Music - Key Stage 1 - Music Playtime

Scheme of work
Music
Year 1 - Year 2
Year 1 Autumn
Unit
Ourselves & Our Friends Level: Key Stage 1
Ourselves & Our Friends Level: Key Stage 1
Music Playtime
Unit
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 KS1 sample lesson plans to see how easy it is to make your own plans using Music Playtime! Elements Structure: The way music is constructed. Duration: Long or short notes, RHYTHM. Tempo: Fast or slow speed of the PULSE, or BEAT Timbre: The individual quality of a sound. Pitch: High pitched and low pitched sounds. Resources Tuned and untuned percussion instruments Name-clapping cards Chrome Music Lab
Part of a scheme by Music Playtime
Music - Key Stage 1 - Music Playtime
Unit
Pets & Other Animals Level: Key Stage 1
Pets & Other Animals Level: Key Stage 1
Music Playtime
Unit
This unit is about animals we love and includes expressing feelings and moods in music. Download your Record of Activities & Progress chart here. Elements Pitch: High pitched and low pitched sounds. Dynamics: Louder or quieter sounds. Tempo: Fast or slow speed of the PULSE, or BEAT Structure: The way music is constructed. Resources Plush beanie animal toys Book - Pete the Cat and His Four Groovy Buttons: HarperCollins ISBN 1579823106 Four frisbees
Part of a scheme by Music Playtime
Music - Key Stage 1 - Music Playtime
Unit
Maestro & the Christmas Tree Level: Key Stage 1
Maestro & the Christmas Tree Level: Key Stage 1
Music Playtime
Unit
A unit based on the (non-religious) story off how Maestro the Music Dog came on Christmas Day to live on Hannah's piano. Resources Book: Maestro the Dog and the Christmas Tree by Sandy Holland & Peter Noke Publisher E-MusicMaestroPublishing ISBN 9781999863524 Available at https://www.e-musicmaestro.com/shop/books/childrens-picture-books
Part of a scheme by Music Playtime
Music - Key Stage 1 - Music Playtime
Year 1 Spring
Unit
Chinese New Year Level: Key Stage 1
Chinese New Year Level: Key Stage 1
Music Playtime
Unit
The activities are based on Chinese New Year celebrations and traditions. This unit particularly focuses on pitch, and introduces the pentatonic. Elements Pentatonic: 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 'pentatonic' sound. Resources Floaty scarves
Part of a scheme by Music Playtime
Music - Key Stage 1 - Music Playtime
Unit
Dinosaurs Level: Key Stage 1
Dinosaurs Level: Key Stage 1
Music Playtime
Unit
This unit is about dinosaurs and other extinct animals, focusing on high and low pitch, clapping rhythms and keeping a steady pulse. Elements Duration: Long or short notes, RHYTHM. Tempo: Fast or slow speed of the PULSE, or BEAT Pitch: High pitched and low pitched sounds. Resources Book: Goldilocks and the Three Dinosaurs – Mo Willems ISBN: 9780062104182 Publisher: Harper Collins Tuned and untuned percussion instruments
Part of a scheme by Music Playtime
Music - Key Stage 1 - Music Playtime
Unit
Families Level: Key Stage 1
Families Level: Key Stage 1
Music Playtime
Unit
This unit celebrates different types of families and especially includes grandparents. Elements Timbre: The individual quality of a sound. Pitch: High pitched and low pitched sounds. Dynamics: Louder or quieter sounds. Duration: Long or short notes, RHYTHM. Resources All about Families by Felicity Brooks & Mar Ferrero Usborne ISBN 147494907X
Part of a scheme by Music Playtime
Music - Key Stage 1 - Music Playtime
Year 1 Summer
Unit
Bears Level: Key Stage 1
Bears Level: Key Stage 1
Music Playtime
Unit
Bear-themed activities that link music creatively with emotions and musical elements. Elements Tempo: Fast or slow speed of the PULSE, or BEAT Timbre: The individual quality of a sound. Duration: Long or short notes, RHYTHM. Structure: The way music is constructed. Resources A Dog Called Bear by Diane & Kristyan Fox: Faber& Faber ISBN 9780571329441
Part of a scheme by Music Playtime
Music - Key Stage 1 - Music Playtime
Unit
Going Places Level: Key Stage 1
Going Places Level: Key Stage 1
Music Playtime
Unit
This unit is about road safety and travel Elements Duration: Long or short notes, RHYTHM. Tempo: Fast or slow speed of the PULSE, or BEAT Structure: The way music is constructed. Dynamics: Louder or quieter sounds. Pitch: High pitched and low pitched sounds. Timbre: The individual quality of a sound. Resources Tuned and untuned percussion instruments Sphero Specdrums device
Part of a scheme by Music Playtime
Music - Key Stage 1 - Music Playtime
Year 2 Autumn
Unit
Food & Eating Level: Key Stage 1
Food & Eating Level: Key Stage 1
Music Playtime
Unit
A delicious mixture of activities about food Elements Timbre: The individual quality of a sound. Tempo: Fast or slow speed of the PULSE, or BEAT Duration: Long or short notes, RHYTHM. Structure: The way music is constructed.
Part of a scheme by Music Playtime
Music - Key Stage 1 - Music Playtime
Unit
More Maestro the Dog Stories Level: Key Stage 1
More Maestro the Dog Stories Level: Key Stage 1
Music Playtime
Unit
This unit covers using music technology and keyboards in relation to more Maestro the Music Dog stories Elements Duration: Long or short notes, RHYTHM. Dynamics: Louder or quieter sounds. Tempo: Fast or slow speed of the PULSE, or BEAT Pitch: High pitched and low pitched sounds. Pentatonic: 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 'pentatonic' sound. Silence: The quiet spaces between musical sounds. Sing-song voice: Two sung pitches, higher then lower like G - E, as if calling a name in the playground Resources Keyboards or a piano, an iPad or computer
Part of a scheme by Music Playtime
Music - Key Stage 1 - Music Playtime
Year 2 Spring
Unit
Minibeasts Level: Key Stage 1
Minibeasts Level: Key Stage 1
Music Playtime
Unit
All about mini-beasts, the activities include following a graphic score and making sound pictures. Elements Dynamics: Louder or quieter sounds. Duration: Long or short notes, RHYTHM. Pitch: High pitched and low pitched sounds. Timbre: The individual quality of a sound. Texture: A single sound, or combined sounds. Resources Books: the Very Hungry Caterpillar by Eric Carle ISBN 0590030299 and Twist and Hop, Minibeast Bop . by Tony Mitton ISBN 1408336871
Part of a scheme by Music Playtime
Music - Key Stage 1 - Music Playtime
Unit
People Who Help Us Level: Key Stage 1
People Who Help Us Level: Key Stage 1
Music Playtime
Unit
Activities and songs based on people who help us and on helping others. Elements Tempo: Fast or slow speed of the PULSE, or BEAT Duration: Long or short notes, RHYTHM. Timbre: The individual quality of a sound. Pitch: High pitched and low pitched sounds. Resources Out of the Ark People Who Help Us songbook (optional)
Part of a scheme by Music Playtime
Music - Key Stage 1 - Music Playtime
Unit
The Weather & the Seasons Level: Key Stage 1
The Weather & the Seasons Level: Key Stage 1
Music Playtime
Unit
This unit contains ideas based on the weather and the seasons, with particular emphasis on the environment. Elements Duration: Long or short notes, RHYTHM. Timbre: The individual quality of a sound. Tempo: Fast or slow speed of the PULSE, or BEAT Structure: The way music is constructed. Texture: A single sound, or combined sounds. Pitch: High pitched and low pitched sounds. Resources Tuned and untuned percussion instruments Floaty scarves
Part of a scheme by Music Playtime
Music - Key Stage 1 - Music Playtime
Year 2 Summer
Unit
Gardens & Growing Level: Key Stage 1
Gardens & Growing Level: Key Stage 1
Music Playtime
Unit
This unit is loosely based on gardening and growing with a special emphasis on the planet. Elements Structure: The way music is constructed. Timbre: The individual quality of a sound. Texture: A single sound, or combined sounds. Tempo: Fast or slow speed of the PULSE, or BEAT Resources Re-cycling cards from the Garden Organic website
Part of a scheme by Music Playtime
Music - Key Stage 1 - Music Playtime
Unit
Seaside & Under the Sea Level: Key Stage 1
Seaside & Under the Sea Level: Key Stage 1
Music Playtime
Unit
This unit, all about seaside holidays, focuses on body sounds, found sounds, using instruments and actions in time with music. Elements Texture: A single sound, or combined sounds. Timbre: The individual quality of a sound. Duration: Long or short notes, RHYTHM. Resources Tuned and untuned percussion instruments Peppa Pig Goes on Holiday ISBN 9780723297819 Publisher Ladybird Maisie Goes on Holiday ISBN 9781406329513 Publisher Walker Books Floaty scarves A real parachute and 'treasures' in a 'treasure chest'
Part of a scheme by Music Playtime
Music - Key Stage 1 - Music Playtime
Music Playtime
Music Playtime
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.
Scheme of work contents
Resources
Two-Year Plan: Key Stage 1
Two-Year Plan: Key Stage 1
Resource
Music
Y1 - Y2
Two-year plan for teaching music, for Key Stage 1 (Year 1 and Year 2), 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.
View
Units
Ourselves & Our Friends Level: Key Stage 1
Ourselves & Our Friends Level: Key Stage 1
Unit

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 KS1 sample lesson plans to see how easy it is to make your own plans using Music Playtime!

Elements

  • Structure: The way music is constructed.
  • Duration: Long or short notes, RHYTHM.
  • Tempo: Fast or slow speed of the PULSE, or BEAT
  • Timbre: The individual quality of a sound.
  • Pitch: High pitched and low pitched sounds.

Resources

  • Tuned and untuned percussion instruments
  • Name-clapping cards
  • Chrome Music Lab
View
Pets & Other Animals Level: Key Stage 1
Pets & Other Animals Level: Key Stage 1
Unit

This unit is about animals we love and includes expressing feelings and moods in music. Download your Record of Activities & Progress chart here.

Elements

  • Pitch: High pitched and low pitched sounds.
  • Dynamics: Louder or quieter sounds.
  • Tempo: Fast or slow speed of the PULSE, or BEAT
  • Structure: The way music is constructed.

Resources

  • Plush beanie animal toys
  • Book - Pete the Cat and His Four Groovy Buttons: HarperCollins ISBN 1579823106
  • Four frisbees
View
Maestro & the Christmas Tree Level: Key Stage 1
Maestro & the Christmas Tree Level: Key Stage 1
Unit

A unit based on the (non-religious) story off how Maestro the Music Dog came on Christmas Day to live on Hannah's piano.

Resources

  • Book: Maestro the Dog and the Christmas Tree by Sandy Holland & Peter Noke Publisher E-MusicMaestroPublishing ISBN 9781999863524 Available at https://www.e-musicmaestro.com/shop/books/childrens-picture-books
View
Chinese New Year Level: Key Stage 1
Chinese New Year Level: Key Stage 1
Unit

The activities are based on Chinese New Year celebrations and traditions. This unit particularly focuses on pitch, and introduces the pentatonic.

Elements

  • Pentatonic: 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 'pentatonic' sound.

Resources

  • Floaty scarves
View
Dinosaurs Level: Key Stage 1
Dinosaurs Level: Key Stage 1
Unit

This unit is about dinosaurs and other extinct animals, focusing on high and low pitch, clapping rhythms and keeping a steady pulse.

Elements

  • Duration: Long or short notes, RHYTHM.
  • Tempo: Fast or slow speed of the PULSE, or BEAT
  • Pitch: High pitched and low pitched sounds.

Resources

  • Book: Goldilocks and the Three Dinosaurs – Mo Willems ISBN: 9780062104182 Publisher: Harper Collins
  • Tuned and untuned percussion instruments
View
Families Level: Key Stage 1
Families Level: Key Stage 1
Unit

This unit celebrates different types of families and especially includes grandparents.

Elements

  • Timbre: The individual quality of a sound.
  • Pitch: High pitched and low pitched sounds.
  • Dynamics: Louder or quieter sounds.
  • Duration: Long or short notes, RHYTHM.

Resources

  • All about Families by Felicity Brooks & Mar Ferrero Usborne ISBN 147494907X
View
Bears Level: Key Stage 1
Bears Level: Key Stage 1
Unit

Bear-themed activities that link music creatively with emotions and musical elements.

Elements

  • Tempo: Fast or slow speed of the PULSE, or BEAT
  • Timbre: The individual quality of a sound.
  • Duration: Long or short notes, RHYTHM.
  • Structure: The way music is constructed.

Resources

  • A Dog Called Bear by Diane & Kristyan Fox: Faber& Faber ISBN 9780571329441
View
Going Places Level: Key Stage 1
Going Places Level: Key Stage 1
Unit

This unit is about road safety and travel

Elements

  • Duration: Long or short notes, RHYTHM.
  • Tempo: Fast or slow speed of the PULSE, or BEAT
  • Structure: The way music is constructed.
  • Dynamics: Louder or quieter sounds.
  • Pitch: High pitched and low pitched sounds.
  • Timbre: The individual quality of a sound.

Resources

  • Tuned and untuned percussion instruments
  • Sphero Specdrums device
View
Food & Eating Level: Key Stage 1
Food & Eating Level: Key Stage 1
Unit

A delicious mixture of activities about food

Elements

  • Timbre: The individual quality of a sound.
  • Tempo: Fast or slow speed of the PULSE, or BEAT
  • Duration: Long or short notes, RHYTHM.
  • Structure: The way music is constructed.
View
More Maestro the Dog Stories Level: Key Stage 1
More Maestro the Dog Stories Level: Key Stage 1
Unit

This unit covers using music technology and keyboards in relation to more Maestro the Music Dog stories

Elements

  • Duration: Long or short notes, RHYTHM.
  • Dynamics: Louder or quieter sounds.
  • Tempo: Fast or slow speed of the PULSE, or BEAT
  • Pitch: High pitched and low pitched sounds.
  • Pentatonic: 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 'pentatonic' sound.
  • Silence: The quiet spaces between musical sounds.
  • Sing-song voice: Two sung pitches, higher then lower like G - E, as if calling a name in the playground

Resources

  • Keyboards or a piano, an iPad or computer
View
Minibeasts Level: Key Stage 1
Minibeasts Level: Key Stage 1
Unit

All about mini-beasts, the activities include following a graphic score and making sound pictures.

Elements

  • Dynamics: Louder or quieter sounds.
  • Duration: Long or short notes, RHYTHM.
  • Pitch: High pitched and low pitched sounds.
  • Timbre: The individual quality of a sound.
  • Texture: A single sound, or combined sounds.

Resources

  • Books: the Very Hungry Caterpillar by Eric Carle ISBN 0590030299 and Twist and Hop, Minibeast Bop . by Tony Mitton ISBN 1408336871
View
People Who Help Us Level: Key Stage 1
People Who Help Us Level: Key Stage 1
Unit

Activities and songs based on people who help us and on helping others.

Elements

  • Tempo: Fast or slow speed of the PULSE, or BEAT
  • Duration: Long or short notes, RHYTHM.
  • Timbre: The individual quality of a sound.
  • Pitch: High pitched and low pitched sounds.

Resources

  • Out of the Ark People Who Help Us songbook (optional)
View
The Weather & the Seasons Level: Key Stage 1
The Weather & the Seasons Level: Key Stage 1
Unit

This unit contains ideas based on the weather and the seasons, with particular emphasis on the environment.

Elements

  • Duration: Long or short notes, RHYTHM.
  • Timbre: The individual quality of a sound.
  • Tempo: Fast or slow speed of the PULSE, or BEAT
  • Structure: The way music is constructed.
  • Texture: A single sound, or combined sounds.
  • Pitch: High pitched and low pitched sounds.

Resources

  • Tuned and untuned percussion instruments
  • Floaty scarves
View
Gardens & Growing Level: Key Stage 1
Gardens & Growing Level: Key Stage 1
Unit

This unit is loosely based on gardening and growing with a special emphasis on the planet.

Elements

  • Structure: The way music is constructed.
  • Timbre: The individual quality of a sound.
  • Texture: A single sound, or combined sounds.
  • Tempo: Fast or slow speed of the PULSE, or BEAT

Resources

  • Re-cycling cards from the Garden Organic website
View
Seaside & Under the Sea Level: Key Stage 1
Seaside & Under the Sea Level: Key Stage 1
Unit

This unit, all about seaside holidays, focuses on body sounds, found sounds, using instruments and actions in time with music.

Elements

  • Texture: A single sound, or combined sounds.
  • Timbre: The individual quality of a sound.
  • Duration: Long or short notes, RHYTHM.

Resources

  • Tuned and untuned percussion instruments
  • Peppa Pig Goes on Holiday ISBN 9780723297819 Publisher Ladybird
  • Maisie Goes on Holiday ISBN 9781406329513 Publisher Walker Books
  • Floaty scarves
  • A real parachute and 'treasures' in a 'treasure chest'
View
Resources
Student progression recording sheet
Student progression recording sheet
Resource
Music
Y1 - Y4
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.
View
Scheme of work contents
Resources
Two-Year Plan: Key Stage 1
Two-Year Plan: Key Stage 1
Resource
Music
Y1 - Y2
Two-year plan for teaching music, for Key Stage 1 (Year 1 and Year 2), 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.
View
Units
Ourselves & Our Friends Level: Key Stage 1
Ourselves & Our Friends Level: Key Stage 1
Unit

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 KS1 sample lesson plans to see how easy it is to make your own plans using Music Playtime!

Elements

  • Structure: The way music is constructed.
  • Duration: Long or short notes, RHYTHM.
  • Tempo: Fast or slow speed of the PULSE, or BEAT
  • Timbre: The individual quality of a sound.
  • Pitch: High pitched and low pitched sounds.

Resources

  • Tuned and untuned percussion instruments
  • Name-clapping cards
  • Chrome Music Lab
View
Resources (19)
Lessons (6)

https://musiclab.chromeexperiments.com/ then click on the first box.

Kristina Paparo Gac3Kt5 Ay Ka Unsplash
View

Percussion Plus. 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).

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:

  • claves = 1 sound
  • chime bar = 2 sounds
  • tam-bou-rine = 3 sounds
  • fin-ger cym-bals = 4 sounds

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:

  • chime bar = 2 sounds
  • tam-bou-rine = 3 sounds
  • fin-ger cym-bals = 4 sounds
  • claves = 1 sound

Two Bits of Advice for Using Instruments!

Minimise Sound levels

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.

Put It All Away

Always allow time for the children 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.

Time to Tidy Up!

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 First Me, Then You. I made a recording (below the video) to help you to learn it.

View

and a fascinating account of the history of the poem by the author, Christine F. Fletcher.

  • If you should meet a crocodile
  • Don't take a stick and poke him
  • Ignore the welcome in his smile
  • Be careful not to stroke him
  • For as he sleeps upon the Nile
  • He thinner gets and thinner
  • And whene'er you meet a crocodile
  • He's ready for his dinner
Mrs Crocosaur

Our Five Senses (Science link)

Provide experiences for all five senses

Hearing: Go on an outdoor listening walk and record some sounds. Play them when you get back and guess what they were.

Taste: Bring in culinary items for tasting (parental permission and advice about allergies essential) in the complete range of flavours e.g. :

  • BITTER – Kale, collards, mustard greens, parsley, endive, celery, arugula, grain beverage
  • SALTY – Sea salt, tamari, miso, sea vegetables, sesame salt, umeboshi plum, pickles
  • SWEET – Corn, cooked onions, squash, yams, cooked grains, cooked cabbage, carrots, parsnips, fruits
  • SOUR – Lemon, lime, sauerkraut, umeboshi plum, fermented dishes, pickles
  • PUNGENT – Ginger, garlic, raw onions, white radish, red radish, scallions, wasabi, spices

Touch: Set out a Touch Table behind a screen. Children have to identify a range of items by touch alone, with eyes closed.

Smell: Set out a Smell table behind a screen. Children have to identify a range of items by smell alone, with eyes closed.

Sight: A supervised, group experiment showing how two eyes help you better judge where objects are.

For the Sight activity, you need:

  • Five coins
  • Small paper cup or rinsed-out yogurt cup
  • A table where two children can sit

What to do

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.

Tell your partner that you'll drop the coin whenever he or she says, "Drop it!" The idea is for your partner — with one eye closed — to judge when the coin is over the cup so the coin will drop into the cup.

Give your partner two tries with one eye closed, then two tries with both eyes open. Which way worked best?

Nathan Hanna 7 Sr5 D24 Jo8O Unsplash

Book suggestion: My Five Senses by Aliki ISBN 006238192X Publisher Harper Collins

My Five Senses Book
View
Resources (19)
Pets & Other Animals Level: Key Stage 1
Pets & Other Animals Level: Key Stage 1
Unit

This unit is about animals we love and includes expressing feelings and moods in music. Download your Record of Activities & Progress chart here.

Elements

  • Pitch: High pitched and low pitched sounds.
  • Dynamics: Louder or quieter sounds.
  • Tempo: Fast or slow speed of the PULSE, or BEAT
  • Structure: The way music is constructed.

Resources

  • Plush beanie animal toys
  • Book - Pete the Cat and His Four Groovy Buttons: HarperCollins ISBN 1579823106
  • Four frisbees
View
Lessons (6)

Cats Protection League resource packs and lesson plans for teachers.

Class Pet Poem (literacy)

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:

  • I asked if I could have a pet
  • And this is what they said
  • You can have a … or a ... or a ... or a ...
  • A ... or a ... or a ... or a ...
  • I'll have all of those, I said!

You could make it rhyme, or not, eg: You can have a dog or a frog, or a cat or a bat.

Lots more ideas here!

My Animal Song (poetry & music)

The children could make up their own word,s. This is Holly's Hippo song, made up and sung at the piano.

  • Consider the poor hippopotamus
  • His life is unduly monotonous
  • He lives half asleep
  • At the edge of the deep
  • And his face is as big as his bottom is!
Screen Shot 2020 05 28 At 17 32 49
View
Maestro & the Christmas Tree Level: Key Stage 1
Maestro & the Christmas Tree Level: Key Stage 1
Unit

A unit based on the (non-religious) story off how Maestro the Music Dog came on Christmas Day to live on Hannah's piano.

Resources

  • Book: Maestro the Dog and the Christmas Tree by Sandy Holland & Peter Noke Publisher E-MusicMaestroPublishing ISBN 9781999863524 Available at https://www.e-musicmaestro.com/shop/books/childrens-picture-books
View
Lessons (6)
Chinese New Year Level: Key Stage 1
Chinese New Year Level: Key Stage 1
Unit

The activities are based on Chinese New Year celebrations and traditions. This unit particularly focuses on pitch, and introduces the pentatonic.

Elements

  • Pentatonic: 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 'pentatonic' sound.

Resources

  • Floaty scarves
View
Lessons (6)

FAQs section. Once the song is known, the first step is to practise tapping the pulse on knees.

Teaching Which Notes to Play

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).

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, I’ve simply used little bears to show the pattern and the children latch onto it straight away.

  • What shall we do with a Chinese dragon? (D)
  • What shall we do with a Chinese dragon? (C)
  • What shall we do with a Chinese dragon? (D)
  • Early in the (C) morning (D)
  • __
  • Polish her scales and make them shiny (D)
  • Polish her scales and make them shiny (C)
  • Polish her scales and make them shiny (D)
  • Early in the (C) morning (D)
  • __
  • Ask her what she'd like to eat for breakfast (D)
  • Ask her what she'd like to eat for breakfast (C)
  • Ask her what she'd like to eat for breakfast (D)
  • Early in the (C) morning (D)
  • ©Music-Playtime: Arts Enterprise Limited

Extension - Make up an intro (rhythm, pitch)

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 Here's a Chinese Dragon.

Thomas Despeyroux 1203996 Unsplash

Cat and Mouse (rhythm, pulse)

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.

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).

When the chant is known, the children circle round, chanting:

  • What's the time?
  • A quarter to nine
  • What's the cat doing?
  • She's ready to dine

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 ‘eat’ him. Say the rhyme again as two more children take a turn.

Ramiz Dedakovic 9 Swhigu8 A8K Unsplash
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Elements of Music words, like this:

  • Child: It was high and then low
  • Teacher: Yes, the pitch was often high and there were also a few, very low-pitched notes.

Here are some suggestions for questions and talking points:

  • Which instrument was playing? (Piano)
  • Can you think of some words to describe the music? (eg - is it trickling, low, quiet, rumbling, tinkly.)

Creative Extension

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.

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Dinosaurs Level: Key Stage 1
Dinosaurs Level: Key Stage 1
Unit

This unit is about dinosaurs and other extinct animals, focusing on high and low pitch, clapping rhythms and keeping a steady pulse.

Elements

  • Duration: Long or short notes, RHYTHM.
  • Tempo: Fast or slow speed of the PULSE, or BEAT
  • Pitch: High pitched and low pitched sounds.

Resources

  • Book: Goldilocks and the Three Dinosaurs – Mo Willems ISBN: 9780062104182 Publisher: Harper Collins
  • Tuned and untuned percussion instruments
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Lessons (6)
Families Level: Key Stage 1
Families Level: Key Stage 1
Unit

This unit celebrates different types of families and especially includes grandparents.

Elements

  • Timbre: The individual quality of a sound.
  • Pitch: High pitched and low pitched sounds.
  • Dynamics: Louder or quieter sounds.
  • Duration: Long or short notes, RHYTHM.

Resources

  • All about Families by Felicity Brooks & Mar Ferrero Usborne ISBN 147494907X
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Lessons (6)

Seaside and Under the Sea unit there's a traditional Swedish song called I Medelhavet, 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.

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Ben Noke, my stepson, who is a professional musician, and Luchia's dance demo was filmed by her daddy!

  • Here's a plan of the movements
  • __
  • Intro - Tap legs
  • Wishi ta tuja tuja tuja - Wave arms
  • Washa de naja heya heya - Roll arms
  • Boom boom boom boom Cha cha cha cha - Clap clap clap, then 'Chatty' fingers
  • __
  • Wishi ta tuja tuja tuja - Wave arms
  • Washa de naja heya heya - Roll arms
  • Boom boom boom boom Cha cha cha cha - Clap clap clap, then 'Chatty' fingers
  • __
  • Intro - Tap legs
  • Wishi ta tuja tuja tuja - Wave arms
  • Washa de naja heya heya - Roll arms
  • Boom boom boom boom Cha cha cha cha - Clap clap clap, then 'Chatty' fingers
  • __
  • Wishi ta tuja tuja tuja - Wave arms
  • Washa de naja heya heya - Roll arms
  • Boom boom boom boom Cha cha cha cha - Clap clap clap, then 'Chatty' fingers
Dad

Talking About Music (timbre)

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.

In the second video, the children then chose an instrument each and we compared and contrasted the sounds in terms of timbre, its essential, distinguishing sound, choosing describing words and later suggesting similarities and differences.

Granny's footsteps (timbre, tempo)

'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).

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.

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.

If you have limited space, the children can do the actions on the spot.

Ashwin Vaswani 1 Coye Osvq G4 Unsplash
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Bears Level: Key Stage 1
Bears Level: Key Stage 1
Unit

Bear-themed activities that link music creatively with emotions and musical elements.

Elements

  • Tempo: Fast or slow speed of the PULSE, or BEAT
  • Timbre: The individual quality of a sound.
  • Duration: Long or short notes, RHYTHM.
  • Structure: The way music is constructed.

Resources

  • A Dog Called Bear by Diane & Kristyan Fox: Faber& Faber ISBN 9780571329441
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Lessons (6)

Have you brought your singing voice? 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.

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.

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.

A Dog Called Bear
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Resources (4)

The Bear Went Over the Mountain song can be shown in pictures. The Bear went over the mountain is sung three times, then To see what he could see is sung just once, like this:

Bear Graphic Score

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.

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Going Places Level: Key Stage 1
Going Places Level: Key Stage 1
Unit

This unit is about road safety and travel

Elements

  • Duration: Long or short notes, RHYTHM.
  • Tempo: Fast or slow speed of the PULSE, or BEAT
  • Structure: The way music is constructed.
  • Dynamics: Louder or quieter sounds.
  • Pitch: High pitched and low pitched sounds.
  • Timbre: The individual quality of a sound.

Resources

  • Tuned and untuned percussion instruments
  • Sphero Specdrums device
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Lessons (6)

https://musiclab.chromeexperim...

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!

Chrome Rhythm

Guess Which Transport

Ask the children if they can guess which mode of transport makes these sounds! The answers are:

  1. Diesel train
  2. Horse
  3. Jet plane
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Creative Music section of this unit is a good preparatory activity. Listen and give feedback as the children work on their music to help them to structure it and to use instruments that produce a useful timbre (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.

Make Hall of the Mountain King Sand Pictures (art link)

If the children were intrigued by the video sand picture, they could make their own sand pictures. You need different coloured sands, paper and glue - simply spread glue and sprinkle the sand to make the picture!

Sand
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Listening and Movement section in this unit, 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.

Feelings Song by Tom

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.

Feelings Music Using the Instruments

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.

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.

A visit to somewhere new

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.

In Lancashire, for example:

  • The butterfly house at Williamson Park, Lancaster
  • Windmill Animal Farm, Burscough
  • Turbary Woods Owl and Bird of Prey Sanctuary

In London, for example:

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.

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Resources (6)

Creative Music section of this unit is a good preparatory activity. Listen and give feedback as the children work on their music to help them to structure it and to use instruments that produce a useful timbre (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.

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Food & Eating Level: Key Stage 1
Food & Eating Level: Key Stage 1
Unit

A delicious mixture of activities about food

Elements

  • Timbre: The individual quality of a sound.
  • Tempo: Fast or slow speed of the PULSE, or BEAT
  • Duration: Long or short notes, RHYTHM.
  • Structure: The way music is constructed.
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Lessons (6)

sing-song voices. During the song, the child with the card fetches that fruit and puts it into a big bag as everyone shouts PLOP! At the end of the song, wash the fruit well, cut it up and share it out.

  • Shopping, shopping in the town
  • Walking, walking all around
  • Bought a pear from the shop
  • Put it in a bag - PLOP!
  • __
  • Shopping, shopping in the town
  • Walking, walking all around
  • Bought an apple from the shop
  • Put it in a bag - PLOP!
  • __
  • ©Music-Playtime: Arts Enterprise Limited
Fruit
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More Maestro the Dog Stories Level: Key Stage 1
More Maestro the Dog Stories Level: Key Stage 1
Unit

This unit covers using music technology and keyboards in relation to more Maestro the Music Dog stories

Elements

  • Duration: Long or short notes, RHYTHM.
  • Dynamics: Louder or quieter sounds.
  • Tempo: Fast or slow speed of the PULSE, or BEAT
  • Pitch: High pitched and low pitched sounds.
  • Pentatonic: 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 'pentatonic' sound.
  • Silence: The quiet spaces between musical sounds.
  • Sing-song voice: Two sung pitches, higher then lower like G - E, as if calling a name in the playground

Resources

  • Keyboards or a piano, an iPad or computer
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Lessons (6)
Minibeasts Level: Key Stage 1
Minibeasts Level: Key Stage 1
Unit

All about mini-beasts, the activities include following a graphic score and making sound pictures.

Elements

  • Dynamics: Louder or quieter sounds.
  • Duration: Long or short notes, RHYTHM.
  • Pitch: High pitched and low pitched sounds.
  • Timbre: The individual quality of a sound.
  • Texture: A single sound, or combined sounds.

Resources

  • Books: the Very Hungry Caterpillar by Eric Carle ISBN 0590030299 and Twist and Hop, Minibeast Bop . by Tony Mitton ISBN 1408336871
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Lessons (6)
People Who Help Us Level: Key Stage 1
People Who Help Us Level: Key Stage 1
Unit

Activities and songs based on people who help us and on helping others.

Elements

  • Tempo: Fast or slow speed of the PULSE, or BEAT
  • Duration: Long or short notes, RHYTHM.
  • Timbre: The individual quality of a sound.
  • Pitch: High pitched and low pitched sounds.

Resources

  • Out of the Ark People Who Help Us songbook (optional)
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Lessons (6)

Find out more here!

1057847 Cat Bandaged Paw

Who Can Help Us?

The children could produce a Who Can Help Us? podcast using Garage Band. The children are all allocated a line to say:

  • I need help to cross the road!
  • Who can help?
  • I can help - I'm a lollipop man!
  • I need help!
  • I'm lost!
  • I can help - I'm a policewoman!

Here are some instructions for creating a podcast using Garage Band. Be aware that, as updates are rolled out, the format may change:

If life feels too short to tackle Garage Band, instead the children could make a big chart on which they write the statements and stick on pictures of the people who can help us.

What If? (PSED and Literacy links)

A poem for thinking about some of the people who help us to get through difficult times.

  • What if all the shops were closed
  • And had no drinks for us?
  • We’d all be hungry and thirsty
  • And we'd make a lot of fuss!
  • __
  • What if there was no internet
  • And parcels never came?
  • We’d have to ask the online stores
  • To open once again.
  • __
  • What if we had no rescue service
  • Then we had a flood?
  • We’d all wade through the water
  • And go squelching in the mud.
  • __
  • What if we never thanked our friends
  • For help when things get bad?
  • They wouldn't want to play again
  • And then we would be sad.
  • _
  • ©Music-Playtime at Arts Enterprise Limited
Jonathan Ford 6 Zg Tetv D16 I Unsplash

Teach the Countryside Code

It's never too early to learn how to behave responsibly!

Countryside Code
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The Weather & the Seasons Level: Key Stage 1
The Weather & the Seasons Level: Key Stage 1
Unit

This unit contains ideas based on the weather and the seasons, with particular emphasis on the environment.

Elements

  • Duration: Long or short notes, RHYTHM.
  • Timbre: The individual quality of a sound.
  • Tempo: Fast or slow speed of the PULSE, or BEAT
  • Structure: The way music is constructed.
  • Texture: A single sound, or combined sounds.
  • Pitch: High pitched and low pitched sounds.

Resources

  • Tuned and untuned percussion instruments
  • Floaty scarves
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Lessons (6)

Jane Hayes

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listening walk by cutting out and sticking on pictures they have found or drawn eg dog pictures, real leaves, rice or lentils to represent gravel.

I like the idea of this being a random representation of sounds, a reminder of a happy sound experience rather than a score to be followed as a timeline.

Listening Walk Book

The Listening Walk

A lovely book for children of this age, by Paul Showers.

ISBN 0064433226 Publisher Harper Collins

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Gardens & Growing Level: Key Stage 1
Gardens & Growing Level: Key Stage 1
Unit

This unit is loosely based on gardening and growing with a special emphasis on the planet.

Elements

  • Structure: The way music is constructed.
  • Timbre: The individual quality of a sound.
  • Texture: A single sound, or combined sounds.
  • Tempo: Fast or slow speed of the PULSE, or BEAT

Resources

  • Re-cycling cards from the Garden Organic website
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Lessons (6)

Dana Gorman

Hosepipe

What to Play

Children usually produce the best creative music when they have guidelines rather than a completely free invitation to make something up. This is an opportunity to do what jazz musicians do, which is to use an agreed structure as a basis for improvising. It's best if they don't all play at once, for instance. You may like to download the graphic score, or to make up your own. When using this graphic score, the children may play literally to a steady pulse - one watering can symbol = one bang on the watering can - or they could play more freely eg several bangs per symbol.

Garden Music
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Garden Organic website and it may be adapted to suit the age of the children. It would be best played in the hall, the playground or on a field. The instructions are below but you really need to refer to the Garden organic website for more detailed information. I suggest that you do lots of preparatory activity and incorporate learning to read the words on the cards, for added value.

The resources needed may be downloaded from the Garden organic website:

  • Waste picture cards
  • Destination cards
  • Answer sheet

What to do:

  • Place the destination cards around the playground
  • Stand in the middle, holding the waste cards with the children gathered round you, then hold up each card for the children to see and read.
  • The children run to the right destination for that card.
  • Explain briefly why an item will go to that destination and what will happen to it there.
Screen Shot 2019 09 29 At 08 02 26
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Seaside & Under the Sea Level: Key Stage 1
Seaside & Under the Sea Level: Key Stage 1
Unit

This unit, all about seaside holidays, focuses on body sounds, found sounds, using instruments and actions in time with music.

Elements

  • Texture: A single sound, or combined sounds.
  • Timbre: The individual quality of a sound.
  • Duration: Long or short notes, RHYTHM.

Resources

  • Tuned and untuned percussion instruments
  • Peppa Pig Goes on Holiday ISBN 9780723297819 Publisher Ladybird
  • Maisie Goes on Holiday ISBN 9781406329513 Publisher Walker Books
  • Floaty scarves
  • A real parachute and 'treasures' in a 'treasure chest'
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Lessons (6)