Working creatively with sound

Learning Intentions

  • We are learning to use vocal sounds and body sounds.

What to look for

  • Pupils making sounds with their voices and bodies
  • Pupils making loud and quiet sounds
  • Pupils making fast and slow sounds
  • Pupils copying repeated patterns
  • Pupils beginning to choose sounds to create an effect
  • Pupils discussing which sounds they would choose to match up with pictures
  • Pupils making sounds and movements in response to given stimuli

Learning Activities

Explore ways of making sounds during whole class play and circle time. For example, you could ‘pass’ sounds round the circle, encouraging the pupils to explore their own ways of making sounds:

  • with their bodies they could clap, click, flick, rub, slap, stamp, or tap their knees; or
  • with their voices they could hum, shout, sing, whisper, whistle or say a word in different ways (e.g. their name, a colour or an animal).

Play Follow My Leader as a whole class activity. Make a sound, or ask one of the pupils to make a sound, and the rest of the class copies. Develop this into a ‘chain of sound’ around the circle.

Lead a discussion about the differences between loud, quiet, fast and slow sounds, and the best ways of making them.

Have the pupils create patterns with sounds, for example:

  • loud – quiet – loud – quiet; or
  • long – short – long – short.

First have them copy you, then make up their own simple patterns.

Play music that has a strong beat and ask the pupils to copy repeated patterns (using voices/body sounds).

Show sets of pictures and elicit suitable sounds to accompany them. You could show, for example:

  • animals;
  • vehicles;
  • weather; or
  • kitchen appliances.

Discuss whether each sound would be loud, quiet, fast or slow.

Allow them to explore and make sounds to accompany different stories and rhymes, for example:

  • I Hear Thunder;
  • Hickory Dickory Dock;
  • Three Blind Mice;
  • Goldilocks and the Three Bears;
  • Three Little Pigs; or
  • Three Billy Goats Gruff.