Lesson video

Hi there everybody, and welcome to our lesson on rehearsing our rounds and partner songs.

This is from our unit, Singing for Performance, holding a second part in Rounds and Partner Songs.

Now I'm excited about today's lesson 'cause we're really starting to rehearse and refine making our rounds work well and our partner songs sound great.

So here we go.

By the end of today's lesson, you'll be able to say that you can rehearse effectively using the structures of round songs and partner songs.

Let's begin by checking through our key words.

First of all, to rehearse.

To rehearse is to practise in order to improve and prepare for a performance.

Rounds, that's the singing structure in which a melody is sung in groups, each group starting at regular intervals.

And then partner songs, two or more separate songs that fit together musically when they're sung at the same time.

And then the conductor, a person who directs musicians or singers.

We know how important it is to warm up before each of our lessons so that we are ready to move and think and sing safely.

We want to gently warm up our bodies as well as the tiny little muscles in our throats too.

And we want to be able to stand calmly and correctly when we sing so we feel relaxed and look great.

Following these warmups will really help you with your singing, so be ready to join in.

Here they come.

Ready, steady, off we go.

(hands smacking) Now we are going to warm up our faces by chewing a toffee.

Find yours.

Mine's in my pocket right here.

And it's this big.

And when we put it in our mouth, we're going to begin to chew.

Let's all do it together.

(instructor inhales deeply) Quite tough.

(instructor inhales deeply) Hmm, getting a bit softer.

Do some really good chewing.

(instructor inhales deeply) Oh no, it's stuck to my teeth at the back.

I have to use my tongue.

(mouth squelching) And there at the back.

Mm, really big chewing now.

And now we're going to do something horrible and chew with our mouth open.

Don't tell the folks at home.

(mouth squelching) Mmm, delicious.

We'll begin by breathing.

We'll breathe in for four, hold for one, and out for five.

Watch first.

(instructor inhales deeply) (instructor exhales deeply) You'll notice we breathe in through our nose and out through our mouth.

Let's now join in altogether.

(instructor inhales deeply) (instructor exhales deeply) Well done, we're going to do that two more times.

Here we go.

Make sure we're feeling nice and relaxed.

And.

(instructor inhales deeply) (instructor exhales deeply) (instructor inhales deeply) (instructor exhales deeply) That's great.

We should be feeling quite relaxed, and the air should be flowing quite calmly.

This time we're going to breathe in for four, hold for one.

And we're going to breathe out for six, imagining we're blowing out through a straw.

Watch first.

(instructor inhaling deeply) (instructor exhaling deeply) Okay, let's all do that together.

Feeling relaxed, shoulders relaxed.

Off we go.

(instructor inhaling deeply) (instructor exhaling deeply) Let's do that two more times.

(instructor inhaling deeply) (instructor exhaling deeply) And one more.

(instructor inhaling deeply) (instructor exhaling deeply) Well done.

(bright piano music) ♪ Elevator, won't you take me 1, 3, 5 ♪ ♪ Elevator won't you take me 5, 3, 1 ♪ ♪ Elevator won't you take me 1, 3, 5 ♪ ♪ Elevator, won't you take me 5, 3, 1 ♪ ♪ Elevator, won't you take me 1, 3, 5 ♪ ♪ Elevator, won't you take me 5, 3, 1 ♪ ♪ Elevator, won't you take me 1, 3, 5 ♪ ♪ Elevator, won't you take me 5, 3, 1 ♪ (bright piano music continues) ♪ Elevator, won't you take me 1, 2, 4, 5 ♪ ♪ Elevator, won't you take me 5, 4, 2, 1 ♪ ♪ Elevator, won't you take me 1, 2, 4, 5 ♪ ♪ Elevator, won't you take me 5, 4, 2, 1 ♪ ♪ Elevator, won't you take me 1, 2, 4, 5 ♪ ♪ Elevator, won't you take me 5, 4, 2, 1 ♪ ♪ Elevator, won't you take me 1, 2, 4, 5 ♪ ♪ Elevator, won't you take me 5, 4, 2, 1 ♪ <v ->One bottle of pop.

Be ready to join in.

</v> And one bottle of pop, two bottles of pop, three bottles of pop, four bottles of pop, five bottles of pop, six bottles of pop, seven bottles of pop pop.

Really good.

Really well done.

Okay, if you can remember, "Copy Me," where one person's leading, on the video I was leading, and four beats later, you start those actions.

This time I would like you, and there's a video there to help you if you need it.

This time I would like you to create your own so you can choose a different leader in your classroom.

And remember, they keep four beats.

It doesn't matter which movements they do, whichever they would like to do, as long as they're clear, and you copy four beats later.

Then, sing "Round and Round." You're gonna sing round and round confidently but not loudly.

And you're going to see how neat and tidy you can make that sound.

Are you being really tight together with your singing? Make it as good as you can.

Lastly, "One Bottle of Pop," which we have done as a spoken warm up for our diction to get our mouths moving.

This time we'll sing it, and I would still like you to really overpronunciate.

So it may feel a bit strange moving your mouth lots, but it's really good for you if you go, "One bottle of pop, two bottles of pop," sung, please.

So those three things, and I'll catch you in a bit.

Good luck.

Great.

We've done really well warming up our voices and our faces and mouths.

We're feeling that steady pulse, we're concentrating, and hopefully we are working as a team.

So let's press on.

There are two learning cycles in today's lesson, and the first one is the effective rehearsal of round songs.

We'll rehearse our rounds.

And the second one, the effective rehearsal of partner songs where you've got it, we'll put our partner songs together.

So let's begin with rehearsing our round songs.

As a recap, a round in three parts will be sung in three groups.

So on the board is "Round and round, the earth is turning." That's the first line.

"Turning always into morning" the second line.

"And from morning into night." Okay, so three groups.

I'm gonna pop the track on, and you are going to hear that it starts in unison.

That's everyone singing together.

And then it splits into three parts.

Have a listen.

Here comes the track.

(gentle upbeat piano music) ♪ Round and the earth is turning ♪ ♪ Turning always into morning ♪ ♪ And from morning into night ♪ ♪ Round and round the earth is turning ♪ ♪ Turning always ♪ ♪ Round and round ♪ ♪ Into morning ♪ ♪ The earth is turning ♪ ♪ Turning always ♪ ♪ And from morning ♪ ♪ Into morning ♪ ♪ Into night ♪ ♪ Turning always ♪ ♪ And from morning ♪ ♪ Into morning ♪ ♪ Into night ♪ ♪ Turning always ♪ ♪ And from morning ♪ ♪ Into morning ♪ ♪ Into night ♪ ♪ Turning always ♪ ♪ And from morning ♪ ♪ Into morning ♪ ♪ Into night ♪ ♪ Turning always ♪ ♪ And from morning ♪ ♪ Into morning ♪ ♪ Into night ♪ ♪ Turning always ♪ ♪ And from morning ♪ ♪ Into morning ♪ ♪ Into night ♪ ♪ Turning always ♪ ♪ And from morning ♪ ♪ Into morning ♪ ♪ Into night ♪ ♪ Turning always ♪ ♪ And from morning ♪ ♪ Into morning ♪ ♪ Into night ♪ ♪ And from morning into night ♪ <v ->Lovely.

</v> Okay, and a round in four parts will be sung by four groups.

So, "Have you seen the ghost of Tom?" line one.

"Long white bones with the rest all gone," line two.

"Ooooh-ooh-ooh-ooh-ooh-ooh," line three.

And "Wouldn't it be chilly with no skin on" is line four.

Okay, same again.

The song begins in unison where we all sing together and then splits into four parts.

Have a listen.

Here comes the track.

(gentle upbeat piano music) ♪ Have you sing the ghost of Tom ♪ ♪ Long white bones with the skin all gone ♪ ♪ Ooooh-ooh-ooh-ooh-ooh-ooh ♪ ♪ Wouldn't it be chilly with no skin on ♪ ♪ Have you seen the ghost of Tom ♪ ♪ Long white bones ♪ ♪ Have you seen ♪ ♪ With the skin all gone ♪ ♪ The ghost of Tom ♪ ♪ Ooooh-ooh-ooh ♪ ♪ Have you seen ♪ ♪ Ooh-ooh-ooh-ooh ♪ ♪ The ghost of Tom ♪ ♪ Wouldn't it be chilly ♪ ♪ Have you seen ♪ ♪ With no skin on ♪ ♪ The ghost of Tom ♪ ♪ Ooooh-ooh-ooh ♪ ♪ Have you seen ♪ ♪ Ooh-ooh-ooh ♪ ♪ The ghost of Tom ♪ ♪ Ooooh-ooh-ooh ♪ ♪ Long white bones ♪ ♪ Ooh-ooh-ooh ♪ ♪ With the skin all gone ♪ ♪ Wouldn't it be chilly ♪ ♪ Have you seen ♪ ♪ With no skin on ♪ ♪ The ghost of Tom ♪ ♪ Wouldn't it be chilly ♪ ♪ Have you seen ♪ ♪ With no skin on ♪ ♪ The ghost of Tom ♪ ♪ Wouldn't it be chilly ♪ ♪ Have you seen ♪ ♪ With no skin on ♪ ♪ The ghost of Tom ♪ ♪ Wouldn't it be chilly ♪ ♪ Have you seen ♪ ♪ With no skin on ♪ ♪ The ghost of Tom ♪ ♪ Wouldn't it be chilly ♪ ♪ Have you seen ♪ ♪ With no skin on ♪ ♪ The ghost of Tom ♪ ♪ Wouldn't it be chilly ♪ ♪ Have you seen ♪ ♪ With no skin on ♪ ♪ The ghost of Tom ♪ ♪ Wouldn't it be chilly ♪ ♪ Have you seen ♪ ♪ With no skin on ♪ ♪ The ghost of Tom ♪ ♪ Wouldn't it be chilly ♪ ♪ Have you seen ♪ ♪ With no skin on ♪ ♪ The ghost of Tom ♪ ♪ Wouldn't it be chilly ♪ ♪ Have you seen ♪ ♪ With no skin on ♪ ♪ The ghost of Tom ♪ ♪ Wouldn't it be chilly ♪ ♪ Have you seen ♪ ♪ With no skin on ♪ ♪ The ghost of Tom ♪ ♪ Wouldn't it be chilly ♪ ♪ Have you seen ♪ ♪ With the skin all gone ♪ ♪ Ooooh-ooh-ooh ♪ ♪ Ooooh-ooh-ooh ♪ ♪ Wouldn't it be chilly ♪ ♪ Ooooh-ooh-Ooh ♪ ♪ With no skin on ♪ ♪ Wouldn't it be chilly with no skin on ♪ <v ->And then our third round is "Bela Mama,"</v> which is sung in four parts, in four groups.

And again, we can hear the song beginning in unison, and then splitting into those four parts.

Have a listen, here comes the track.

(upbeat piano music) ♪ Bela mama, bela mama eh ♪ ♪ Bela mama, bela mama eh ♪ ♪ Bela mama, bela mama ♪ ♪ Bela mama, bela mama ♪ ♪ Bela mama, bela mama eh ♪ ♪ Bela mama, bela mama eh ♪ ♪ Bela mama, bela mama eh ♪ ♪ Bela mama, bela mama ♪ ♪ Bela mama, bela mama ♪ ♪ Eh ♪ ♪ Bela mama, bela mama ♪ ♪ Bela mama, bela mama ♪ ♪ Eh ♪ ♪ Bela mama, bela mama ♪ ♪ Bela mama, bela mama ♪ ♪ Eh ♪ ♪ Bela mama, bela mama ♪ ♪ Bela mama, bela mama ♪ ♪ Eh ♪ ♪ Bela mama, bela mama ♪ ♪ Bela mama, bela mama ♪ ♪ Eh ♪ ♪ Bela mama, bela mama ♪ ♪ Bela mama, bela mama ♪ ♪ Eh ♪ ♪ Bela mama, bela mama ♪ ♪ Bela mama, bela mama ♪ ♪ Eh ♪ ♪ Bela mama, bela mama ♪ ♪ Bela mama, bela mama ♪ ♪ Eh ♪ ♪ Bela mama, bela mama ♪ ♪ Bela mama, bela mama ♪ ♪ Eh ♪ ♪ Bela mama, bela mama ♪ ♪ Bela mama, bela mama ♪ ♪ Eh ♪ ♪ Bela mama, bela mama ♪ ♪ Bela mama, bela mama ♪ ♪ Eh ♪ ♪ Bela mama, bela mama ♪ ♪ Bela mama, bela mama ♪ ♪ Eh ♪ ♪ Bela mama, bela mama ♪ ♪ Bela mama, bela mama ♪ ♪ Eh ♪ ♪ Bela mama, bela mama ♪ ♪ Bela mama, bela mama, eh ♪ <v ->All right then, a quick check-in.

</v> How many groups will we need for each round? Here's the first one.

This is "Bela Mama." What I'd like you to do is have a think.

How many groups will we be singing that in? How much will it be divided into? You can show me on your fingers.

Yep, yep, yep, yep.

I can see if you all got it right.

We have that in four parts.

We'll be singing "Bela Mama" in four groups.

The second one, "Round and Round." How many groups for this one? How many parts will we divide into? Again, show me on your fingers.

Super.

Yes, it's three.

And lastly, "Have you seen the ghost of Tom?" How many parts? How many groups will we seeing it in? Show me on your fingers.

Correct.

Well done.

It is four.

Fabulous.

Okay, then we know how important it is to watch our conductor.

This is really important.

That conductor's job is to keep us in time.

So we start and we stop together, and we don't speed up or slow down.

So conductor can show us the starting gesture.

It might be a ready, steady, off we go, boom! That might really help us.

They might beat a steady pulse that keeps us all in time too.

And then to finish we might all stop at the same time.

And if we do, that's really neat.

So the conductor can also bring in each group at a different time.

So if in a round we've got a group one, group two, group three, for example, they're gonna need to make this gesture (tongue clicks) three times.

So it might go ready, steady, off we go! Round and round, the earth is turning.

Next part comes in.

Then we're ready for the third part.

Okay, so the conductor kind of knows the song well, and they know when each group's going to come in.

and they're good at counting.

One, two, three, four.

Yes, two, three.

Next group.

Okay, so that conductor can feel confident, and everyone can feel confident because the conductor is giving them the right signals.

Here's what I'd like you to do.

In a moment, you're going to make three groups.

We are going to sing "Round and Round." Now, that starts with us all singing in unison.

We all start, all three groups begin together.

Once you've sung it once through, group one begins, then group two align later, then group three.

Now you are all going to be conductors for your group, okay? So once you've sung it once through, group one will then conduct themselves in for "Round and round the earth." Then group two will start their own conducting.

Then three.

So everyone is conducting using the start gesture.

Okay, so pause the video here and have a go there way you are, wow, you are ace.

Well done.

Okay, same thing again.

This time we're going to sing "Ghost of Tom." Now this splits into four groups.

So we'll pause in a moment to allow you to divide into four.

Again, each group will be their conductor.

So the same thing happens, we sing in unison.

And once we've sung once through, group one, "Have you seen the ghost?" Then group two, "Have you.

." And then the group three's ready.

Yes, I think you've got it.

Everyone is being the conductor, showing that clear start gesture.

So pause the video here and sing "Ghost of Tom" with your conducting where you are.

Off you go.

Fabulous work, everyone.

Well done.

Now the good news is you could stay in your four groups.

We have another four parter, which is "Bela Mama." This time again, you will still sing in unison to begin with.

And each group will conduct themselves in for an additional challenge.

Each group needs to count how many times they are singing "Bela Mama" through in their head because you're gonna sing it through four times after the unison.

So, that's five times in all, okay? The reason being is you'll then know when to finish, and I'd like you to show the stop gesture.

So to run through, you put the track on, you sing once round in unison.

Then group one conducts theirs, two, three, and four.

And after you've sung it four times in parts, you to finish.

Okay? If you can master that, you'll be conducting like a pro.

Good luck.

See you in a bit.

You are all brilliant.

Well done.

Now rehearsing isn't just, "Oh, just sing the songs through, keep singing 'em through." It helps us.

Rehearsing really helps us work out which bits need a bit more practise, which bits need ironing out.

So here's your top rehearsal tips, okay? Follow the conductor's, clear gestures, follow their steady pulse.

Sing each song in unison first to check that everybody feels confident before you break into parts.

And if it goes wrong, that's fine.

That's what rehearsals are for.

Just pause and check, "What was it that didn't work?" Just question, "Did we go out of tune? Did we speed up or slow down? Was it the steady pulse, or did we forget the words or something else?" Find out what it was.

Try and work out which bit it was that maybe you started getting quicker or whatever it might be.

And just focus on that bit before carrying on.

That will really help you.

Oh, Aisha and Lucas have got two different opinions.

I wonder who you most agree with.

Aisha says, "When we're rehearsing, we should keep singing the songs all the way through until we get them right." And Lucas says, "Well, if we go out of time or if we forget the words, we should stop and fix what went wrong before just carrying on." So you point on the screen, who do you mostly agree with? Do you think, Aisha, that we should keep singing the songs all the way through? Or do you agree with Lucas that we should stop and fix what went wrong before carrying on? Now you might have very good reasons, but I can tell you that I certainly agree with Lucas 'cause we want to stop and fix those bits that need our attention.

We don't need to sing at all.

Just focus on the little bit that went wrong and neaten that bit.

Okay, that's our top tips for you.

It's now time for your practise task.

So you are gonna choose a conductor to lead each song.

You might have the same conductor.

You could change each time.

Up to you where you are.

Remember, "Round and Round" is in three groups, and "Bela Mama" and "Ghost of Tom" is in four groups.

Can you work out a way of neatly doing that in your classroom? You should know the order.

Is your group going first, second, or third, or fourth in the round? Knowing when to come in is important.

And then watch the conductor.

They're going to give you clear gestures and keep the steady pulse.

If you all keep the steady pulse by tapping together and you notice you're all tapping at the same time, the more chance you have of staying in time with each other.

So there we have it.

There's our three songs.

We have "Round and Round" where you begin in three groups.

Remember you always sing in unison first and then in three groups, each group starts one line later.

Your conductor will help you.

Sing your part three times.

Secondly is "Ghost of Tom," where we're now in four groups.

So singing in four groups.

Each group starts one line later, follow your conductor, and you sing your part four times.

And then "Bela Mama," same thing.

Four groups, four parts.

Know if you're going first, second, third, or fourth, follow your conductor, and sing your part four times.

Okay, I'd like you to work through each of those songs.

Remember your success criteria.

I'm going to pause here and wish you all the best of luck.

And remember, it might not go perfectly straight away, but with practise you'll get neater every time.

Off you go.

You are all brilliant.

Really well done.

I asked a couple of the Oak class, what was the most difficult bit in the rehearsal, and how did you overcome that? And Izzy said, "Well, our group, every time just kept getting quicker, and it made us go out of time.

So what we did is we paused, we all made sure we were showing the steady pulse with our hands and looking at each other.

And if we were all doing it together, they started to stay in time more.

And it started to sound even better." And then I asked, "Which bit of your rehearse was really effective to help you be ready for a performance?" And Jun said, "Well, not singing too loudly actually helped us 'cause then I could start to learn how each part fitted together.

And then singing our part in unison first, just gave our group that confidence to know, 'Yes, we know what we're doing, we're singing in time.

So when it came into part, we just keep doing the same thing, just one bar later and the next.

'" So really well done.

And it's time for us to move on to our second learning cycle where we look through our partner songs.

So Alex tells us "Partner songs really work together when they're sung to the same steady beat." This is why the pulse is so important.

And Jun says, "Partner songs have notes that sound melodious.

They sound good.

They sound musically pleasing when they're sung together." And Laura says, "Partner songs work together if they're their same length," so they can start together and finish together too.

Top tips here.

Tapping the beat helps us to sing in time.

And if our partner songs fit together, we'll all do the same number of taps.

So in two groups, you're gonna tap the pulse to these two partner songs.

Start with the ready, steady, off we go.

But can you keep the lyrics in your thinking voice? One group's just going to be thinking, "Jolting up and down in a little red waggon.

Jolting up and down." But we try not to say it out loud.

Waggon.

Okay? And then the second group's gonna be tapping, "A ram, sam, sam, a ram, sam, sam A ram, sam, sam." And what you'll notice, hopefully, if we start with a ready, steady, off we go.

Each group will do the same, beating the same pulse together.

Now if you are really in tune with each other, you'll be able to see that your pulse is happening.

Your only job is to keep thinking the words throughout.

And if you do, you'll notice that both groups stop at the same time too.

Okay, so have a pause and practise that where you are, keeping the lyrics in your thinking voice.

Off you go.

Did that work for you? If that worked, and you both stopped beating that steady pulse at the same time, it means you are both successful at keeping the steady beat.

It also means that you are thinking, you're internalising that steady pulse too, and that you are thinking those words at the same time, which means that you're ready to sing.

Before you do, you choose a conductor.

The conductor this time will give the ready, steady, off we go.

They'll sing that, and that will set the pitch and their tempo.

I'd like them to keep a steady pulse.

If you want to join in with that steady pulse, you can as well.

And they will show you when to stop singing, okay? "Jolting up and down in a little red waggon" and "A ram sam sam" fit together because they're the same length.

So we start at the same time, and we finish at the same time.

Have your conductor ready.

You're going to pause the video and use the track to guide you through.

Okay, good luck.

I will see you after you've sung those two in a sec.

Off you go.

Marvellous.

Absolutely marvellous.

So we know if we want to thicken the texture, we can keep adding layers.

So listen to this third partner song, which fits with ♪ One bottle of pop ♪ ♪ Two bottles of pop, ♪ and "Fish and Chips and Vinegar." and "Fish and chips and vinegar." () Have a listen.

Here comes the track.

Ready, steady, off we go.

♪ You can't put your muck in my dustbin ♪ ♪ My dustbin, my dustbin ♪ ♪ You can't put your muck in my dustbin ♪ ♪ My dustbin's full ♪ ♪ You can't put your muck in my dustbin ♪ ♪ My dustbin, my dustbin ♪ ♪ You can't put your muck in my dustbin ♪ ♪ My dustbin's full ♪ <v ->Nice.

</v> Okay, this time you are going to use our pulse gesture to show the steady pulse for "You can't put your muck in my dustbin, my dustbin," et cetera.

Okay, let's pop the track on again.

Have your pulse tapping hand ready.

Here it comes.

Ready, steady, off we go.

♪ You can't put your muck in my dustbin ♪ ♪ My dustbin, my dustbin ♪ ♪ You can't put your muck in my dustbin ♪ ♪ My dustbin's full ♪ ♪ You can't put your muck in my dustbin ♪ ♪ My dustbin, my dustbin ♪ ♪ You can't put your muck in my dustbin ♪ ♪ My dustbin's full ♪ <v ->Magic.

Well done.

Quick check-in for you.

</v> Which lyric of our "Dustbin" song, which is the first word where we feel the pulse first, where you first tapped.

So we have, "You can't put your muck in my dustbin" is our line.

Which word is the pulse on? Have a point.

You might sing it in your head.

Remember where you tapped first.

Is it "you"? Is it "can't"? Is it "put"? Can you point to the word you think it is? And if you're right, you will have said "can't." The first beat where we feel the pulse, ♪ You can't put you muck in my dustbin ♪ ♪ My dustbin, my dustbin ♪ ♪ You can't but your muck in my ♪ Okay, so the word "can't" We need to know that tick in time.

We need to know that tick () in time.

Two things that are really going to help us is to know that our partner songs sound good when we sing them to the same steady pulse.

to the same steady pulse.

They're helping everyone stay in time when we're rehearsing and when we're performing by showing a steady pulse.

So your task is to choose a conductor to keep the steady pulse for "Fish and Chips and Vinegar." And you're gonna rehearse with your conductor.

This time the conductor will start by showing four pulse taps.

They will have a one, two, and then they're gonna show the start gesture with ♪ Fish and chips and vinegar, vinegar ♪ And they keep showing the steady pulse throughout the song.

I would like everyone to sing to that same steady pulse, okay? So pause the video here and see how neat you can get "Fish, Chips, and Vinegar." Off you go.

Great.

Super neat.

The next one we're going to rehearse is ♪ One bottle of pop ♪ ♪ Two bottles of pop ♪ Choose a conductor, keep the same one changed, don't mind.

Again, they're going to show four steady beats to begin.

Then a start.

♪ Two bottles of pop ♪ ♪ Three bottles of pop, four ♪ And they'll keep showing the steady pulse so we all keep in time.

Pause here and practise "One Bottle of Pop." Off you go.

Marvellous.

You wonderful, wonderful people, well done.

Now again, choose a conductor.

Keep the same one or change, don't mind.

But their job is still to keep the steady pulse with ♪ You can't put your muck in my dustbin ♪ Again, they're gonna give four pulse taps, and the start gesture.

Remember the word you comes before the first pulse beat.

Have a watch.

One, two, three, four ♪ You can't put your muck in my dustbin ♪ ♪ My dustbin, my ♪ I said the word "you" before the first beat.

Watch again.

One, two, three, four.

♪ You can't put your muck in my dustbin ♪ Okay, that's what your job is, to practise with your conductor.

Have a rehearse with that, and I'll see you in a moment.

And there we have it.

You are now ready to sing "Fish and Chips and Vinegar," "One Bottle of Pop," too, and "You can't put your Muck in my Dustbin." So in a moment, you're going to divide into three groups.

Each group's going to sing one of those songs.

Don't worry if you didn't get your favourite song first time.

When you've got this one right, we can swap and each group can have a go with the different songs.

Choose one conductor, they will show that steady pulse, and they'll show you when to start.

And they'll keep that pulse so keep watching them.

Your success criteria, keep looking at the conductor.

They're holding that pulse for you.

If both, all three groups are keeping in time and watching, you're gonna stay together, it's going to sound great.

Sing your partner songs three times through.

Each time you do, you'll start to feel more comfortable how they fit together.

And you will sound, and holding your own song whilst those other songs are going on around you.

If a group goes out of time or a couple of groups, don't worry, this is what rehearsals are for.

We just pause and we start again together.

We think, "Oh, what was that bit where we didn't go quite right?" Let's just work on that bit.

Great, let's put it all back together and have another go.

Okay, so pause here, and in your three groups with one conductor, be ready to sing through.

And remember, if you've time, you can swap conductors and swap songs for each group once you've got that one right.

Off you go.

Whoa, did you actually do that? Did you actually sing three songs in one classroom at the same time? And it didn't sound too bad? Really? Well done.

Here in the Oak classroom, Alex said, "Well, each time we did go out of time, we paused and we tried again, and it got better each time." There we go.

That's what rehearsals are for.

They're not about being perfect straightaway.

They're about finding those little bits that aren't working, working on them and making those bits neater.

Jun said, "We made sure to watch the conductor.

And because we were watching the conductor, we could all feel the steady pulse," which is great.

And Laura says, "Listening to the 'ready, steady, off we go,' if we had that at the start or if we are watching just the one, two, three, that really helped us start at the right time." So if you manage those things too, really well done.

And if you have time, remember you can pause and have another go.

You can always record as well and listen back.

That's a lovely way to hear how successful you are being.

Well done.

That's all we have time for for today.

So we're going to recap on our learning.

We start with rehearsing.

This is something that helps us to improve by identifying which bits of our performance need working on.

Secondly, a round.

The round is the song structure where the same melody is sung in groups with each group beginning at regular intervals after the next.

And then partner songs.

These are made up of notes that sound good together.

They sound pleasing when they're sung to the same steady beat.

So they should start and finish together.

And lastly, we know how important it is to watch our conductor.

They're showing us when to begin singing and to help keep us in time.

I hope you've enjoyed today's lesson.

I'm really looking forward to seeing you again next time.

All the best.

Bye for now.