Lesson Notes By Weeks and Term v5 - Grade 1
Creative arts: music, singing and rhythm – Week 9 focus
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Creative arts: music, singing and rhythm – Week 9 focus
Download the Lessonotes Mobile South Africa app for faster lesson access on Android and iPhone.
Subject: Life Skills
Class: Grade 1
Term: 3rd Term
Week: 9
Theme: General lesson support
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This lesson introduces Grade 1 learners to the fundamental elements of music: rhythm, tempo, and singing. In South Africa, music is not just entertainment; it is the heartbeat of our communities, a tool for storytelling, celebration, and communication. From the rhythmic chants at a sports match to the gospel hymns sung in church and the traditional songs shared at cultural gatherings, our learners are surrounded by a rich musical tapestry. This lesson aims to connect their lived experiences with foundational musical concepts, empowering them to become active participants rather than just passive listeners.
What is Rhythm? Rhythm is the pattern of sounds and silences in music. Think of it as the music's heartbeat. It’s what makes you want to tap your feet or clap your hands. A very important part of rhythm is the beat, which is a steady pulse that repeats over and over again, like a clock ticking: tick-tock-tick-tock.
Example: Let's listen to the sound of rain. When it starts, it might be a slow pitter-patter (drip... drip... drip...). This is a slow, steady beat. When the rain gets heavier, it becomes a fast pitter-patter (drip-drip-drip-drip). The beat is now fast. We can make a beat with our bodies. This is called body percussion.
Try this: Clap your hands steadily. Clap... Clap... Clap... You are making a beat! What is Tempo? Tempo is a musical word that means speed. It tells us how fast or how slow the music is being played.
Fast Tempo: Music that is fast makes us feel energetic and want to dance or run. Think of a cheetah running across the savanna. A song about a cheetah would have a fast tempo.
Slow Tempo: Music that is slow can make us feel calm, sleepy, or sad. Think of a tortoise walking slowly. A lullaby you sing to a baby has a very slow tempo.
Example: Let's sing "Twinkle, Twinkle, Little Star." First, we sing it very slowly, like we are trying to go to sleep. Now, let's sing it very fast, like we are very excited to see the star! The song is the same, but the tempo changed. Singing Together (Unison) Singing is using our voices to make music. When we all sing the same song at the same time, it's called singing in unison. To be good singers, we need to: Sit up straight: This helps our breath come out strong and clear.
Breathe from our bellies: Take a deep breath and feel your tummy expand.
Listen to each other: Try to match your voice to the people singing next to you so you sound like one big, beautiful voice.
Example: Singing "Shosholoza" (Simplified for Grade 1) This is a famous South African song. We will just learn the main part.
Lyrics: Shosholoza, Ku lezontaba, Stimela siphuma eSouth Africa.
Meaning: Go forward, from those mountains, the train is coming from South Africa. We sing this together, loudly and proudly, keeping the same rhythm. Making Music with Our Bodies and Found Objects We don't need expensive instruments to make music!
We can use: Body Percussion: Clapping: Using our hands.
Stomping: Using our feet on the floor.
Snapping: Using our fingers.
Patsching: Patting our thighs or knees.
Found Instruments: These are instruments we make from everyday things.
Shaker: Fill a small plastic bottle or a tin can with rice, seeds, or small stones. Seal it tightly and shake it!
Drum: Turn a plastic bucket, a pot, or a sturdy cardboard box upside down and tap it with your hands or a wooden spoon. Guided Practice (With Solutions)
Activity 1: The Animal Dance Question: I am going to play some music on a drum. When the drum beat is SLOW, I want you to move around the room like a slow tortoise. When the drum beat becomes FAST, you must change and move like a fast springbok prancing. Are you ready to listen and move?
Worked Solution: The teacher starts with a slow, steady beat (thump... thump... thump...). The learners respond by moving slowly and deliberately around the room, mimicking a tortoise. The teacher then suddenly switches to a quick, rapid beat (thump-thump-thump-thump). The learners correctly change their movement to be quick, light, and bouncy, like a springbok. The teacher switches between the two tempos a few times.
Commentary: This activity directly assesses learners' ability to distinguish between slow and fast tempo and respond physically. It connects the abstract concept of tempo to a concrete, kinaesthetic experience that is relatable to South African wildlife.
Activity 2: Echo Me!
Question: Listen carefully to the pattern I make. When I am finished, you must copy me exactly. This is called an echo. Let's try. (Teacher claps: clap - clap - CLAP). Now you.
Worked Solution: The teacher claps the pattern with a clear rhythm (two quick claps, one louder, slower clap). The learners watch and listen, and after the teacher finishes, they accurately echo the pattern: clap - clap - CLA
P. The teacher tries a more complex pattern using different body percussion: stomp - stomp - clap.
The learners successfully echo: stomp - stomp - clap.
Commentary: This guided practice builds crucial listening and memory skills. It teaches learners to pay attention to rhythmic detail and sequence. Using different body sounds (stomp vs. clap) adds another layer of complexity and fun.
Activity 3: Making a Shaker and Playing Along Question: Let's sing our song, "Nank' uSisi Thandi". As we sing, I want you to use the shaker you made to keep the beat. Shake it once for every beat of the song. Let's try it slowly.
Lyrics: Na-nku Si-si Than-di, e-ham-b'e-she-sha-yo Worked Solution: The teacher leads the song at a steady, moderate pace. The learners sing along while shaking their handmade shakers.