Class:

Term:

Teacher:

Teaching assistant(s):

Subject: Music unit 4

Feel the pulse           (5½ hours)

Theme: Patterns

Curriculum links: PE (dance), English, Numeracy, PSHE

Week beg.

Focus

Learning objectives

Children should:

Activity (see lesson plan for more detail)

Learning outcomes

Children

1

 To       understand  what is meant by pulse or steady beat

 P1(i)  encounter activities

 P1(ii) give intermittent reactions

 P2(i) show interest in people

 P2(ii) cooperate with supported 

 participation

 P3(i) sustain concentration for

 short periods

 P3(ii) initiate an interaction

 P4 join in familiar routines  

 P5 take part in simple musical

  performances

 P6 copy simple rhythms

 P7 describe music in simple terms

P8 respond to music that relates

 to pulse

Children to move to a piece of marching music (Barney’s marching music). Choose child to show strong march and explain that it is because of the music's strong pulse. The rest of the children to clap out the pulse.

Play a contrasting piece of music (Brahm’s Lullaby). Children to move to this piece and explain why they moved in such a way. Talk about the music and whether they could clap along with the beat. Try it.

Talk about the regular beating noises of the heart – listen to the sound of a heartbeat. Clap a pulse like their heart beat. Explain that sometimes it is faster, sometimes slower. Think of other things that have regular beats e.g. clock

Sings songs with strong pulse – the Grand Old Duke of York, Pop goes the weasel – do they sit  still or move as the song is sung

 P1(i)  be moved to the different beats of

 the music played.

 P1(ii) become excited at moving/ or being 

 pushed around to the music beat

 P2(i) watch as children march to the music

 P2(ii) let an adult help them clap to the beat

 of the music

 P3(i) listen while the calmer music is played

 P3(ii) clap hands for song to be repeated

 P4 move to the music

 P5 make movements according to the type of

 music being played

 P6 clap appropriately to the songs and music

 following an adults lead

 P7 will say by word, sign, symbol that the

 music is slow or fast

 P8 walk as in a march to the Barney’s

 marching music

 Resources:

 Music Barney’s marching music, Brahms’ Lullaby,  heartbeat 1,  heartbeat 2, Words

 Grand Old Duke of York, words Pop goes the weasel, music to Pop goes the weasel,  

 symbols of things with regular beats

 (click on words underlined to go to that resource or lesson plan)

Points to note: If possible encourage the children to clap on the same beats, also encourage enjoyment of movement to the music

Class:

Term:

Teacher:

Teaching assistant(s):

Subject: Music unit 4

Feel the pulse               (5½ hours)

Theme: Patterns

Curriculum links: PE (dance), English, Numeracy, PSHE

Week beg.

Focus

Learning objectives

Children should:

Activity (see lesson plan for more detail)

Learning outcomes

Children

1

What is pulse?

·    learn what is meant by pulse or steady beat

Children to move to a piece of marching music (Barney’s marching music). They explain why they are moving in that way. Choose child to show strong march and talk about the music's strong pulse. The rest of the children to clap out the pulse.

Play a contrasting piece of music (Brahms’ Lullaby). Children to move to this piece and explain why they moved in such a way. Talk about the music and whether they could clap along with the beat. Try it.

Talk about the regular beating noises of the heart – listen to the sound of a heartbeat. Clap a pulse like the heart beat. Explain that sometimes it is faster, sometimes slower. Can they feel their pulse? Think of other things that have regular beats e.g. clock, drip of tap.

Sings songs with strong pulse – the Grand Old Duke of York, Pop goes the weasel – do they sit still or move as the song is sung. Tap, clap or walk as they sing the song.

·       identify the pulse in different pieces of music

·       use music and dance to reinforce the enjoyment of music and the sense of pulse

Resources:

Music Barney’s marching music, Brahams' Lullaby,  heartbeat 1,  heartbeat 2, Words Grand Old Duke of York, words Pop goes the weasel, music to Pop goes the weasel, pictures of things with regular beats

(click on words underlined to go to that resource or lesson plan)

Points to note: encourage the children to clap on the same beats, also encourage enjoyment of movement to the music

Help may be needed to find their pulse – wrist or neck are best otherwise you may borrow a stethoscope to hear their heart