“The Sandcastle Song” by Mary McCammon
Chapter navigation:
- Introduction
- "O le Pepe" by Ester Temukisa Laban-Alama
- “Whakarongo” by Iwa Toia
- “The Sandcastle Song” by Mary McCammon
- Creating and Representing
- "Jazzy Cats' Walk", music by Tracy Rohan
- Playing
- Singing
- "Koromiko" by Angeline Hamiora
- “Tihore Mai” by Hirini Melbourne
- "The Rattlin' Bog", traditional Irish Folk Song
- Listening and Responding
- "Fireworks"
- Moving
- Audio Track Details
- Night Countdown by Peggy Dunstan
- “Hailstones” by Alan Bagnall
- "Trains" by Michelle Scullion
- "In the Hall of the Mountain King" by Edvard Grieg
(from School Journal, Part 1 Number 1, 1991)
Learning Contexts:Playing musical instruments; Literacy; Numeracy | Learning Contexts:Playing musical instruments; Literacy; Numeracy | |
YEAR/S: 1-3 | DURATION: 4 - 6 sessions | |
CURRICULUM LEVEL: Level One - Two | CURRICULUM LEVEL: Level One - Two |
Values highlighted in this unit | How will these values be encouraged? |
Excellence | Listening carefully to instructions. Playing to the best of their ability. |
Innovation, inquiry and curiosity | Exploring found sounds and deciding what will work well in the context of this song. |
Diversity | Sharing a variety of experiences children have had at the beach - similarities and differences. |
Equity | Children from all backgrounds able to share in the understanding and performance of this song. |
Community and participation | Full participation in all activities. Working together to get the best result. |
Care for the environment | The use of natural materials as sound-makers – it is important to know the protocol around removal of these items from the beach. |
Integrity | Respecting and accepting the suggestions of others. |
Key Competencies highlighted in this unit | How will these competencies be encouraged? |
Managing self | Listening to instructions, striving for rhythmic accuracy. |
Relating to others | Sharing stories, supporting each other. Working together. |
Participating and contributing | Active participation in all activities. Willingness to contribute ideas. |
Thinking | Using creative processes to invent new patterns and explore new sounds. |
Using language, symbols and texts | Ability to express ideas with clarity. |
Learning Outcomes |
In this unit the children will develop the ability to:
|
Information |
This catchy song has a very clear, slowish beat that will be easy for the children to feel and respond to using body percussion and untuned percussion instruments. It would also be fun to put some actions or dance movements to the song in time to the beat.View information on protocol for gathering natural resources. |
Resources |
|
Games and Starters |
Sound around Give children an untuned percussion instrument and sit them in a circle. Children are, in turn, to make one sound only on their instrument-once they have the idea encourage them to go faster. An extension of this is for them to play one sound and the next person can only make their sound when the previous sound has stopped. This way they can distinguish between sustaining and non-sustaining instruments. Threes and fours Using music with a strong four beat metre , for example, Radetsky March by Johann Strauss. Make up a body percussion pattern that shows the accent falling on the first beat. For example, knee pat, clap, clap, clap or click fingers, stamp, stamp, stamp. Do the same with a piece of music with a strong three beat metre , for example, Chopin’s Waltz in A minor . Patterns could be click, stamp, stamp or clap, knee pat, knee pat. Beat and rhythm Have half the class clap the rhythm of a well-known song or nursery rhyme while the other half clap the beat . Sing and play Sing some well-known songs changing the words to provide opportunities for children to experience the instruments and the elements of music. For example, “If you’re happy and you know it, play the drums”, This is the way we loudly play” (Tune: “Here we go Round the Mulberry Bush”).“Listen to the music, 1,2,3…Play it very quickly 1,2,3…Listen to the tambourine 1,2,3” (Tune: “Skip to my Lou”). |
Learning experiences |
|