Marching Feet - video  - jump and change directions

British English CC

Hickety Tickety Bumblebee (learn to play)

Marching Feet  - drum beat - video

Hickety Tickety Bumblebee - Audio

Sally go Round the Sun (learn the game)

Sally Go Round the Sun - Audio

Task A - 2. 3.  - Sally Go Round the Sun - adding drum and body percussion

Fox, Fox - audio - vocal support

Se Se Se - video - structure

Se Se Se - audio

Fox, Fox (learn the game)

Fox Fox-audio - structure

Hot Potato - video - structure

Hot Potato - audio

Warm-ups 

Have you Brought your Singing Voice?

Penguin Song - audio

Let's Warm Up - audio

Keeping a steady beat as we move, sing and play

Music

Feeling the pulse in songs and chants

Feeling the pulse in music with a fast or slow tempo

Choosing a fast or slow tempo for songs, chants and games

Responding to tempo changes within a song or piece of music

Using tempo to tell a musical story

This unit develops pupil's sense of pulse across a range of different tempi. Pupils internalise phrasing through music and movement games and understand when it is their turn to sing, move or play. They are challenged to notice and respond appropriately to tempo changes.

Music and movement: feeling the pulse and changing the tempo

True or false. When we sing the response in a call and response song, we sing an exact copy of the call.

changing from playing quietly to playing loudly.

playing the patterns of sound, like the syllables of the words.

playing the steady pulse, like the ticking of a clock.

So we can sing and play together at the right time.

Why do we practise our sense of pulse by playing on the beat?

When we think about the way the music is organised, we are thinking about the musical {{}}.

get our minds, bodies and voices ready for singing .

The regular, steady heartbeat of the music is called the {{}}.

create high and low sounds  with our voice

Match the musical term to the definition.

Keeping a steady beat as we move, sing and play

Lesson outcome