Prep. Lesson 21. Same & different
- Woodblock Difficulty:
Prior learning: None
Teaching young children to recognise same and different in music builds their listening and comparison skills. This concept helps them identify patterns and changes in sound, pitch, and rhythm. For example, singing two phrases and asking if they sound the same or different encourages active listening. Clapping a pattern and then repeating or changing it teaches them to hear similarities and differences. Recognising same and different also enhances their ability to follow and understand musical structure, such as repeating verses or contrasting sections. These foundational skills are essential for developing musical awareness and critical listening in young learners.
Students will develop the ability to recognise and replicate body percussion patterns, identifying similarities and differences.
Success Criteria
- I can replicate body percussion patterns accurately.
- I can identify if patterns are the same or different.
- I can create my own body percussion pattern using clapping, slapping, and stamping.
- I can participate actively and discuss the differences in musical patterns.
- Start by demonstrating a simple, clear body percussion 4-beat pattern involving clapping, slapping knees, and stamping feet (e.g., clap, clap, slap, stamp).
- Emphasise the timing and rhythm of the pattern to ensure students can follow it easily.
- Repeat the pattern a few times so students can observe it closely.
- Ask the students to mimic your actions, following the pattern as accurately as possible.
- Ensure everyone is in time and understands the sequence by practising together.
- Once the students have replicated the pattern, ask, “Are these movements the same or different?” This will prompt them to think critically about what they observed and performed.
- Change the pattern by altering the order, perform the new pattern for the students and ask, “Is this pattern the same or different?”
- Discuss the differences between the original and new patterns, helping students articulate what changed.
- Invite a volunteer to come up and create their own pattern using clapping, slapping knees, and stamping feet.
- Have the class watch the volunteer’s pattern carefully.
- Copy the volunteer’s pattern and ask the class to join in.
- After replicating it, ask, “Is this pattern the same or different from the original?” Encourage students to explain how they know.
Students will learn to create, replicate, and identify patterns, focusing on determining if patterns are the same or different.
- Distribute counters, sticks, or building blocks to each student or group.
- Explain that they will learn to create and compare patterns, focusing on identifying if patterns are the same or different.
- Use the materials (e.g., red counter, blue counter, stick, block) to create a simple pattern.
- Show it to the class and ask them to copy the pattern using their materials.
- Observe students as they replicate the pattern, ensuring they follow the correct sequence.
- Once students have copied the pattern, ask them, “Is your pattern the same as mine, or is it different?”
- Discuss what makes the patterns the same (e.g., same order and type of objects) or different (e.g., different colours or sequences).
- Ask students to create their own pattern using the materials.
- Pair students up and have them show their patterns to each other, asking, “Are our patterns the same or different?”
- Using the same materials, challenge students to create two patterns: one that matches yours and one that is different.
- Have students share their patterns with the class or their partners and ask, “Are these patterns the same or different?”
- Ask students to share their patterns and explain why they think they are the same or different from others’ patterns.
Success Criteria
- I can create a pattern using counters, sticks, or blocks.
- I can replicate a given pattern accurately.
- I can identify whether patterns are the same or different.
- I can describe what makes my pattern similar or different compared to others.
Students will learn to identify whether similar objects are the same or different by observing projected images.
- Project the first sheet [of two] on the screen.
- Ask students to look closely at the objects and describe what they see.
- Prompt them with questions such as, “Are these objects the same? What makes them the same?” or “Do you notice any differences?”
- Engage the class in a discussion about the differences they spotted. Highlight attributes such as colour, size, shape, or details that make objects different.
- Project the second graphic and ask students to raise their hands or use gestures (e.g., thumbs up for “same,” thumbs down for “different”) to show their answers.
- Review the activity with the class, asking students to share what they found easy or challenging about identifying things that are the same and different.
Success Criteria
- I can observe objects closely and identify same and different.
- I can participate in discussions about same and different objects.
- I can work with my classmates to identify and discuss differences in projected graphics.
Students will learn to listen carefully to identify whether two sounds are the same or different.
Helpful hint
Each audio file is named after the two sounds that are the same, such as bassoon: bassoon or different, such as cello: piccolo.
- Use the audio player to play the first sound. Wait a moment, then play the second sound in the pair.
- Ask the class, “Were these two sounds the same or different?”
- Call on students to share their answers, encouraging them to explain their reasoning.
- If the sounds were different, briefly explain how they differed.
- For added engagement, let students suggest sounds they want to compare or try creating their own same or different sounds using simple classroom instruments (e.g., tapping a desk or shaking a maraca).
Success Criteria
- I can listen attentively to sounds played in class.
- I can determine whether two sounds are the same or different.
- I can explain why I think sounds are the same or different.
- I can participate actively and share my observations with the class.
Students will learn to participate in group singing and movement activities, fostering coordination and collaboration through a fun circle game.
Lyrics
All around the buttercup,
One, two, three.
If you want to find a friend,
Just choose me.
- Begin by ensuring all students know the lyrics and melody of the song.
- Practice singing it together a few times to build confidence and familiarity.
- Arrange the students to stand in a large circle, side by side, with their hands joined and raised to create arches between them.
- Select one student to be “it”, who will start the game by leading the weaving movement.
- The class begins singing the song together.
- The student who is “it” starts weaving in and out of the circle, moving under the raised arms (arches) formed by the joined hands.
- When the song reaches the line “Just choose me,” the leader taps one of the students in the circle.
- The tapped student joins the leader by holding hands and forming a chain.
- The leader and their new partner continue weaving through the circle, moving under the arches while the class repeats the song.
- Each time the song reaches the line “Just choose me,” the leader taps another student, who joins the growing chain.
- Continue the game until all students have been chosen (time permitting), with the chain growing longer as more students join.
- Congratulate the students for participating and completing the game.
Success Criteria
- I can sing the song confidently with my classmates.
- I can join and participate in the circle game by weaving through and choosing partners.
- I can follow the movements and keep in time with the song.
- I can reflect on my experience and share my thoughts with the class.
Students will explore and identify objects that are the same and different.
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV