Singing and performing with simple instruments

Learning Intentions

We are learning to develop our singing through a variety of simple songs.

We are learning to play simple instruments.

What to look for

  • Pupils singing a variety of songs
  • Pupils using appropriate actions or movements while singing
  • Pupils singing reasonably well in tune
  • Pupils singing with some control over their words, expression and breathing
  • Pupils beginning to identify musical characteristics
  • Pupils responding to signals from the teacher
  • Pupils using instruments with some degree of manipulative control
  • Pupils using instruments to accompany songs, using a variety of rhythmic patterns
  • Pupils using simple sound effects to accompany their singing and composing activities
  • Pupils being aware that we use symbols to represent music

Learning Activities

Give the pupils opportunities to participate in enjoyable daily singing activities. These should include a wide variety of songs portraying different situations, experiences and emotions. Include as rich a language content as possible by using, for example:

  • traditional songs, e.g. Mango Walk;
  • counting songs;
  • songs related to topics, such as:
    • seasons, e.g. Sing a Rainbow;
    • animals, e.g. Puff the Magic Dragon;
    • toys;
    • World War 2;
    • trees;
    • birds; or
    • litter;
  • action songs;
  • singing games;
  • religious songs, such as Seek Ye First;
  • modern songs;
  • simple rounds, e.g:
    • Frère Jacques;
    • London’s Burning;
    • Algy Met a Bear; or
    • A Thousand Hairy Savages.

Encourage the pupils to use appropriate actions or movement where possible.

Focus on helping them to develop some control of:

  • words;
  • expression;
  • breathing; and
  • singing in tune.

Ask questions to ensure they can recognise some characteristics of the music in the songs. Focus on:

  • duration (long/short);
  • speed (fast/slow);
  • pitch (high/low); and
  • dynamics (loud/quiet).

Provide simple classroom instruments to help the pupils develop their manipulative control as they play.

Focus on helping them to develop an awareness of pulse and rhythm through playing instruments, for example:

  • keeping a steady beat throughout a song;
  • playing the rhythm of a song; or
  • playing a simple ostinato pattern.

Encourage them to create simple tuned ostinati to accompany their singing or composing activities, for example:

  • use a word pattern such as Three Blind Mice; or
  • use a pitch pattern on a chime bar (B–A–G).

Provide opportunities for the pupils to see music in print and become aware that we can use symbols to represent sounds.