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Song Set 1 Manual and Nursery Info

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Song Set 1 Manual and Nursery Info Song Set 1 Manual + Nusery info. INTRODUCTION In Harmony Song Set One is made up of the core songs that In Harmony children learn in their first year, ideally Nursery age children. The songs have been chosen because they are fun to sing and they have many games and movement activities whilst being musically very simple. The songs are short, contain only 2 or 3 different pitches and simple rhythms too. This gives the children the possibility to be really successful when singing these songs. There are five song sets in total with the complexity of the songs increasing with each song set. Each song has a picture to help the children become familiar with the songs. When delivering singing sessions to Nursery aged children joining in can be encouraged with comments such as “let’s sing so that teddy can hear us” but watching others, the teacher and their peers, is still so important at this stage so it is valuable for children to be given the space to do this. Once in reception it is important to start insisting on everyone joining in as best they can. Try to give children the opportunity to sing without an adult supporting them – they will often surprise you with how well they can sing if you leave them to it! Sticks & Blobs is a series of books designed to incrementally teach children to “musically” read notation. The aim is to equip them to be able to sight sing which gives them the skill of being able to read music and hear what it will sound like in their heads before playing it on an instrument. The quality of instrumental playing is transformed using this concept. The table below gives a rough guideline of which books can be used for each year group. SONG SET 1 SONG SET 2 SONG SET 3 Sticks & Blobs Pre Stage Stage Stage Stage Stage Stage Stage Stage Stage Books Stage 1 2 3 1 2 3 1 2 3 1 NURSERY X RECEPETION X X YEAR 1 X X X X X X YEAR 2 X X X X X X X X X X CONTENTS A Songs Life @ In Harmony In Harmony Nursery Long Term Plan In Harmony Nursery Medium Term Plan Template In Harmony Nursery Short Term Plan Template Start with Sounds Warm Ups THE SONGS: mi so Cobbler Cobbler Slowly Slowly Seesaw doh mi so Head Tum Toes Hey Mr Woodpecker Bells in the Steeple doh so Jackaroos Raining mi so la Round & Round Sway Trees Sway doh re mi Swing Me A Musical Summary Of The Songs Incremental Steps for SS1 in the Eary Years Foundation Stage Hello & Goodbye Songs The Extra Songs Some Useful Rhymes Record Sheets Listening Child Led Music – Tuning Into Children Resources & Links A Songs Life @ In Harmony…… Learn It Sticks & Blobs Listening Track Learn it thoroughly. Find the tricky words / rhythms / Pre-Stage 1 (Connected to Song) pitches and find a clever way of making sure it is Guided Listening properly learnt. Creative Listening Be as musical & stylistic as possible. Sticks & Blobs Stage 1 RC Hearts / DRP Hearts / BP Hearts Play With It Live Performance Games / Actions / Children Create Moves / Solos / (Connected to Song) Whole Body Engagement / Body Percussion / Call & Teacher plays a connected piece on their instrument. Response / Percussion Instruments Sticks & Blobs Consider: Pulse / Rhythm / Pitch / Meter / Dynamics / Style Stage 2 BP Contours: Sing BP / BP Same / Same Up Down / Use BP ladder BP on a Reduced Staves: Space V Line – who is on the same team. KSN hearts Instrumental Learning Play it on your instrument...... Structured Play + Scales Pulse V Rhythm + Intervals Dalcroze Conducting + Compose Playing on Bells + Improvise Sticks & Blobs Stage 3 Solfa Contours: Sing Solfa with handsigns / Solfa Same / Same Up Down / Use Solfa ladder Solfa on a Reduced Staves: Space V Line / who is on the same team / Sing solfa names and do space Reactive Listening line actions What musical element does this song highlight? Musical Alphabet Blobs: Sing & Handy Stave What games can we create using live improvised KSN Bars: Dalcroze Conducting music to highlight this element and getting the 5 Line Stave: Solfa & Handy Stave children to react to it using their bodies? Start With Sounds The Sound Bag B O O B O O B O O B O O B O O The Cat says “Miaow”, the owl says “Twit ta woo”, The ghost says “oooooo” and we all say BOO!!! Add actions Teach one line a week as this spreads it out nicely and they look forward to finding out what the new sounds will be each week. This really helps children find their voices, builds their confidence and is a nice way of relaxing new children at the start of a session. Sounds Cont…. Voices Q. Have you brought your speaking/quiet/whispering/low/high/singing voice? A. YES I HAVE, YES I HAVE! Pitch Matching Teacher: Make your car sound the same as mine ........BEEP! Children: BEEP! Teacher: Make your train sound the same as mine ........Choo Choo! Children: Choo Choo! Teacher: Make your bell sound the same as mine ........DING! Children: DING! This encourages precise listening and improves accurate singing Sounds Call and Response Blow Blow Blow (into hands) / Sh sh sh / S s s / Ch ch ch / F f f / Clx Clx clx Carolyn’s fun sounds: Consonant sounds – Taken from Wiltshire NHS Speech Therapy team http://www.nhselect2.org.uk/slt/ These are the early sounds children make, within the first year of life. Speech sounds are created when we push air from our lungs, passing through our voice box and up into our mouth. Here are the order of sounds and hand actions – cued articulation sounds Lip popper sounds: p, p, p, p, p – quiet sound Bubbles on hand / b, b, b, b, b – noisy sound – ball makes when it bounces Tongue tapper sounds: t, t, t, t- quiet sound - dripping tap sound / d, d, d, the drum goes Back kicker sound: ck – quiet sound – camera sound / G, G, G – Loud sound – gorilla sound Lip cooler sounds: fff – quiet – when rabbit shows his bunny teeth he goes fff / vvv - what sound does the car make? Skinny sounds: ssss – quiet sound – my friend the snake geos ssss / Zzz – noisy sound – what sound does the bumble bee make? Fat sounds: Sh, sh, sh – Let’s put dolly to bed – baby is asleep Air sound: hhh – only quiet sound – Mr dog goes hhh – panting sound Nose sounds: mmm – What sound do we do when we are eating? Mmm / Nnn – The aeroplane goes nnnn As the child grows and develops harder sounds are produced – LL,RR, JJ, CH AND J. Warm Ups Clap Hands – Little Birdsong Clap hands, clap hands, clap clap clap clap your hands. Clap clap clap clap, clap clap clap clap, clap clap clap clap your hands. Stamp, rub tummys, pat knees etc. etc. The Wheels On The Bus Clappers / jumpers / hoppers / stampers / wigglers Gorilla GGG / Balls BBB / Drums DDD / Popcorn PPP / Rabbits FFF / Snakes SSS (see other sounds from list above) Drums / shakers / Bells I Can Play High I can play high, I can play low, I can play high, low, high, low, high, low, high, low HIGH!!!!! Fun little activity to do at the beginning/end of using instruments. Hugging instruments is a good way to keep them still…. Shake, shake, shake, shake and HUG!!! To the tune of shake and stop at the back of the book. Teddy Bear Teddy Bear Teddy Bear, teddy Bear sit on the ground, Teddy Bear, teddy bear turn around. Teddy Bear, teddy bear dance on your toes, Teddy Bear, teddy bear touch your nose. Teddy Bear, teddy bear stand on your head, Teddy Bear, teddy bear time for bed. Teddy Bear, teddy bear switch out the light, Teddy Bear, teddy bear say goodnight. If you’re happy and you know it If you’re happy and you know it clap your hands If you’re happy and you know it clap your hands If you’re happy and you know it and you really want to show it, If you’re happy and you know it clap your hands Clap clap, clap your hands Clap clap, clap your hands, clap your hands together (stamp your feet, beep your nose etc.) Shake and stop Shake shake shake shake shake and stop! Shake shake shake shake shake and stop! Shake shake shake shake shake and stop! Shake shake shake and stop! Movement Tool Box Walking/jogging Sequence Foot warm up: Massage, wiggle toes, toes up & down Heel lift rock – side to side Heel lift rock – forwards & backwards (more advanced: add a hop to front foot then a hop to front & back) Heel Lift – R / L / alternate Toe Lift – R / L / alternate Knee Lift – R / L / alternate A travelling walk A Travelling jog SONGS FOR WALKING SEQUENCE: Seesaw, Slowly Slowly, Round & Round, Sway Trees Sway SONGS TO PROGRESS TO JOGGING: Jackaroos, Cobbler Cobbler, Movements Limb By Limb: Feet Toes up & down whilst sitting with legs stretched out Heel / Toe lifts Heel Toe (tap dance) Legs Knee bends Knee lifts R/L/alternate Leg Swings Squat to Standing Drawing knees into chest and out again – sitting (Together / R / L / alternate) Lie on back, draw name with foot in the air Hips Side to side Figure of 8 Hip Pops: bouncing on 1 side then the other Shoulders Shoulder Pop: Up & Down R/L/alternate Arms Stretch up bring down – elbows lead Swing & Bend Big Circles Pendulum swinging R / L / Together Rainbow shapes (fast & slow) Chicken Wings Birds wings Hands Tapping any part of body Clapping Wiggle your fingers one at a time then all together Heads Head Turn Look up / Look down Half circle (gentle!) Full Body Send a wiggle from your pinky to your toe then back up the other side Spine bend Rubber Chicken (84211 “Rubber Chicken”) Walking (forwards & backwards) / Jogging / Skipping / Stride / Jumping / Hopping / Hop Scotch / Turning around Cobbler Cobbler STARTING Ready Steady Off We Go Starting Note: G (bluey green) PULSE Sing with Lycra going up & down to the pulse (start on the ground) Polishing a shoe in a big circular movement (a big movement is needed as pulse is quite slow) Pass a shoe round the circle in time with the pulse *RHYTHM Hammer rhythm with your fist on hand/sole of a shoe With a toy hammer tap the rhythm on sole of shoe/woodblock Tap head for quavers & knees/floor for crotchets Tap rhythm on gathering drum as a group use fist, finger, beater – try it with singing in heads Clap the rhythm Rhythm Creature Hearts PITCH Sing with Lycra going up & down to the pitch (start on the ground) Play it on bells Toes pointing up & down (ballet style) MOVEMENT Painting shoes and jumping, tip toe, hopping, marching around the room making colourful patterns on the floor.
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