Overview

To sing the song ‘When Goldilocks went to the house of the bears’ and use symbols to represent the 3 different pitches of the bears’ voices.

Learning Objectives

  • To sing a song showing an awareness of the shape of the melody (P3);
  • To be able to identify the verse and chorus in a song (L3);
  • To understand symbols can be used to represent sound (URE3).

 

Learning Outcomes

All pupils will identify high and low pitches.

Most pupils will know there are three pitches for the three different voices and be able to follow a score showing the three pitches.

Some pupils will have progressed further and will identify there are 3 pitches and suggest ways to show these on a score.

Sequence of Lesson Activities

High or Low?  On a xylophone or other pitched instrument play a low or high sound. As each sound is played ask the pupils to put their hand in the air for a high sound or low to the floor for a low sound.  Show pupils a specific hand signal for each sound, e.g. pointing upwards for a high sound and downwards for a low sound. Ask a pupil to play the correct sound when you do the given hand signal. Ask the class if they are correct. Introduce a 3rd note in-between and repeat the activity using another hand sign at chest height, e.g. placing your palm on your chest.

Recap the score activity from the previous lesson and play it through with the pupils.

Split the pupils into small groups. Give each group a sheet of paper, marker and 3 different chime bars or a xylophone/glockenspiel (one per group). In their groups, ask the pupils to  create their own sequence of high, low and in-between pitches. Ask each group to write down their pitches using a simple three lined score as in the previous activity. Each group plays their own and then the other groups' scores.

Extension Activities

In music area display the completed scores for children to play either individually or in small groups. They can create new scores by adapting another score or by joining them together.

Assessment

  • Can children follow score?
  • Can they correctly identify high and  low pitch?
  • Can they begin to adapt and edit their own and others' work to create new pieces?