Lesson video

Hello, everyone.

It's Mrs. Steele here, ready for another music lesson.

Today, we're going to be keeping a steady beat as we sing, move, and play.

And I can't wait, so let's get going.

We know that it's important to warm up our voices and body before every music lesson, to help keep our voices strong and healthy.

Join in with these warmups so that you're ready for singing.

Here comes the video.

(cheerful piano music) (cheerful piano music continues) (child laughs) (hands smacking) (gentle music) <v ->Let's warm up our faces.

</v> Copy me.

Big face.

Little face.

Big face.

Little face.

(soft piano music) Big face.

(dramatic piano music) Little face.

(soft piano music) (exhales softly) Join in with me on this breathing exercise.

We're going to breathe in for four, hold for four, breathe out for four, and hold for four, like a square.

Ready? (inhaling loudly) (drumsticks tapping) (exhaling loudly) (drumsticks tapping) (inhaling loudly) (drumsticks tapping) (exhaling loudly) (drumsticks tapping) Let's warm up our voices with different modes of transport.

Join in with me.

Motorbike.

(imitating motorbike engine rumbling) Steam train.

(imitating steam train chugging) Woo-woo! Sirens on emergency vehicles.

(imitating siren blaring) Submarine.

(imitating water bubbling) The bell on a bike.

(imitating bell ringing) Well done.

<v Teacher>Swan swam over the sea.

</v> <v Children>Swan swam over the sea.

</v> <v Teacher>Swim, swam, swim!</v> <v Children>Swim, swam, swim!</v> <v Teacher>Swan swam back again.

</v> <v Children>Swan swam back again.

</v> <v Teacher>Well swum, swan.

</v> <v Children>Well swum, swan.

</v> <v ->These songs and chants will help us to warm up further,</v> as they help us to move our bodies and use our voices in lots of different ways.

First up, it's "Have You Brought Your Singing Voice?" Watch the video and join in with the pupils.

Here it comes.

<v ->Let's do a call and response warmup.

</v> You answer me in the same voice with, "Yes I have, yes I have." Have you brought your speaking voice? <v Children>Yes I have.

</v> Yes I have.

<v ->Have you brought your squeaky voice?</v> <v Children>Yes I have.

</v> Yes I have.

<v ->Have you brought your royal voice?</v> <v Children>Yes I have.

</v> Yes I have.

<v ->Have you brought your sheep voice?</v> <v Children>Yes I have.

</v> Yes I have.

♪ Have you brought your singing voice ♪ ♪ Yes I have ♪ ♪ Yes I have ♪ <v ->And now it's time for "The Penguin Song."</v> Here comes the music for you to join in.

(light percussive music) (gentle piano music) ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me ♪ ♪ A penguin you will see ♪ ♪ Penguins, attention ♪ ♪ Penguins, begin ♪ ♪ Right arm ♪ ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me ♪ ♪ A penguin you will see ♪ ♪ Penguins, attention ♪ ♪ Penguins, begin ♪ ♪ Right arm, left arm ♪ ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me ♪ ♪ A penguin you will see ♪ ♪ Penguins, attention ♪ ♪ Penguins, begin ♪ ♪ Right arm, left arm ♪ ♪ Right leg ♪ ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me ♪ ♪ A penguin you will see ♪ ♪ Penguins, attention ♪ ♪ Penguins, begin ♪ ♪ Right arm, left arm ♪ ♪ Right leg, left leg ♪ ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me ♪ ♪ A penguin you will see ♪ ♪ Penguins, attention ♪ ♪ Penguins, begin ♪ ♪ Right arm, left arm ♪ ♪ Right leg, left leg ♪ ♪ Nod your head ♪ ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me ♪ ♪ A penguin you will see ♪ ♪ Penguins, attention ♪ ♪ Penguins, begin ♪ ♪ Right arm, left arm ♪ ♪ Right leg, left leg ♪ ♪ Nod your head ♪ ♪ Stick out your tongue ♪ ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me ♪ ♪ A penguin you will see ♪ ♪ Penguins, attention ♪ ♪ Penguins, sit down ♪ <v ->And finally, join in with "Let's Warm Up."</v> Here comes the music.

(pleasant piano music) ♪ Let's walk strong and tall around the route in the hall ♪ ♪ Let's walk strong and tall, singing as we go ♪ ♪ Stand up, stretch up high ♪ ♪ Arms up, touch the sky ♪ ♪ Crouch down, touch the floor ♪ ♪ Let's warm up some more ♪ (pleasant piano music) ♪ Let's jump really high ♪ ♪ Bouncing up to the sky ♪ ♪ Let's jump really high, singing as we go ♪ ♪ Stand up, stretch up high ♪ ♪ Arms up, touch the sky ♪ ♪ Crouch down, touch the floor ♪ ♪ Let's warm up some more ♪ ♪ Let's run extra fast ♪ ♪ It's a race, don't be late ♪ ♪ Let's run extra far, singing as we go ♪ ♪ Stand up, stretch up high ♪ ♪ Arms up, touch the sky ♪ ♪ Crouch down, touch the floor ♪ ♪ Let's warm up some more ♪ (pleasant piano music) ♪ Let's move super slow ♪ ♪ Creep about, here we go ♪ ♪ Let's move super slow, singing as we go ♪ ♪ Stand up, stretch up high ♪ ♪ Arms up, touch the sky ♪ ♪ Crouch down, touch the floor ♪ ♪ Let's warm up some more ♪ ♪ Stand up, stretch up high ♪ ♪ Arms up, touch the sky ♪ ♪ Sit down, it's been fun ♪ ♪ Warming up is done ♪ <v ->Does your body feel relaxed and ready?</v> Is your voice warm, and do you feel focused? Fantastic.

You're ready to sing.

By the end of today's lesson, you will be able to move to the beat of the music and know when it's your turn to sing, move and respond in time.

Let's have a look at the keywords that we'll need in our learning today.

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

Pulse, the regular, steady heartbeat of the music.

Structure, the way the music is organised.

First up, it's time to keep a steady beat in songs and chants.

Sometimes when we listen to music, our body wants to clap the pulse or march in time.

When we do this, we're sounding the pulse as a beat.

Lucas is reminding us that when we play the beat, we're playing or showing the steady pulse, like the ticking of a clock.

We can march to the beat in our songs and chants, like in this song, "Marching Feet." Here comes a video for you to join in.

March around the room as you chant, and remember to jump and change directions on "where!" Here's the video.

(percussive tapping) ♪ Ready, steady, off you go ♪ ♪ Marching feet, marching feet ♪ ♪ Moving up and down the street ♪ ♪ Walking, here, walking there ♪ ♪ On the beat, everywhere ♪ (steady percussive music) ♪ Ready, steady, off you go ♪ ♪ Marching feet, marching feet ♪ ♪ Moving up and down the street ♪ ♪ Walking in here, walking there ♪ ♪ On the beat, everywhere ♪ (high-tempo percussive music) ♪ Ready, steady, off you go ♪ ♪ Marching feet, marching feet ♪ ♪ Moving up and down the street ♪ ♪ Walking here, walking there ♪ ♪ On the beat, everywhere ♪ ♪ Ready, steady, off you go ♪ ♪ Marching feet, marching feet ♪ ♪ Moving up and down the street ♪ ♪ Walking here, walking there ♪ ♪ On the beat, everywhere ♪ <v ->Another exciting challenge to add to marching feet</v> is to add a drum beat Have a look at how these pupils do it in this video, then pause and have a go where you are.

(steady percussive music) ♪ Ready, steady, off you go ♪ ♪ Marching feet, marching feet ♪ ♪ Moving up and down the street ♪ ♪ Walking here, walking there ♪ ♪ On the beat, everywhere ♪ ♪ Ready, steady, off you go ♪ ♪ Marching feet, marching feet ♪ ♪ Moving up and down the street ♪ ♪ Walking here, walking there ♪ ♪ On the beat, everywhere ♪ ♪ Ready, steady, off you go ♪ ♪ Marching feet, marching feet ♪ ♪ Moving up and down the street ♪ ♪ Walking here, walking there ♪ ♪ On the beat, everywhere ♪ (percussive tapping) (child whispering) <v ->It's time for a check-in.

</v> I wonder if you can remember what beat is.

Beat is A, the pattern of sounds that we play and sing.

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

Or do you think beat is C? The regular, steady heartbeat of the music.

Pause now to decide.

Could you remember what beat is? Here comes the answer.

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

Well remembered.

We can use percussion instruments or body percussion to add the beat in our singing game, "Hickety Tickety Bumblebee." Here's a video to remind you how to play.

Afterwards, pause and play and sing "Hickety Tickety Bumblebee" where you are.

♪ Steady, steady ♪ ♪ Off we go ♪ ♪ Hickety tickety bumblebee ♪ ♪ Can you sing your name for me ♪ ♪ My name is Laura ♪ ♪ Her name is Laura ♪ ♪ Hickety tickety bumblebee ♪ ♪ Can you sing your name for me ♪ ♪ My name's Sophia ♪ ♪ Her name's Sophia ♪ ♪ Ready, steady, off we go ♪ ♪ Hickety tickety bumblebee ♪ ♪ Can you sing your name for me ♪ ♪ My name is Ann ♪ ♪ Her name is Ann ♪ <v ->It's time for another check-in with our learning.

</v> True or false? Beat and rhythm are the same thing.

What do you think? Is that true or false? That's false.

Well done, if you remembered that.

Beat and rhythm are not the same thing.

The beat is the playing or showing of the regular, steady pulse, and rhythm is the pattern of sounds that we play and sing over this pulse.

This rhythm can include shorter or longer notes.

Now it's time to sing and play "Sally, go Round the Sun." Here's a video to remind you.

March to the beat as you join in.

(rhythmic tapping) ♪ Ready, steady of you go ♪ ♪ Sally go round the sun ♪ ♪ Sally go round the moon ♪ ♪ Sally go round the sunshine ♪ ♪ Every afternoon, woo ♪ ♪ Sally go round the sun ♪ ♪ Sally go round the moon ♪ ♪ Sally go round the sunshine ♪ ♪ Every afternoon, woo ♪ ♪ Sally go round the sun ♪ ♪ Sally go round the moon ♪ ♪ Sally go round the sunshine ♪ ♪ Every afternoon, woo ♪ ♪ Sally go round the sun ♪ ♪ Sally go round the moon ♪ ♪ Sally go round the sunshine ♪ ♪ Every afternoon, woo ♪ <v ->Here's another "Sally go Round the Sun"</v> musical challenge, to add a drumbeat as you play and sing.

You could also create a body percussion pattern that you play on the beat as you sing.

Have a look at these pupils giving that a go, then pause the video and play where you are.

(rhythmic drum beat) ♪ Ready, steady, off we go ♪ ♪ Sally go round the sun ♪ ♪ Sally go round the moon ♪ ♪ Sally go round the sunshine ♪ ♪ Every afternoon, woo ♪ <v Teacher>Let's swap.

</v> (rhythmic drum music) ♪ Ready, steady, off we go ♪ ♪ Sally go round the sun ♪ ♪ Sally go round the moon ♪ ♪ Sally go round the sunshine ♪ ♪ Every afternoon, woo ♪ <v Teacher>Let's swap.

</v> (rhythmic drum music) ♪ Ready, steady, off we go ♪ ♪ Sally go round the sun ♪ ♪ Sally go round the moon ♪ ♪ Sally go round the sunshine ♪ ♪ Every afternoon, woo ♪ <v ->Who do you think will be successful,</v> singing and marching in time to the beat, Jacob or Izzy? Have a listen to what they're saying to us here.

Jacob says, "I feel the pulse and try to march my feet to the beat in time as I sing.

This helps to keep me in time." And Izzy says, "I march around the room quickly, trying to follow the rhythm of the song.

This helps me to find the beat." Who do you think is going to be successful singing and marching in time to the beat here? Pause the video to decide.

What did you think? Will Jacob or Izzy be successful this time? Here's the answer.

I agree.

I think Jacob is going to be successful this time.

He will feel the pulse and try to march his feet to the beat as he sings.

That will definitely help him to keep in time.

Now it's time to understand the structure of singing games.

When we know the structure of our songs and games, we can sing and play more successfully.

Andeep's telling us that structure is the way that music is organised.

Watch the video of the song and game "Hot Potato," and have a think about its musical structure.

Here comes the video.

(rhythmic tapping) ♪ Ready, steady, off we go ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Get rid of the hot potato ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Get rid of the hot potato ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Get rid of the hot potato ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Hot potato, pass it on ♪ ♪ Get rid of the hot potato ♪ <v ->Did you spot how the ball is passed</v> around the circle in hot potato? How many times do we sing "hot potato pass it on" before we roll the ball, and on which word do you need to roll the ball across the circle? If you'd like to, you could pause the video here to talk about that where you are.

Here comes some of our Oak pupils with the answers.

Aisha spotted that the pupils pass the ball in time to the beat.

Well done, if you spotted that too.

Izzy says, "We sing hot potato pass it on three times before we roll the ball." Well done, Izzy.

And Laura spotted that we need to roll the ball on the word "rid," Get rid of the hot potato.

Well done, everybody.

Great understanding.

Now it's your turn to sing and play "Hot Potato" where you are.

Remember to pass the ball in time to the beat and be ready to roll that ball on the word rid.

Have a great time.

Pause now to play.

Watch the video of the song and game "Se Se Se," and think about its musical structure, how it's organised.

Can you spot how many times the pupils swing their arms? What do the pupils do next? And on which word do the pupils choose their rock, paper, or scissors? Here comes the video.

Watch and listen carefully.

(rhythmic tapping) ♪ Ready, steady, off you go ♪ ♪ Se se se ♪ ♪ No yoi yoi yoi ♪ ♪ O cha la ka, o cha la ka ♪ ♪ O cha la ka hoi ♪ ♪ Ready, steady, off you go ♪ ♪ Se se se ♪ ♪ No yoi yoi yoi ♪ ♪ O cha la ka, o cha la ka ♪ ♪ O cha la ka hoi ♪ ♪ Ready, steady, off you go ♪ ♪ Se se se ♪ ♪ No yoi yoi yoi ♪ ♪ O cha la ka, o cha la ka ♪ ♪ O cha la ka hoi ♪ ♪ Ready, steady, off you go ♪ ♪ Se se se ♪ ♪ No yoi yoi yoi ♪ ♪ O cha la ka, o cha la ka ♪ ♪ O cha la ka hoi ♪ ♪ Ready, steady, off you go ♪ ♪ Se se se ♪ ♪ No yoi yoi yoi ♪ ♪ O cha la ka, o cha la ka ♪ ♪ O cha la ka hoi ♪ <v ->What did you spot?</v> Here come our Oak friends with the answers.

Jun noticed that the pupils swing to the pulse eight times.

Well done if you spotted that, too.

Sam spotted that after that, they tap their fist.

And Lucas noticed that we need to choose our action on the word hoi.

Well done if you spotted all of those things.

Great listening.

Now it's your turn to sing and play "Se Se Se." As you sing and play, remember to feel the pulse and swing your arms eight times.

Tap your fist on the beat facing your partner, and then choose your own action on the word hoi.

Pause now to play and sing "Se Se Se." Let's check in with our learning.

Can you match the musical element to the definition to what it means? We're trying to match the words, A, pulse, B, beat, and C, structure, with the definitions that you can see on the screen.

Pause now and give that a try where you are.

Here come the answers.

Pulse is the regular, steady heartbeat of the music.

Beat is the playing or showing of the steady pulse, like the ticking of a clock, and that must mean structure is the way the music is organised.

Well done if you remembered those definitions.

We're going to learn to sing and play something new now.

It's called "Fox, Fox." Here comes the video to show you how it works.

♪ Ready, steady, off we go ♪ ♪ Fox, fox, sniffed at a box ♪ ♪ Smelled something tasty and licked at her socks ♪ ♪ Are you my chickens ♪ ♪ Yes, we're your chickens ♪ ♪ Are you my chickens ♪ ♪ Yes, we're your chickens ♪ ♪ Are you my chickens ♪ ♪ No, we're not ♪ ♪ Ready, steady, off we go ♪ ♪ Fox, fox, sniffed at a box ♪ ♪ Smelled something tasty and licked at her socks ♪ ♪ Are you my chickens ♪ ♪ Yes, we're your chickens ♪ ♪ Are you my chickens ♪ ♪ Yes, we're your chickens ♪ ♪ Are you my chickens ♪ ♪ No, we're not ♪ ♪ Ready, steady, off we go ♪ ♪ Fox, fox, sniffed at a box ♪ ♪ Smelled something tasty and licked at her socks ♪ ♪ Are you my chickens ♪ ♪ Yes, we're your chickens ♪ ♪ Are you my chickens ♪ ♪ Yes, we're your chickens ♪ ♪ Are you my chickens ♪ ♪ No, we're not ♪ <v ->Have a listen to the structure of the song "Fox, Fox."</v> As you listen, can you put your hands to your mouth like this when the fox sings the call, and can you put your hands to your ears like this when the chickens sing the response? Here comes the music.

♪ Ready, steady, off we go ♪ ♪ Fox, fox, sniffed at a box ♪ ♪ Smelled something tasty and licked at her socks ♪ ♪ Are you my chickens ♪ ♪ Yes, we're your chickens ♪ ♪ Are you my chickens ♪ ♪ Yes, we're your chickens ♪ ♪ Are you my chickens ♪ ♪ No, we're not ♪ ♪ Ready, steady, off we go ♪ ♪ Fox, fox, sniffed at a box ♪ ♪ Smelled something tasty and licked at her socks ♪ ♪ Are you my chickens ♪ ♪ Yes, we're your chickens ♪ ♪ Are you my chickens ♪ ♪ Yes, we're your chickens ♪ ♪ Are you my chickens ♪ ♪ No, we're not ♪ ♪ Ready, steady, off we go ♪ ♪ Fox, fox, sniffed at a box ♪ ♪ Smelled something tasty and licked at her socks ♪ ♪ Are you my chickens ♪ ♪ Yes, we're your chickens ♪ ♪ Are you my chickens ♪ ♪ Yes, we're your chickens ♪ ♪ Are you my chickens ♪ ♪ No, we're not ♪ <v ->Now it's time for you to play</v> and sing "Fox, Fox" where you are.

Remember to feel the pulse so that you can sing and play in time.

Pause the video now to play.

And your final musical challenge with "Fox, Fox" is to add the beat, with the fox playing the drum as they walk around and the chickens tapping their knees.

Pause the video now to try that musical challenge with "Fox, Fox." How did you know that you were successful during "Fox, Fox"? Perhaps you listened to the Fox's call so that you knew when it was your turn to sing the response.

Jacob says, "When I was given the drum, I felt the pulse of the song and kept a steady beat." Well done, Jacob.

Perhaps you did that, too.

And Laura says that she understood that the game had a call and response structure, so she knew it was her turn to sing.

Well done, if you did any of those things.

Excellent music making.

As we come to the end of our lesson now, let's take a look at everything we've learned today.

We can use movements, body percussion, and instruments to help us to feel the pulse and hear the beat.

We can keep a steady beat and we're able to sing our responses and join in with musical games at the correct moment.

And we understand the structure of our songs so that we know when it's our turn to sing and play.

Well, that was so much fun.

Thank you, everyone.

Until next time, bye.