Prep. Lesson 11. Exploring voice
- Woodblock Difficulty:
Prior learning: None
This lesson and subsequent lessons will have a strong beat component but will introduce the concept of different voices and readiness for pitch preparation.
Students will learn to explore pitch by adjusting their voices higher and lower in response to visual cues.
Dr James Cuskelly and students of St Joseph's School, Stanthorpe.
Success Criteria
- I can follow the sounds by matching my voice to the movement of the "elevator."
- I can sing with a higher pitch when the "elevator" goes up and a lower pitch when it goes down.
- I can take turns leading the exercise and guiding the pitch changes for the class.
- Explain to the students that they will be putting their voices in an elevator that goes up and down, just like an elevator moves between floors.
- Tell them that their voices will get higher as the elevator goes up and lower as it goes down.
- Lead the class in singing a simple sound like "ooh" or "ahh."
- Raise your arms up slowly as you make the sound higher in pitch, then lower your arms gradually as you make the sound lower.
- Explain that your arm movements will show how the elevator moves and that they should follow your actions by copying the sound change with their voices.
- Have the students follow along as you sing "ooh" or "ahh," raising and lowering your arms to indicate the pitch changes.
- After a few rounds, try changing the speed of the elevator. Move your arms slowly up and down to create a gradual pitch change and then quickly to simulate a fast-moving elevator.
- Encourage the students to adjust their pitch quickly or slowly based on how fast or slow the elevator is moving.
- Continue practising, and then choose a student to come to the front and be the elevator operator. The student can raise and lower their arms to guide the pitch changes while the rest of the class follows.
- Rotate through different students to allow multiple students to lead the exercise.
Students will learn to modulate their voices by using different vocal tones and pitches to match various characters in a spoken rhyme.
Lyrics
1. Two fat gentlemen met in the lane [Hold fists with thumbs up]
Bowed most politely and bowed once again. [Bend one thumb, then the other]
How do you do? How do you do? [Wiggle one thumb, then the other]
Once again [Wiggle both thumbs]
Use different fingers for each subsequent verse (the 4th finger will prove difficult!)
2. Two thin ladies met in the lane...
3. Two tall policemen met in the lane...
4. Two little schoolboys met in the lane...
5. Two little babies met in the lane...
Success Criteria
- I can speak each verse using a voice type that matches the character.
- Depending on the verse, I can adjust my voice to sound deep, high, loud, soft, or playful.
- I can identify which voice types suit different characters in the rhyme.
- I can participate actively and expressively throughout the activity.
- Explain that students will learn a rhyme where each verse describes different characters who meet and greet each other.
- Tell the students that for each verse, they will speak in a different type of voice that matches the character, such as a deep voice for tall policemen or a baby voice for little babies.
- Start with the first verse and speak it line by line, having the students repeat after you.
Make sure the students can recite the words before adding the character voices. - Verse 1: Two Fat Gentlemen (Deep and Slow Voice) Explain that for this verse, they should use a deep and slow voice to sound like two large, polite gentlemen. Speak the verse together with the class using a deep voice, emphasising a slow and polite tone.
- Verse 2: Two Thin Ladies (High and Light Voice) For this verse, explain that they will use a higher-pitched, light voice to sound like thin ladies who speak in a delicate tone.
- Speak the verse using a high and light voice, asking the students to match the pitch and style.
- Verse 3: Two Tall Policemen (Deep and Loud Voice) In this verse, tell the students that they should use a deep and loud voice to sound like tall policemen with strong voices. Encourage them to sit up straight and speak confidently to match the character.
- Verse 4: Two Little Schoolboys (Energetic and Playful Voice) Explain that for the schoolboys, they will use a playful voice to reflect the excitement and liveliness of young children.
- Verse 5: Two Little Babies (Soft and Baby Voice) For the final verse, explain that they will use a soft, baby-like voice to sound like little babies. Speak the verse in a gentle, high-pitched voice as if they are imitating the voice of a baby. Encourage the students to be careful not to speak too loudly.
- After speaking the rhyme, discuss how each character’s voice sounded different. Ask the students which voice was their favourite and why.
- This rhyme should be repeated over several learning periods to establish confidence and memory.
Students develop their ability to keep a steady beat, practice self-regulation in movement, and engage in group coordination, exploring spatial awareness.
Lyrics
Snail, snail, snail, snail.
Goes around and round and round.
- Introduce the snail puppet and tell a brief story about how the snail moves slowly and carefully. This will set the mood for the game's slow, winding nature.
- Explain that the snail likes to curl up into a shell and then slowly come out again, which is what the class will do with their bodies as they follow the snail in a winding path.
- While you sing the song, demonstrate how the snail puppet moves slowly in a circle, encouraging the students to mimic the puppet’s slow movements in place while keeping a steady beat on their feet.
- Have students hold hands in a long line behind the snail puppet leader (you or a designated student). Lead them in a wide, spiralling circle as they walk in time with the beat, singing the snail song.
- As the leader winds inward, the circle becomes tighter, forming a "snail shell." Students should continue to move slowly and carefully, matching their steps to the beat.
- Once everyone is wound into the centre, pause the game. The snail puppet will stop and "fall asleep" in the centre of the spiral.
- Students should freeze in place and remain still, waiting for the snail to “wake up.”
- When the snail wakes up, gently tap each student’s head with the snail puppet as you sing, signalling them to slowly start moving and follow the leader as you unwind the spiral.
- As you unwind the spiral, softly touch each student to indicate they should join the procession again. The snail puppet leads the students slowly to uncoil back into a large circle.
Success Criteria
- I can keep a steady beat while singing and moving.
- I can follow instructions, freezing and moving when instructed.
- I can move with the group, maintaining the beat and coordination.
- I can adjust movements to changes in tempo and dynamics.
- I can participate smoothly in the unwinding process.
- I can demonstrate spatial awareness to avoid collisions.
- I can stay engaged and focused throughout the game.
Students will learn to keep a steady beat while singing and tapping the beat on their knees.
Lyrics
See-Saw up and down,
In the sky and on the ground.
- Explain to the students that they will tap their knees to the beat as they sing each word of the song.
- Demonstrate by tapping your knees in time with the beat while singing the song.
- Ask the students to join in, tapping their knees with you as they sing.
- Choose a student to come to the front, sing and lead the tapping, demonstrating the beat for the class.
- Rotate through different students, allowing each to lead the group and set the pace.
- After a few rounds, explain how tapping the knees to the beat helps to keep time with the music and feel the beat.
Success Criteria
- I can sing the song while tapping the beat on my knees.
- I can stay in time with the beat as I tap along.
By practising and performing the rhyme, students will develop beat awareness, clarity in recitation, and coordination of hand movements.
Lyrics
Here is the church*, and here is the steeple.
Open the doors, and here are the people.
Here is our chaplain*, going up the stairs.
And here she is, saying her prayers.
* Note: Please substitute any terms appropriate to your school.
Success Criteria
- I can recite the rhyme with clear and understandable words.
- I can perform the correct hand movements in time with the rhyme.
- I can provide and receive constructive feedback to improve clarity and accuracy.
- I can participate actively in both individual and group recitations.
- Begin by reciting the rhyme in a steady cadence, explaining that keeping a beat will help everyone stay together.
- Demonstrate the hand movements that accompany the rhyme, showing each action slowly.
- Recite the rhyme and perform the actions several times, encouraging the students to join in when they feel ready. Repeat until the class feels comfortable with the rhyme and movements.
- When secure, ask for a volunteer to come to the front and recite the rhyme while performing the hand actions. Encourage them to focus on clear speaking and accurate movements, reinforcing what they’ve practised as a class.
- After the student has performed, ask the class to give constructive feedback. Use prompts like: “How clear were the words?”
“Could you understand everything?”
“Were the actions performed correctly?” - Praise the student’s effort and progress, focusing on positive reinforcement to encourage improvement and confidence.
- Allow additional students to come to the front and perform, with the class offering feedback each time.
- Emphasise that each attempt is valuable and that progress is the primary goal.
- Conclude by having the entire class recite the rhyme together while performing the hand movements.
- Remind students of the goal: “We’re looking for clear words and great actions.”
End with positive feedback, celebrating the class’s efforts and cooperation.
Students will learn to differentiate between high and low sounds while practising corresponding arm movements.
Success Criteria
- I can sing while raising my hands for high sounds and lowering them for low sounds.
- I can follow the pitch changes with my hand movements.
- I can recognise the difference between high and low sounds in the song.
- I can participate actively and move in time with the music.
- Sing the song to the class, who are seated.
- Let the students know that when they hear a high sound, they will raise their hands up, and when they hear a low sound, they will lower their hands down.
- Sing the song slowly, demonstrating the movements.
- Raise your hands up when singing a high note to show the higher pitch.
- Lower your hands down when singing a low note to show the lower pitch.
- Ask the students to join in and sing along while moving their hands up for high notes and down for low notes.
- Guide them through the song, encouraging them to match their movements with the high and low sounds you sing.
- Sing the song several times, allowing the students to practice matching the movements to the high and low notes.
- Provide positive reinforcement and slow down the tempo to help.
- Reinforce that high notes make their hands go up, while low notes make their hands go down, just like the ball bouncing high and low!
Students listen to Miss Plumtree discuss how we can use our voices.
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV