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Hello, musicians.

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

Today's lesson is called Moving, Singing and Playing to a Steady Pulse.

And we've got lots to do, so let's get started.

By the end of today's lesson, you will be able to move, play, and sing in time to the pulse.

Let's take a look at some of the key words that will be important in our learning today.

Warmup, a sequence of exercises used to prepare the mind, body, and voice for singing.

Pulse, the regular, steady heartbeat of the music.

Instrument, a device used to make a musical sound.

And percussion, an instrument played by striking, scraping, or shaking.

An example of a percussion instrument is a triangle.

Let's begin by warming up so that we are ready to make some music together.

It's important to warm up our voices and body for every music lesson, just in the way that we'd warm up our body for a PE lesson.

We need to make sure that all of the muscles, even the teeny tiny little ones in our throat, are ready to move and ready to sing.

We'll start by warming up our body.

Join in with these whole-body warmups where you are.

(bright piano music) Let's warm up our bodies.

We'll start with our shoulders.

(bright piano music continues) Let's say hello to our arms. (hands rustling) And the other arm.

(hands rustling) And our middle.

(hands smacking) All the way down to our toes.

Give your toes a wiggle.

Now it's time to warm up our faces so that our face muscles are relaxed and ready to move.

Join in with these face warmups.

Here they come.

Let's go to a restaurant.

I wonder what's on the menu today.

(gasps) Our first course is delicious, garlic bread.

Chew some garlic bread, mm.

<v ->Mm.

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

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

</v> <v ->What's on the menu next?</v> (gasps) It's so worm burger, ugh! Ugh, I'll give that a chew.

<v ->Ooh.

</v> <v ->Oh, it's disgusting.

</v> <v ->Ugh!</v> <v ->Oh, horrible, blah!</v> <v ->Blah!</v> <v ->What's coming up next? Phew, a chocolate ice cream.

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

</v> <v ->Mm.

</v> Show me how delicious it is.

<v ->Mm, mm.

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

</v> <v ->Chocolate is mm.

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

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

</v> <v ->And to finish our meal at this amazing restaurant,</v> it's some spider squash! (bright piano music continues) Give it a taste.

<v ->Ugh! Ugh!</v> <v ->Ooh! Ooh!</v> Disgusting! <v ->Disgusting.

</v> <v ->Ugh, it wasn't good.

</v> <v ->Next, let's do some breathing exercises.

</v> Breathing exercises help our lungs fill up with air, which is really important for singing.

My top tip is to make sure your shoulders don't creep up towards the sky.

Keep them nice and relaxed and low.

Join in with these breathing exercises.

You ready? (gentle piano music) (class inhaling deeply) (class exhaling deeply) (gentle piano music continues) (class inhales deeply) (Class exhales deeply) (gentle piano music continues) (class inhales deeply) (class exhales deeply) (gentle piano music continues) (class inhales deeply) (class exhales deeply) Now we are ready to do some vocal exercises.

When we do vocal exercises, we warm up our voice, which helps us protect it from getting hurt.

Join in with these vocal warmups.

Here they come.

(class imitating buzzing) Now it's time for my favourite, a tongue twister.

This helps us to sing more clearly.

Join in with this tricky tongue twister.

Make sure that your mouth is working really hard and you are saying it very clearly.

Here it comes.

(bright piano music) ♪ Busy, buzzy, bumblebees ♪ ♪ Busy, buzzy bumblebees ♪ ♪ Busy, buzzy bumblebees ♪ ♪ Busy, buzzy bumblebees ♪ ♪ Busy, buzzy bumblebees ♪ ♪ Busy, buzzy bumblebees ♪ ♪ Busy, buzzy bumblebees ♪ ♪ Busy, buzzy bumblebees ♪ <v ->When we are warmed up and ready to sing,</v> our body feels tall and relaxed.

Our chest feels open.

Our mind is ready to concentrate.

And our voice and mouth feel warm and ready.

It's time for a check-in.

Who do you agree with? Aisha says, "When I'm ready to sing, my voice feels warm, my mouth feels ready and I'm able to concentrate." Sofia thinks, "I sing as loud as I can when we do our warm-up songs to show that my body is ready for music." Have a think.

Who do you agree with? If you agree with Aisha, well done.

Now it's time to do some singing together.

Join in with the echoes in this song, "Warming Up My Voice." (upbeat piano 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 only in a row ♪ ♪ Low note 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 ♪ ♪ Meee-ooow ♪ ♪ 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 ♪ ♪ Eee-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 only in a row ♪ ♪ High notes only 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-Oo, I know how ♪ ♪ Moo-ooo ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I'm warming up my voice ♪ ♪ I am 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 ♪ ♪ Buh-zzz ♪ (upbeat piano music continues) How do you know that you are warmed up and ready to sing? Watch this video to see how these pupils know that they're warmed up.

<v ->Tell me how you know you are ready to sing.

</v> <v ->My body feels tall and ready.

</v> <v ->My voice feels nice and warm.

</v> <v ->My mind is ready to go!</v> <v ->Now it's time to sing some new songs together.

</v> In this unit, we're singing, chanting, and making music about minibeasts.

"Minibeast Party" is a call and response song about minibeasts coming together to celebrate! That sounds fun.

Have a listen to the song.

♪ 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 ♪ (upbeat piano 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 ♪ This time listen to the song and join in with the response, ♪ Minibeasts are feeling great ♪ each time you hear it.

♪ 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 ♪ (upbeat piano 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 ♪ All the songs and chants that we're learning have a steady pulse.

The pulse is the regular steady heartbeat of the music.

Let's say that word together.

My turn first, pulse.

Your turn.

Pulse.

Well done.

We showed a steady pulse in "Minibeast Party" by singing our response ♪ Minibeasts are feeling great ♪ in time.

It's time to complete these actions in time to the steady pulse in our new song "Beetle On My Toe." First we're going to march on the spot in time to the steady pulse.

Then we'll bend our knees, tap our nose, and finally, wave in time to the steady pulse.

Are you ready? Here comes the music.

(gentle piano music) ♪ There's a beetle on my toe ♪ ♪ On my toe, on my toe ♪ ♪ Where's it going ♪ ♪ I don't know ♪ ♪ Where it's going ♪ ♪ There's a beetle on my knee ♪ ♪ On my knee, on my knee ♪ ♪ Where's it going ♪ ♪ I can't see ♪ ♪ Where it's going ♪ ♪ There's a beetle on my nose ♪ ♪ On my nose, on my nose ♪ ♪ Where's it going ♪ ♪ No one knows ♪ ♪ Where it's going ♪ ♪ There's on my head ♪ ♪ On my head, on my head ♪ ♪ Where's it going ♪ ♪ I just said ♪ ♪ Where it's going ♪ It's time to learn a new chant together.

This time the minibeast we're thinking about is a bumblebee.

It's called "Bee, Bee, Bumblebee." Watch the video and join in with the actions in time to the steady pulse.

(musical instrument clacking) Ready, steady, off we go.

♪ Bee, bee, bumblebee ♪ ♪ Stung a man upon his knee ♪ ♪ Stung a pig upon his snout ♪ ♪ I declare that you are out ♪ ♪ Bee, bee, bumblebee ♪ ♪ Stung a man upon his knee ♪ ♪ Stung a pig upon his snout ♪ ♪ I declare that you are out ♪ ♪ Bee, bee, bumblebee ♪ ♪ Stung a man upon his knee ♪ ♪ Stung a pig upon his snout ♪ ♪ I declare that you are out ♪ It's time for a check-in.

True or false? The pupils show a good sense of pulse in this performance.

Watch the video and see what you think.

(musical instrument clacking) Ready, steady, off we go.

These pupils are showing a good sense of pulse in this performance.

They're doing the actions at the correct time.

They move their bodies in time to the chant.

We can turn the chant "Bee, Bee, Bumblebee" into two different games.

Here come videos showing you how to play game one and game two.

After you've watched them, pause and play one of the games where you are.

I wonder which one you'll choose.

(musical instrument clacking) Ready, steady, off we go.

♪ Bee, bee, bumblebee ♪ ♪ Stung a man upon his knee ♪ ♪ Stung a pig upon his snout ♪ ♪ I declare that you are out ♪ (musical instrument) <v Mrs. Steele>Ready, steady, off we go.

</v> ♪ Bee, bee, bumblebee ♪ ♪ Stung a man upon his knee ♪ ♪ Stung a pig upon his snout ♪ ♪ I declare that you are out ♪ (musical instrument clacking) <v Mrs. Steele>Ready, steady, off we go.

</v> ♪ Bee, bee, bumblebee ♪ ♪ Stung a man upon his knee ♪ ♪ Stung a pig upon his snout ♪ ♪ I declare that you are out ♪ <v ->How do you know when you've been successful</v> in the game that you chose to play? We know that we are successful when we chant together, at the same time, with a good sense of pulse.

We know exactly which child is selected on the word "out" because the leader pointed in time to the pulse.

Now it's time to introduce some percussion instruments.

We are going to use percussion instruments when making some minibeast music.

Thanks, Jacob.

He's reminding us that an instrument is something we use to make a musical sound.

I bet you remembered that too.

Percussion instruments make a sound by hitting or striking, shaking, or scraping.

Here are three examples of percussion instruments that you play by hitting or striking them: triangle, xylophone, and agogo.

Have a listen to all three.

(triangle clinks) (triangle clinking) (xylophone chiming) (agogo ringing) Here are two examples of percussion instruments you play by shaking them: egg shaker and maracas.

Have a listen to them both.

(egg shaker rattling) (maracas rattling) We can play this instrument, it's called a guiro, by scraping it, but you can hit this one too.

(guiro scraping) These three instruments are not percussion instruments.

We have a guitar, a cello, and a recorder.

If you'd like to, pause the video and listen to what these instruments sound like.

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

Which of these instruments do you think is a percussion instrument? Watch each video and have a think.

Here comes instrument A.

(gentle upbeat trombone music) And here's instrument B.

Do you think it's a percussion instrument or not? (bright ukulele music) And finally, here comes instrument C.

Which of the three do you think is a percussion instrument? (tambour thumping) Let's find out the answer.

A was not a percussion instrument.

This trombone is being blown into to make a sound.

B wasn't a percussion instrument either.

This ukulele is being strummed, not hit, shaken, or scraped.

Well done if you said C was a percussion instrument.

Good spot.

This is a tambour.

You play it by hitting or striking it to make a sound.

It's important that we know when to start and stop playing our own percussion instruments.

This is the signal to start playing and this is the signal to stop.

Start playing.

Stop playing.

Now it's time to be a musician with your own percussion instruments where you are.

Have a go at this task together.

Choose a percussion instrument from your classroom collection.

Remember to think about how you play your percussion instrument.

Perhaps there's more than one way to play yours.

And choose a leader.

Follow the leader.

Remember to start playing and stop playing at the correct time.

Watch that leader carefully.

Have a look at this video.

Can you spot how these pupils are showing the leader that they're concentrating and controlling their percussion instruments? Here comes the video.

(instruments rattling, clacking, and squeaking) (instruments rattling, clacking, and squeaking) (instruments rattling, clacking, and squeaking) (instruments rattling, clacking, and squeaking) (instruments rattling, clacking, and squeaking) (instruments rattling, clacking, and squeaking) What did you think? Well done if you spotted any of these things.

We know that the pupils are concentrating and controlling their percussion instruments because they're looking at the leader.

They play when the leader opens their hands and their instruments are silent when the leader closes their hands.

Well done if you spotted any of those.

As we reach the end of our lesson today, let's have a think about everything that we've been learning.

We know that we warm up before singing so that our bodies, minds, and voices are ready.

We can sing new songs together, keeping a steady pulse.

We can spot when an instrument is a percussion instrument.

And we can play percussion instruments, starting and stopping together.

I had an amazing time.

Thanks, everyone.

Until next time.

Bye.

I've finished the video