<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>                                                                                                                                                                                                                                                                                                                                            

<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>                                                                                                                                                                                <h4>With actions ...</h4><p>The actions demonstrate that the music is in 3 time.</p>                                                                                                                                                                                                                                                                                                                                                           

Good day to you with actions - Video

<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>     

Dippy doo (complete song) - Video

<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>                                                                                                                                                                                <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>                                                                                                                                                                                                

Ice cream machine (pulse, rhythm, texture) 1st attempt - Video

Ice cream machine (pulse, rhythm, texture) Performance - Video

<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>

March of the kitchen utensils - Video

<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

Year 1

Year 2

Music

Good day to you (pulse, duration, rhythm) - Video

Music Playtime has been created by a Key Stage 1 and Early Years Music education specialist. The schemes are built in recognition of the fact that most primary teachers are not music specialists. Access the knowledge and the ideas you need to feel confident teaching music.