Prep. Lesson 20. Tuneful singing
- Woodblock Difficulty:
Prior learning: None
Tuneful singing for 5-year-olds is about developing pitch awareness and confidence while exploring their voices in a joyful way. At this age, children can begin matching simple pitches, especially through familiar songs and melodic patterns. Using repetitive melodies and short intervals like a minor third ("so-mi"), teachers can guide children to sing tunefully. Encouraging clear, gentle vocal exercises, like echo singing, helps them learn to follow pitch. Songs with actions also make singing interactive, supporting rhythm and coordination. By nurturing tuneful singing early, children build foundational skills in pitch recognition and expressive singing, key for musical growth.
Students will develop an understanding of pitch levels (high, low, and middle) by echoing, singing, and coordinating movements with each part of the song.
Lyrics
I can sing high. I can sing low.
Now I'm in the middle, and I don't know where to go!
My voice goes here!
I can sing high. I can sing low.
Now I'm in the middle, and I don't know where to go!
My voice goes here!
- This song prepares the students to sing a fifth.
- Sing the song line by line, using the echo technique so students can repeat each phrase. This helps them get familiar with the melody and words.
- Touch your head for “I can sing high” to represent a high pitch [so]
- Touch your knees for “I can sing low” to represent a low pitch [do]
- Have students echo the phrases back, following the same movements.
- Touch your waist to show the middle pitch [mi] as you sing, "Now I'm in the middle, and I don't know where to go!”
- Encourage students to mimic this, touching their waists and echoing the phrase.
- For the first repetition of “My voice goes here!” [so] move your hand from your waist to your head in a smooth, gliding motion, like a glissando, showing the transition from middle to high.
- Students should copy this movement and echo the phrase.
- Sing the second half, and for the phrase “My voice goes here!” [do] touch your knees.
- Sing the entire song, encouraging students to mirror the movements in time with the beat.
- Repeat the song a few times until students feel comfortable singing and moving together, matching each pitch with the corresponding body action.
- Emphasise the difference between high (head), low (knees), and middle (waist) pitches as they move.
Success Criteria
- I can sing each phrase of the song with a clear pitch.
- I can match my movements (head, knees, waist) to high, low, and middle sounds.
- I can perform the glissando movement from low to high, matching the change in pitch.
- I can sing confidently while moving in time with the beat and understanding different pitch levels.
Students will learn to sing the song while coordinating movements that match the lyrics, moving to the beat and showing expressive actions.
- Have the students form a circle, holding hands.
- Explain that they will move around the circle in time with the beat while singing.
- Sing the first verse together as the class moves in a circle, keeping the beat of the song.
- For the following verses, students will imitate the activities mentioned in the lyrics.
- Examples might include: "This is the way we wash our hands" – pretend to wash hands. "This is the way we brush our hair" – mimic brushing hair. "This is the way we tie our shoes" – pretend to tie shoelaces.
- While moving in the circle, have students perform the actions with their hands and body as they sing.
- Monitor the class for tuneful singing and clear vocal delivery.
Success Criteria
- I can sing the song while moving in a circle to the beat.
- I can imitate the actions mentioned in each verse with my hands and body.
- I can suggest new activities and incorporate them into the song.
- I can participate actively, keeping time with the beat and matching my movements to the lyrics.
Students will develop beat awareness by following a visual beat sheet with train icons while chanting.
- Project (or print and distribute to each student) the beat sheet with train icons on the board. Explain that each train icon represents one beat of the chant.
- Tell the students they will chant in time while following the beat sheet as you point to each icon.
- Start by chanting “Engine, Engine Number Nine” to the class, keeping a steady beat.
- Have the students echo each line back to you until they are comfortable with the words and beat.
- As you point to each train icon on the board, have the students clap on each beat, matching their claps to the beat of the chant.
- Emphasise the importance of keeping in time with each beat, clapping once for every train icon as you point.
- Repeat the chant while pointing to the icons at a slow tempo, encouraging students to chant slowly while keeping the beat.
- Then, increase the speed, pointing to the train icons faster, and have students adjust their chanting to match the new tempo.
- Discuss how the chant feels when it’s slow versus fast. Which do they prefer?
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 chant while keeping in time with the beat.
- I can tap each train icon on the beat sheet in time with the song.
- I can adjust my tapping speed to match the song’s tempo.
- I can participate actively by following the beat sheet and chanting.
Students develop their sense of beat, coordination, and pitch in partner-based movement and singing.
- Begin by teaching the song and accompanying actions to the class. Once the students are familiar with the melody and movements, instruct them to form a circle and pair up with a partner.
- The students hold hands with their partners and gently sway their arms from side to side while singing the song.
- They should emphasise that their arm movements follow the beat, ensuring their swaying is in time with the music.
- Once the song is finished, the students find a new partner, and the process is repeated, allowing everyone to engage with different classmates.
- Observe and check the students’ timing throughout the activity, ensuring their arm movements match the beat. Additionally, listen for pitch accuracy to ensure they are singing in tune.
Lyrics
Bluebells, cockle shells,
Eevy, ivy, over.
Bluebells, cockle shells,
Eevy, ivy, over.
Success Criteria
- I can sing the song while moving my arms in time with the beat.
- I can maintain an accurate pitch while singing.
- I can work with different partners, engaging fully in the activity and maintaining the beat and coordination.
Students will develop tuneful singing skills by learning and singing with clear pitch and expression.
- Sing the first line of "Apple Tree" and have the students echo it back.
- Continue with each line, repeating until they are familiar with the whole song.
- Emphasise matching pitch and using a clear singing voice.
- Guide the students to sing in a light, gentle tone.
- Sing the song together slowly, ensuring they are comfortable with the melody and lyrics.
- After singing the song a few times, provide positive feedback on their tuneful singing.
Ask questions like, “Did we all sing with beautiful voices?”
Success Criteria
- I can sing with a tuneful voice.
- I can match the pitch while singing with my classmates.
- I can use dynamics and expression while singing the song.
- I can follow along with movements and participate actively in the class activity.
Lyrics
Apple tree, Apple tree, will your apples fall on me?
I won't cry, and I won't shout If your apples knock me out!
Zak and Zoe have fun with an Apple tree.
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV