Y1. Lesson 15. Form - Same & different
Prior learning: None
Duration: 30 minutes
Materials:
Keywords: Beat, rhythm, singing, chanting, partners, rhymes, circle games.
Difficulty: 
Prepare
so & mi
Present
Same & different
Practise
inner hearing, ta & ti-ti
Melodic development
Students discover same and different in a new song.
- Using a measured cadence, sing the song using a neutral syllable to the class.
- Ask the class to repeat the first line after you.
- Continue with the following lines in the same fashion, with students copying you.
- When secure, teach the first line; students should repeat after you.
- Repeat for the following lines.
- Ask the class to sing with you.
- Explain to students that some parts are the same in music, and others are different.
- When secure, ask the class which parts of the song are the same.
- Ask which parts are different.
Questions
- What happened to the bone?
- Who has the bone?
Rhythmic development
Students investigate the name of a song from a clapped rhythm.
Questions
- What is the name given to two sounds on a beat?
- What is the name given to one sound on the beat?
- Begin clapping the rhythm to Kangaroo
- Ask students the song's name. It may help to hum a bar or two at some point in the song.
- On receiving correct answers, instruct the class to clap back the rhythm without singing.
- Now, ask the class to sing the song and clap the rhythm.
- Explain that this song only uses the time names ta and titi.
- Ask students to clap the rhythm and sing the song using the time names.
- Ask a volunteer to come forward to clap the rhythm and sing the song.
- Assess the class as a whole and gently guide students with difficulties.
Creative movement
Students use body percussion to discover the comparatives same and different.
Questions
- Name some places on your body where you could keep the beat
- Which is the highest and lowest parts of your body you could keep the beat?
- Demonstrate a straightforward and distinguishable pattern involving clapping, slapping knees, and stamping feet.
- Emphasise the pattern's rhythm and timing to ensure clarity. Ask students to observe closely as you repeat the pattern, then invite them to mimic your actions.
- Once they have successfully replicated the pattern, ask, "Are these movements the same or different?" to stimulate critical thinking and discussion.
- Next, introduce a noticeable variation to the pattern by changing the order, rhythm, or action. Perform the new pattern and ask students the same question, encouraging them to find the differences between the sequences.
- Invite a volunteer to create their own unique pattern, ensuring they use a combination of clapping, slapping knees and stamping feet.
- Carefully observe the volunteer's pattern, then copy it as accurately as possible. Ask the class, "Is this pattern the same or different from the original?"
Listening
Students listen to and identify whether two consecutive sounds are either the same or different.
- Students are seated and attentive.
- Explain to the class that they will hear two sounds and must discover whether they are the same or different.
- Play a track from the audio player, and ask for responses.
- When you have received a correct answer, play another track.
- Continue until time permits.
Each audio file is named after the two sounds that are the same, such as bassoon: bassoon or different, such as cello: piccolo.
Visual learning
Students discover a song by using time names only.
- Students are seated and attentive.
- Explain that the class are now music detectives and must discover a song by reading the time names only.
- Begin by chanting and pointing to each rhythmic syllable in turn.
- Ask students if anyone can name the song.
- If a correct answer is received [Kangaroo], ask the class to say and clap the syllables. Then sing the song together.
- If answers are incorrect, hum the first line and ask again.
- If no correct answers are received, then hum the whole song. Ask again.
- Help the class identify the song if you did not receive a correct response by highlighting the kangaroos in the graphic or singing the first few words.
Instruments
Students discover how to play a classroom song on the xylophone.
- Divide the class into two groups.
- One group will use xylophones to play the melody of the song, and the other will sing and use body percussion to demonstrate high and low sounds
- Assign two students per xylophone.
- Explain to the class that they will sing, use movement and play the song.
- Demonstrate how to hold the mallets and produce an accurate note.
- Show students where the two notes are placed on the instrument and how to play the melody.
- One student will play the notes, and the other will face the player and point to the correct bars. After each repetition, they will swap.
- Lead the class by singing the song. Half of the class will sing and put the high sounds on their heads and the low sounds on their shoulders.
- Swap the two groups so that every child has a turn in playing the xylophone.
Part work
Students use finger play as they recite a rhyme to the beat.
Pussycat, pussycat, where have you been?
I’ve been to London to visit the queen.
Pussycat, pussycat, what did you there?
I frightened a little mouse under her chair!
Questions
- When students are secure with the rhyme, the teacher should ask questions like "Who went to London?" The students should offer answers.
- A student from one half of the class should ask a question, such as "What did the Pussycat do?" while students from the other half should answer.
- One student asks a question, and the class can answer.
- One student asks a question, and one student answers.
- Using a measured cadence, teach the rhyme line-by-line.
- Ask the class to repeat the first line after you.
- Continue with the following lines in the same fashion, with students copying you.
- When secure, teach the first line; students should repeat after you.
- Repeat for the following lines.
- Ask the class to chant the rhyme with you.
- Ensure students concentrate on expressive speaking and clear diction.
The origins of this rhyme go back to the history of 16th-century Tudor England. One of the staff of Queen Elizabeth had an old cat that roamed throughout one of her castles. On one occasion, the cat went underneath the throne, and the cat's tail brushed against the Queen's foot, startling her. But the queen had a sense of humour and declared that the cat might wander through the throne room because it kept the mice away!
Assess
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV