Lesson video

Hello and welcome to this lesson called Singing Call and Response Songs.

It's from our unit, Start With Singing: Finding My Singing Voice.

Finding your singing voice.

By the end of today's lesson, you will have sung a call to a response, and you'll know more about what a call and response song is.

Let's look at our keywords for today.

Chant: using our speaking voice in time to a pulse.

Song: that's music with words.

Echo: an exact copy of a musical phrase.

And call and response: a question and answer musical structure.

Now we know it's very important to warm up our voices and our body each time we sing and have a music lesson.

We need to make sure that all of our muscles are warm, even these tiny muscles in our throat, they need to be ready to move freely and to sing with.

It helps keep our voices strong and healthy when we warm up.

And so we're going to follow these warmups now so that you're all ready to sing.

Here they come: (upbeat piano 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.

Pat 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! (music stops) 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.

(chuckles) Show me your thinking face.

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

</v> Blow up our balloons.

(inhales) (exhales) And another one.

Get all that air into your lungs.

Keep your shoulders down.

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

Are you ready? Copy me.

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

My turn first.

Fuzzy Wuzzy was a bear.

<v Kids>Fuzzy Wuzzy was a bear.

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

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

</v> <v ->Fuzzy Wuzzy wasn't fuzzy, was he?</v> <v Kids>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 we can also warm up</v> with these chants and songs.

In a moment, you're going to pause the video so that where you are, you can take part in "Boom Chicka Boom." "Music Time," and "Copy Me, Copy Me." If you need to, click the Watch button to remind you how to sing and play them.

Pause the video and I'll see you in a mo.

♪ Rock that chicka boom.

Mm-hm ♪ Oh, we're back.

Okay then, are you all ready and warmed up too? Does your body feel relaxed? Is your voice warm? And are you focused, ready for today's lesson? Okay then, here we go.

We'll begin by looking at our learning cycles for today.

To begin with, we'll be singing and chanting together, and then we'll move on to call and response songs.

First off, singing and chanting.

Here comes a new chant.

It's called Lemon, Lime.

I'd like to see if you can move as you chant.

Can you move as you chant? Let's have a listen.

Remember, you can always pause the video if you need to, to play this and sing this where you are.

(metronome clicking) <v ->Ready, steady, off we go.

</v> <v ->Lemon, lime, keep in time.

</v> <v Group>Lemon, lime, keep in time.

</v> <v ->Make it neat, feel the beat.

</v> <v Group>Make it neat, feel the beat.

</v> <v ->Not too fast, not too slow.

</v> <v Group>Not too fast, not too slow.

</v> <v ->Ready, steady, go, go, go.

</v> <v Group>Ready, steady, go, go, go.

</v> <v ->Lemon lime, keep in time.

</v> <v ->Lemon, lime, keep in time.

(hands patting)</v> <v ->Make it neat, feel the beat.

</v> <v Group>Make it neat, feel the beat.

</v> <v ->Not too fast, not too slow.

</v> <v Group>Not too fast, not too slow.

</v> <v ->Ready, steady, go, go, go.

</v> <v Group>Ready, steady, go, go, go.

</v> <v ->Lemon, lime, keep in time.

</v> <v Group>Lemon, lime, keep in time.

</v> <v ->Make it neat, feel the beat.

</v> <v Group>Make it neat, feel the beat.

</v> <v ->Not too fast, not too slow.

</v> <v Group>Not too fast, not too slow.

</v> <v ->Ready, steady, go, go, go.

</v> <v Group>Ready, steady, go, go, go.

</v> <v ->Now then, you might remember the echoes</v> from "Down by the Bay." The echoes are the ones that go: ♪ Down by the bay, down by the bay ♪ ♪ Where the watermelons grow, where the watermelons grow ♪ And so on.

Well, in that song are some quite silly rhymes.

And I think we should all join in with those silly rhymes as well as doing some actions to go with them.

Now, the first line with a silly rhyme is this: "Have you ever seen a bear combing his hair?" The second one is, "Have you ever seen a snake, a-baking a cake?" The next one says, "Have you ever seen a cat wearing a hat?" I'm not sure cats like wearing hats very much.

And then, "Have you ever seen a fly wearing a tie?" Now, we'd like actions for each of these.

So we're going to have a listen, and I'd like you to join in with those silly lines and do some actions to go along with them too.

Here we go.

(bright 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 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 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 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 see a fly wearing a tie ♪ ♪ Down by the bay ♪ <v ->(chuckles) That is so much fun.

</v> I hope you had some great movements to go with your silly rhymes.

I think we could fit all sorts of silly rhymes into that song.

♪ Did you ever see a cow taking a bow ♪ And many more besides.

Maybe you could make up some yourself.

It's now time though, to move on to "Kye Kye Kule," our echo song.

Now, this song became popular in many primary schools across Ghana, a country in Africa where this song originated, and it's now sung in many countries around the world.

We know that Kofi is someone's name.

So when we sing the song, we want to sing clearly to get their attention.

Are you ready to join in with the echoes? Here they come.

♪ Ready, steady, off we go ♪ ♪ Kye kye kule ♪ ♪ Kye kye Kofi sa ♪ ♪ Kofi sa langa ♪ ♪ Kaka shi langa ♪ ♪ Kum Aden de ♪ ♪ Kye kye kule ♪ ♪ Kye kye Kofi sa ♪ ♪ Kofi sa langa ♪ ♪ Kaka shi langa ♪ ♪ Kum Aden de ♪ ♪ Kye kye kule ♪ ♪ Kye kye Kofi sa ♪ ♪ Kofi sa langa ♪ ♪ Kaka shi langa ♪ ♪ Kum Aden de ♪ <v ->Fantastic! Well done, all of you.

</v> Now then, in a moment, you're going to be able to pause the video just while you find a new leader in your class or where you are, so that they can be the leader to sing the call and the rest of us can sing the response.

Now, the caller might be one person, or it could be more than one person.

We're going to pause the video and use the Listen button to play the tune.

Off you go.

Brilliant.

Now then, we know that when we sing or chant together, we sometimes add in actions or movements.

And these are really useful to us.

And they're useful because they help us to remember the words, that's the lyrics of the song.

They also help keep us in time because we're doing the same movements together, and they help us know when it's our turn to sing.

So here's a true or false for you.

True or false? The only reason we use movements and actions in songs and chants is because it's fun.

Is that true or is that false? You're absolutely right.

It is false.

And can you tell us why? It's because, yes, it's fun, but it also helps us remember the lyrics, stay in time and know when it's our turn to sing.

Okay, now I'm excited because we're going to learn "The Penguin Song." And "The Penguin Song" is one of my favourites.

Let's have a watch.

(bright piano music) ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me, a penguin you will see ♪ <v Teacher>Penguins, attention! Penguins, begin!</v> Right arm! ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me, a penguin you will see ♪ <v Teacher>Penguins attention!</v> Penguins begin! Right arm! <v Group>Left arm!</v> (arms padding) ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me, a penguin you will see ♪ <v Teacher>Penguins attention!</v> Penguins begin! Right arm! (arms flapping) <v Group>Left arm!</v> (arms patting) Right leg! (legs tapping) ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me, a penguin you will see ♪ <v Teacher>Penguins attention!</v> Penguins begin! Right arm! (arms patting) <v Group>Left arm!</v> (arms patting) Right leg! (legs tapping) Left leg! (legs tapping) ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me, a penguin you will see ♪ <v Teacher>Penguins attention!</v> Penguins begin! Right arm! (arms patting) <v Group>Left arm!</v> (arms patting) Right leg! (legs tapping) Left leg! (legs tapping) Nod your head! ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me, a penguin you will see ♪ <v Teacher>Penguins attention!</v> Penguins begin! Right arm! (arms patting) <v Group>Left arm!</v> (arms patting) Right leg! (legs tapping) Left leg! (legs tapping) Nod your head! Stick out your tongue! (kids singing with tongues muffling) <v Teacher>Penguins attention!</v> Penguins sit down! <v ->So much fun.

</v> Now then, you might have noticed that those children were using their singing voice and their speaking voice, and they were moving and singing in time together.

So when we learn it, we're going to remember to switch between our singing voice and our speaking voice.

We're going to move.

That will help us to stay in time with each other whilst we sing.

But we're also going to remember to control our voice.

We don't want to sing too loudly and we need to keep listening so we stay in time with everyone.

Now it's our turn to sing.

Join in with as much as you can.

(metronome clicking) (bright 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! (tongue muffling) ♪ Have you ever seen ♪ ♪ A penguin come to tea ♪ ♪ Take a look at me, a penguin you will see ♪ Penguins attention! Penguins sit down! Well, that was fabulous.

I liked all of the sticking your tongues out.

Okay, penguin's attention.

Time for penguins to listen up.

We'll now watch a clip of the children performing "The Penguin Song." And I'd like you to think, "What's good about it?" What do you like? What makes this performance successful? Here it comes.

(bright piano music) ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me, a penguin you will see ♪ <v Teacher>Penguins, attention! Penguins, begin!</v> Right arm! ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me, a penguin you will see ♪ <v Teacher>Penguins attention!</v> Penguins begin! Right arm! <v Group>Left arm!</v> (arms patting) ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me, a penguin you will see ♪ <v Teacher>Penguins attention!</v> Penguins begin! Right arm! (arms flapping) <v Group>Left arm!</v> (arms patting) Right leg! (legs tapping) ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me, a penguin you will see ♪ <v Teacher>Penguins attention!</v> Penguins begin! Right arm! (arms patting) <v Group>Left arm!</v> (arms patting) Right leg! (legs tapping) Left leg! (legs tapping) ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me, a penguin you will see ♪ <v Teacher>Penguins attention!</v> Penguins begin! Right arm! (arms patting) <v Group>Left arm!</v> (arms patting) Right leg! (legs tapping) Left leg! (legs tapping) Nod your head! ♪ Have you ever seen a penguin come to tea ♪ ♪ Take a look at me, a penguin you will see ♪ <v Teacher>Penguins attention!</v> Penguins begin! Right arm! (arms patting) <v Group>Left arm!</v> (arms patting) Right leg! (legs tapping) Left leg! (legs tapping) Nod your head! Stick out your tongue! (kids singing with tongues muffling) <v Teacher>Penguins attention!</v> Penguins sit down! <v ->Perhaps you noticed the difference</v> between their singing voice and their speaking voice.

You hopefully also saw the children moving in time to the music.

And those children didn't shout or go out of time with each other.

They stayed in time.

They moved a lot, but they still controlled their voices.

Well done.

The next part of our lesson is our call and response songs.

Let's sing our song, "A Keelie Makolay." You'll remember that, "A Keelie Makolay mo paco meeno sway" is asking Keelie if they would like to come out and play.

And the response or the answer is, "Yeah, yeah.

Mo paco meeno sway." I do want to come out and play." Let's have a watch.

♪ Ready, steady, off we go ♪ ♪ A keelie Makolay, mo paco meeno sway ♪ ♪ Yeah, yeah, mo paco meeno sway ♪ ♪ A keelie Makolay, mo paco meeno sway ♪ ♪ Yeah, yeah, mo paco meeno sway ♪ ♪ Mo paco meeno sway, mo paco meeno sway ♪ ♪ Mo paco meeno sway ♪ ♪ Oh, mo paco meeno sway ♪ ♪ Mo paco meeno sway, mo paco meeno sway ♪ ♪ Mo paco meeno sway ♪ ♪ Oh, mo paco meeno sway ♪ ♪ A keelie Makolay, mo paco meeno sway ♪ ♪ Yeah, yeah, mo paco meeno sway ♪ ♪ A keelie Makolay, mo paco meeno sway ♪ ♪ Yeah, yeah, mo paco meeno sway ♪ ♪ Mo paco meeno sway, mo paco meeno sway ♪ ♪ Mo paco meeno sway ♪ ♪ Oh, mo paco meeno sway ♪ ♪ Mo paco meeno sway, mo paco meeno sway ♪ ♪ Mo paco meeno sway ♪ ♪ Oh, mo paco meeno sway ♪ <v ->And now it's your turn.

</v> You're going to pause the video in a moment and use the Listen button to play the tune.

Can you find a new leader in your class who's going to ask the question to Keelie?.

"A Keelie Makolay, mo paco meeno sway?" The leader could be one person or more than one person.

Pause the video and use the Listen button now.

Whenever we answer a leader's call, we are singing a response.

And that's because a response is an answer to a call.

So in "A Keelie Makolay," we know that's a call and response song because we listen to the leader's question, and then we sing our response.

We know another call and response song, "Have You Brought Your Singing Voice?" The leader will call or chant or sing, "Have you brought your singing voice?" Or they might say, "Have you brought your quiet voice ♪ Or your high voice ♪ (sings in high tone) Or whatever it might be, And we answer in the same way with, "Yes, I have, yes, I have." Another song we know is "Down by the Bay." But we don't tend to call it a call and response song.

And that's because the leading group sings, "Down by the bay," and then the other group answers with the same thing, "Down by the bay." So rather than us calling it call and response, we call that an echo song because they're singing the same thing back.

Here's a True or False.

"Down by the Bay" is a call and response song.

Is that true or is that false? You're right.

We don't call it a call and response song.

And that's because the second group sings exactly the same thing as the leading group.

So we call that an echo song.

And here's another one for you, "A Keelie Makolay" is a call and response song.

Is that true or is that false? "A Keelie Makolay" is a call and response song.

And that's because the leader sings the call: ♪ A Keelie Makolay, mo paco meeno sway ♪ And then everybody sings the response: ♪ Yeah, yeah, mo paco meeno sway ♪ They answer the question.

This is another one of my favourite songs, and it's because I love pizza.

It's called "Rico's Pizza Restaurant." And in this song, another call and response song, the leader, or let's call them the waiter, asks different questions to the customer about what sort of pizza they might like.

So we're going to watch it in a moment.

And when we do, I would like to see if you can do the following: When you think you can hear the call or the question, put your hand to your mouth like this.

And if you think you are hearing the response or the answer, the answer to the question, put your hand to your ear like this.

So call and response.

Here comes the video.

♪ Ready, steady, off we go ♪ ♪ Rico's Pizza Restaurant ♪ ♪ Any 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 pizza that you want ♪ ♪ Every slice has extra cheese ♪ ♪ Can I take your order please ♪ ♪ What size ♪ ♪ Very big ♪ ♪ What toppings ♪ ♪ Pineapple ♪ ♪ What crust ♪ ♪ Thin crust ♪ ♪ Thank you for your order ♪ ♪ Rico's Pizza Restaurant ♪ ♪ Any 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 know how it goes,</v> we can choose what sort of pizza we would like by singing the responses.

And remember, there's no wrong answer here at all.

So if the waiter says to you: ♪ What size ♪ You might sing ♪ Tiny, really big, medium ♪ There was a child in my school who sang: ♪ As big as a tree ♪ So there really is no wrong answer.

And when it comes to toppings, I might say ♪ Olives ♪ Because I like olives.

But you might not.

So choose a topping that you would like.

And with: ♪ What crust ♪ Well, there might be: ♪ Thin crust, fat crust, massive crust, cheesy crust ♪ Any crust that you like.

And at the end, the waiter will always sing: ♪ Thank you for your order ♪ It's time to pause the video for you to play this game where you are.

Here's another video of some children playing "Rico's Pizza Restaurant." What I'd really like you to do is to watch the videos and think, "What went really well? What did I like about that? What made it sound good?" And then also think, "What could be even better?" Here they come.

♪ Rico's Pizza Restaurant ♪ ♪ Any pizza that you want ♪ ♪ Every slice has extra cheese ♪ ♪ Can I take your order please ♪ ♪ What size? ♪ ♪ Very big ♪ ♪ What toppings ♪ ♪ Pineapple ♪ ♪ What crust ♪ ♪ Thin crust ♪ ♪ Thank you for your order ♪ ♪ Rico's Pizza Restaurant ♪ ♪ Any pizza that you want ♪ ♪ Every slice has extra cheese ♪ ♪ Can I take your order please ♪ ♪ What size ♪ <v ->Uh, very big</v> ♪ What toppings ♪ <v ->Uh, pineapple.

</v> ♪ What crust ♪ <v ->Um, thin crust</v> ♪ Thank you for your order ♪ <v ->Did you spot the difference there?</v> I think you will have done, because in that first video, that child knew exactly what they wanted on their pizza.

They'd really thought about their response beforehand.

Whereas in the second video, it was harder for them to keep in time to the music.

And that's because there was some "Ums" while they were thinking about what would they like on their pizza.

So always remember the next time you play this, plan your ideas ahead and it'll help you keep in time to the pulse.

Really well done for today.

I hope you've enjoyed yourself.

Now, just before I nip off to Rico's Pizza Restaurant, let's have a recap of what we've learned.

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

We also know we can use our voices to chant as well as to sing together.

And we do sing together and sometimes on our own too.

And we know when it's our turn to sing.

And today we've learned that a response is an answer to a call, and that we can make up different responses to that call, just like in Rico's Pizza Restaurant.

Well done and see you next time.