Prep. Lesson 17. Fast & slow
- Woodblock Difficulty:
Prior learning: None
The students in your class may already be familiar with tempo concepts, but young children often struggle to sing songs at different speeds while keeping a steady beat. Performing songs at varied tempi requires practice and is a skill to be developed over time. Rather than asking them to sing faster or slower, an abstract concept, we may use visuals such as a rabbit to represent a fast tempo and a snail for a slow one. There is still a strong emphasis on beat in this lesson as well as new repertoire.
Students will learn to distinguish between fast and slow tempos and adjust their singing and movements accordingly.
Success Criteria
- I can sing and move slowly when shown a slow animal like a snail or tortoise.
- I can sing and move quickly when shown a fast animal like a kangaroo or dingo.
- I can follow the beat at each tempo, responding accurately to the visual cues.
- Project the pictures of a snail, tortoise, koala, eagle, dingo, and kangaroo. Explain that each animal represents either fast or slow. Some animals move very slowly, like the snail and tortoise, while others, like the kangaroo and dingo, are fast.
- Ask the class which animals they think are slow and which are fast.
- Describe how each moves, emphasising the difference in speed. For example, a snail crawls slowly, while a kangaroo hops quickly.
- Choose a simple song, like "Rain Rain", and clap the beat.
- Start by singing at a slow tempo (snail or tortoise), encouraging students to move their arms or march in place slowly to the beat.
- Then, sing the song at a fast tempo (like a dingo or kangaroo), encouraging students to clap or hop quickly to the beat.
- Hold up the picture of a slow animal (like the tortoise) to signal the class to sing and move slowly.
- Switch to a fast animal (like the kangaroo) to signal them to sing and move quickly.
- Alternate between the two pictures, helping students practice adjusting their tempo based on visual cues.
Students will learn to recognise and perform different tempos by reciting and marching to a rhyme at various speeds.
Lyrics
2, 4, 6, 8. Meet me at the garden gate.
If I'm late, don't wait, 2, 4, 6, 8.
- Begin by speaking the rhyme in a clear, measured cadence.
- Ask the students to repeat the rhyme after you, keeping the beat and tempo.
- Repeat the rhyme at a slightly faster or slower speed. Ask the students to notice the difference: was the second version faster or slower?
- Choose a student to come to the front and recite the rhyme at a tempo they set—faster or slower.
- After each recitation, ask the class to comment on the tempo: “Was it fast or slow?"
- Once a volunteer sets the tempo, ask the entire class to march to the beat of the rhyme, following the chosen speed.
- March along with the students to help them keep an accurate beat and ensure they stay in time with the set tempo.
- Repeat the activity, allowing different volunteers to set the tempo. Remind students to stay coordinated with their marching as they speak the rhyme together.
Success Criteria
- Following different tempos, I can recite the rhyme in time with the beat.
- I can identify whether the tempo is fast or slow.
- I can march to the beat of the rhyme, keeping in time with the set tempo.
- I can participate actively, following the beat and tempo set by my classmates.
Students will learn to recognise and perform fast and slow tempos by reciting and marching at different speeds.
Lyrics
Engine, Engine, Number Nine,
Going down the railway line.
If the train goes off the track,
Will I get my money back?
Success Criteria
- I can recite the rhyme at both fast and slow tempos.
- I can adjust my movements to match the speed of the rhyme.
- I can follow a leader’s tempo and change my pace accordingly.
- I can actively participate, staying in time with the group’s tempo.
- Begin by reciting the rhyme to a clear, steady beat. Explain that students will explore fast and slow tempos—like a train that can move quickly or slowly.
- Recite the rhyme at a slow tempo, moving your arms like a train engine moving steadily on the tracks. Have the students join in with the slow tempo, using arm motions to imitate a slow-moving train.
- Then, switch to a fast tempo and recite the rhyme again, moving your arms more quickly. Encourage the students to match the faster pace with energetic arm movements, showing a quick-moving train.
- Have the students stand and march in place to represent the train’s movement. Recite at a slow tempo while they march, then increase the speed to a faster tempo as they march in time.
- Alternate between fast and slow, guiding the students to adjust their pace based on the tempo you set with the rhyme.
- Choose a student to lead the tempo by reciting the rhyme at either a fast or slow speed. The class should follow along, adjusting their movements to match the leader’s tempo.
- Rotate through a few volunteers, allowing students to practice recognising and adjusting to each new tempo.
- After the activity, ask the students which tempo felt best and discuss how a steady beat helps keep everyone moving together, even at different speeds.
Students will develop their ability to recognize colours and find rhyming words that match each colour in the song.
Lyrics
Down the road and across the creek,
Can’t get a letter but once a week.
Ida Red, Ida Blue,
I got stuck on Ida too.
Down the road and across the creek,
Can’t get a letter but once a week.
Ida Red, Ida Green,
Prettiest girl I’ve ever seen.
- Begin by explaining that students will recognise the colour of Ida’s dress and find a rhyming word that matches each colour (e.g., blue rhymes with shoe).
- Let the students know they will sing about different colours and practice finding rhyming words for each.
- Have the students sit and teach them the melody of the song, singing slowly so they can follow.
- Sing the song a few times, ensuring they are familiar with the melody and the concept of matching colours to rhyming words.
- Show the visual props (pictures of a girl in dresses of different colours). Explain that these images represent Ida in her different dresses.
- Hold up the first prop and sing the song with the class, mentioning the colour of Ida’s dress (e.g., "Ida’s dress is blue").
- After singing the song, ask the class to identify the colour of Ida’s dress on the prop.
- Once the colour is identified (e.g., blue), prompt the class to devise a rhyming word for that colour (e.g., shoe). Encourage them to think creatively.
- Use other props with different dress colours and repeat the song.
- For each new colour, have students identify it and suggest a rhyming word. Guide them if they need help with rhymes for colours like red (e.g., bed) or green (e.g., bean).
Success Criteria
- I can identify the colour of Ida’s dress in each picture.
- I can think of a rhyming word that matches the colour mentioned in the song.
- I can sing along with the class, following the tune and matching colours to rhymes.
- I can participate actively in the activity, using creativity to find rhymes for different colours.
Students will learn to adjust their movements to fast and slow tempos while keeping a steady beat.
Lyrics
Ickle Ockle, Blue Bottle, fishes in the sea.
If you want a partner, please choose me.
- Arrange students in a circle with enough space between each.
- Select one student to stand in the middle of the circle.
- Lead the class in singing the song at a moderate tempo.
- The student in the middle walks around the inside of the circle, matching their steps to the beat.
- Repeat the song, asking the class to sing at a faster tempo. The student adjusts their walking pace to match the faster beat.
- Next, sing the song at a slower tempo, with the student walking slowly to match.
- At the end of the song, the student in the middle chooses someone who sang well to take their place.
- Repeat the activity with new students taking turns as the walker.
- Alternate tempos (fast and slow) in subsequent rounds to help students practice adjusting their movements.
- Emphasise the importance of keeping in time with the beat, regardless of the tempo.
Success Criteria
- I can perform the song with tuneful singing.
- I can move in time with a steady beat, adjusting my pace for fast and slow tempos.
- I can recognise and demonstrate the difference between a fast and slow tempo.
The Piggles discuss fast and slow!
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV