.uk/teachers/">Cats Protection League resource packs and lesson plans</a> for teachers.</p><h4>Class Pet Poem (literacy)</h4><p>Help the children to make up a class poem that they can say in a rhythmical, sing-song way. Start with this outline and fill in the missing words:</p>                                                                <ul class="simple lyrics">            <li>I asked if I could have a pet</li>            <li>And this is what they said</li>            <li>You can have a â€¦  or a ...  or a ...  or a ...</li>            <li>A ...  or a ...  or a ...  or a ...</li>            <li>I&#039;ll have all of those, I said!</li>    </ul>                                                                <p>You could make it rhyme, or not, eg: You can have a dog or a frog, or a cat or a bat. </p><p><a href="https://www.poetry4kids.com/lessons/how-to-write-a-funny-list-poem/">Lots more ideas here</a>!</p>                                                                <h4>My Animal Song (poetry &amp; music)</h4><p>The children could make up their own word,s. This is Holly's Hippo song, made up and sung at the piano.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Hippo_song.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>Consider the poor hippopotamus</li>            <li>His life is unduly monotonous</li>            <li>He lives half asleep</li>            <li>At the edge of the deep</li>            <li>And his face is as big as his bottom is!</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Screen-Shot-2020-05-28-at-17.32.49.png" alt="Screen Shot 2020 05 28 At 17 32 49">    </div>

Pets & Other Animals Level: Key Stage 1 - Cross-curricular activities

Pets & Other Animals Level: Key Stage 1

<p>This unit is about dinosaurs and other extinct animals, focusing on high and low pitch, clapping rhythms and keeping a steady pulse.</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Duration<span>:</span></strong> Long or short notes, RHYTHM.</li>                                                    <li><strong>Tempo<span>:</span></strong> Fast or slow speed of the PULSE, or BEAT</li>                                                    <li><strong>Pitch<span>:</span></strong> High pitched and low pitched sounds.</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Book: Goldilocks and the Three Dinosaurs â€“ Mo Willems ISBN: 9780062104182 Publisher: Harper Collins</li>                                                    <li>Tuned and untuned percussion instruments</li>                                            </ul>

<h3>High and Low Pitch</h3><p>After I'd used the word, <em>pitch</em> with the children several times, I was thrilled to hear India use the term spontaneously to comment on the tune of a song we were singing. Introducing the right vocabulary in context really does promote understanding. I took the opportunity to explore with the children the physical properties of pitch in relation to the xylophone, and left it out so that they could experiment individually after the lesson.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/391993722?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <p>Which dinosaur would make the lowest pitch sound and which would make the highest pitch sound? Bigger things and longer things generally make the lowest sounds and the children can test this out in different contexts, for example using the piano strings or even different sized saucepans that are made of the same material. Boomwhackers are good fun too - they are tuned to specific pitches, just like chime bars.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/boomwhackers.jpg" alt="Boomwhackers">    </div>                                                                <p>In my set, the short red one is higher C and the long red one is lower C. It can be a bit confusing at first because the tallest boomwhacker makes the lowest sound and, at first, children can confuse 'tall' (height) with 'high' (pitch)!</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/my_boomwhackers.png" alt="My Boomwhackers">    </div>                                                                <p>Here's an activity that any teacher could do, using a set of chime bars or a big xylophone. It helps the children to understand <em>high and low pitch</em>. Children need plenty of reinforcement about the meaning of high and low pitch as opposed to high and low volume (dynamics) so it's best to be consistent when you use the words <em>loud and quiet</em> for <em>dynamics</em> and <em>high and low</em> for <em>pitch</em>.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/382923040?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>

Dinosaurs Level: Key Stage 1 - Introductory

<h3>The Microceratus Song</h3><p>This song used ascending, then descending pitch. This dinosaur is sometimes called the microceratops. It helps if the teacher uses hand movements to show where the pitch goes up and where it goes down, with the children copying. You could play it on chime bars or a xylophone to accompany the singing, starting on C. Aim to use the correct terms for these instruments:</p><ul><li>A xylophone has bars made of wood</li><li>Chime bars, metallophones and glockenspiels have metal bars</li></ul>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Microceratus.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>A microceratus climbed a tree</li>            <li>He wanted to be as high as can be</li>            <li>__</li>            <li>The microceratus slid back down</li>            <li>He wanted to be back on the ground</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Amitie_xylo.png" alt="Amitie Xylo">    </div>                                                                <h3>Wish I Had a Dinosaur</h3><p>This is one of our favorite songs! </p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Wish-I-had-a-dinosaur.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>Wish I had a dinosaur</li>            <li>Wish I had a dinosaur</li>            <li>Wish I had a dinosaur</li>            <li>To play with every day</li>            <li>__</li>            <li>I don&#039;t want a monkey, a mouse or a frog</li>            <li>I don&#039;t want a donkey, a cat or a dog</li>            <li>__</li>            <li>Wish I had a dinosaur</li>            <li>Wish I had a dinosaur</li>            <li>Wish I had a dinosaur</li>            <li>To play with every day</li>            <li>__</li>            <li>Dinosaur Songs Â©Music-Playtime: Arts Enterprise Limited</li>    </ul>

Dinosaurs Level: Key Stage 1 - Songs & chants

<h3>Extinction Rap (rhythm, pulse)</h3><p>These rap with body percussion activities are just as easy to do with individual children, with groups or with the whole class. First the children need to practise saying the names of these extinct animals, keeping a steady pulse:</p>                                                                <ul class="simple lyrics">            <li>Auk</li>            <li>Do-do</li>            <li>Din-o-saur</li>            <li>Woo-lly mamm-oth</li>    </ul>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/auk.mp3" type="audio/mp3"></source></audio>                                                                <p>Next play the backing track below for the children to practise say the words in time to it, making a <em>rap,</em> either in groups or individually. The backing track is the right length for saying the four animal names lots of times and you'll know when you get near the end because there's an extra drum added to the mix. The children will need to practise several times and then you can record their rap and play it back to them. Either you or the children can invent body percussion or practise walking in time on the spot. </p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/rap2.mp3" type="audio/mp3"></source></audio>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Wooly_Mammoth_FlyingPuffin_WikiCommons-e1503422024109.jpg" alt="Wooly Mammoth Flying Puffin Wiki Commons E1503422024109">    </div>

Dinosaurs Level: Key Stage 1 - Skills & games

<div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Lindsays_dinosaur.jpg" alt="Lindsays Dinosaur">    </div>                                                                <h3>The Dinosaurs Escape! (timbre, dynamics)</h3><p>First, tell this story about dinosaurs escaping from a zoo: </p><p>The dinosaurs were very sad that they lived in a zoo. One day the littlest dinosaur had an idea - they would escape! The big dinosaurs roared with laughter at this idea at first, but then they started whispering about how to make their escape. When the day came, the big dinosaurs and the flying dinosaurs let the little ones ride on their backs as they pushed down the walls of their enclosure. The zoo-keepers were angry! The last time we saw the dinosaurs they were happily flying into the sky or running away free! </p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/392673645?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <p>When you do this with a whole class, pairs or small groups of children could first go to the music corner, with an adult helper, to choose instruments for their part of the story eg the angry zoo-keeper. The children then accompany the story with instruments as the teacher tells it again. If you are doing this with just a group, there is enough time for choosing instruments and experimenting with playing them to fit the story.</p><h4>Extension Activity (structure, texture)</h4><p>In small, supervised groups or pairs the children make the sequence of sounds that go with each part of the story, but without the words being said. They really have to think about how the story and the music are structured. I've taken the opportunity here to mention the element of music term, <em>texture</em> in relation to our music.</p><p>Alternatively, the children could make up their own story to set to music.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/392673974?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>

Dinosaurs Level: Key Stage 1 - Creative music

<h3>The Dinosaurs Escape Again! (tempo, pitch, timbre)</h3><p>First the teacher explains that the music is about dinosaurs escaping from their zoo and the children listen quietly.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Dinosaurs_escape_ShadowTag.mp3" type="audio/mp3"></source></audio>                                                                <h4>Things to talk about after listening</h4><p>The questions are followed by suggested answers, but do accept all answers as valid:</p><p>Q - Does this music sound as if the dinosaurs are running away? Why do you think that? </p><ul><li>Low pitch notes could be the big dinosaurs.</li><li>The tempo (speed) is quite quick. </li><li>The tune sometimes sounds like 'running'.</li><li>Short, jumpy notes (staccato notes) make it sound lively. </li></ul><p>Q â€“ Was the music the same all through or did it change? </p><ul><li>It changed - can the children describe in what way?</li></ul><p>Q - Did you hear drums in the middle part and near the end? (Listen again and 'hands up' when you hear them)</p><p>Q - Do you think there was any danger for the dinosaurs or for the people? Which part of the music sounds scary? Raise hands when you think it's scary!</p><p>Q - Do you think they made their escape? </p><ul><li>The high pitch notes at the end sound hopeful!</li></ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/miguel-andrade-Q33VONoOfSU-unsplash.png" alt="Miguel Andrade Q33 Vono Of Su Unsplash">    </div>

Dinosaurs Level: Key Stage 1 - Listening, appraising & movement

<h3>Let's Do Dinosaurs!</h3><h4>Dinosaur Models (art &amp; craft)</h4><p>Use cardboard boxes and tubes then paint your monster green.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Lindsays_dinosaur.jpg" alt="Lindsays Dinosaur">    </div>                                                                <h4>Fun Dinosaurs Facts (science)</h4>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/382924026?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Story Book (literacy)</h4><p>Goldilocks and the Three Dinosaurs â€“ Mo Willems ISBN: 9780062104182 Publisher: Harper Collins</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/x400.jpg" alt="X400">    </div>

Dinosaurs Level: Key Stage 1 - Cross-curricular activities

Dinosaurs Level: Key Stage 1

<p>This unit celebrates different types of families and especially includes grandparents.</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Timbre<span>:</span></strong> The individual quality of a sound.</li>                                                    <li><strong>Pitch<span>:</span></strong> High pitched and low pitched sounds.</li>                                                    <li><strong>Dynamics<span>:</span></strong> Louder or quieter sounds.</li>                                                    <li><strong>Duration<span>:</span></strong> Long or short notes, RHYTHM.</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>All about Families by Felicity Brooks &amp; Mar Ferrero Usborne ISBN 147494907X</li>                                            </ul>

<h3>Who's in Your Family?</h3><p>The point of the song is that we have all sorts of different families and that pets may be included too. I like children to use their solo sing-song voice without feeling unselfconscious so I never correct the pitch of the singing in this context. This was the first attempt, as you might have guessed! </p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/387255522?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>My Granny Gave Me (rhythm, pulse, literacy link)</h3><p>This is an alphabet game that can be played on successive days, choosing new letters each day. This game works well as an activity for a groups of three to five children but you could also do it in a big circle with the whole class if the children take turns. The children in the group take turns to say, 'My granny gave me a ....' so, before the game can start, ask for ideas about what granny 'gave me' and make sure every child has their phrase ready. Straight after the word such as Anteater, everyone in the group claps its rhythm then the next child continues with their words, without a pause. You may like to start with only three things that granny gave me, and then build up to four or five. The words needs to be rhythmical so tap the pulse on knees or use a drum to keep the pulse. After all the children in the group have said what granny gave them, they all say, 'And that's all!' </p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/my_granny_gave_me.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>Child 1 - My granny gave me an Anteater (clap clap clap)</li>            <li>Child 2 - My granny gave me a Bear  (clap)</li>            <li>Child 3 - My granny gave me a Cam-el  (clap clap)</li>            <li>Child 4 - My granny gave me a Duck  (clap)</li>            <li>Child 5 - My granny gave me an El-e-phant  (clap clap clap)</li>            <li>Child 1 - My Granny gave me an Anteater (clap clap clap),  Child 2 - bear (clap),  Child 3 - Cam-el  (clap clap),  Child 4 - Duck  (clap),  Child 5 - El-e-phant  (clap clap clap)</li>            <li>Everyone - And that&#039;s all!</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/looking_at_me.png" alt="Looking At Me">    </div>

Families Level: Key Stage 1 - Introductory

<h3>Ye Canna Shove Your Granny Off a Bus!</h3><p>I soon remembered this song with Amitie's help! This video demonstrates one of the reasons why I tend not to use accompaniments for singing - the spontaneity here is delightful and the moment could not have waited while we found an accompaniment!</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/391993567?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>Grandma's Action Chant</h3><p>It's best to teach chants by rote, but some children may enjoy reading the words at first. There are actions for each line.</p>                                                                <ul class="simple lyrics">            <li>These are grandmaâ€™s glasses (make circles around eyes with fingers)</li>            <li>This is grandmaâ€™s hat (use both hands to make a hat shape on head)</li>            <li>This is the way she folds her hands (put one hand over the other)</li>            <li>And puts them on her lap (put hands in lap)</li>            <li>These are grandadâ€™s glasses (make circles around eyes with fingers)</li>            <li>This is Grandadâ€™s hat (use both hands to make a hat shape on head)</li>            <li>This is the way he folds his arms (fold arms)</li>            <li>And THAT IS THAT!</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/humphrey-muleba-u4jY1xPIObs-unsplash.png" alt="Humphrey Muleba U4J Y1X Piobs Unsplash">    </div>                                                                <h3>Happy Families</h3><p>Which families do the children belong to? Being a member of any group is like being a member of a family and often makes us feel happy. Examples: your class at school, swimming class, choir, dance class, soccer team. Here's a song about being happy - the lyrics are so easy to pick up that they don't really need to be written out!</p><h3>If You're Happy and You Know It</h3>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_If-Youre-Happy-and-you-know-it.mp3" type="audio/mp3"></source></audio>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/robert-collins-tvc5imO5pXk-unsplash.jpg" alt="Robert Collins Tvc5Im O5P Xk Unsplash">    </div>                                                                <h3>Apusskidusski</h3><p>In the <a href="https://pango.education/lesson/184918/Seaside & Under the Sea Level: Key Stage 1 - Songs & chants">Seaside and Under the Sea</a> unit there's a traditional Swedish song called <em>I Medelhavet,</em> with an approximate translation of the original words (which happen to begin with a line about sardines!) plus an additional verse that I made up. It's a song that would be ideal for a mother or father to sing to their child, so I've included it here too.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Apusskidusky.mp3" type="audio/mp3"></source></audio>

Families Level: Key Stage 1 - Songs & chants

<div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/401656350?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>Dad's Dance (structure, pulse)</h3><p>My dad loved to dance and he would definitely have been up for joining in with this! You'll need to practise it first and you can, of course, make up your own actions as long as you keep the same action for the same part of the song. It works either walking in time on the spot or sitting down (which is easier for co-ordination). Best to have the children facing you in a line so that they can mirror your movements. The music is called Wishi Ta Tuja and it's a Native American water song. This recording is by <a href="https://www.bennokemusician.com/">Ben Noke</a>, my stepson, who is a professional musician, and Luchia's dance demo was filmed by her daddy! </p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Wish_Ben.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>Here&#039;s a plan of the movements</li>            <li>__</li>            <li>Intro - Tap legs</li>            <li>Wishi ta tuja tuja tuja - Wave arms</li>            <li>Washa de naja heya heya - Roll arms</li>            <li>Boom boom boom boom Cha cha cha cha - Clap clap clap, then &#039;Chatty&#039; fingers</li>            <li>__</li>            <li>Wishi ta tuja tuja tuja - Wave arms</li>            <li>Washa de naja heya heya - Roll arms</li>            <li>Boom boom boom boom Cha cha cha cha - Clap clap clap, then &#039;Chatty&#039; fingers</li>            <li>__</li>            <li>Intro - Tap legs</li>            <li>Wishi ta tuja tuja tuja - Wave arms</li>            <li>Washa de naja heya heya - Roll arms</li>            <li>Boom boom boom boom Cha cha cha cha - Clap clap clap, then &#039;Chatty&#039; fingers</li>            <li>__</li>            <li>Wishi ta tuja tuja tuja - Wave arms</li>            <li>Washa de naja heya heya - Roll arms</li>            <li>Boom boom boom boom Cha cha cha cha - Clap clap clap, then &#039;Chatty&#039; fingers</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/dad.png" alt="Dad">    </div>                                                                <h3>Talking About Music (timbre)</h3>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/387249759?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <p>Talking about music is a skill that children need to develop as they learn more about sound and how it is made. In these two videos, we are talking in a small group and I've invited the children to speak freely without raising hands. First, we are talking about the sounds that instruments make prior to exploring a new box of interesting instruments for the first time. </p><p>In the second video, the children then chose an instrument each and we compared and contrasted the sounds in terms of <em>timbre,</em> its essential, distinguishing sound, choosing describing words and later suggesting similarities and differences. </p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/387250265?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>Granny's footsteps (timbre, tempo) </h3><p>'Granny' has several different sounding instruments that she uses for keeping fit! The children decide in advance what movement goes with which sound. Remember that grannies are really not all that old so try a drum for walking, shakers for jogging, little bells for swimming (arm movements). </p><p>The teacher is Granny, who plays an instrument, sometimes stopping and starting again. The children move towards her in the agreed way for that instrument, while it is playing. They stop when it stops, and start when it starts again. You can vary how fast you play the instrument and the children have to match the speed.</p><p>When all the children are standing on Granny's side of the room, the teacher chooses a different instrument, walks to the other side of the room and the game starts again. When the children know how to play the game, you can swap from one instrument to another, and the children can take turns at being Granny.</p><p>If you have limited space, the children can do the actions on the spot.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/ashwin-vaswani-1CoyeOsvqG4-unsplash.jpg" alt="Ashwin Vaswani 1 Coye Osvq G4 Unsplash">    </div>

Families Level: Key Stage 1 - Skills & games

<h3>Mary Jones (dynamics, tempo, pitch, structure, texture)</h3><p>I especially like the way in which the poem shows that children that old people were once young and vigorous, and have a wealth of experiences to share! First of all, teach the children the poem. We may be talking about someone the age of the children's great gran, since Mary is supposed to be really old! This is another chance, after doing a similar activity in the <em>Animals</em> unit, to make music up that reflects moods and movements. The spiral nature of the music curriculum suggests that it's good practice to build on previous musical experiences to enhance creativity, improve skills and further understanding. </p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/alex-harvey-y0I85D5QKvs-unsplash.jpg" alt="Alex Harvey Y0 I85 D5 Qkvs Unsplash">    </div>                                                                <ul class="simple lyrics">            <li>Mary Jones is old now         -        group 1    (untuned percussion)</li>            <li>She&#039;s sleeping in her chair</li>            <li>__</li>            <li>But when she was a young girl         -        group 2   (untuned percussion)</li>            <li>She rushed round everywhere</li>            <li>__</li>            <li>Mary was a dancer         -        group 3    (untuned percussion)</li>            <li>The star of every show</li>            <li>__</li>            <li>She climbed the highest mountains         -        group 4   (tuned percussion going low to high pitch)</li>            <li>__</li>            <li>Went skiing in the snow         -        group 5   (tuned percussion going high to low in pitch)</li>            <li>__</li>            <li>Mary Jones is old now         -        group 6   (untuned percussion)</li>            <li>She&#039;s wiser than you know</li>            <li>__</li>            <li>Â©Music-Playtime: Arts Enterprise Limited</li>    </ul>                                                                <p>Divide the class into six small groups then allocate each group a line (or two) of the poem, as shown. Each group has supervised music corner time to choose from a selection of instruments to represent their part of the poem to create the right mood.</p><p>Some instruments could be played on their own (thin texture) and some played at the same time (thicker texture).</p><p>Do a class performance of the poem, saying each line (or two) then playing the instruments that represent it. Record the performance and let the children appraise using <em>Two Stars and a Wish</em> (what were two good things and what could be improved?). Finally, have another go, incorporating the improvements.</p>                                                                <h3>Put it All Away!</h3><p>Just a reminder that it's the children's responsibility to put the instruments away. Here's a fun way to do it!</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/392668335?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>

Families Level: Key Stage 1 - Creative music

<h3>A Family of Geese</h3><p>Geese have families too! Here's a piece for the children to march in time to, either on the spot or round the hall. It's called March of the Geese by the composer Kaneda, played on the piano.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/March-of-the-Geese.mp3" type="audio/mp3"></source></audio>                                                                    <div class="img img_lrg">        <img class="lazy_img" src="/internal/----/_lrg/Geese.png" alt="Geese">    </div>                                                                <h3>Dance All Around the Room</h3><p>Who likes dancing in your family? Here's an action song that I made up with Luchia's help. The children do tiptoe movements for the words 'Dance all around the room' and then the other actions, as in the words. If you don't want to have the children dashing around the hall, they could each dance in their own individual hula-hoop. You could either play the track or sing the words and I hope you are going to demonstrate all the actions!</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Dance-all-around-the-room.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>Dance all around the room</li>            <li>Turn around, turn around</li>            <li>Wave your hands up in the air</li>            <li>Then touch the ground</li>            <li>__</li>            <li>Dance all around the room</li>            <li>Turn around, turn around</li>            <li>Clap your hands, touch your head</li>            <li>Then touch the ground</li>            <li>__</li>            <li>Dance all around the room</li>            <li>Turn around, turn around</li>            <li>Then do a jumping jack</li>            <li>Then touch the ground</li>            <li>__</li>            <li>Â©Music-Playtime: Arts Enterprise Limited</li>    </ul>                                                                <h4>Dance or March? (pulse)</h4><p>If you can walk easily in time to music it's probably a march but if it seems you would need three legs to walk in time it's probably a 3 time dance, like a waltz. (Of course there are also plenty of dances in 4 time, like the tango, where the steps go in fours).</p><p><strong>March</strong> - First you put the children into pairs and they take it in turns to make a sound, regularly like clockwork:</p><p>clap - stamp - clap - stamp - clap - stamp.</p><p><strong>Dance</strong> - Put the children into threes and now they make a different sound each, regularly like clockwork. Make sure there is no gap in the sound after woo by varying which word the children begin with (sometimes start with stamp or woo instead).</p><p>clap - stamp - woo - clap - stamp - woo - clap - stamp - woo</p>                                                                <h3>George Meets the Orchestra! (timbre)</h3><p>The Orchestra is one big musical community made up of smaller families of instruments. Many children of this age will never have seen an orchestra or heard the instruments play separately but this video demonstrates and explains in an immediately engaging way. And you'll LOVE George!</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://www.youtube.com/embed/M0Jc4sP0BEE" frameborder="0" allowfullscreen=""></iframe>            </div></div>

Families Level: Key Stage 1 - Listening, appraising & movement

<h3>Which Families? (maths link)</h3><p>Which families do the children belong to? Venn Diagrams are a simple way of showing who is a member of which family group, for instance:</p><ul><li>children</li><li>children with long hair</li><li>children with long hair, wearing red today</li></ul><p>Represent this in music too using body sounds! In a circle: </p><ul><li>all children - walk on the spot </li><li>children with long hair - walk and also clap their hands </li><li>children with long hair, wearing red â€“ walk, clap and say the words, <em>wearing red, wearing red</em>. </li></ul><p>(If the school has a uniform you'll obviously need to change 'wearing red' to something different.) </p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/venn_ella.png" alt="Venn Ella">    </div>                                                                <h3>Clocks Families (language and literacy link)</h3><p>Everyone say this poem rhythmically, getting louder and louder:</p>                                                                <ul class="simple lyrics">            <li>Little clocks have quiet ticks</li>            <li>The clock on the wall is louder</li>            <li>Grandfather clock has a loud tick tock</li>            <li>He&#039;s bigger and he&#039;s prouder</li>    </ul>                                                                <h3>Make a clock (art and craft link) </h3><p>This is what you need:</p><ul><li>one white paper plate and one colored plate </li><li>draw dots on the colored plate as a guide to where the numbers will go</li><li>foam numbers </li><li>a dark marker or permanent marker pen </li><li>glue stick</li><li>colored paper</li></ul><h4>How to make the clock</h4><ul><li>Glue the two plates together one on top of the other, so the white plate makes an outer rim and the clock face is colored.</li><li>Stick the numbers on the clock face in the proper places.</li><li>Optionally, write out the minutes with the marker.</li><li>Cut out the hour and minute hands and fasten them to the centre of the plate with a paper fastener.</li></ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/clocks-final.jpg" alt="Clocks Final">    </div>                                                                <h3>Music While You Work</h3><p>Listen while you work to The Viennese Musical Clock from the Hary Janos Suite by Kodaly.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://www.youtube.com/embed//sq6dfg9hodc" frameborder="0" allowfullscreen=""></iframe>            </div></div>                                                                <h4>Learn the Dance (structure)</h4><p>Learning the clock dance is great fun and it's a good way of explaining the structure of the music through movement.</p>

Families Level: Key Stage 1 - Cross-curricular activities

Families Level: Key Stage 1

<p>A unit based on the (non-religious) story off how Maestro the Music Dog came on Christmas Day to live on Hannah&#039;s piano.</p>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Book: Maestro the Dog and the Christmas Tree  by Sandy Holland &amp; Peter Noke Publisher E-MusicMaestroPublishing ISBN 9781999863524 Available at  https://www.e-musicmaestro.com/shop/books/childrens-picture-books</li>                                            </ul>                                                    

<h3>Maestro the Dog and the Christmas Tree</h3><p>First the children need to watch the video. If they followed Music Playtime in Early Grades they will have seen it before but it's nice to revisit it and the activities and songs are all different!</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/147294249?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3><a href="https://www.e-musicmaestro.com/shop/books/childrens-picture-books">Buy the Book here!</a></h3>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Maestro_book.png" alt="Maestro Book">    </div>                                                                <ul class="simple lyrics">            <li>Maestro the Dog and the Christmas Tree book Â©E-MusicMaestroPublishing Limited</li>            <li>Original watercolors and story: Sandy Holland</li>            <li>Original music: Peter Noke</li>            <li>Video Â©Arts Enterprise Limited</li>    </ul>

Maestro & the Christmas Tree Level: Key Stage 1 - Introductory

<h3>Playing Twinkle Twinkle Christmas Star</h3><p>Playing 'by ear' is something that all children can try and most will be successful, with a bit of help, at playing songs they know well. I like to do a Christmas version on this song (words below). I love the way that children are so pleased to help each other to play tunes and the 'teacher' child gains as much benefit as the 'pupil'. This is an ideal song to learn to play because it's easy to play and remember if you start on C.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/399589250?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <ul class="simple lyrics">            <li>Twinkle twinkle Christmas star</li>            <li>Way up high is where you are</li>            <li>Shining bright for us to see</li>            <li>On the top of the Christmas tree</li>            <li>Twinkle twinkle Christmas star</li>            <li>Way up high is where you are</li>    </ul>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Twinkle-Twinkle-Christmas-Star.mp3" type="audio/mp3"></source></audio>                                                                <h3>Maestro the Music Dog</h3><p>I composed this song specially for the Maestro units so it's also included in the More Maestro Stories section. When you teach it, watch out for correct pitching in the first two lines, which are a bit tricky to begin with. The clapping, the drum playing and the claves playing may be done first by the teacher or by one child, then imitated by a group of children, depending on how many instruments you have. Claves are sticks of wood that are hit together so they are simple to make by sawing up a long, smoothly-rounded piece of wood into same-size pieces and smoothing off the ends with sandpaper</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Maestro-the-Dog.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>Maestro the Music Dog</li>            <li>Come out to play</li>            <li>All your friends are waiting</li>            <li>And it&#039;s a lovely day</li>            <li>Maestro the Music Dog</li>            <li>What can you do?</li>            <li>I can clap my hands</li>            <li>Can you clap yours too?</li>            <li>(teacher claps hands ... children imitate)</li>            <li>__</li>            <li>verse 2 similar, with ending: I can play a drum</li>            <li>Can you play it too?</li>            <li>__</li>            <li>verse 3 similar, with ending: I can play the claves</li>            <li>Can you play them too?</li>            <li>__</li>            <li>Song Â©Music-Playtime: Arts Enterprise Limited</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Maestro.png" alt="Maestro">    </div>                                                                <p>All Maestro the Music Dog materials Â©Music-Playtime: Arts Enterprise Limited</p>

Maestro & the Christmas Tree Level: Key Stage 1 - Songs & chants

<h3>Pass the Christmas Bells (pulse)</h3><p>Passing games are great for practising feeling the pulse of music - that's why I've included several. For this game and you just need one set of jingle bells, like Charlie in the video. Everyone sits in a circle and you all chant the words steadily - it's important that you and any other adults also sit in the circle and join in. On the words in CAPITALS, everyone taps their knees. Knee tapping is easier for children to manage in time than clapping hands, and it's clearer to demonstrate too.</p>                                                                <ul class="simple lyrics">            <li>PASS the Christmas BELLS</li>            <li>TAP your knees TOO</li>            <li>MAKE the bells JINgle when they</li>            <li>GET TO YOU!</li>    </ul>                                                                <p>The bells are passed round and the children all tap their knees except when they are passing the bells (this does work!). The child who has the bells on the words GET TO YOU jingles the bells, then you begin again. Before y0u start again, say 'Ready!' so you can all begin at the same time.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Screen-Shot-2019-08-27-at-16.49.58.png" alt="Screen Shot 2019 08 27 At 16 49 58">    </div>                                                                <h3>Compose a Christmas Song! (pulse, rhythm, pitch)</h3><p>Here's an easy way to make up a song. </p><p>First everyone practise tapping knees in time with the words - you will need to model this using big movements to help everyone to get the idea. Tap every time you see a paw print:</p>                                                                    <div class="img img_lrg">        <img class="lazy_img" src="/internal/----/_lrg/pawprints.png" alt="Pawprints">    </div>                                                                <p>Making up a tune needs to be done individually with a xylophone or chime bars. Some children will spontaneously sing the words to a made-up tune. For others, you could try these next steps:</p><ul><li>Put out a maximum of 4 chime bars - C, D, E and G </li><li>The child experiments with playing notes while saying the words, to make up a tune</li><li>After lots of practice, make a recording of the song</li></ul><p><u class="highlight">Hint</u> - It's really important to limit the number of chime bars otherwise the song will not be singable. Encourage the inclusion of some repeated notes in the tune, like in the song Old MacDonald. </p>

Maestro & the Christmas Tree Level: Key Stage 1 - Skills & games

<h3>Making Up Maestro Music! (uses all the elements of music)</h3><p>Any child can experiment with choosing notes on a piano, keyboard or tuned percussion instrument for making up their own, original music. In this video, Luchia had only just started piano lessons and was making up music to represent some of the themes in a Maestro story. At the end she sings a lovely little lullaby to Maestro that she spontaneously made up there and then. None of what Luchia plays in this video has been is pre-rehearsed - it all took place as you see it. </p><p>If you have a school piano or keyboard, you could replicate parts of this video with individual children. A good take-away idea for guiding children in making up music is to ask them to use repetition of ideas and notes rather than playing a continuously changing stream of experimentation.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/428775558?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>What did Hannah play? (pitch)</h3><p>This is a music corner activity for pairs of children helped by an adult. Each child needs chime bars or a xylophone to pick out the first part of a Christmas tune they know (or any other tune). </p><p>Prepare to help the children by asking what songs they know beforehand. Do keep it simple - for example, everyone is likely to succeed with the first line of Jingle Bells but not with And So This is Christmas! We wish You a Merry Christmas and We Three Kings are popular choices.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Hannah_piano.png" alt="Hannah Piano">    </div>                                                                <h3>Motifs (timbre, dynamics)</h3><p>For this activity you could optionally use the book of <em>Maestro the Dog and the Christmas Tree</em>.</p><p>Each character of the story has a 'signature tune' in the video. In groups, the children go to the music corner and choose an instrument to represent each of the characters in the story (this is where the book could help them to remember). This works best if an adult is there to act as a sounding board and new-word-supplier for the choices eg would the elephant make a loud sound or a quiet one? Would it be more suited to a big drum or a tiny pair of Indian bells, and why?</p><p>If you are using the book, the adult reads the story again with the children supplying the sounds they chose, at appropriate times in the story.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/elephant.png" alt="Elephant">    </div>                                                                <h3>A note on creativity</h3><p>Picking out a tune you already know is generally called <em>playing by ear.</em> It's different from <em>improvising</em>, which means spontaneously making up music, often using a planned framework. It's also different from <em>composing</em>, which is making up your own original music from scratch resulting in a definite, end-product piece of music. I've found, when teaching adults, that their default response to being asked to make up music is that they try to play a tune they already know whereas children are happy to doodle around and come up with something original. If the children aimlessly play the bars of a xylophone up and down again, influence their choices by removing some of the bars and keeping just C, D, E, G and A (a pentatonic scale). You'll find that the quality of their creation improves through using fewer notes. On a piano you can create the same effect by asking the children to use only the black keys.</p>

Maestro & the Christmas Tree Level: Key Stage 1 - Creative music

<h3>Spot the Motif! (pitch, tempo, timbre)</h3><p>The children need to watch the video again, then listen to the extracts without seeing the video, and say which tune goes with which character in the story. This is an opportunity to talk about the music too: Which instrument is playing (piano)? Is the music high or low pitched? Fast or slow? Here are the pictures:</p><p>The Pretty Black and White Cow</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/pretty_cow.png" alt="Pretty Cow">    </div>                                                                <p>The Smiling Ginger Cat</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/smiling_ginger_cat.png" alt="Smiling Ginger Cat">    </div>                                                                <p>Maestro the Dog</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Maestro_in_bubble.png" alt="Maestro In Bubble">    </div>                                                                <p>The Wizard with the Long Beard</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/wizard.png" alt="Wizard">    </div>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Maestro_dog_tune.mp3" type="audio/mp3"></source></audio>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/pretty_cow.mp3" type="audio/mp3"></source></audio>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/the_wizard.mp3" type="audio/mp3"></source></audio>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/ginger_cat.mp3" type="audio/mp3"></source></audio>                                                                <h3>The Answers</h3><ul><li>Tune 1 a) Maestro the Dog </li><li>Tune 2 b) Pretty Black and White Cow</li><li>Tune 3 c) The Wizard with the Long Beard </li><li>Tune 4 d) The Smiling Ginger Cat</li></ul>                                                                <h3>The Hare and the Christmas Fairies (texture, timbre)</h3><p>This is a group activity for the music corner. First the children look at the picture and describe who is there - the fairies seem to have found a friendly hare! The time of year seems to be winter so maybe it's Christmas!</p><p>The children go to the music corner in small groups and find instruments that can 'be' the hare and the fairies. They then explore how the instruments can be played to make a sound picture of a hare with fairies dancing round it. Sometimes the instruments might be played together and sometimes separately, making different textures. Don't worry if this seems like a difficult stretch of the imagination to you - if you give children the means to make sounds and suggestions to play with, they will always be creative.</p>                                                                    <div class="img img_lrg">        <img class="lazy_img" src="/internal/----/_lrg/angels-fairies-cherubs-elves-0017.jpg" alt="Angels Fairies Cherubs Elves 0017">    </div>

Maestro & the Christmas Tree Level: Key Stage 1 - Listening, appraising & movement

<h3>Plan a Party</h3><p>The children have to plan a Christmas party for Hannah and her family, including Maestro the Dog. This is the To Do list:</p><ul><li>Make a shopping list for the food and find out how much everything costs.</li><li>Make a table decoration and placemats.</li><li>Make a picture-plan of where everyone will sit at the table.</li><li>Decide which games they will enjoy and play one of them.</li><li>Decide which music to play - the children could make it up specially!</li></ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/looking_at_the_tree.png" alt="Looking At The Tree">    </div>

Maestro & the Christmas Tree Level: Key Stage 1 - Cross-curricular activities

COVID-safe Activities - Elementary School Topics 1-5

Maestro & the Christmas Tree Level: Key Stage 1

<p>The activities are based on Chinese New Year celebrations and traditions. This unit particularly focuses on pitch, and introduces the pentatonic.</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Pentatonic<span>:</span></strong> A five note scale, or set of notes in order, such as C, D, E, G and A. The black keys of a piano or keyboard make a natural pentatonic scale - notice that each black key has at least one white key between it and the next one, which gives a distinctive &#039;pentatonic&#039; sound.</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Floaty scarves</li>                                            </ul>

<h3>The Chinese Zodiac Story</h3><p>Remind the children of the Chinese Zodiac story by showing them this video:</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://www.youtube.com/embed//m-MS2Vd8qVM" frameborder="0" allowfullscreen=""></iframe>            </div></div>                                                                <p>You could stage your own Chinese New Year puppet show for an assembly!</p>

Chinese New Year Level: Key Stage 1 - Introductory

<h3>Grazing Cows Song</h3><p>This is a traditional Chinese song. You'll need to learn it really thoroughly before teaching it and then adopt a <em>first me, then you</em> method. When the children know the song, you could make a sound recording and ask the them if there is any way they could improve their singing: </p><ul><li>Did everyone join in?</li><li>Does the singing sound beautiful? </li><li>Is it in tune - are there any notes that don't sound right? </li><li>Did it keep going well?</li></ul><p>Make a second recording and compare. Which one did the children like better, and why. Another way of reflecting on a performance is for half the class to sing at a time and the other half to do <em>Two Stars and a Wish</em> - say two things they liked about the singing and give one <em>positive</em> suggestion for improving.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Gazing-Cow-Song.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>Early in the morning</li>            <li>See the sun a dot of red</li>            <li>Brother riding on a horse</li>            <li>Sister on a dragon</li>            <li>__</li>            <li>Climbing up the mountain</li>            <li>See the clouds are flying</li>            <li>Brother play the flute all day</li>            <li>Sister watch the clouds</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/luca-basili-0vVQWN_D26c-unsplash.jpg" alt="Luca Basili 0V Vqwn D26C Unsplash">    </div>                                                                <h3>My Ship Sailed from China</h3><p>The children can invent actions to this song. They might also make up extra verses for 'They brought me a ...' </p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_My-ship-sailed-from-China-copy.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>My ship sailed from China</li>            <li>With a cargo of tea</li>            <li>All laden with presents</li>            <li>For you and for me</li>            <li>They brought me a fan</li>            <li>Just imagine my bliss</li>            <li>When I fan myself gently</li>            <li>Like this, like this, like this, like this</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/yan-xiong-kIv3zpRydQw-unsplash.jpg" alt="Yan Xiong K Iv3Zp Ryd Qw Unsplash">    </div>

Chinese New Year Level: Key Stage 1 - Songs & chants

<h3>What Shall We Do with A Chinese Dragon? (pulse, pitch)</h3>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/392667569?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <p>This song uses the tune of <em>What Shall We Do With a Drunken Sailor?</em>, which has such a good tune but is now thought to be unsuitable for use in school due to the associations with alcohol. </p><h4>Teaching How to Keep in Time</h4><p>The skill to be practised here is that of playing in time to accompany the song. First teach the son using the <em>First Me, Then You</em> method explained in the <a href="https://music-playtime.com/faqs">FAQs</a> section. Once the song is known, the first step is to practise tapping the pulse on knees.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/392667828?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Teaching Which Notes to Play</h4><p>If the children are new to playing instruments to accompany their singing, the activity will need careful explanation and modelling. The best instruments to use are individual chime bars because the children can concentrate just on the timing having too look carefully which notes to play. If you are using xylophones with removable bars, it helps to take off the bars not being used (be sure they are put back because they are easily lost).</p><p>Two notes are needed to accompany this song, D (for dragon) and C (for Chinese). D sounds right for most of the song but, for two phrases, it clashes with the tune and you need to change to C - see below which note to play when. Children do pick this up well if they have a visual cue and it need not be difficult to achieve - here, Iâ€™ve simply used little bears to show the pattern and the children latch onto it straight away. </p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/391993865?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <ul class="simple lyrics">            <li>What shall we do with a Chinese dragon? (D)</li>            <li>What shall we do with a Chinese dragon? (C)</li>            <li>What shall we do with a Chinese dragon? (D)</li>            <li>Early in the (C)  morning (D)</li>            <li>__</li>            <li>Polish her scales and make them shiny (D)</li>            <li>Polish her scales and make them shiny (C)</li>            <li>Polish her scales and make them shiny (D)</li>            <li>Early in the (C)  morning (D)</li>            <li>__</li>            <li>Ask her what she&#039;d like to eat for breakfast (D)</li>            <li>Ask her what she&#039;d like to eat for breakfast (C)</li>            <li>Ask her what she&#039;d like to eat for breakfast (D)</li>            <li>Early in the (C) morning (D)</li>            <li>Â©Music-Playtime: Arts Enterprise Limited</li>    </ul>                                                                <h4>Extension - Make up an intro (rhythm, pitch)</h4><p>Help the children to make up an intro to each verse using just the notes D and A and some untuned percussion instruments, based on the word pattern of <em>Here's a Chinese Dragon.</em></p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/thomas-despeyroux-1203996-unsplash.png" alt="Thomas Despeyroux 1203996 Unsplash">    </div>                                                                <h3>Cat and Mouse (rhythm, pulse)</h3><p>This is a traditional Chinese children's chanting game for which you need a large space. One child is the Cat and one child is the Mouse. All the other children form a circle, holding hands, with the Mouse inside and the Cat outside.</p><p>Teach the chant first, making sure it sounds rhythmical. The children could first clap in time, before practising walking in time to it (most will find clapping in time easier than walking in time). </p><p>When the chant is known, the children circle round, chanting:</p>                                                                <ul class="simple lyrics">            <li>What&#039;s the time?</li>            <li>A quarter to nine</li>            <li>What&#039;s the cat doing?</li>            <li>She&#039;s ready to dine</li>    </ul>                                                                <p>When the rhyme stops, the children stop and the Cat starts to chase the Mouse, who weaves in and out of the ring of children. The Cat MUST follow the mouse's path. When the Cat catches the Mouse she can pretend to â€˜eatâ€™ him. Say the rhyme again as two more children take a turn.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/ramiz-dedakovic-9SWHIgu8A8k-unsplash.png" alt="Ramiz Dedakovic 9 Swhigu8 A8K Unsplash">    </div>

Chinese New Year Level: Key Stage 1 - Skills & games

<h3>Dragon's Tail Soundscape using body sounds (structure, dynamics)</h3><p>The children first explore making as many sounds as possible with just their bodies eg clap, vocal noises, brush hands together, stamp. Allocate each sound to a individual children, or to pairs of children, depending on the groups size. Help the children to decide which sounds are loudest and which are quietest then put the children in a row, in order of loudest to quietest sounds. </p><p>If you are working with a whole class, you can do a kind of 'Mexican Wave' dragon's tail in sound by pointing along a long row of children; start loudly, then each child makes their sound a little quieter than the one before it, going from head to tail of the dragon. You could then try the soundscape in reverse, from the tip of the tail to the dragon's head. </p><h4>Extension</h4><p>This activity can be transferred effectively to doing the same thing using untuned, hand-held musical instruments. You can also have fun using just voices, with movement from crouching low to gradually standing tall as the sound grows gradually into a big roar!</p>                                                                <h3>Dragon's Tail Sculpture (texture)</h3><p>This activity focuses on texture, which goes from thick to thin, or from thin to thick, depending on which end of the dragon's tail we start with!</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/392667990?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>The Twelve Animals of the Zodiac (timbre, structure, silence, tempo)</h3><p>The poem is to be learned by heart and then chanted by the whole class. At the end of each line, ask the children to <em>imagine saying the line again silently, at the same speed as before.</em></p><p>Next, allocate instruments that represent each animal to groups of children eg the rats have shakers, the oxen have bells. Each group makes their sound where, before, there was silence as shown below in the first line of the poem:</p>                                                                <ul class="simple lyrics">            <li>First the Rat then Second Ox  (shhhaake ... ding ....)</li>            <li>Third the tired Tiger</li>            <li>Fourth the Rabbit hopped along</li>            <li>Fifth the  Dragon, kind and strong</li>            <li>Sixth the Snake and Seventh Horse</li>            <li>Eighth the Goat of course</li>            <li>Ninth the Monkey, Tenth the  Rooster</li>            <li>Last but one the Dog</li>            <li>Twelfth the Pig who stopped to eat</li>            <li>Now the  Zodiac&#039;s  complete</li>            <li>__</li>            <li>Â©Music-Playtime: Arts Enterprise Limited</li>    </ul>                                                                <p>The point is to <em>occupy the previous silence with sound</em>, not necessarily to copy the rhythms of the words. You'll need to insist that the instruments are kept still until it's time to play - the silence practice will have prepared the children well for this!</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/oliver-needham-531214-unsplash.jpg" alt="Oliver Needham 531214 Unsplash">    </div>

Chinese New Year Level: Key Stage 1 - Creative music

<div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/354861857?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>Floaty Scarf Music! (timbre)</h3><p>Before the the children watch this video of someone playing the Chinese zither, it's a good idea to focus their listening by explaining what you are going to ask them at the end. These are possible questions:</p><ul><li>Which instrument is playing?</li><li>Is this a Chinese instrument, or not?</li><li>Think of words to describe the music â€“ (eg. is it quiet, restful, peaceful, loud, lively, jumpy?)</li><li>Was the tempo fast or slow?</li></ul><p>Before the children listen to the music again, give out floaty dance scarves for them to make graceful patterns in the air according to how the music sounds. You can buy these cheaply online. The surest way to get a sensitive response from the children is for you to dance with a floaty scarf too - go on, you'll enjoy it!</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/51NcfXK6CcL._AC_SR320320.jpg" alt="51 Ncf Xk6 Cc L  Ac Sr320320">    </div>                                                                <h3>The Year of the Dog!</h3><p>It's a good idea to prepare the children for what you will ask after they have watched the video. As you hear what the children have to say, you can praise perceptive answers and also take the opportunity to supply some <a href="https://music-playtime.com/about/support-for-your-teacher">Elements of Music</a> words, like this: </p><ul><li>Child: It was high and then low</li><li> Teacher: Yes, the pitch was often high and there were also a few, very low-pitched notes. </li></ul><p>Here are some suggestions for questions and talking points:</p><ul><li>Which instrument was playing? (Piano)</li><li>Can you think of some words to describe the music? (eg - is it trickling, low, quiet, rumbling, tinkly.)</li></ul>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://www.youtube.com/embed/8Ioy3K3j57E" frameborder="0" allowfullscreen=""></iframe>            </div></div>                                                                <h4>Creative Extension</h4><p>The tunes here were based on a pentatonic scale, giving them a 'Chinese' flavour. The children could experiment, individually or in pairs, with using just the black keys of an electronic keyboard or piano to make up 'Chinese' music. Giving a focus usually produces more worthwhile tunes: in pairs one child could ask the 'question', 'What is your name?' using just black keys and the second child could answer, 'My name is ...', again using only black keys. They could also experiment with playing more than one note at a time. The idea is to make up something original rather than attempt to play a tune they already know.</p>

Chinese New Year Level: Key Stage 1 - Listening, appraising & movement

<h3>Chinese Lanterns (art link)</h3><p>Each child needs:</p><ul><li>a sheet of colored paper, A4 size</li><li>jewel shapes</li><li>safety scissors</li><li>glue</li><li>one strip of paper for the handle</li></ul><p>First the children fold the paper in half. They cut strips, around 1cm apart, along the folded edge and stick the jewels round the edge. Next, the paper is opened out and rolled it into a cylinder, which is fastened with glue down the edge. Finally, the teacher staples on the paper strip to form a handle (this could be stuck but it's not as firm a solution). A collection of lanterns makes a great display!</p><p>A pretty variation is to use white paper instead, with black wax crayons and finger paints - first the children draw a tree using a black crayon, then they dab on the blossom using finger paints. </p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/chinese_lantern_jewel.jpg" alt="Chinese Lantern Jewel">    </div>

Chinese New Year Level: Key Stage 1 - Cross-curricular activities

<h3>The Chinese Zodiac Story</h3><p>Tell the story of how the Jade Emperor chose the animals of the Chinese New Year.

The story of the Chinese Zodiac animals

A poster showing animals in groups of 1, 2, 3 and 4 so that children can match the picture of animals shown with the number

Matching cards - Animals in groups of 1,2,3 and 4

A poster showing animals in groups of 5,6,7 an 8 so that children can match the picture of animals shown with the number

Matching cards - Animals in groups of 5,6,7 and 8

A poster showing animals in groups of 9 and 10 so that children can match the picture of animals shown with the number

Matching cards - Animals in groups of 9 and 10

A poster showing the numbers 1 to 10 so that children can match the picture of animals shown with the number.

Matching cards - Numbers

Chinese New Year Level: Key Stage 1

<p>Bear-themed activities that link music creatively with emotions and musical elements.</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Tempo<span>:</span></strong> Fast or slow speed of the PULSE, or BEAT</li>                                                    <li><strong>Timbre<span>:</span></strong> The individual quality of a sound.</li>                                                    <li><strong>Duration<span>:</span></strong> Long or short notes, RHYTHM.</li>                                                    <li><strong>Structure<span>:</span></strong> The way music is constructed.</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>A Dog Called Bear by Diane &amp; Kristyan Fox: Faber&amp; Faber ISBN 9780571329441</li>                                            </ul>                                                    

<h3>A Dog Called Bear (PSED link)</h3><p>A lovely introduction to this topic is the book: A Dog Called Bear by Diane &amp; Kristyan Fox, who kindly give us their blessing to include the video. </p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/382922476?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>A Dog Called Bear Music (texture, dynamics, tempo)</h3><p>The children will have worked out, we hope, that the dog really was a bear! The children need to identify the emotional themes of the story. Let's say the children identify the themes as: </p><ul><li>Feeling happy</li><li>Feeling sad</li><li>Feeling angry</li><li>Feeling loving</li></ul><p>Ask the children whether they think the music in the video describes being happy, angry or sad (limiting the choices often produces the best work). Explain that they are going to make music that shows how Lucy and Bear are feeling! </p><p>First put out a few instruments on the floor. The children sit in a circle around the instruments and you play: <a href="https://www.music-playtime.com/member/topics/ourselves-and-our-friends/early-years/introductory">Have you brought your singing voice?</a> focusing on happy voice, sad voice and angry voice. Then ask a three, individual children to choose an instrument to play in a happy, sad and angry way. </p><p>Next, in small groups, the children experiment with playing instruments together (so the texture will be thicker) - group 1: happy, group 2: sad group 3: angry. If you do this with the whole class, you'll need an extra adult in the room and plenty of space to spread out the groups. Alternatively, you can have one group at a time visiting the music corner while the other children get on with different work. </p><p>Once the children have practised playing, you can read the story while the children make the music. You'll need to indicate to each group when to play at the appropriate time in the story.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/a_dog_called_bear.jpg" alt="A Dog Called Bear">    </div>

Bears Level: Key Stage 1 - Introductory

<h3>The Bear Went Over the Mountain</h3><p>The words are easy to remember and the tune is memorable but it's always best to teach a line at a time to be sure that the tune is learned correctly. Once the song is known it's a good one to use for clapping in time and then marching in time.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_The-Bear-went-over-the-mountain.mp3" type="audio/mp3"></source></audio>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/alex-blajan-Um5EqWth3JQ-unsplash.jpg" alt="Alex Blajan Um5 Eq Wth3 Jq Unsplash">    </div>                                                                <h3>Fuzzy Wuzzy</h3><p>Here's a chant for practising walking in time. Many children find it difficult to walk in time with words and music but it helps if you learn the chant first, then take it literally one step at a time. Try standing in a line with the children or standing in front of them, all facing the same way. </p>                                                                <ul class="simple lyrics">            <li>Fuzzy Wuzzy wuz a bear</li>            <li>A bear wuz Fuzzy Wuzzy</li>            <li>When Fuzzy Wuzzy lost his hair</li>            <li>He wuzn&#039;t fuzzy, wuz he?</li>    </ul>

Bears Level: Key Stage 1 - Songs & chants

<h3>Bears Statues (pitch, tempo)</h3><p>Here's your chance to have fun playing the xylophone! Tell the children you are going to play notes that go with Big Bear, Tiny Bear, Lazy Bear and Busy Bear and ask them for advice about how each bear's notes might sound, aiming to reinforce the principles of:</p><ul><li> short xylophone bar = high sound = Tiny Bear</li><li>long xylophone bar = low sound = Big Bear</li><li>slow sounds = Lazy Bear</li><li>quick, jumpy sounds = Busy Bear</li></ul>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/400905773?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <p>Decide on what sort of statue is needed to show each of the bears then match the playing with the bears. Each time you change from one sort of playing to another, the children have to make a statue of the right bear.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/400894893?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>Graphic Scores (structure)</h3><p>The structure of the first part of <a href="https://pango.education/lesson/184822/Bears Level: Key Stage 1 - Songs & chants">The Bear Went Over the Mountain song</a> can be shown in pictures. <em>The Bear went over the mountain</em> is sung three times, then <em>To see what he could see</em> is sung just once, like this:</p>                                                                    <div class="img img_lrg">        <img class="lazy_img" src="/internal/----/_lrg/Bear_graphic_score.png" alt="Bear Graphic Score">    </div>                                                                <p>First the children could invent actions to show what the bear is doing in each line, as they sing the song again. The next step is to make their own graphic scores of the song using cut-out pictures that they have drawn, or by drawing symbols.</p>

Bears Level: Key Stage 1 - Skills & games

<h3>The FOUR Bears (timbre, texture, dynamics, pitch)</h3><p>An integrated music and drama performance piece for an assembly or concert, this is an flexible project that will need several sessions. You can adapt it according to the experience of the children involved.</p><p>New Vocabulary: </p><ul><li><em>Motif</em>, meaning a fragment of music, a tune or a sound that represents someone or something (eg a bear).</li><li><em>Still Image</em>, a drama convention in which the actors 'freeze', making a photograph-like, still representation of a situation or emotion. (Remind the children about playing Bear Statues - it's a bit like a group statue.)</li></ul><p>First, work on the drama element of the performance by putting the children into groups of four to practise their still image for each part of the story. (Have some teddies available to make up numbers if necessary!) </p><p>Next, allocate music corner time for every group to have a turn at making up a motif for each bear. Use the <em>pentatonic</em> set of five notes C, D, E, G and A only. (IF possible, remove the other bars from the instrument.) After their turn at making up musical bear motifs, pair that group with an actor group to practise co-ordinating the story, music and still images. </p><p>For an actual performance, choose children to tell the story; one group of four 'musicians' with tuned instruments (or sharing a large xylophone); and several 'actor' groups of four children. The story is below and there's also a pdf download at the start of the unit.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/sitting_bear.jpg" alt="Sitting Bear">    </div>                                                                <h4>The FOUR Bears Story</h4><p>Once upon a time, there were four friends and they were all bears. Their names were: </p><ul><li>Big Bear - <em>one musician plays Big Bear's motif (low pitch, loud)</em> </li><li>Tiny Bear - <em>one musician plays Tiny Bear's motif (high pitch, quiet)</em> </li><li>Busy Bear - <em>one musician plays Busy Bear's motif (fast and jumpy)</em> </li><li>Lazy Bear - <em>one musician plays Lazy Bear's motif (slow and sleepy)</em> </li></ul><p>One day, when the bears were exploring in the forest, they came across a little house. They all looked through the window. <em>At a signal from you, the musicians play very quiet, random sounds on their instrument.</em> </p><p>The bears sat down outside to eat their picnic. Lazy Bear was tired so he lay down for a rest. <em>Play Lazy Bear's motif.</em> </p><p>After a while, Big Bear crept into in the house and found â€¦ a piano. He played a tune while the other bears listened. <em>Play Big Bear's motif. </em> </p><p>Next, Tiny Bear went in the house and played a tune on the piano. <em>Play Tiny Bear's motif. </em></p><p>Busy Bear went in the house and danced around excitedly. <em>Play Busy Bear's motif.</em> </p><p>Soon the bears were all so tired that they lay down quietly, curled up and went to sleep ... all except for Lazy Bear who suddenly woke up and wondered why the other bears were so tired! <em>Play Lazy Bear's motif.</em> </p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/sandy-millar-1079467-unsplash_200315_114425.jpg" alt="Sandy Millar 1079467 Unsplash">    </div>

Bears Level: Key Stage 1 - Creative music

<h3>Peter and the Wolf (motifs)</h3><p> Not a bear ... but a wolf! One of the best-loved pieces of music that uses motifs is Peter and the Wolf by Prokofiev. It's a narrated story in which each character is represented by their own little piece of music. There are many recordings of this to choose from - you are spoilt for choice on Spotify, but you might like to try the one narrated by David Bowie. I have to admit to feeling very sorry for the poor wolf; my sympathies lie entirely with him - it's a potential talking point that focuses on caring about all animals. Here's how the story begins:</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Peter_and_the_Wolf.mp3" type="audio/mp3"></source></audio>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/bowie.png" alt="Bowie">    </div>                                                                <h3>Lazy Bear (tempo, dynamics, pitch)</h3><p>First you could tell the children that they are going to listen to music about a bear and that you will be asking them what the music says about the bear: for instance, is this bear happy, lazy, dancing, running? You could ask what they think the bear is doing as the music plays. To begin with, just play the music without showing the video.</p><p>At this point it is good for the children to get up and dance around to the music, pretending to move in the way they think the bear might be moving.</p><p>Next, the children could watch the video and you could ask whether the notes are high or low pitched (the tune is low) and if the tune is fast or slow (it's slow), then you could tell them the music is called <em>Lazy Bear</em>. The music is played on the piano and you might ask the children to put hands up when they hear it played louder and hands down when it is quieter.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://www.youtube.com/embed/UJvqS-YLN0Q" frameborder="0" allowfullscreen=""></iframe>            </div></div>

Bears Level: Key Stage 1 - Listening, appraising & movement

<h3>Which Bear is Best? (maths link)</h3><p>The children do a survey of who likes which kind of bear best, deciding first on the types eg panda, brown bear, polar bear, koala bear. Each child then makes a chart to represent the information.</p>                                                                    <div class="img img_lrg">        <img class="lazy_img" src="/internal/----/_lrg/bear-graph.png" alt="Bear Graph">    </div>                                                                <h3>Story Time! (PSED link)</h3><p>Another lovely book about stories and friendship:</p><p>Bear's Book by Claire Freedman &amp; Alison Friend ISBN: 1783706457 Publisher: Templar Publishing</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Bears_book.jpg" alt="Bears Book">    </div>

Bears Level: Key Stage 1 - Cross-curricular activities

<h3>Graphic Scores (structure)</h3><p>The structure of the first part of <a href="https://music-playtime.com/member/topics/bears/grade-1/songs-and-chants">The Bear Went Over the Mountain song</a> can be shown in pictures. <em>The Bear went over the mountain</em> is sung three times, then <em>To see what he could see</em> is sung just once, like this:</p>                                                                    <div class="img img_lrg">        <img class="lazy_img" data-src="/internal/----/_lrg/Bear_graphic_score.png" alt="Bear Graphic Score">    </div>                                                                <p>First the children could invent actions to show what the bear is doing in each line, as they sing the song again. The next step is to make their own graphic scores of the song using cut-out pictures that they have drawn, or by drawing symbols.</p>

Bear Graphic Score

Bear Graph - Example

<h4>The FOUR Bears Story</h4><p>Once upon a time, there were four friends and they were all bears. Their names were: </p><ul><li>Big Bear - <em>one musician plays Big Bear's motif (low pitch, loud)</em> </li><li>Tiny Bear - <em>one musician plays Tiny Bear's motif (high pitch, quiet)</em> </li><li>Busy Bear - <em>one musician plays Busy Bear's motif (fast and jumpy)</em> </li><li>Lazy Bear - <em>one musician plays Lazy Bear's motif (slow and sleepy)</em> </li></ul><p>One day, when the bears were exploring in the forest, they came across a little house. They all looked through the window. <em>At a signal from you, the musicians play very quiet, random sounds on their instrument.</em> </p><p>The bears sat down outside to eat their picnic. Lazy Bear was tired so he lay down for a rest. <em>Play Lazy Bear's motif.</em> </p><p>After a while, Big Bear crept into in the house and found Ã¢â‚¬Â¦ a piano. He played a tune while the other bears listened. <em>Play Big Bear's motif. </em> </p><p>Next, Tiny Bear went in the house and played a tune on the piano. <em>Play Tiny Bear's motif. </em></p><p>Busy Bear went in the house and danced around excitedly. <em>Play Busy Bear's motif.</em> </p><p>Soon the bears were all so tired that they lay down quietly, curled up and went to sleep ... all except for Lazy Bear who suddenly woke up and wondered why the other bears were so tired! <em>Play Lazy Bear's motif.</em> </p>             

The Four Bears story

Bears Level: Key Stage 1

<p>This unit is about road safety and travel</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Duration<span>:</span></strong> Long or short notes, RHYTHM.</li>                                                    <li><strong>Tempo<span>:</span></strong> Fast or slow speed of the PULSE, or BEAT</li>                                                    <li><strong>Structure<span>:</span></strong> The way music is constructed.</li>                                                    <li><strong>Dynamics<span>:</span></strong> Louder or quieter sounds.</li>                                                    <li><strong>Pitch<span>:</span></strong> High pitched and low pitched sounds.</li>                                                    <li><strong>Timbre<span>:</span></strong> The individual quality of a sound.</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Tuned and untuned percussion instruments</li>                                                    <li>Sphero Specdrums device</li>                                            </ul>                                                    

<h3>Music Lab Rhythm-making (pulse, rhythm, timbre)</h3><p>Go places with Chrome Music Lab! Here's a great opportunity for the children to make up some different styles of drumming music using Chrome Music Lab. First find the Rhythm section at this link: <a href="https://musiclab.chromeexperiments.com/Rhythm/">https://musiclab.chromeexperim...</a></p><p>For African-style percussion music, for instance, go to the monkey-with-a-drum square, then scroll across to the last section where you'll see bongo drums. Click on the dots to make exciting things happen! </p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/chrome_rhythm.png" alt="Chrome Rhythm">    </div>                                                                <h3>Guess Which Transport</h3><p>Ask the children if they can guess which mode of transport makes these sounds! The answers are:</p><ol><li>Diesel train</li><li>Horse</li><li>Jet plane</li></ol>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Diesel_train_France.mp3" type="audio/mp3"></source></audio>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/horse.mp3" type="audio/mp3"></source></audio>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/jet_plane.mp3" type="audio/mp3"></source></audio>

Going Places Level: Key Stage 1 - Introductory

<h3>Two 'Horse-power' Songs!</h3>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/lucie-hosova-Zx5Qi6wlytk-unsplash.png" alt="Lucie Hosova Zx5 Qi6Wlytk Unsplash">    </div>                                                                <h3>She'll be Coming Round the Mountain</h3><p>This is a traditional American song and, as with many songs passed down via the vocal tradition, you'll hear different versions of it. This is Luchia's favorite version. When I teach this song, I like to do lots of *<em>rhythm*</em> imitation first, in which I clap and the children copy. That's because it's quite difficult for everyone to get the rhythms of the song exactly right for these particular words:</p><ul><li>round the mountain</li><li>six white horses</li><li>pink pyjamas</li></ul><p>*Reminder - the <em>rhythm</em> of a song is the element of it that you could clap* </p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Coming-Round-the-Mountain.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>She&#039;ll be coming round the mountain when she comes</li>            <li>She&#039;ll be coming round the mountain when she comes</li>            <li>She&#039;ll be coming round the mountain</li>            <li>Coming round the mountain when she comes</li>            <li>Coming round the mountain when she comes</li>            <li>__</li>            <li>She&#039;ll be driving six white horses when she comes</li>            <li>...  and so on</li>            <li>__</li>            <li>She&#039;ll be wearing pink pyjamas when she comes</li>            <li>... and so on</li>    </ul>                                                                <h3>Trotting Quickly</h3><p>This song, with a traditional tune, is about a Delhi pony cart driver. The original lyrics ask the pony to gallop quickly on a hot day but, being a softy horse-lover, I made up a new set of words that ask him to trot instead, with a promise of dinner underneath a shady tree. The 'trotting quickly' choruses need to be sung with energy but the 'It's a long way' and 'When we're home' verses need to sound tired.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Trotting-Quickly.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>Trotting quickly, quickly, quickly</li>            <li>Trotting quickly little horse</li>            <li>Trotting quickly, quickly, quickly</li>            <li>Trotting quickly little horse</li>            <li>__</li>            <li>It&#039;s a long way and we&#039;re tired</li>            <li>We have had a busy day</li>            <li>__</li>            <li>Trotting quickly, quickly, quickly</li>            <li>Trotting quickly little horse</li>            <li>Trotting quickly, quickly, quickly</li>            <li>Trotting quickly little horse</li>            <li>__</li>            <li>When we&#039;re home you&#039;ll have your dinner</li>            <li>Underneath a shady tree</li>            <li>__</li>            <li>Trotting quickly, quickly, quickly</li>            <li>Trotting quickly little horse</li>            <li>Trotting quickly, quickly, quickly</li>            <li>Trotting quickly little horse</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/horse_cart.png" alt="Horse Cart">    </div>

Going Places Level: Key Stage 1 - Songs & chants

<h3>Canoe song intro (pitch, texture)</h3><p>You and the children can invent an intro for many of the songs that you sing, by taking a small part of the song and repeating it several times before the song starts and again at the end. The intro to this song uses the ending, <em>Dip dip and swing.</em></p>                                                                <h4>Introductions</h4>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/399617368?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Teaching the Words</h4>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/399617844?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Practising the Intro</h4>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/399617606?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Learning the Tune</h4>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/399617935?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Adding More Instruments</h4>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/399617467?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <ul class="simple lyrics">            <li>My paddle&#039;s keen and bright</li>            <li>Flashing with silver</li>            <li>Follow the wild goose flight</li>            <li>Dip, dip and swing</li>            <li>__</li>            <li>Dip, dip and swing her back</li>            <li>Flashing with silver</li>            <li>Follow the wild goose flight</li>            <li>Dip, dip and swing</li>    </ul>

Going Places Level: Key Stage 1 - Skills & games

<h3>A Short Ride in a Fast Machine (timbre, rhythm, structure)</h3><p> A Short Ride in a Fast Machine, by John Adams, has to be one of the most exciting pieces of music about going places so it's a must-listen choice for this topic. It has interesting cross-rhythms making it a complex piece of music for dancing to. It lends itself to creative rather than formal movement, with the children moving expressively rather than aiming to keep in time. At certain points in the music, such as where it changes character midway, it would be fantastic to have a signal to come together in groups to make still images of a car, a plane or a helicopter. These would need to have been practised beforehand.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Short_Ride_Naxos2.mp3" type="audio/mp3"></source></audio>                                                                <h4>Our Own Short Ride in a Fast Machine!</h4><p>Ask the children to create their own music, also called A short Ride in a Fast Machine. The instrument that begins the John Adams music, and plays for much of the piece, is a wood block, which is actually an instrument often found in schools. </p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/tim-carey-QhK_agWFAsE-unsplash.jpg" alt="Tim Carey Qh K Ag Wfas E Unsplash">    </div>                                                                <h3>Traffic Lights Music (pitch, structure, technology link)</h3><p>First invest in a Sphero Specdrums ring! They are not hugely expensive from Amazon or Argos. Here is what you need to know:</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://www.youtube.com/embed/ywrYoqRYx_g" frameborder="0" allowfullscreen=""></iframe>            </div></div>                                                                <p>This is necessarily small group work unless you have a big budget for music! Using the pad is one way that the children could create music using traffic light colors with the ring. However, it's even more exciting for them to paint their own traffic lights pictures and then use the ring to 'play' the colors in the picture. Make sure you get to play with it first!</p>

Going Places Level: Key Stage 1 - Creative music

<div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://www.youtube.com/embed/5we40h_-QQM" frameborder="0" allowfullscreen=""></iframe>            </div></div>                                                                <p>In the Hall of the Mountain King is a piece for orchestra from a longer suite of music by the Norwegian composer, Grieg. The music may be called â€˜incidentalâ€™ music or â€˜programmeâ€™ music (like a soundtrack from a film) because it goes with the play, Peer Gynt by Ibsen. Peer Gynt, the central character, goes on a long, eventful journey! You can download a pdf of the story at the start of this unit. (It's a simplified version - in the complete play, Peer Gynt comes across as a bit of an idiot who goes on to make his fortune by dodgy dealing - you know the type!)</p><h4>Listening</h4><p>First tell the story and then ask the children to listen to the music and think about: </p><ul><li>which part of story the music might be describing</li><li>how Peer Gynt was feeling at the time</li></ul><p>If space allows, listening while lying down like a starfish helps children to follow their own thoughts without the distraction of seeing others. Encourage the children to share their thoughts about the music, helping them to use the words in context: pitch (very low pitch) dynamics (quiet, becoming gradually louder) and tempo (slow, becoming gradually faster). Ask how it might express the story and also show Peer Gyntâ€™s feelings.</p><h4>Show and Tell</h4><p>It would be brilliant if you could persuade a local teacher, musician parent, orchestra, or someone from your Music Service to bring in a horn, cello, double bass or bassoon - so much better than showing pictures!</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/trolls.jpg" alt="Trolls">    </div>                                                                <h4>Movement and Drama (pulse)</h4><p>Next, the children could make up movement and drama to the music. Choose a (brave!) child to be Peer Gynt, a child to be the King of the Trolls, and the rest of the children are the trolls that give chase. Remember that Peer Gynt escapes and doesnâ€™t get eaten! The way the instruments play sounds like tiptoeing at first - the cellos and double basses play <em>pizzicato</em>, meaning that the strings are plucked instead of played using a bow. </p>                                                                <h4>Creative Work (timbre, structure, dynamics, tempo)</h4><p>In groups, the children make up music that shows how Peer Gynt might have been feeling in a part of the story, for example when he was chased by the trolls or when he returned home after years away. The Feelings task in the <a href="https://pango.education/lesson/184836/Going Places Level: Key Stage 1 - Creative music">Creative Music</a> section of this unit is a good preparatory activity. Listen and give feedback as the children work on their music to help them to <em>structure</em> it and to use instruments that produce a useful <em>timbre</em> (sound) for their feeling. When they have finished making up their music, they perform it for the other children, who try to guess which part of the peer Gynt story their music was about, and say how they decided. Remember to record each group's music for your own evidence and for the children to enjoy listening to it.</p>                                                                <h4>Make Hall of the Mountain King Sand Pictures (art link)</h4><p>If the children were intrigued by the video sand picture, they could make their own sand pictures. You need different colored sands, paper and glue - simply spread glue and sprinkle the sand to make the picture!</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/sand.png" alt="Sand">    </div>

Going Places Level: Key Stage 1 - Listening, appraising & movement

<h3>Feelings about Going Places (timbre, structure &amp; PSED link)</h3><p>This activity links well with the <a href="https://www.music-playtime.com/member/topics/going-places/grade-1/listening-appraising-and-movement">Listening and Movement section in this unit</a>, about Peer Gynt and his travels. It doesn't matter what order you do them in but, if you do this first, remember to mention it in context when you listen to the Peer Gynt music, In the Hall of the Mountain King. The children would benefit from already having experienced group instrumental work before they attempt this task. The 'Feelings' pictures are in the downloads at the start of the unit.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/394613006?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Feelings Song by Tom</h4><p>One of the lovely things about working with groups is that the children's creative ideas are likely to be heard and acknowledged. Once children understand that they can make up music, they spontaneously just do it! In a whole class situation, be sure to go round the groups so that you can listen, guide and help.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/394612981?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Feelings Music Using the Instruments</h4><p>We decided to have a conductor for our music, who would help to remind us of the structure we had decided on. Our conductors did a great job! Amitie found her true vocation and made the most of her position of power! We guessed the feeling correctly and discussed what we liked about the music and how we might improve it when we had another go. </p><p>By the way, I generally divide children pretty randomly into groups - it just happened that the girls were sitting together on this occasion. With a whole class, you will know which children can be relied on to work well together.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/394612754?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>A visit to somewhere new</h3><p>An outing to see something that children do not encounter in day to day life will be fascinating. Depending on where you live, choose a suitable place for a visit.</p><p>In Lancashire, for example:</p><ul><li>The butterfly house at Williamson Park, Lancaster </li><li>Windmill Animal Farm, Burscough</li><li>Turbary Woods Owl and Bird of Prey Sanctuary</li></ul><p>In London, for example:</p><p>The Science Museum and the British Museum in London have sections specifically for pre-school children. Visits obviously need careful planning using a high level of supervision and following formal guidelines in the case of nursery schools.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/jason-leung-737289-unsplash.jpg" alt="Jason Leung 737289 Unsplash">    </div>

Going Places Level: Key Stage 1 - Cross-curricular activities

Example of what someone might look like when they are angry, to help students name and recognise emotions. 

Angry - Showing emotion picture

Example of what someone might look like when they are excited, to help students name and recognise emotions. 

Excited - Showing emotion pictures

Example of what someone might look like when they are happy, to help students name and recognise emotions. 

Happy - Showing emotion picture

Example of what someone might look like when they are surprised, to help students name and recognise emotions. 

Surprised - Showing emotion picture

Peer Gynt is the central character in, In the Hall of the Mountain King, which is a piece for orchestra from a longer suite of music by the Norwegian composer, Grieg. The music may be called Ã¢â‚¬ËœincidentalÃ¢â‚¬â„¢ music or Ã¢â‚¬ËœprogrammeÃ¢â‚¬â„¢ music (like a soundtrack from a film) because it goes with the play, Peer Gynt by Ibsen. Peer Gynt goes on a long, eventful journey! This is a simplified pdf of the story at the start of this unit. (in the complete play, Peer Gynt comes across as a bit of an idiot who goes on to make his fortune by dodgy dealing - you know the type!)</p><h4>Listening</h4><p>First tell the story and then ask the children to listen to the music and think about: </p><ul><li>which part of story the music might be describing</li><li>how Peer Gynt was feeling at the time</li></ul><p>If space allows, listening while lying down like a starfish helps children to follow their own thoughts without the distraction of seeing others. Encourage the children to share their thoughts about the music, helping them to use the words in context: pitch (very low pitch) dynamics (quiet, becoming gradually louder) and tempo (slow, becoming gradually faster). Ask how it might express the story and also show Peer GyntÃ¢â‚¬â„¢s feelings.</p><h4>Show and Tell</h4><p>It would be brilliant if you could persuade a local teacher, musician parent, orchestra, or someone from your Music Service to bring in a horn, cello, double bass or bassoon - so much better than showing pictures!</p>                                                                    <div class="img img_sml">        <img class="lazy_img" data-src="/internal/----/_sml/trolls.jpg" alt="Trolls">    </div>                                                                <h4>Movement and Drama (pulse)</h4><p>Next, the children could make up movement and drama to the music. Choose a (brave!) child to be Peer Gynt, a child to be the King of the Trolls, and the rest of the children are the trolls that give chase. Remember that Peer Gynt escapes and doesnÃ¢â‚¬â„¢t get eaten! The way the instruments play sounds like tiptoeing at first - the cellos and double basses play <em>pizzicato</em>, meaning that the strings are plucked instead of played using a bow. </p>                                                                <h4>Creative Work (timbre, structure, dynamics, tempo)</h4><p>In groups, the children make up music that shows how Peer Gynt might have been feeling in a part of the story, for example when he was chased by the trolls or when he returned home after years away. The Feelings task in the <a href="https://music-playtime.com/member/topics/going-places/grade-1/creative-music">Creative Music</a> section of this unit is a good preparatory activity. Listen and give feedback as the children work on their music to help them to <em>structure</em> it and to use instruments that produce a useful <em>timbre</em> (sound) for their feeling. When they have finished making up their music, they perform it for the other children, who try to guess which part of the peer Gynt story their music was about, and say how they decided. Remember to record each group's music for your own evidence and for the children to enjoy listening to it.</p>                                                                

Peer Gynt story

Going Places Level: Key Stage 1

<p>A delicious mixture of activities about food</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Timbre<span>:</span></strong> The individual quality of a sound.</li>                                                    <li><strong>Tempo<span>:</span></strong> Fast or slow speed of the PULSE, or BEAT</li>                                                    <li><strong>Duration<span>:</span></strong> Long or short notes, RHYTHM.</li>                                                    <li><strong>Structure<span>:</span></strong> The way music is constructed.</li>                                            </ul>

<h3>Ten Green Bottles</h3><p>Holly is singing this song for you!</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/428759740?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>Two Keeping the Pulse Activities</h3><h4>Mud Pie Chant (tapping the pulse)</h4><p>This is a rhythmical chant for tapping the pulse on knees while sitting in a circle. You'll need to give a strong lead to model how to do this, making big movements with your own hands.</p><p>Of course, making mud pies afterwards is compulsory!</p>                                                                <ul class="simple lyrics">            <li>Two little children, big brown eyes</li>            <li>Two little children making mud pies</li>            <li>Muddy little hands and muddy little feet</li>            <li>Making mud pies is a very special treat</li>            <li>Pop them in the oven, bake them till theyâ€™re brown</li>            <li>Our mud pies are the best in town</li>            <li>Ask the other children, &#039;Wonâ€™t you come to tea -</li>            <li>To eat the finest pies in the whole country?&#039;</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/mud_pie.png" alt="Mud Pie">    </div>                                                                <h4>Shopping (walking in time, structure)</h4><p>Before the game starts, set several fruits out on a table (or in a toy shop if you have one). The teacher holds picture cards that match the fruits eg a pear and a picture of a pear (you could have the word written on the back too). This is marching song so encourage walking in time with the words by praising those children who can. Try walking next to those who can't, so they can copy you.</p><p>Start every verse with the children looking at you, as you hold up one of the fruit cards. Ask what the fruit is and pass the card to a child who gives the correct reply. All march around the room as you sing the shopping song using <a href="https://www.music-playtime.com/member/topics/ourselves-and-our-friends/early-years/introductory">sing-song voices</a>. During the song, the child with the card fetches that fruit and puts it into a big bag as everyone shouts <em>PLOP!</em> At the end of the song, wash the fruit well, cut it up and share it out.</p>                                                                <ul class="simple lyrics">            <li>Shopping, shopping in the town</li>            <li>Walking, walking all around</li>            <li>Bought a pear from the shop</li>            <li>Put it in a bag - PLOP!</li>            <li>__</li>            <li>Shopping, shopping in the town</li>            <li>Walking, walking all around</li>            <li>Bought an apple from the shop</li>            <li>Put it in a bag - PLOP!</li>            <li>__</li>            <li>Â©Music-Playtime: Arts Enterprise Limited</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/fruit.png" alt="Fruit">    </div>

Food & Eating Level: Key Stage 1 - Introductory

<h3>The Ice Cream Song</h3><p>This song is great to go with the Creative Music section, which is also about Ice Cream!</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/391994176?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>Did you ever see a ghost eating toast?</h3><p>Well here's a song about one - Mrs White had a fright in the middle of the night - saw a ghost eating toast, half way up the old lamp post!</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Mrs-White.mp3" type="audio/mp3"></source></audio>                                                                <p>The children can have fun making up an intro and an outro for this song, using scary sounds. The chord played here as a simple accompaniment is just two sounds played at the same time (eg D and A OR C and G), which you can easily do on chime bars or a xylophone. This two-note accompaniment is really useful for all sorts of simple songs and it's correct name is a <em>drone</em>.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/ghost_lamp-post.jpg" alt="Ghost Lamp Post">    </div>                                                                <h3>Sticky Buns (pitch)</h3><p>An easy action song to teach and learn:</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Sticky_buns.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>Sticky Buns</li>            <li>Sticky Buns</li>            <li>Sometimes we eat</li>            <li>Sticky Buns</li>    </ul>                                                                <p>It's fun to do actions to this little song. In the first three lines, the note pitches go like this: High - Low - Middle and the children could doing the actions of touching heads, knees and tums as they substitute these words:</p><ul><li>Heads knees tums</li><li>Heads knees tums</li><li>Sticky buns go (point to mouth)</li><li>In our tums (rub tummy)</li></ul><p>(Yes I know there's potential for the children singing 'up our bums' instead. This reminds me boy called James Farrar who, after a little 'toilet humour' joke, earnestly explained to me that he found it funny because he was ten years old.)</p><h4>Extension</h4><p>There are only three notes in the song so it's a good one for the children to learn to play on a keyboard, piano, chime bars or xylophone. On a keyboard or piano, use a set of three black keys in a row near the middle of the piano. On chime bars or xylophone, instead use the notes F, G and A. If you work it out yourself first (start with A F G), you'll be able to help.</p><p>You could use a drone accompaniment to this song too - the best notes would be F and C (lower pitch F and higher pitch C).</p><p><u class="highlight">Hints</u>: </p><ul><li>1/ If using a xylophone, remove the notes that are not needed, leaving just F, G and A for playing the tune, or just F and C for the drone. This makes it much easier for the children to hit the right notes. </li><li>2/ For the best sound, the beater needs to bounce off the bars.</li></ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/nick-bratanek-RBwli5VzJXo-unsplash.jpg" alt="Nick Bratanek Rbwli5 Vz Jxo Unsplash">    </div>

Food & Eating Level: Key Stage 1 - Songs & chants

<h3>Exploring a Xylophone</h3><p>In the next activity we use a xylophone. We may think it's obvious that the bigger bars on a xylophone make lower sounds but children tend to expect the opposite because their everyday understanding is that higher means louder, as in TV volume. Try allowing exploring time, in which you help the children to work out how to put the bars on in the right order.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/399616915?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>Breakfast time! (rhythm, pulse)</h3><p>Everyone chants the rhyme rhythmically, tapping the pulse on knees - sit in a circle and let the children see you tapping the pulse with big movements which they can copy.</p><p>When the chant is known, divide the class into three groups: the Cheese group, the Apple group and the Jelly group,. On the words in capitals, the children invent different movements eg big arms for cheese, little finger circles for peas, scratching for fleas, wings for bees. They rub tummies for the last line.</p>                                                                <ul class="simple lyrics">            <li>It&#039;s breakfast time  (tap the pulse on knees)</li>            <li>With words that rhyme  (tap the pulse on knees)</li>            <li>How many can you say? (pretend to count on fingers)</li>            <li>CHEESE and PEAS and FLEAS and BEES</li>            <li>That&#039;s what we&#039;ll eat today! (rub tummies)</li>            <li>__</li>            <li>It&#039;s breakfast time  (tap the pulse on knees)</li>            <li>With words that rhyme  (tap the pulse on knees)</li>            <li>How many can you say? (pretend to count on fingers)</li>            <li>APPLE JUICE and STRAWberry MOUSSE</li>            <li>That&#039;s what we&#039;ll eat today! (rub tummies)</li>            <li>__</li>            <li>It&#039;s breakfast time  (tap the pulse on knees)</li>            <li>With words that rhyme (tap the pulse on knees)</li>            <li>How many can you say? (pretend to count on fingers)</li>            <li>JELLY ROAST and SLUGS on TOAST</li>            <li>That&#039;s what we&#039;ll eat today! (rub tummies)</li>    </ul>                                                                <h4>Extension - Sing and play! (pitch, texture)</h4><p>1/ Next, ask the children to make up a tune to the rhyme, in pairs. If you use a xylophone, I suggest you take off all the bars except for C, D, E, G and A in a row but missing out the F: a pentatonic (five) group of notes that are easy to sing. </p><p>2/ Instead of tapping the pulse on knees, one child from each group could play an untuned instrument, (eg a drum) to accompany the singing. Ask each group to do their verse with the other children listening, then ask the listeners if the singing could be heard well enough above the instruments (this is called <em>balancing the texture</em>).</p><h4>Extension - Make up an Intro! </h4><p>First, model how you could make a simple intro to the song by clapping the rhythm of the words: <em>Cheese and peas and fleas and bees,</em> and have the children copy you. Then model how to play that on any instrument. Next, give everyone an instrument, some tuned and some untuned, and put the children into groups of two or three. If you have chime bars, give out two only per group: C and E, or E and G, or G and A. Each group has to make up a little intro that lasts as long as their special line, to play before their verse. Give each group a turn at showing their intro.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/hessam-hojati-0WGQV7gt3g4-unsplash.jpg" alt="Hessam Hojati 0 Wgqv7Gt3G4 Unsplash">    </div>

Food & Eating Level: Key Stage 1 - Skills & games

<h3>Good Day to You! (pulse, duration, rhythm)</h3><p>This is a simple song that demonstrates 3 time, in which the musical pulse has a feel for going in groups of three, like a waltz. I chose it here as a precursor to the Ice Cream Machine activity because that is in 3 time too.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/391992929?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>With actions ...</h4><p>The actions demonstrate that the music is in 3 time.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/391993262?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Dippy Doo - the complete song</h4><p>There are two parts to this song, one in 3 time and one in 2 time. </p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/399617101?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>Ice Cream Machine (pulse, rhythm, texture)</h3><p>Let's be an ice cream machine! I'm doing this with a small group so everyone has their own sounds to make but it works even better with a whole class, in which case you'll first divide the children into 5 groups. Each group has their own sound to which they make up an agreed action, and the teacher keeps a steady pulse by beating a drum. These are the words, to be said over and over again, without pausing at all in between words. It should go steadily like 1 2 3 1 2 3 1 2 3 ... with no gaps:</p><ul><li>Group 1 - BOOM boom boom </li><li>Group 2 - RUMBLE ping ping </li><li>Group 3 - SHHH Shhh Shhh </li><li>Group 4 - PLOP plop plop</li><li>Group 5 - YUM yummy yum</li></ul><p>Suggested actions:</p><ul><li>Group 1 - drumming arm movements</li><li>Group 2 - roly-poly arms on rumble and starfish hands for ping</li><li>Group 3 - pouring the milk in </li><li>Group 4 - plopping the ice cream into a dish</li><li>Group 5 - rub tummy round and round </li></ul><p>Once everyone has practised, you can have great fun doing the sounds and actions. If the children become proficient at this you can try doing more than one sound, with actions, at the same time creating a thicker <em>texture</em>.</p>                                                                <h4>Our first attempts!</h4><p>Notice that the children have, broadly speaking, got the idea but they are not yet keeping a steady 3 time pulse.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/391994277?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Our 'Performance'</h4><p>This was our final attempt of the day, our 'performance'. The pulse is much more stable here as the children begin to understand the concept better.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/391994606?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/ice_cream1.jpg" alt="Ice Cream1">    </div>

Food & Eating Level: Key Stage 1 - Creative music

<div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/360130508?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>March Past of the Kitchen Utensils</h3><p>This is the Belmont High School Chamber Orchestra with Wind Ensemble playing a piece by the composer Vaughan Williams, amusingly entitled March Past of the Kitchen Utensils! Ask the children as they listen, which part of the music is marching to the shops to buy the food (part 1), and which part is chopping, stirring and skipping around the kitchen (the middle section). The last part is like the first section; what do the children think is happening here? </p><h4>Moving to the Music</h4><p>The children march in time to the music, then stop and make a shape like a kitchen utensil when they hear the loud crashes (eg long like a spoon, round like a bowl). In the middle section, the children pretend to make dinner, chopping, stirring and skipping around the kitchen. They go back to marching when the original theme returns.</p>                                                                <h4>What's My Sound?</h4><p>Show the children a range of kitchen utensils that can make a sound from each other - aim for a range of materials, shapes and sizes: eg small metal jug, big plastic bowl, wooden spoons. First let the children experiment freely with making different sounds, then hide the utensils behind a screen. The children take turns to go behind the screen and make a sound one one utensil, while the other children guess what the utensil was. You could do this as a team game if you wish.</p>

Food & Eating Level: Key Stage 1 - Listening, appraising & movement

<h3>Ice cream day! </h3><p>Check whether there are dietary restrictions first. It is easy to buy dairy-free, vegan ice cream from most supermarkets.</p><h4>Make up a poem (literacy link)</h4><h4>Green Ice Cream!</h4><ul><li>Today I made ice cream </li><li>With my ice cream machine</li><li>This is what I put in it</li><li>To make it go green ...</li></ul><p>(children think up lots of green ingredients eg slime from a pond, leaves from a tree, green paint from school, my mum's green coat â€¦)</p><p>End with:</p><ul><li>And then I ate it all â€“ </li><li>Mmmm!</li></ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/anton-darius-thesollers-jjCWRxTlATc-unsplash.jpg" alt="Anton Darius Thesollers Jj Cwrx Tl Atc Unsplash">    </div>

Food & Eating Level: Key Stage 1 - Cross-curricular activities

Food & Eating Level: Key Stage 1

<p>This unit covers using music technology and keyboards in relation to more Maestro the Music Dog stories</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Duration<span>:</span></strong> Long or short notes, RHYTHM.</li>                                                    <li><strong>Dynamics<span>:</span></strong> Louder or quieter sounds.</li>                                                    <li><strong>Tempo<span>:</span></strong> Fast or slow speed of the PULSE, or BEAT</li>                                                    <li><strong>Pitch<span>:</span></strong> High pitched and low pitched sounds.</li>                                                    <li><strong>Pentatonic<span>:</span></strong> A five note scale, or set of notes in order, such as C, D, E, G and A. The black keys of a piano or keyboard make a natural pentatonic scale - notice that each black key has at least one white key between it and the next one, which gives a distinctive &#039;pentatonic&#039; sound.</li>                                                    <li><strong>Silence<span>:</span></strong> The quiet spaces between musical sounds.</li>                                                    <li><strong>Sing-song voice<span>:</span></strong> Two sung pitches, higher then lower like G - E, as if calling a name in the playground</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Keyboards or a piano, an iPad or computer</li>                                            </ul>                                                    

<h3>Maestro the Music Dog and the New Piano</h3><p>This is the story of how Hannah got a new piano for her birthday and Maestro went on an unexpected journey!</p><p>Tell the children you are going to ask them at the end of the story where Maestro went on his adventure and how he got home again.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/146524419?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <p>All Maestro the Music Dog materials Â©Music-Playtime: Arts Enterprise Limited</p>                                                                <ul class="simple lyrics">            <li>Original watercolors and story: Sandy Holland</li>            <li>Original music: Peter Noke</li>    </ul>                                                                <h3>Copy Me</h3><p>Later in this unit, the children learn how to play Happy Birthday to You by copying you play it and then the children can help each other to play it. Here, we are practising copying:</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/392673318?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>On the subject of copying ...</h4><p>Children of this age are just becoming aware of the concept of copying and it's usually associated with cheating, for example copying spellings from another child. In music, we learn a lot by copying others as well as by experimenting with our own ideas and, throughout history, composers have re-used the ideas of other composers.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/399589573?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>

Music - Key Stage 1 - Music Playtime