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Hi, everyone.

Welcome to the lesson.

My name's Mr. Krone, and I'm very excited about learning with you today.

In today's lesson, we are going to be playing instruments as well as singing our echo and call and response songs.

We are going to have a brilliant time.

This lesson is called Feeling the Pulse and Playing the Beat, and it's from our Start With Singing unit called Finding My Singing Voice.

By the end of today's lesson, you will be playing a steady beat on an instrument as we sing.

Let's look at our keywords for today.

Pulse: the regular steady heartbeat of the music.

Instrument, like this one, a device used for making a musical sound.

A beat: the playing or showing of a steady pulse, a bit like the ticking of a clock.

And percussion.

That's an instrument played by striking (tambourine jingles) or shaking.

(tambourine jingles) We know it's really important to warm up our body, our voices, and our mind for every music lesson.

These are the big muscles in our body as well as those tiny muscles in our throat.

This makes sure that we're ready to move and sing safely because we want to keep our voices healthy and strong.

So now we're going to join in the warmups so that you are ready for singing.

Here they come.

(lively piano music) <v ->First, our shoulders.

</v> Here we go.

Raise and drop.

Circle arm, two, three, four.

Other arm, two, three, four.

Tap your head, two, three, four.

And your shoulders, two, three, four.

Pat your tummy, two, three, four.

And your legs, two, three, four.

Pat your head, two, three, four.

And your shoulders, two, three, four.

Pat your tummy, two, three, four.

And your legs, two, three.

Now marching.

One, two, three, four, five, six, seven, eight.

And jump! Let's warm up all the muscles in our face.

Copy me.

Show me your happy face.

Show me your grumpy face.

Show me your big face.

Show me your small face.

Show me your silly face.

Show me your thinking face.

<v Children>Hmm.

</v> <v ->Let's remember how to breathe like a singer.

</v> Blow up our balloons.

(deeply inhales) (group deeply exhales) And another one.

Get all that air into your lungs.

Keep your shoulders down.

(group deeply inhales) (group deeply exhales) Let's warm up our voices.

Are you ready? Copy me.

(all humming) (all buzzing) (all vocalising) Have a go at our tongue twister.

My turn first.

Fuzzy Wuzzy was a bear.

<v Children>Fuzzy Wuzzy was a bear.

</v> <v ->Fuzzy Wuzzy had no hair.

</v> <v Children>Fuzzy Wuzzy had no hair.

</v> <v ->Fuzzy Wuzzy wasn't fuzzy, was he?</v> <v Children>Fuzzy Wuzzy wasn't fuzzy, was he?</v> <v ->Let's try it together.

</v> <v All>Fuzzy Wuzzy was a bear.

</v> Fuzzy Wuzzy had no hair.

Fuzzy Wuzzy wasn't fuzzy, was he? <v ->And today's warmups also include "Boom Chicka Boom,"</v> "Have You Brought Your Singing Voice?" and "Standing Tall." If you need to recap on any of these, you can press the Watch button next to each one.

Time to pause the video and play "Boom Chicka Boom," "Have You Brought Your Singing Voice?" and "Standing Tall" where you are.

♪ Till the end of the song ♪ Great.

Now we're all warm, let's check in with ourselves.

Does our body feel relaxed and ready to move? Is our voice warm and ready to sing? And is our mind focused and ready for the lesson? I hope so because here it comes.

There are two parts to today's lesson.

The first one is us developing our sense of pulse and the second is playing a steady beat.

Let's start with developing a sense of pulse.

The songs and chants that we've been learning all have a steady pulse, and we know that and we can feel that when we move or do the actions in time to our singing.

The pulse is a regular, steady heartbeat of the music.

Now, we need to develop our sense of pulse because it helps us sing in time together.

So we'll start with "The Penguin Song." This is really important, to have a good sense of pulse for "The Penguin Song," because we're going to move and do our actions in time to the music and we want 'em to be at the right time.

Remember, joining in with the actions will help you feel the pulse.

Here it comes.

(claves clapping) (gentle 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 ♪ This is great.

Our sense of pulse is really developing.

And we're going to need that sense of pulse to sing our next piece, "Down by the Bay," because, well, there's lots of words, but also, we want to sing our bit at the right time.

So to practise, we're going to watch a short clip of the children singing the song.

And I'd like you to tap your chest in time to the pulse and sing along.

Do you think you can manage to sing and tap the pulse? I bet you can.

Here comes the video.

(jaunty piano music) ♪ Down by the bay ♪ ♪ Down by the bay ♪ ♪ Where the watermelons grow ♪ ♪ Where the watermelons grow ♪ ♪ Back to my home ♪ ♪ Back to my home ♪ ♪ I dare not go ♪ ♪ I dare not go ♪ ♪ For if I do ♪ ♪ For if I do ♪ ♪ My mother will say ♪ ♪ My mother will say ♪ ♪ Did you ever you ever see a bear ♪ ♪ Combing his hair ♪ ♪ Down by the bay ♪ ♪ Down by the bay ♪ ♪ Down by the bay ♪ ♪ Where the watermelons grow ♪ ♪ Where the watermelons grow ♪ ♪ Back to my home ♪ ♪ Back to my home ♪ ♪ I dare not go ♪ ♪ I dare not go ♪ ♪ For if I do ♪ ♪ For if I do ♪ ♪ My mother will say ♪ ♪ My mother will say ♪ ♪ Did you ever you ever see a snake ♪ ♪ Baking a cake ♪ ♪ Down by the bay ♪ ♪ Down by the bay ♪ ♪ Down by the bay ♪ ♪ Where the watermelons grow ♪ ♪ Where the watermelons grow ♪ ♪ Back to my home ♪ ♪ Back to my home ♪ ♪ I dare not go ♪ ♪ I dare not go ♪ ♪ For if I do ♪ ♪ For if I do ♪ ♪ My mother will say ♪ ♪ My mother will say ♪ ♪ Did you ever you ever see a cat ♪ ♪ Wearing a hat ♪ ♪ Down by the bay ♪ ♪ Down by the bay ♪ ♪ Down by the bay ♪ ♪ Where the watermelons grow ♪ ♪ Where the watermelons grow ♪ ♪ Back to my home ♪ ♪ Back to my home ♪ ♪ I dare not go ♪ ♪ I dare not go ♪ ♪ For if I do ♪ ♪ For if I do ♪ ♪ My mother will say ♪ ♪ My mother will say ♪ ♪ Did you ever you ever see a fly ♪ ♪ Wearing a tie ♪ ♪ Down by the bay ♪ <v ->Brilliant.

Well done.

</v> It's now time for your turn.

So now we're good at feeling the pulse, we're going to sing along and remember our actions.

The track will come on.

But if you prefer, you can pause the video and choose the backing track with singing support where other singers are singing too.

Otherwise, be ready.

And here comes the music.

You are all getting so good at that.

Well done.

I imagine it's starting to feel easier to feel the pulse.

Now here's a question.

The pulse is? The pulse is how fast or slow the music is, or the pulse is the regular steady heartbeat of the music, or the pulse is an exact copy of a musical phrase? What do you think the pulse is? Fast or slow; the regular, steady heartbeat; or an exact copy of a musical phrase? It is B, the regular steady heartbeat of the music.

Well done.

I really enjoy making up the responses in "Lemonade." And what I try and do, a little top tip, is think ahead what trade might be and where I'm from.

Often where I'm from stays the same, but I try and make up a different trade each time.

If I know what I'm going to say, it's easier for me to keep in time to the music.

So we think creatively, but we're ready with our answers so the song keeps its pulse.

Watch these children.

This is how the singing game works.

While you are watching, you can tap your chest in time to the pulse.

This really helps you feel the pulse for this song.

(claves clapping) ♪ Ready, steady ♪ ♪ Off we go ♪ ♪ Here I come ♪ ♪ Where from ♪ ♪ Bristol ♪ ♪ What's your trade ♪ ♪ Lemonade ♪ ♪ Give us some, don't be afraid ♪ ♪ Here I come ♪ ♪ Where from ♪ ♪ Liverpool ♪ ♪ What's your trade ♪ ♪ Cherry-ade ♪ ♪ Give us some, don't be afraid ♪ ♪ Here I come ♪ ♪ Where from ♪ ♪ Cornwall ♪ ♪ What's your trade ♪ ♪ Orang-ade ♪ ♪ Give us some, don't be afraid ♪ <v ->Okay, now we're reminded of how to play the game</v> and you've been feeling the pulse all along, which is great, it's now your turn to play.

You're going to choose your first lemonade seller and play the game, keeping that steady pulse as you play.

You can now pause the video and use the Listen button as your guide.

Well, I hope you enjoyed playing that.

A child in my class said porridge-ade.

I thought, "Fizzy porridge? Not for me." Time for a quick true or false.

True or false? When I have a good sense of pulse, I'm able to sing my part at the correct time.

Do you think that's true or false? It is true, and this is because having that good sense of pulse means we can move and sing in time to the music, and you'll be singing at the correct time, which I'm sure you are doing.

So well done.

Let's keep going.

It's time for us to visit Rico's Pizza Restaurant, where we can choose any pizza we like.

When the clip comes on, I would like you to listen and keep the pulse by tapping your chest.

For example: ♪ Rico's Pizza Restaurant ♪ ♪ Any pizza that you want ♪ Okay.

Here it comes.

♪ Ready, steady ♪ ♪ Off we go ♪ ♪ Rico's pizza restaurant ♪ ♪ Any the pizza that you want ♪ ♪ Every slice has extra cheese ♪ ♪ Can I take your order, please ♪ ♪ What size ♪ ♪ Medium ♪ ♪ What topping ♪ ♪ Pepperoni ♪ ♪ What crust ♪ ♪ Cheesy crust ♪ ♪ Thank you for your order ♪ ♪ Rico's pizza restaurant ♪ ♪ Any the pizza that you want ♪ ♪ Every slice has extra cheese ♪ ♪ Can I take your order, please ♪ ♪ What size ♪ ♪ Very big ♪ ♪ What topping ♪ ♪ Pineapple ♪ ♪ What crust ♪ ♪ Thin crust ♪ ♪ Thank you for your order ♪ ♪ Rico's pizza restaurant ♪ ♪ Any the pizza that you want ♪ ♪ Every slice has extra cheese ♪ ♪ Can I take your order, please ♪ ♪ What size ♪ ♪ Small, please ♪ ♪ What topping ♪ ♪ Chocolate sauce ♪ ♪ What crust ♪ ♪ Crunchy crust ♪ ♪ Thank you for your order ♪ <v ->Now we can remember how to play the game,</v> it's time for you to choose a customer and a waiter to play the game where you are.

Remember, it's a really good tip to think about your responses before you sing them.

So I might think my size will be large; my toppings, ham and cheese; and my crust, stuffed.

I've planned my answers, which will help me keep in time.

You can pause the video here and use the Listen button to help you play the game.

Off you go.

Brilliant.

I hope you really enjoyed visiting Rico's Pizza Restaurant.

Now, what was it that helped the most keep the pulse going? Was it that you thought about your response before you sang? Or did you not think about the response until the song had started? Or did you sing the response as quickly as you could? Which one is the most helpful? Thinking before we sing, not thinking before we sing, or singing as fast as possible? Absolutely right.

When we think about our response before we sing, we've planned it, we know what we're going to say, and it's easier to keep in time.

Up next is "Doctor Knickerbocker." Again, I'd like you to tap your chest at the same time to help you feel the pulse.

Watch the video.

And remember, if we keep a regular, steady pulse, it's gonna help us move in time and sing in time.

Here comes the clip (playful music) ♪ Doctor Knickerbocker ♪ ♪ Knickerbocker, number nine ♪ ♪ I just got back and I'm feeling fine ♪ ♪ Now let's get the rhythm of the hands ♪ (teacher claps) ♪ Now we've got the rhythm of the hands ♪ (all clap) ♪ Now let's get the rhythm of the feet ♪ (teacher stomps) ♪ Now we've got the rhythm of the feet ♪ (all stomp) ♪ Now let's get the rhythm of the hips ♪ ♪ Now we've got the rhythm of the hips ♪ ♪ Now let's get the rhythm of the number nine ♪ ♪ One, two, three, four ♪ ♪ Five, six, seven, eight, nine ♪ <v ->Great.

Now it's time to perform "Doctor Knickerbocker."</v> You're going to choose a leader in a moment or a small group of children to be the leader, and importantly, feeling the pulse so that we can do our actions and sing the echoes at the right time.

You're going to sing and join in with "Doctor Knickerbocker." Off you go.

(playful music) ♪ Doctor Knickerbocker ♪ ♪ Knickerbocker, number nine ♪ ♪ He likes to dance and to keep in time ♪ ♪ Now I've got the rhythm in my hands ♪ (singers clap) ♪ Now I've got the rhythm in my hands ♪ (singers clap) ♪ Now I've got the rhythm of the number nine ♪ ♪ One, two, three, four ♪ ♪ Five, six, seven, eight, nine ♪ ♪ Doctor Knickerbocker ♪ ♪ Knickerbocker, number nine ♪ ♪ He likes to dance and to keep in time ♪ ♪ Now I've got the rhythm in my feet ♪ (singer stomp) ♪ Now I've got the rhythm in my feet ♪ (singers stomp) ♪ Now I've got the rhythm of the number nine ♪ ♪ One, two, three, four ♪ ♪ Five, six, seven, eight, nine ♪ ♪ Doctor Knickerbocker ♪ ♪ Knickerbocker, number nine ♪ ♪ He likes to dance and to keep in time ♪ ♪ Now I've got the rhythm in my hips ♪ ♪ Now I've got the rhythm in my hips ♪ ♪ Now I've got the rhythm of the number nine ♪ ♪ One, two, three, four ♪ ♪ Five, six, seven, eight, nine ♪ <v ->Well done all of you.

</v> Brilliant job.

It's time to watch this performance now of "Doctor Knickerbocker." And I would like you to have a think while you're watching it.

How do you know the children have a good sense of pulse? What are they doing well? Have a watch.

(playful music) ♪ Doctor Knickerbocker ♪ ♪ Knickerbocker, number nine ♪ ♪ I just got back and I'm feeling fine ♪ ♪ Now let's get the rhythm of the hands ♪ (teacher claps) ♪ Now we've got the rhythm of the hands ♪ (all clap) ♪ Now let's get the rhythm of the feet ♪ (teacher stomps) ♪ Now we've got the rhythm of the feet ♪ (all stomp) ♪ Now let's get the rhythm of the hips ♪ ♪ Now we've got the rhythm of the hips ♪ ♪ Now let's get the rhythm of the number nine ♪ ♪ One, two, three, four ♪ ♪ Five, six, seven, eight, nine ♪ <v ->You might have noticed</v> that the children know when to sing, and they're singing in time at the correct time.

You might also have spotted that their movements and actions are in time to the music, and that shows the pulse.

If you thought that while you were watching, well done.

The second part of our lesson is playing a steady beat.

We know that we can feel the steady pulse in a song or a chant and we can show that pulse with our actions and our movements.

What we'll do today is play instruments in time to that steady pulse.

When we do this, it's called playing the beat.

We can use our bodies to play the beat in our chant "Lemon, Lime." Have a watch and join in with the body percussion.

(claves clapping) ♪ Ready, steady ♪ ♪ Off we go.

♪ ♪ Lemon, lime ♪ ♪ Keep in time ♪ ♪ Lemon, lime ♪ ♪ Keep in time ♪ ♪ Make it neat, feel the beat ♪ ♪ Make it neat, feel the beat ♪ ♪ Not too fast, not too slow ♪ ♪ Not too fast, not too slow ♪ ♪ Ready, steady ♪ ♪ Go, go, go ♪ ♪ Ready, steady ♪ ♪ Go, go, go ♪ ♪ Lemon, lime ♪ ♪ Keep in time ♪ ♪ Lemon, lime ♪ ♪ Keep in time ♪ ♪ Make it neat, feel the beat ♪ ♪ Make it neat, fell the beat ♪ ♪ Not too fast, not too slow ♪ ♪ Not too fast, not too slow ♪ ♪ Ready, steady ♪ ♪ Go, go, go ♪ ♪ Ready, steady ♪ ♪ Go, go, go ♪ ♪ Lemon, lime ♪ ♪ Keep in time ♪ ♪ Lemon, lime ♪ ♪ Keep in time ♪ ♪ Make it neat, feel the beat ♪ ♪ Make it neat, feel the beat ♪ ♪ Not too fast, not too slow ♪ ♪ Not too fast, not too slow ♪ ♪ Ready, steady ♪ ♪ Go, go, go ♪ ♪ Ready, steady ♪ ♪ Go, go, go ♪ <v ->Now you've seen how that can work,</v> we can make up our own body percussion moves to the chant "Lemon, Lime." For example, we might choose: ♪ Lemon, lime ♪ ♪ Keep in time ♪ ♪ Make it neat, feel the beat ♪ ♪ Not too fast, not too slow ♪ ♪ Ready, steady ♪ ♪ Go, go, go ♪ And we've kept the pulse with our movements.

You can pause the video here and create your own.

Well done, everybody.

That's brilliant.

We're now going to move on to playing the beat on percussion instruments.

An instrument is something we use to make a musical sound.

A drum is a percussion instrument because we hit it to make the sound.

I've got a tambourine, (tambourine jingling) I can hit that to make a sound too.

When you do this in your class, use something that you can tap to make a sound.

We're going to use the song "Listen, Listen" to help us decide who's going to play the drum beat.

This video now will show you how we use the song to decide.

♪ Ready, steady ♪ ♪ Off we go ♪ ♪ Listen, listen ♪ ♪ Here I come ♪ ♪ Somebody special gets the drum ♪ ♪ Ready, steady ♪ ♪ Off we go ♪ ♪ Listen, listen ♪ ♪ Here I come ♪ ♪ Somebody special gets the drum ♪ ♪ Ready, steady ♪ ♪ Off we go ♪ ♪ Listen, listen ♪ ♪ Here I come ♪ ♪ Somebody special gets the drum ♪ <v ->Now you've seen how you can choose</v> who's going to play the drum, you can play this in your classroom where you are.

Pause the video and use the Listen button to support you singing the song.

Off you go.

Brilliant.

Well done.

Our echo song "Charlie Over the Ocean" can be played with a drumbeat too.

Have a watch to see how the children are singing "Charlie Over the Ocean" with a drumbeat.

♪ Ready, steady ♪ ♪ Off you go ♪ ♪ Charlie over the ocean ♪ ♪ Charlie over the ocean ♪ ♪ Charlie over sea ♪ ♪ Charlie over the sea ♪ ♪ Charlie caught a big fish ♪ ♪ Charlie caught a big fish ♪ ♪ Can't catch me ♪ ♪ Can't catch me ♪ (footsteps stomping) ♪ Ready, steady ♪ ♪ Off you go ♪ ♪ Charlie over the ocean ♪ ♪ Charlie over the ocean ♪ ♪ Charlie over the sea ♪ ♪ Charlie over the sea ♪ ♪ Charlie caught a big fish ♪ ♪ Charlie caught a big fish ♪ ♪ Can't catch me ♪ ♪ Can't catch me ♪ <v ->Go, go, go.

Go, go, go.

</v> Go, go, go.

Go, go, go.

<v ->Now you've seen how it works,</v> it's your turn to play where you are.

Remember you're going to join in, feeling that clear sense of pulse so you can tap and sing along.

Also remember when it's your turn to sing and when it's your turn to listen to the leader.

Pause the video and use the Listen button as your guide.

We can add percussion instruments on the beat in our echo song of "Kye Kye Kule." There are two different ways we could play it.

The first video will show us children playing on the beat and then we'll also see the whole class playing on the beat as echoes.

Have a watch.

♪ Ready, steady ♪ ♪ Off we go ♪ (teacher singing in foreign language) (children singing in foreign language) (teacher singing in foreign language) (children singing in foreign language) (teacher singing in foreign language) (children singing in foreign language) (teacher singing in foreign language) (children singing in foreign language) (teacher singing in foreign language) (children singing in foreign language) (teacher singing in foreign language) (children singing in foreign language) (teacher singing in foreign language) (children singing in foreign language) (teacher singing in foreign language) (children singing in foreign language) (teacher singing in foreign language) (children singing in foreign language) (teacher singing in foreign language) (children singing in foreign language) ♪ Ready, steady ♪ ♪ Off we go ♪ (teacher singing in foreign language) (children singing in foreign language) (teacher singing in foreign language) (children singing in foreign language) (teacher singing in foreign language) (children singing in foreign language) (teacher singing in foreign language) (children singing in foreign language) (teacher singing in foreign language) (children singing in foreign language) (teacher singing in foreign language) (children singing in foreign language) (teacher singing in foreign language) (children singing in foreign language) (teacher singing in foreign language) (children singing in foreign language) (teacher singing in foreign language) (children singing in foreign language) (teacher singing in foreign language) (children singing in foreign language) (teacher singing in foreign language) (children singing in foreign language) (teacher singing in foreign language) (children singing in foreign language) (teacher singing in foreign language) (children singing in foreign language) (teacher singing in foreign language) (children singing in foreign language) (teacher singing in foreign language) (children singing in foreign language) <v ->Again, now you've seen how to play,</v> it's your turn.

You give out more percussion instruments if you like to.

And there's two options here.

You can click the Listen button for vocal support, which is where you can hear other people singing, or with beat support to keep the steady pulse.

Maybe you'd like to try both.

In any case, pause the video for you to play, tap, and sing "Kye Kye Kule." Off you go.

Excellent stuff.

Well done.

You've worked really hard today.

I've got a quick question for you.

The beat.

Is the beat where there's a drum playing in music? Or is the beat how fast or slow music is? Or is the beat the playing of the pulse like a ticking clock? Have a think.

Is it where a drum's playing? Is it fast and slow? Or is it the playing of a pulse, like a ticking clock? What's the beat? So we call the beat like the playing of a pulse.

Imagine a ticking clock, tick-tock, tick-tock.

Tap, tap.

(tambourine jingling) Time next for "Hickety Tickety Bumblebee." And we are going to play the beat on our percussion instruments.

There's two different ways you can play.

And we'll see in the video there's some children playing on the beat or the whole class playing on the beat.

Have a watch and decide how you might do it where you are.

♪ Ready off, steady ♪ ♪ Off we go ♪ ♪ Hickety tickety bumblebee ♪ ♪ Can you sing your name for me ♪ ♪ My name is Izzy ♪ ♪ Her name is Izzy ♪ ♪ Ready, steady ♪ ♪ Off we go ♪ ♪ Hickety tickety bumblebee ♪ ♪ Can you sing your name for me ♪ ♪ My name is Alex ♪ ♪ His name is Alex ♪ ♪ Ready, steady ♪ ♪ Off we go ♪ ♪ Hickety tickety bumblebee ♪ ♪ Can you sing your name for me ♪ ♪ My name is Lucas ♪ ♪ His name is Lucas ♪ ♪ Ready, steady ♪ ♪ Off we go ♪ ♪ Hickety tickety bumblebee ♪ ♪ Can you sing your name for me ♪ ♪ My name is Sam ♪ ♪ Her name is Sam ♪ ♪ Ready, steady ♪ ♪ Off we go ♪ ♪ Hickety tickety bumblebee ♪ ♪ Can you sing your name for me ♪ ♪ My name is Lucas ♪ ♪ His name is Lucas ♪ ♪ Ready, steady ♪ ♪ Off we go ♪ ♪ Hickety tickety bumblebee ♪ ♪ Can you sing your name for me ♪ <v ->Time for us now to play our percussion instruments</v> to "Hickety Tickety Bumblebee." I've brought my tambourine with me so that I can tap.

♪ Hickety tickety bumblebee ♪ ♪ Can you sing your name for me ♪ You're going to pause the video, use the Listen button, and that's going to help you.

And I'd like you to play the pulse on your percussion instruments.

Off you go.

Ah, super duper.

Really well done.

You've worked hard today.

Before we finish, I'd like to show you three short clips of children showing that they are keeping the pulse really clearly.

After each one, we'll pause and I'd like you to tell me what it is they're doing to show they're keeping the pulse.

Here comes the first one.

♪ Ready, steady ♪ ♪ Off we go ♪ ♪ Hickety tickety bumblebee ♪ ♪ Can you sing your name for me ♪ <v ->Did you spot it?</v> In that one, the child on the outside is tapping the shoulders at the correct time.

Watch the second one.

Here it comes.

♪ Ready, steady ♪ ♪ Off we go ♪ ♪ Hickety tickety bumblebee ♪ ♪ Can you sing your name for me ♪ <v ->And this time,</v> the children are tapping a quiet beat on their knees.

That shows they are all feeling the pulse.

And the last one.

♪ Ready, steady ♪ ♪ Off we go ♪ ♪ Hickety tickety bumblebee ♪ ♪ Can you sing your name for me ♪ <v ->And in that last one,</v> we saw the children in the middle keeping a steady beat on the drums. If you spotted all those, absolutely fantastic.

Well done.

Before we finish today, let's have a recap on what we've learned.

We know we always warm up before we sing so our bodies, our minds, and our voices are warm and focused and ready to sing.

And we can sing and move in time to music.

And we know that the pulse is the steady heartbeat of the music.

And we can play a steady beat on percussion instruments as we sing and chant together.

I hope you've had a wonderful time today, and I will see you soon.

Bye for now.

I've finished the video