the regular, steady heartbeat of the music

a way of visually representing and recording music

lines on which musical notes can be placed

a combination of notes to make a memorable tune

Round and Round We Must Go - audio

Chocolaté (two part round) - audio

British English CC

Chocolaté - audio

Chocolaté (actions)

Tambores (learn the actions - level 2) - video

Tambôres (play with a partner - level 1) - video

One Bottle of Pop (unison)

Tambôres - audio

Tambores (learn the actions - level 1) - video

Round and Round We Must Go (circle game) video

You can't put your Muck in my Dustbin (unison)

Partner songs: Fish and Chips / One Bottle of Pop / Dustbin 

Fish and Chips / One Bottle of Pop (body percussion) - video

Fish and Chips and Vinegar (unison)

Chocolaté (rhythm chant)

Chocolaté (pitched percussion) - video

Chocolaté (pitched percussion) - audio

Chocolaté (Solfege)

Ta-di Ta-di Ta Ta (Clave + Voice)

Ta-di Ta-di Ta Ta (Clave)

Ta-di Ta Ta-di Ta (Clave + Voice) 

Ta-di Ta Ta-di Ta (Clave)

Warm-ups

Obwisana - audio

Obwisana circle game (harder two claves) - video

Obwisana circle game (simple - one clave) - video

Fruit Canon (backing track)

Fruit Canon (three part round) 

Fruit Canon (unison) - audio

Bate Bate Chocolate

Singing and playing simultaneously: three note melodies

Music

Part singing: rounds and partner songs

Two-part singing: rounds and partner songs

Part singing: adding a rhythmic ostinato accompaniment

Layering part-singing: adding a three note melody

Rehearsing and evaluating an ensemble piece with a thick texture

This unit focuses on adding vocal and instrumental layers to songs. Pupils rehearse contrasting songs in parts and become confident holding the pitch and pulse of a line before layering this into four and five part textures with added tuned percussion accompaniments.

Sing, play, perform: adding tuned accompaniment to part-singing

the regular, steady heartbeat of the music.

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

the pattern of sounds and silences that we play and sing.

How would you clap and chant this rhythm?

He is learning only by reading the notation.

He is learning just by singing it many times.

He is learning in a multisensory way, using all his musical skills.

Jun learns to play a melody by listening to it, singing it, signing it, chanting the rhythm and adding actions. He also reads the notation. How is this effective?

the pattern of sounds that we play and sing.

Which of these is an example of a pitched percussion instrument?

A {{}} is a song structure where multiple groups sing the same melody but start at different times.

How would you chant and clap this rhythm?

Singing and playing simultaneously: three note melodies

Lesson outcome