<h3>Lots of People Help Us Clapping (rhythm)</h3><p>Young children love repetition and it's a good idea to come back to familiar songs to practise different skills. In this video, we return to <em>Lots of People Help Us</em> to practise rhythm clapping. I was pleased to hear that the children not only kept a steady pulse but also clapped the rhythm of the words accurately. Remember to use the words, <em>rhythm</em> (sounds like the words) and <em>pulse</em> (stays the same throughout) in context.</p>                                                                                                                                                                                

<h3>Lots of People Help Us Clapping (rhythm)</h3><p>Young children love repetition and it's a good idea to come back to familiar songs to practise different skills. In this video, we return to <em>Lots of People Help Us</em> to practise rhythm clapping. I was pleased to hear that the children not only kept a steady pulse but also clapped the rhythm of the words accurately. Remember to use the words, <em>rhythm</em> (sounds like the words) and <em>pulse</em> (stays the same throughout) in context.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/399589462?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>Sergeant Sound and Sergeant Symbol (timbre)</h3><p>Sergeant Sound and Sergeant Symbol are investigating a peculiar crime - the theft of sounds! The police don't yet know how many sounds were stolen but luckily the sound snatchers left a trail of pictures behind ... </p><p>First the children are all in Sergeant Sound's police force, in pairs with one instrument between two. Ask them to experiment to each find a way of playing the instrument that makes a different sound or <em>timbre</em> eg tambourine: tap with fingers, shake it). Ask each pair to think of a word to describe the <em>timbre</em> of the two different sounds they made. Give examples yourself first such as bong, ssscccrraaatchch, ting. Next, they each make a picture of how their sounds might look - 'If you could draw your sound, what would it look like?' The children need to write their names on the back of the paper, not the front.</p><p>Now the children are in Sergeant Symbol's police force! Working in fours, each pair swaps pictures with a different pair of children. Each child makes their sound in turn and the other pair guesses which picture goes with which sound.</p>                                                                <h4>Make Sound &amp; Symbol Music (structure)</h4><p>In their groups of four, the children decide what order to put their pictures in to make a little piece of music. They are responsible for playing just their own sound, for as long as they decide, in the chosen order. You could introduce them to the word <em>loop</em> by asking them to play their piece several times through in the same way. To end their piece, they could play all the instruments together at the same time, creating a thick <em>texture</em>.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/police.jpg" alt="Police">    </div>                                                                <h3>Fire and Rescue Time! (tempo)</h3><p>The children could work in pairs, with an instrument each, or with found sounds (eg slow scraping on a radiator, fast rustling paper) to create a sequence of slow/fast/slow sounds. </p><p>Ask the children to imagine they are firefighters. In their sequence they begin with slow sounds, then they make the noise of a siren, then make fast sounds to represent the firefighters rushing to the fire. They end with slow sounds for when the firefighters drive home after putting the fire out.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/hamza-el-falah-7weSMis6n3M-unsplash.jpg" alt="Hamza El Falah 7We Smis6N3 M Unsplash">    </div>

People Who Help Us Level: Key Stage 1 - Skills & games

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Lots of people help us clapping (rhythm) - Video

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