Lesson video

Hello, everyone.

My name is Mrs. Steele, and I'm so excited we're going to be learning together today.

Today's music lesson is all about percussion instruments, and I can't wait, so let's get started.

By the end of today's lesson, you will have explored the sounds of different percussion instruments, and you will be able to start and stop playing with a leader.

Let's have a look at some of the keywords that will be important in our learning today: percussion instrument, a device used to make a musical sound, which is played by striking, scraping, or shaking, for example, a drum; pulse, the regular, steady heartbeat of the music; and timbre, the way an instrument sounds that helps us to identify it.

We know that it's important to warm up our voices and our bodies for every music lesson.

We need to make sure that all of our muscles are ready to move and sing.

Join in with these warmups where you are.

(rhythmic instrumental music) Let's warm up our bodies We'll start with our shoulders, (rhythmic instrumental music) and let's say hello to our arms, (rhythmic instrumental music) and the other arm, (rhythmic instrumental music) and our middle, (rhythmic instrumental music) (hands slapping) all the way down to our toes.

Give your toes a wiggle.

(rhythmic instrumental music) Let's go to a restaurant.

I wonder what's on the menu today.

Hah! Our first course is delicious garlic bread.

Let's chew some garlic bread.

Mm, mm, it's delicious! <v ->Mm, mm.

</v> <v ->What's on the menu next?</v> Hah, it's a worm burger.

<v ->Eew.

</v> <v ->Eew.

</v> <v ->I'll give that to you.

</v> Oh, it's disgusting! (children imitate expressing disgust) Oh, horrible! Bleh! Ugh! What's coming up next? Phew, it's chocolate ice cream.

Mm-mm.

<v ->Mm, mm.

</v> <v ->Show me how delicious it is.

</v> <v ->Mm-mm.

</v> <v ->Chocolate ice cream.

</v> <v ->Cool.

</v> <v ->Mm mm.

</v> <v ->And to finish our meal at this amazing restaurant,</v> it's some spider squash.

Give it a taste.

<v ->Yuk!</v> <v ->Oh, eew,</v> disgusting! <v ->Disgusting, eew!</v> (children imitating expressions of disgust) <v ->Are you ready?</v> Are you ready? (slow, steady rhythmic music) (all inhale) (all exhale) (all inhale) (all exhale) (all inhale) (all exhale) (all inhale) (all exhale) (slow, steady rhythmic music) Ready? (all imitate bees buzzing) Ready, go.

My time.

♪ Busy, buzzy bumble bees ♪ ♪ Busy, buzzy bumble bees ♪ ♪ Busy, buzzy bumble bees ♪ ♪ Busy, buzzy bumble bees ♪ ♪ Busy, buzzy bumble bees ♪ ♪ Busy, buzzy bumble bees ♪ ♪ Busy, buzzy bumble bees ♪ ♪ Busy, buzzy bumble bees ♪ <v ->Now we have two songs and a chant</v> to help us to warm up even further.

Watch each video and join in.

We're going to start with the song ♪ "Baby One, Two, Three" ♪ Here it comes.

(lively instrumental music) ♪ Head and shoulders, baby one, two, three ♪ ♪ Head, shoulders, baby one, two, three ♪ ♪ Head and shoulders, head and shoulders ♪ ♪ Head and shoulders, baby, one, two, three ♪ ♪ Shoulders, elbows, baby one, two, three ♪ ♪ Shoulders, elbows, baby one, two, three ♪ ♪ Shoulders, elbows, shoulders, elbows, shoulders, elbows ♪ ♪ Baby one, two, three ♪ ♪ Elbows, knees, baby one, two, three ♪ ♪ Elbows, knees, baby one, two, three ♪ ♪ Elbows, knees, elbows, knees, elbows, knees ♪ ♪ Baby one, two, three ♪ ♪ Knees and toes, baby one, two, three ♪ ♪ Knees and toes, baby one, two, three ♪ ♪ Knees and toes, knees and toes, knees and toes ♪ ♪ Baby one, two, three ♪ <v ->Next, split into two groups</v> to sing the call and the echo in the song "Warming Up My Voice." Here's the music.

(rhythmic instrumental music) ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ High notes all in a row ♪ ♪ High notes all in a row ♪ ♪ Low notes down below ♪ ♪ Low notes down below ♪ ♪ Sing this like a cat ♪ ♪ Sing this like a cat ♪ ♪ Meow, meow, just like that ♪ ♪ Meow, meow just like that ♪ ♪ Meow ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ High notes all in a row ♪ ♪ High notes all in a row ♪ ♪ Low notes down below ♪ ♪ Low notes down below ♪ ♪ Sing this like a mouse ♪ ♪ Sing this like a mouse ♪ ♪ Eek, eek, round the house ♪ ♪ Eek, eek, in my house ♪ ♪ Eek ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ High notes all in a row ♪ ♪ High notes all in a row ♪ ♪ Low notes down below ♪ ♪ Low notes down below ♪ ♪ Sing this like a cow ♪ ♪ Sing this like a cow ♪ ♪ Moo, moo, I know how ♪ ♪ Moo, moo, I know how ♪ ♪ Moo ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ High notes all in a row ♪ ♪ High notes all in a row ♪ ♪ Low notes down below ♪ ♪ Low notes down below ♪ ♪ Sing this like a bee ♪ ♪ Sing this like a bee ♪ ♪ Buzz, buzz, just like me ♪ ♪ Buzz, buzz, just like me ♪ ♪ Buzz ♪ (rhythmic instrumental music) And finally, it's the chant "Rubber Chicken." I think you can tell that the pupils in this video are having a good time, so I know that you will, too.

Here comes the video, so get ready.

It's a bit silly.

♪ Ready, chickens, one, two, three, four ♪ ♪ Five, six, seven, eight ♪ ♪ One, two, three, four ♪ ♪ Five, six, seven, eight ♪ ♪ One, two, three, four ♪ ♪ Five, six, seven, eight ♪ ♪ One, two, three, four ♪ ♪ Five six, seven, eight ♪ ♪ One, two, three, four ♪ ♪ One, two, three, four ♪ ♪ One, two, three, four ♪ ♪ One, two, three, four ♪ ♪ One, two, one, two ♪ ♪ One, two, one, two ♪ ♪ One, one, one, one ♪ <v ->Rubber chicken!</v> ♪ Ready, chickens, one, two, three, four ♪ ♪ Five, six, seven, eight ♪ ♪ One, two, three, four ♪ ♪ Five, six, seven, eight ♪ ♪ One, two, three, four ♪ ♪ Five, six, seven, eight ♪ ♪ One, two, three, four ♪ ♪ Five six, seven, eight ♪ ♪ One, two, three, four ♪ ♪ One, two, three, four ♪ ♪ One, two, three, four ♪ ♪ One, two, three, four ♪ ♪ One, two, one, two ♪ ♪ One, two, one, two ♪ ♪ One, one, one, one ♪ <v ->Rubber chicken!</v> (children imitating chickens clucking) <v ->So are you ready to sing?</v> Does your body feel relaxed and ready? Is your voice warm? And do you feel focused? Fantastic, you're ready to sing, let's go.

Now we're ready to sing and move together.

In this unit, we're singing, chanting, and making music about minibeasts, and we're using percussion instruments.

We need to have a good sense of pulse to sing, play, and make music together.

Remember, pulse is the regular, steady heartbeat of the music.

It's time to play Bee, Bee, Bumble Bee.

There are two different ways we can play this game.

If you need to, you could pause here and watch the video for game 1 or game 2 if you need a reminder.

Let's sing and follow the movements in time to the steady pulse in the action song "Beetle on my Toe." First, we're going to march on the spot to the steady pulse, then we're going to bend our knees, then tap our noses to the steady pulse, and finally, we're going to wave our arms to the steady pulse.

Pause the video now to perform "Beetle on my Toe" with vocals or with backing.

It's time for a check-in with our learning.

Can you remember what pulse is? Is it A, the way an instrument sounds that helps us to identify it, B, a device used to make a musical sound, or C, the regular, steady heartbeat of the music? Which one do you think is the answer? If you said C, you are a superstar.

Well done! Pulse is the regular, steady heartbeat of the music.

Well done! Do you remember the call and response song "Minibeast Party"? In this song, we hear different calls, for example, ♪ Friday night and it's half past eight ♪ and we answer with the response ♪ Minibeasts are feeling great ♪ We need a good sense of pulse when we sing call and response songs.

This helps us to sing our part at the correct time.

Split into two groups and sing your part with a clear sense of pulse.

One group is going to sing, with Jun, the call, ♪ Friday night and it's half past eight ♪ and the other group will sing, with Laura, the response, ♪ Minibeasts are feeling great ♪ You could tap your feet to help you feel the pulse as you sing.

Here comes the music.

♪ Party, party.

Minibeast, party ♪ ♪ Party, party.

Minibeast party ♪ ♪ Party, party.

Minibeast party ♪ ♪ Party, party.

Minibeast party ♪ ♪ Party, party.

Minibeast party ♪ ♪ Party, party.

Minibeast bop ♪ ♪ Party, party.

Minibeast party ♪ ♪ Party, party.

Minibeast bop ♪ (rhythmic instrumental music) ♪ Friday night and it's half past eight ♪ ♪ Minibeasts are feeling great ♪ ♪ Time to dance and celebrate ♪ ♪ Minibeasts are feeling great ♪ ♪ Party, party.

Minibeast party ♪ ♪ Party, party.

Minibeast bop ♪ ♪ Party, party.

Minibeast party ♪ ♪ Party, party.

Minibeast bop.

♪ (rhythmic instrumental music) ♪ Spiders running very late ♪ ♪ Minibeasts are feeling great ♪ ♪ Finding shoes, she'll need eight ♪ ♪ Minibeasts are feeling great ♪ ♪ Party, party.

Minibeast party ♪ ♪ Party, party.

Minibeast bop ♪ ♪ Party, party.

Minibeast party ♪ ♪ Party, party.

Minibeast bop ♪ (rhythmic instrumental music) ♪ Ants arriving at the gate ♪ ♪ Minibeasts are feeling great ♪ ♪ Feasts of leaves upon their plate ♪ ♪ Minibeasts are feeling great ♪ ♪ Party, party.

Minibeast party ♪ ♪ Party, party.

Minibeast bop ♪ ♪ Party, party.

Minibeast party ♪ ♪ Party, party.

Minibeast bop ♪ (rhythmic instrumental music) ♪ Underneath the stars so bright ♪ ♪ Minibeasts dance through the night ♪ ♪ Wriggling, crawling, marching, too ♪ ♪ Creepy-crawly rendezvous ♪ ♪ One, two, three, four ♪ ♪ Party, party.

Minibeast party ♪ ♪ Party, party.

Minibeast bop ♪ ♪ Party, party.

Minibeast party ♪ ♪ Party, party.

Minibeast bop ♪ ♪ Party, party.

Minibeast party ♪ ♪ Party, party.

Minibeast bop ♪ ♪ Party, party.

Minibeast party ♪ ♪ Party, party.

Minibeast bop ♪ So how do you know if you have a good sense of pulse? Your calls and responses are in time, you can feel when it's your turn to start singing, and you can move or tap your feet in time to the music.

If you were doing those things, that's fantastic! Now we're going to move on to describing some percussion instruments.

Percussion instruments make a sound when they are hit or struck like this drum here, shaken, or scraped.

Use this video to explore some percussion instruments you might find in your classroom.

Here are some examples of some that you might have.

You might have some different ones, too.

Tell me about your instruments.

<v ->I've got the wood block</v> and I play it by hitting it.

(wooden block clacking) <v ->Tell me about your instruments.

</v> <v ->I have the egg shaker, and you play it by shaking it.

</v> (egg shaker rattling) <v ->Tell me about your instrument.

</v> <v ->I've got the guiro,</v> and I play it by scraping it (guiro rasping) and hitting it.

(guiro clacking) <v ->It's time for a check-in.

</v> Which of these percussion instruments do you hit or strike to make a sound? Is it A, an egg shaker? (egg shaker rattling) Do you hit or strike B, a glockenspiel, (glockenspiel chiming) or C, a rainstick? (rainstick rattling) <v ->Did you spot that you hit or strike a glockenspiel?</v> Great work, musicians! How about these three? Which of these three percussion instruments do you shake to make a sound? Do you shake A, a tambourine, (tambourine rattling and thudding) B, a djembe, (djembe thumping) or C, do you shake claves to make a sound? (claves clicking) <v ->Well done if you spotted that you shake a tambourine.

</v> That's correct.

Here's three more.

Which of these percussion instruments do you scrape to make a sound? Do you scrape A, a triangle, (triangle chiming) B, a guiro, (guiro rasping) or C, do you scrape a wood block? (wood block clacking) Well done, that's right.

You scrape a guiro to make a sound.

We can identify a percussion instrument in different ways.

We might know its name, a tambourine, what it looks like, it's round and it has jingles on it, or how you play it, you shake it or tap it against your body.

We can also identify a percussion instrument by what it sounds like.

It might sound sparkly, like a triangle, tingly, like a rainstick, or rough, like a guiro.

If you'd like to, you could pause here and use the sound button to hear what these different instruments sound like.

How would you describe the tambourine? You might choose words like jingly, cold, or sparkly.

Remember, there are no right or wrong answers.

It's whatever the tambourine sounds like to you.

Now it's your turn to choose a percussion instrument to explore where you are.

Does yours sound metallic and sparkly, like Aisha's, or snappy and wooden, like Sam's? Maybe it will sound completely different.

Pause the video and make some music.

How did you describe your percussion instruments? Did you think of any of these describing words here? I wonder if you thought of anything different.

Now it's time to identify some percussion instruments.

Every instrument has its own special sound.

We call this timbre.

Timbre.

Timbre.

Well done.

An instrument's timbre is the way it sounds that helps us to identify the instrument.

When we listen closely to an instrument's special sound, it's timbre, we can try to identify what instrument we're listening to.

Jun thinks that this instrument sounds sharp and clicky.

He thinks it's the claves.

Have a listen and see if you agree.

(claves clicking) Lucas thinks that this instrument sounds metallic and sparkly.

He thinks it's a triangle.

Listen and see if you think the same.

(triangle chiming) It's time for a check-in.

Which percussion instrument can you hear? Do you think it's A, a guiro, B, this djembe, or C, claves? Have a listen.

Do you think it's A, B, or C? (guiro rasping) <v ->Did you spot that it was the guiro?</v> You play this percussion instrument by scraping or hitting it.

Great listening! Let's try another one.

Which percussion instrument can you hear this time? Do you think it's A, a tambourine, B, maracas, or C, a wood block? Listen very carefully.

(wood block clacking) It was a wood block.

Well done if you got that right.

Excellent listening! It's time to play the game Timbre Time.

Watch the video to learn how to play with a selection of percussion instruments in your classroom.

Here comes the video.

♪ Are you listening ♪ ♪ Are you listening ♪ ♪ What's that sound ♪ ♪ What's that sound ♪ ♪ Listen, very closely ♪ ♪ Listen, very closely ♪ (egg shaker rattling) <v ->Open your eyes.

</v> Which instrument do you think I was playing? (egg shaker rattling) Yes.

Well done! Close your eyes.

♪ Are you listening ♪ ♪ Are you listening ♪ ♪ What's that sound ♪ ♪ What's that sound ♪ ♪ Listen very closely ♪ ♪ Listen very closely ♪ (triangle chiming) Open your eyes.

Which instrument do you think I was playing? (triangle chiming) Fantastic, yes! Okay, let's close our eyes.

♪ Are you listening ♪ ♪ Are you listening ♪ ♪ What's that sound ♪ ♪ What's that sound ♪ ♪ Listen very closely ♪ ♪ Listen very closely ♪ (djembe thudding) Open your eyes.

Which instrument do you think I was playing? (djembe thudding) Fantastic, yes.

I wonder if you found it easy or difficult to identify the instruments.

Were there some instruments that sounded similar in your game? Why do you think this is? Were there any instruments that tricked or surprised you? If you'd like to, you could pause the video now and talk about that in your classroom.

As we come to the end of our lesson, let's take a moment to remember everything that we've been learning today.

We know that we warm up before singing so that our bodies, minds, and voices are ready to sing, we know that we can sing and move in time to a steady pulse, we can describe the timbre of percussion instruments, and we can recognise the sound of a selection of percussion instruments.

Fantastic music-making, everyone! I can't wait to see you next time.

Bye.