CHARLES DICKENS PRIMARY SCHOOL MUSIC PLANNING

Learning intention: LI - I can sing and chant musically while National Mus1/1.1 - Mu1/1.4
following volume hand signals Curriculum
covered:
LI – I can clap the rhythm and the pulse of my
rhyme.

Year group: Year 1 Topic/s: Resources/ Skills being learnt: Link to national
- instruments: curriculum:
Date : 27/04/2017
Starter - Vocal warm up. Students should learn Mu1/1.4
Following hand signs signalling varying how the height of hand
volumes and pitch with voices. signs coordinate with
Teach Maori call for attention. height of pitch or level of
volume.
Students will learn
behavioural expectations
in music classes.
Activity 1 - Demonstrate the difference between rhythm Flip chart Students should be able Mus1/1.1
and pulse. Tambourine to chant though nursery
Talk about how pulse is steady. Relate to rhymes from the colour
steady rhythm of the clock and our heartbeat. Colour strings strings book in a volume
Show how rhythm works as we emphasize song book & provided by a hand signal.
the vocal rhythms using a nursery rhyme. guide by
Teach children the new rhyme and get them Students should be able Mu1/1.4
Karen
to sing it back in varying volumes provided by to sing back the rhyme
Mackenzie
hand signs. Lower to the ground is quiet – as following volume hand
hand moves high, rhyme gets louder. signals.
Keep steady pulse with tambourine. Students should be able
to clap the rhythm and
pulse while singing.
 CHARLES DICKENS PRIMARY SCHOOL MUSIC PLANNING

Dimensions covered-
Dynamics
Pulse
Rhythm

Activity 2 - Subdivisions (mama bear/baby bear bear) Boomwackers Warm down is a lead Mu1/1.4
Tuned percussion – Play out different x2 low C and into ‘ta ti’ rhythmic
subdivisions and ask students if they can Mid G subdivisions and how the
recognize mamma bear or baby bear. different length notes
Call and response with ‘ti ta’ rhythms represent shorter or
longer lengths.