Lesson video

Hello, and welcome to this lesson, singing and identifying echo and call and response.

It's from our start with singing unit, Finding My Singing Voice.

I'm delighted that we're going to be learning together today.

We are gonna have a brilliant time singing all those fun echo songs and call and response.

Here we go.

By the end of this lesson, you'll have sung your part in echo songs and call and response songs and you'll know the difference between the two.

Let's take a look at our keywords for today.

Pulse is the regular steady heartbeat of the music.

When we chant, we've been speaking in time to the pulse.

That pulse is the heartbeat that goes right through the music you hear and sing.

Echo, an exact copy of a musical phrase.

And call and response, that's a question and answer type of musical structure.

Now we know it's very important to warm up our voice and our body each time we sing and perform.

We want to make sure that all of our muscles, even the small little muscles in our throat, are ready to move and sing safely.

We want our voices to be strong and healthy.

And so I invite you now to join in with these warmups.

Here they come.

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

</v> Here we go.

Raise and drop.

Raise and drop.

Raise and drop.

Raise and drop.

Circle arm, two, three, four.

Circle arm, two, three, four.

Other 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.

(class inhaling) (class exhaling) Another one, get all that air into your lungs.

Keep your shoulders down.

(instructor inhaling) (class exhaling) Let's warm up our voices.

Are you ready? Copy me.

♪ Hmm ♪ ♪ Hmm ♪ ♪ Hmm ♪ (class imitating bee sound) ♪ Ah ♪ ♪ Ah ♪ ♪ Ah ♪ <v ->Have a go at our tongue twister.

</v> My turn first.

Fuzzy-Wuzzy was a bear.

<v Students>Fuzzy-Wuzzy was a bear.

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

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

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

</v> <v Class>Fuzzy-Wuzzy was a bear.

</v> Fuzzy-Wuzzy had no hair.

Fuzzy-Wuzzy wasn't fuzzy, was he? <v ->Oh yes, lovely and warm now.

</v> What I'd like you to do is join in with "Have you Brought Your Singing Voice," "Standing Tall," and "Copy Me, Copy Me." You can pause the video and use the watch buttons to remind yourselves of how these go.

And then play them where you are.

Off you go.

Great stuff.

So is our body feeling relaxed and awake and ready to move? Is your voice feeling warm and ready to sing? And is your mind focused and ready for today's lesson? Yes? Then let's go.

We're going to look at our learning cycles for today.

The first one is called introducing pulse, where we discover about pulse and how it runs through all of our music.

Then we're going to be identifying, so that's listening to and singing echo and call and response songs.

To begin with, introducing pulse.

We're going to start by rehearsing our "Penguin Song." In a moment, the music will start and I'd like you to join in as well as remembering to do the actions in time to the music.

Here it comes.

(cricket clicking) ♪ 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 ->All the songs and chants that we're learning</v> have a steady pulse.

And when you are moving in time whilst you're singing, you can feel that pulse because the pulse is the steady, regular heartbeat of the music.

We showed our steady pulse in "The Penguin Song" by moving in time to the music.

Our echo song, "Kye Kye Kule," has a pulse.

It's a regular steady pulse and we can feel it quite strongly.

The movements that we've learned, they help us to feel that pulse.

And so you can watch this clip now.

Join in when you can.

That will help you remember.

And then after the clip, there's a chance for you to practise this where you are.

Here it comes.

<v ->Let sing "Kye Kye Kule" three times,</v> each time with a different dynamic.

Don't forget to sing the response.

♪ Ready, steady, off we go ♪ (instructor singing in foreign language) <v ->Now we know how it goes.

</v> You can pause the video and use the listen button to play the track, and then you can do "Kye Kye Kule" in your class where you are.

Make sure you've chosen a leader first.

Time for a check-in.

The pulse is, what do we think? The pulse is the regular steady heartbeat of the music; or B, the pulse is the high and low sounds in the music; or C, the pulse is how fast or how slow the music is.

Is it the regular steady heartbeat, is it high and low sounds, or is it fast and slow? A, B, or C? Absolutely right, well done.

It's A, the pulse is the regular steady heartbeat of the music.

We're now going to sing our call and response song, "A Keelie Makolay." When we sing along, I would like you to tap the pulse on your chest a bit like this.

(instructor singing in foreign language) ♪ Yeah, yeah ♪ (instructor singing in foreign language) And so on.

Here comes the music.

Remember to join in the pulse by tapping as you sing.

(cricket clicking) ♪ Ready, steady, off we go ♪ (instructor singing in foreign language) ♪ Yeah, yeah ♪ (children singing in foreign language) (instructor singing in foreign language) ♪ Yeah, yeah ♪ (children singing in foreign language) (class singing in foreign language) (instructor singing in foreign language) ♪ Yeah, yeah ♪ (children singing in foreign language) (instructor singing in foreign language) ♪ Yeah, yeah ♪ (children singing in foreign language) (class singing in foreign language) (instructor singing in foreign language) ♪ Yeah, yeah ♪ (children singing in foreign language) (instructor singing in foreign language) ♪ Yeah, yeah ♪ (children singing in foreign language) (class singing in foreign language) <v ->Well done.

</v> Did you manage to keep tapping the pulse whilst you were singing? If you did, brilliant.

We're going to continue practising keeping the pulse now with our game, "Hickety Tickety Bumblebee." And we know that when we play this, the leader will travel around and tap each of us on the shoulder, and that helps us feel the pulse.

What we're going to do also is tap our knees in time to the pulse.

That will help us feel the pulse too and help keep us all in time.

So here's what we're going to do.

We're going to pause the video in a moment and you can use the listen button if you need to to play along with Hickety Tickety Bumblebee and keep the pulse tapped on your knees throughout.

So pause the video and play Hickety Tickety Bumblebee where you are.

It's time for a true or false.

We're going to watch a clip of some children and I'd like you to decide are they showing a good sense of pulse? If you think they are, it's true, they are showing a good sense of pulse, you can give us a thumbs up.

And if you think it's false, you can give us a thumbs down.

Here comes the clip.

See what you think.

♪ Ready, 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 Sofia ♪ ♪ Her name's Sofia ♪ ♪ Ready, steady, off we go ♪ ♪ Hickety tickety bumblebee ♪ ♪ Can you sing your name for me ♪ ♪ My name Anne ♪ ♪ Her name is Anne ♪ <v ->Yes, those children were singing in time.

</v> And how do we know? Well, we could see they were quietly tapping on their knees to show that they could feel the pulse and they were singing in time.

So well done then.

When we chant, we keep a steady pulse too.

Let's think of our chant, "Lemon, Lime." Whilst we listen along, you can join in and tap the pulse on your chest.

Might go a bit like this.

♪ Lemon, lime, keep in time ♪ ♪ Make it neat, feel the beat ♪ And so on.

You'll be tapping the pulse as you chant.

Here comes the track.

(cricket clicking) ♪ 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, 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, 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 ->Well done.

</v> Now, we're going to watch a short clip to show us how we can turn that into a game.

It uses a ball.

Have a watch.

(cricket clicking) ♪ 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 ♪ (cricket clicking) ♪ Ready, steady, here 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 ♪ <v ->So now you've seen that game in action,</v> time to pause the video and play that where you are.

Make sure you've got a ball ready.

That's a challenge, isn't it? Moving that ball in time to the steady pulse, that's something that takes practise and some great teamwork.

So if you managed to pass the ball in time to the pulse, really well done.

How can we make that even better? If we're going to play again, how do we make sure the ball moves in time to the pulse? Here's some top tips.

Number one, chant slower to give you more time and then keep your eye on the ball at all times.

Then you'll know when it's coming to you.

If you pat your knees as you chant, that will help you feel the pulse while you're waiting for the ball to arrive.

And when you do pass the ball, being kind to all of our players, we pass kindly, gently, and safely.

Would you like to have another go? Pause the video and give it another try.

In the second part of our lesson, we're going to identify the difference between echo and call and response.

Lots of the songs we've sung are either an echo song or a call and response song.

Now, if I copy exactly what the leader sings, then I'm singing an echo.

And if the leader makes a call, maybe a question and I respond with something different, then that's a call and response.

So we have echo and call and response.

Here are some echo songs and chants that we've already sung today.

We sang.

♪ Standing tall ♪ ♪ Standing tall ♪ That was one.

We also sang "Kye Kye Kule," which repeats you copy exactly what you hear.

So it's an echo.

If you need to remind yourselves of those, you can pause the video and use the listen button.

We've also learned other echo songs and chants too.

Now I've got the rhythm in my hands from "Doctor Knickerbocker," and we have.

♪ I said a boom chicka boom ♪ ♪ I said a boom chicka boom ♪ So we can hear that echo because the leader sings one thing and we copy the same.

There's our third.

♪ Yoo-hoo ♪ ♪ Yoo-hoo ♪ That wonderful echo.

So an echo is, what do we think? Is it when we sing or chant something similar to the leader? Is it when we chant or sing an exact copy of a musical phrase? Or is it when we sing or chant something different to the leader? Is an echo A, B, or C? Well done.

It is B.

An echo is an exact copy of a musical phrase.

Why are "Standing Tall," "Kye Kye Kule," "Doctor Knickerbocker," "Boom Chicka Boom," and "Yoo Hoo" all described as echo songs or chants? What do we think? Well, it's because we copy the leader.

We sing exactly the same as what they've sung.

We echo what the leader has sung.

Differently now are our call and response songs and chants that we've sung today already.

There was.

♪ Have you brought your speaking voice ♪ ♪ Yes I have, yes I have ♪ Is that the same? No, there's a call and a response.

It's the same with.

(instructor singing in foreign language) And the response being.

♪ Yeah, yeah ♪ (instructor singing in foreign language) If you need to remind yourself of how these go, you can press pause and use the listen buttons.

One of my favourite call and response songs is "Rico's Pizza Restaurant." The waiter asks the question and the customer answers.

For example.

♪ What size ♪ ♪ Very big ♪ ♪ What toppings ♪ ♪ Olives and tomatoes ♪ ♪ What crust ♪ ♪ Italian crust ♪ Or whatever order you might go for.

If you need to remind yourself of "Rico's Pizza," you can press pause and use the listen button.

♪ Thank you for your order ♪ I have a feeling you're going to know the answer to this.

A call and response song is.

Is it when we sing or chant an exact copy of a musical phrase? Is a call and response when we all sing all of the song at the same time? Or is it a question and answer musical structure where we sing something different to the leader? Call and response, A, an exact copy; B, sing the whole song together; or C, a question and answer musical structure.

It is C, well done.

That question and answer musical structure shows us it's a call and response song.

We've also been singing and chanting, "Have you Brought Your Singing Voice," "A Keelie Makolay," and "Rico's Pizza Restaurant." So what is it about those songs that make them call and response? What do we think? Well, in the songs, we listen to the call and we sing the response.

We don't copy what the leader sings.

We sing a response quite like a question and answer.

It's time for us to sing together now.

We're going to sing some of our echo songs and our call and response songs.

And when we do, I'd like you to think about the following.

Showing the leader that you're listening, are you ready to echo or respond? If we're listening, we can all stay in time together.

Also, feeling and showing a regular steady pulse.

That's gonna help us stay in time too.

And lastly, thinking about, is that song an echo song or a call and response? Do I copy the same or is there a call and I respond with something different? We are going to start with "Down By the Bay." In a moment, the music will begin to play and you are going to join in as well as remembering some of your actions like the bear who's combing his hair, and that snake baking a cake, and the fly with the tie.

Remember to join in your actions and sing along.

If you would prefer, you can pause the video and sing along with what's called the backing track with singing support so you can hear other people singing too.

Otherwise, sit tight and be ready for the track.

Here it comes.

Our next song is "Doggie, Doggie, Where's Your Bone?" Let's remind ourselves of how to play it with a quick clip.

Here it comes.

♪ Ready, steady, off we go ♪ ♪ Doggie, doggie, where's your bone ♪ ♪ Someone stole it from my home ♪ ♪ Who stole the bone ♪ ♪ I stole the bone ♪ ♪ Ready, steady, off we go ♪ ♪ Doggie, doggie, where's your bone ♪ ♪ Someone stole it from my home ♪ ♪ Who stole the bone ♪ ♪ I stole the bone ♪ ♪ Ready, steady, off we go ♪ ♪ Doggie, doggie, where's your bone ♪ ♪ Someone stole it from my home ♪ ♪ Who stole the bone ♪ ♪ I stole the bone ♪ (children giggling) <v ->And now you know how it goes.

</v> You can pause the video and use the listen button to play the track while you're playing the game where you are.

Well done.

"Here I come" is next.

Here's a quick clip to remind us how to play it.

(cricket clicking) ♪ Ready, steady, off we go ♪ ♪ Here I come ♪ ♪ Bristol ♪ ♪ Lemonade ♪ ♪ Here I come ♪ ♪ Liverpool ♪ ♪ Cherry-ade ♪ ♪ Here I come ♪ ♪ Cornwall ♪ ♪ Orange-ade ♪ <v ->And now we know how to play.

</v> You're going to pause the video in a moment and play either in pairs or if you're feeling brave, maybe with someone at the front of the class.

Remember, you can use the listen button if you need the tune.

Here's another fun game.

It's "Charlie Over the Ocean." Let's remind ourselves how to play.

Here it comes.

♪ Ready, steady, off you go ♪ ♪ Charlie over the ocean ♪ ♪ Charlie over the ocean ♪ ♪ Charlie over sea ♪ ♪ Charlie over sea ♪ ♪ Charlie caught a big fish ♪ ♪ Charlie caught a big fish ♪ ♪ Can't catch me ♪ ♪ Can't catch me ♪ ♪ Ready, steady, off you go ♪ ♪ Charlie over the ocean ♪ ♪ Charlie over the ocean ♪ ♪ Charlie over sea ♪ ♪ Charlie over sea ♪ ♪ Charlie caught a big fish ♪ ♪ Charlie caught a big fish ♪ ♪ Can't catch me ♪ ♪ Can't catch me ♪ <v ->And now we know how to play.

</v> It's your turn.

Remember, you can use the listen button to sing along to.

Time to pause the video and play this where you are.

You have sung and chanted those call and response songs and echo songs brilliantly today.

Really well done.

And I hope that playing those games helped you with your teamwork too.

Now the last thing we're going to do today is look at the song titles and match them to the song structure.

So we know that's either going to be echo or call and response.

"Down by the Bay," "Doggie, Doggie," "Lemonade," and "Charlie Over the Ocean." Which are echo and which are call and response? I'll give you a moment.

"Down by the Bay" is an echo song because we copy exactly what we hear.

"Doggie, Doggie" is a call and response song.

There's a question and an answer.

"Lemonade" is also a call and response song.

And lastly, "Charlie Over the Ocean" is an echo song.

Really well done.

Before we say goodbye today, let's remind ourselves of the things we've learned.

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

And we can move in time to music and we know the pulse is that regular steady heartbeat of the music.

And we've been able to identify when a song is an echo song and when it's a call and response song.

Great work today.

See you next time.