Foundation Stage Learning intentions

Foundationstage

Expre ssMu ics FS

1

ContentsThese texts may be printed out for use in the educational establishment for which this publication was purchased. Permissionfor further copies to be reproduced must be obtained in writing from A&C Black Publishers Limited.

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Special people general and musical learning activity contentGoing places general and musical learning activity contentMoving patterns general and musical learning activity contentWorking world general and musical learning activity contentGrowth and change general and musical learning activity contentOur senses general and musical learning activity content

Foundation Stage

Learning intentions

For definitions of musical vocabulary, click here.

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Music Express Foundation Stage © A & C Black 2003

General learning

Special people

2

Foundationstage

Expre ssMu ics FS

The unit, Special people, focuses on the FoundationStage area of learning for Personal, social andemotional development, although it also touches onthe other areas of learning. By taking part in theactivities, children will have the opportunity to:

– be excited and motivated to learn;

– be confident in trying new activities;

– share their ideas and speak in a familiargroup;

– maintain concentration and sit quietly when appropriate;

– respond to the experiences offered,showing a range of appropriate feelings;

– experience a diverse range of activities andbe sensitive to the needs, views andfeelings of others, showing respect;

– interact and converse with adults and their peers;

– work as part of a group or class, takingturns and sharing fairly, understanding theneeds of working harmoniously;

– select and use resources independently.

The activities also provide opportunities for children toinitiate their own learning and express their owninterests.

Musical learning

General musical focus – beat and tempo

Hello• Sing echo songs and perform movements to a

steady beat.

My turn, your turn• Create and perform actions and play instruments

to a steady beat.

Hands, feet and faces• Make and perform actions, movements and

sounds to a beat which sometimes stays the sameand sometimes gets faster.

Spider tricks• Move, sing and play sounds at different speeds.

Magic dove• Move, sing and perform actions at speeds which

illustrate moods and feelings.

Happy New Year• Select sounds and movements and use them

expressively within a steady beat and at differentand changing speeds.

contents Glossarywww.acblack.com/musicexpress


Act iv ity contentSpecial people

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Foundationstage

Expre ssMu ics FS

Hello

My turn,your turn

Handsfeet andfaces

Spidertricks

Magicdove

HappyNew Year

How do you do?• Shake hands to a

steady beat

• Echo sing

• Walk to a beat andgreet each other

My turn, your turn –toy parade• Create actions to

perform on a steadybeat

• Sing

• Share toys

Move in movingshoes• Move at different

speeds using soundwords for differentkinds of shoes

Ratta’s dance• Move in response to

music getting faster

• Sing a song whichgets faster

Bye baby bunting• Perform expressive

finger play actions toa song

• Sing

• Sing – getting slower

A dragon moves like this• Move expressively and

with imagination

How do you do signs• Explore several

greeting actions

• Echo sing

I’ve got a tambour• Tap tambour to beat

of chant

• Play other instrumentsto beat of chant

Print patterns• Clap and stamp in

response to graphicnotation

• Maintain a steady beat

• Make simplesequences of sounds

Little Miss Muffet• Say a rhyme with

hand actions atdifferent speeds

• Create vocal and bodypercussion sounds toaccompany the rhymeexpressively

The magic dove• Listen to a story and

add actions to aBengali song

Chinese New Year –complete• Sing • Match instrumental

sounds to sound wordsand accompany a song

• Learn some Chinesewords

How else do you do?• Sing in different

languages

Kye kye kule• Tap parts of body to

steady beat

• Echo sing

• Individuals choose anaction and lead with it

Make a face• Move expressively

to show differentemotions

• Sing at differentspeeds in response todifferent emotions

Brer Ananse Spider• Create and perform

vocal, bodypercussion orinstrumental soundsto match movement

• Say a chant

Baak bakum paira• Sing a Bengali song

with hand actions

• Add song, dance andmovement to a story

Dragon swoops• Move expressively to

a poem whichchanges speed

• Explore instrumentalsounds to accompanyexpressive movement

Say hello• Action: wave

to each other

• Echo sing

Father and Motherand Uncle Tom• Perform actions

• Move in response tomusic speeding upand slowing down

Ananse, Puss and Ratta• Learn about

traditional Jamaicanstory characters

• Listen to a story

Bird melodies• Move at different

speeds in response to music

Chinese New Year –first verse• Respond to the beat

of a song

• Sing

• Learn about aChinese festival

My turn, your turn –teddy• Tap knees to beat

of chant

• Sing

• Bounce teddy on beat

• Take turns

YELLOW BLUE GREEN GREY




4Music Express Foundation Stage © A & C Black 2003

General learning

Going places

Foundationstage

Expre ssMu ics FS

The unit, Going places, focuses on the FoundationStage area of learning for Communication, languageand literacy, although it also touches on the otherareas of learning. By taking part in the activities,children will have the opportunity to:

– interact with others, taking turns inconversation;

– enjoy listening to stories, songs, music, and chants;

– use spoken language and singing to join in the activities;

– sustain attentive listening, responding towhat they have heard;

– extend their vocabulary and explore themeanings and sounds of new words;

– speak clearly and audibly with confidence and control, showing awareness of thelistener;

– use language to recreate experiences;

– use their phonic knowledge to recognise familiar sounds;

– explore and experiment with sounds, words and texts;

– understand the elements of a story and ask questions.

The children’s learning may be extended on futureoccasions by offering opportunities for mark makingand early writing based on activities they have enjoyed,for example writing sound words for the animals in theNoah section.

Musical learning

General musical focus – high and low

Noah• Perform a rap using high and low vocal and

instrumental sounds to represent different animalvoices.

The Three Bears• Perform a rap with high, medium, and low vocal

sounds.

Jack-in-the-box• Sing songs with high and low notes reinforced with

matching hand or body positions.

Sky-high, toe-low• Sing high and low notes, and develop listening

skills through matching movement to pitch.

Mousie Brown• Sing stepping notes that move up and down

accompanied by tuned percussion and handactions.

Popcorn• Sing a song with steps and leaps, accompanied by

pitched instruments.



Act iv ity contentGoing places

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Please, Mr Noah –part one• Perform hand actions

to accompany a rap

• Perform high- andlow-pitched animalvocal sounds

Jack-in-the-box• Perform actions to

match high and lowsounds within a song

Sky-high, toe-low• Listen to a song

• Sing

• Respond with actionsto high, middle andlow sound signals and actions

Little Mousie Brown• Accompany a song

with rising and fallinghand actions and/orfinger puppets

Popcorn – part one • Accompany a song

with claps

• Accompany a songwith shakers

Noah

TheThreeBears

Jack-in-the-box

Sky-high,toe-low

MousieBrown

Popcorn

Animal antics• Make whole body

movements inresponse to high and low vocal soundsignals

Bear talk• As a group, match

high-, medium- andlow-pitched voices toimages

Jack jump high, Jack hide low• Sing • Perform actions to

accompany a song• Respond with high or

low whole bodymovements to signals

Jumping high• Sing

• Perform high and lowwhole body actions toaccompany a song

Mousie Brown goesup and down• Accompany rising and

falling sounds withhand actions

Poppers• Respond with whole

body movements torising and fallingsounds

Please, Mr Noah –complete• Perform high- and

low-pitched vocalsounds

• Perform a rap

Prowl and growl• Individually, match

high-, medium- andlow-pitched voices toimages within a game

High, low, do youknow?• Respond with whole

body actions to highC’ and low C playedon a xylophone

Mousie Browncounts• Sing a song and use

hand actions to showa rising scale – C to C’

• Use whole bodyactions to show arising and falling scale

Pop music• Explore instrumental

sounds

• Accompany a songwith instruments

• Create aninstrumental interlude

Launch the ark• Select instruments to

represent animalvoices

• Perform a rap withinstrumental andmovementaccompaniment

Bear show• Join in performing

a rap

Fish swim – birds fly• Sing

• Respond to high andlow sounds withactions and puppets

Tower builders• Sing a rising scale –

C to C’

• Use hand actions to represent a risingscale

Popcorn – complete• Sing

• Accompany a songwith hand actions andinstruments

• Perform aninstrumental interlude

Three bears’ rap• Listen to a rap and

respond with high-,medium- and low-pitched voices


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Glossarywww.acblack.com/musicexpress

The Jack factorypuppet show• Select instruments or

soundmakers toaccompany a story

• Sing• Act out a story with

puppets

The Jack factory• Sing and perform

whole bodymovements

• Listen to a story• Say two chants and

respond to them withwhole body movements



General learning

Moving patterns

Foundationstage

Expre ssMu ics FS

The unit, Moving patterns, focuses on the FoundationStage area of learning for Mathematical development,although it also touches on the other areas of learning.By taking part in the activities, children will have theopportunity to:

– say and use number names in order in familiarcontexts;

– count forwards and backwards;

– develop ideas and methods to solve practicalproblems;

– use practical activities involving vocabulary tosupport addition and subtraction;

– use mathematical language such as more or less to compare numbers;

– talk about, recognise and recreate simplepatterns, including sound patterns;

– use language to describe shape in two and three dimensions.

Mathematical development will be present in each unitof the book; music provides a wonderful opportunity toexperience mathematical structures, patterns andsequences which are implicit and not seen, egperforming a song with a structure of changing versesand repeated chorus.

Musical learning

General musical focus – structure

Pebbles• Chant and sing ‘call and response’ patterns and join

in with an African passing game using a strong beat.

Join in• Perform cumulative circle game-songs and chants

adding in sounds of different instruments.

Dumplings• Sing a Caribbean ‘call and response’ song and play

a circle game to a chant.

Stamp and clap• Sing a song and reverse the actions, arrange and

rearrange musical sounds. Use vocal effects in anecho chant.

Supermarket• Sing cumulative songs using dried food shakers to

accompany the singing. Use body percussion soundsto create a new song with a similar structure.

Bicycle counting• Sing cumulative songs with actions and

accompaniments on instruments and other soundsources.



Act iv ity contentMoving patterns

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Pass the pebble onthe beat• Perform actions

on the beat of anAfrican song

The missingdumplings• Listen to a Jamaican

story containing asong in which itemsare added andsubtracted

Stamp and clap• Accompany a song

with a sequence of twoactions performed onmatching sound words

• Sing the song andperform the actionsequence

Supermarket song• Listen to a song

in which itemsaccumulate

Five wonky bicycles• Listen and move to

a song in whichnumbers increase

• Match pictures to thecorrespondingnumber of items

Pebbles

Join in

Dumplings

Stampand clap

Super-market

Bicyclecounting

Who has the pebble?• Chant the responses

to a chanted question

• Count pebbles

Round we go!• Play and sing a circle

game, joining handsand moving in a circle

Dumplings – song• Sing the responses in

a call and responsesong

Clap and stamp• Sing and accompany

a song with asequence of twoactions, which arethen reversed

Supermarket shake-up• Sing a cumulative

song and accompanywith shakers,anticipating thecorrect line on whichto play

Five wonky bicycleseats• Sing a song

• Move to a song

• Add and count

Who has the pebble?– song• Sing the responses to

a sung question

Friends in the middle• Perform a chant in

which numbersdecrease

Four fat dumplings• Play a game

containing a chant inwhich items aresubtracted

Tap and scrape• Sing and accompany a

song with a sequenceof two instrumentalsounds, which arethen reversed

Trolley travels• Move and stop in

response to sound

• Use imagination tocreate and describe alist of shopping items

Five squeakybicycles• Sing a song with an

instrumentalaccompaniment,matching sounds tonumbers

Pass the pebble on• Sing an African song

• Clap the beat

Add-a-sound• Sing a song

• Accompany a songwith instruments,matching numberswhich increase

Dumpling swap• Learn about

Caribbean produce

• Make new verses for a song aboutCaribbean produce

Sound parade• Echo leader’s vocal

sounds

• Create new soundsand new order

Music market• Perform a cumulative

song and add bodypercussion sounds ina cumulativesequence

Five broken bicycles• Sing a song in which

numbers decrease

• Create sounds torepresent breakingbicycles

Dee-di-diddle-o• Join in singing a song

• Play a simple game inwhich numbersincrease


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General learning

Working world

Foundationstage

Expre ssMu ics FS

The unit, Working world, focuses on the FoundationStage area of learning for Knowledge andunderstanding of the world, although it also toucheson the other areas of learning. By taking part in theactivities, children will have the opportunity to:

– investigate objects and materials, using theirsenses;

– identify features of their world;

– look closely at similarities, differences, patternsand changes;

– ask questions about why things happen and howthings work;

– select appropriate resources for activities;

– use technology to support their learning;

– talk about the past and present, their familiesand other people they know;

– find out about their world, things they like anddislike;

– learn about their own cultures and beliefs andthose of others.

This vast area of learning relates to the world of thechildren, which is only meaningful to them if they areable to learn through real experiences.

Musical learning

General musical focus – texture

Litter• Explore and combine a variety of environmental

sounds using litter.

Working toys• Create and perform a variety of sound sequences

based on movements, first singly then incombination.

Farm time• Explore animal movements, matching them to

sounds and performing them singly and incombination using a simple graphic score.

Robot• Make sequences of sounds with combinations of

metallic instruments and soundmakers in a songand a story. Use a simple graphic score.

Light• Express feelings in music by responding to the

moods suggested by the colours of the rainbow.Use a simple graphic score.

Our town• Create and perform combinations of sounds used

expressively to illustrate a town at night.



Act iv ity contentWorking world

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Foundationstage

Expre ssMu ics FS

Don’t drop litter• March in time to

a song

• Perform actions toaccompany a song

When we’re on thefarm – first verse• Sing

• Tap or clap the beatof a song

I’m walking like a robot• Observe the

movements of a toyrobot

• Sing• Move imaginatively

Hello, Mr Sun• Perform actions to

a song

• Join in singing

• Observe and namethe colours of flowers

The world’s at work• Play a game

containing a chant

• Talk about publicservice workers

Litter

Workingtoys

Farmtime

Robot

Light

Our town

Crisp packet players• Explore sounds using

packaging, eg crisppackets

• Use packaging soundsas an accompanimentto a song

My machine –complete• Perform actions

to a beat

• Sing

• Change speed,getting slower

When we’re on thefarm – complete• Add whole body

movements to a song• Sing • Explore instrumental

sounds to representanimals

I’m moving like a robot• Explore making

sequences of wholebody movements andvocal sounds

• Sing

Ghoom-parani gaan• Discuss daylight and

moonlight• Listen to a Bengali

song• Explore instrumental

sounds

Sounds helpful• Create sounds to

represent differentworkers

• Perform sounds withinthe structure of arepeated chant

Litter bag• Match instrumental

sounds to packagingsounds

• Explore actions forproducing sounds, egtwist, flick, tap.

Moving toys• Observe moving toys

and match theiractions to instrumentalplaying actions, egrotate, tap, tip, shake

• Create texture bycombining sounds

Farm homes• Map toy animals to

their homes.• Sing and accompany

a song• Use a simple graphic

score

Robotic builders• Explore metallic

sounds to createrobot sounds

• Use a graphic score toconduct a sequenceof robot sounds

Rainbow dreams• Create a rainbow of

coloured items

• Listen to a poem• Explore relaxed,

peaceful actions

Foxy comes to town• Listen to a story

• Join in with a song ina story

• Add vocal sounds to a story

Litter muncher• Say a chant with an

action on the beat

• Perform sounds,stopping whensignalled

The little toymaker• Listen to a story

and sing• Act out a story• Create instrumental

sounds to matchmovement sequences

Farm procession• Create sequences of

sounds• Create texture by

combining sounds

Mending the IronMan• Listen to a story• Use a graphic score to

conduct a piece ofinstrumental musicwhich accumulatesmetallic, robot sounds

Rainbow sounds• Create an overlapping

texture of soundsdescribing colours

• Use a graphic score

Foxy comes to townagain• Tell a story with sound

effects

• Accompany a songon instruments

My machine – firstverse• Sing

• Perform actions tothe beat

• Observe movements


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General learning

Growth and change

Foundationstage

Expre ssMu ics FS

The unit, Growth and change, focuses on theFoundation Stage area of learning for Physicaldevelopment, although it also touches on the otherareas of learning. By taking part in the activities,children will have the opportunity to:

– move with confidence, control, co-ordination,imagination and in safety;

– show an awareness of space relating tothemselves and others;

– recognise growth and change;

– use a range of small and large equipment;

– develop hand-eye co-ordination and balance;

– develop fine and gross motor movement.

It is very important that whenever possible thechildren’s learning is delivered outside.

Musical learning

General musical focus – loud and quiet

Caterpillar• Sing an action song with quiet voices and create

hand and whole body movements. Perform a chantthat grows progressively louder.

Tap talk• Listen to water sounds and respond with quiet and

loud vocal effects. Sing songs and respond tosounds through movement. Compose music usingvoices, body percussion, instruments and soundsources.

Winter• Listen to music and respond with hand and whole

body movements. Sing a song and join in with achant that gradually gets louder. Explore loud andquiet instrumental sounds.

Storm• Listen to a poem and explore hand percussion

sounds, which grow louder and quieter. Compose astorm piece for a dance performance.

Boo!• Explore quiet and loud instrumental and vocal

sounds to create a mood. Sing a song withdifferent sounds effects.

The special drum• Listen to a story about a drum which plays quiet

and loud sounds. Respond in movement to loudand quiet drumming, and perform a song thatgrows louder and then fades away.



Act iv ity contentGrowth and change

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There’s a quietcaterpillar on a leaf • Listen to a song and

add fingerplay actionsand whispered words

The snow is dancing • Listen to snowflake

music and respondwith a finger dance

• Add actions to a song

Storm• Accompany a poem

with actions which get larger

The Hairy ScaryCastle – tickle andshout• Listen to a song

• Add vocal ‘Boo’ tosong

• Add tickling actions

The king’s birthdaymusic• Listen to a story

• Add body percussionto a story

Cater-pillar

Tap talk

Winter

Storm

Boo!

Thespecialdrum

Caterpillar caper• Use whole body

movements todescribe the life cycleof a butterfly

Our tap drips• Sing

• Make loud and quietvocal sounds

Brown bear’ssnoring • Sing and make vocal

sounds

• Accompany a songwith instrumentsplayed quietly

Conjure up a storm• Create a rain storm

effect with bodypercussion

• Control fine bodymovements

The Hairy ScaryCastle – soundmakers• Sing and perform

actions

• Explore amplification

• Explore quiet sounds

Loud and quietdrums• Play drums loudly or

quietly in response toa graphic signal

There’s a tinycaterpillar on a leaf• Sing

• Accompany a songwith quietinstrumental sounds

Tap dance• Match instrumental

sounds to watersounds

• Move in response toquiet and loudinstrumental sounds

Bear’s waking updance• Create and play

waking up sounds oninstruments

• Move in response tosounds which getlouder

Stormy sky dance• Create whole body

movements inresponse to stormmusic

• Control volume oninstruments

Ghost dance• Respond with whole

body movements toloud and quiet music

Wooden clogs andsilk slippers• Respond with loud or

quiet body percussionto loud or quiet music

Caterpillar caterpillar• Perform a chant

which gets louder

• Perform a chant withbody percussionwhich gets louder

Our tap drips –water music• Sing

• Accompany a songwith loud and quietinstrumental sounds

Brown bear choosesyou!• Perform a chant which

increases in volume

• Perform a song andchant with changes involume

Storm comes –storm goes• Create a rain storm

effect withinstruments and bodypercussion

The Hairy ScaryCastle – chains andmonsters too!• Perform a cumulative

song adding loud andquiet sounds andexpressive movement

I hear the band• Sing and accompany

a song which getslouder then quieter

Tap talk• Listen to real sounds

of taps dripping andrunning

• Make vocal sounds torepresent dripping andflowing taps


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General learning

Our senses

Foundationstage

Expre ssMu ics FS

The unit, Our senses, focuses on the FoundationStage area of learning for Creative development,although it also touches on the other areas of learning.By taking part in the activities, children will have theopportunity to:

– explore colour, texture, shape, form and space intwo and three dimensions;

– explore creating and changing sounds;

– sing songs, recognise repeated sounds andsound patterns;

– respond with their bodies to what they hear;

– use their imagination in music, stories and dance;

– respond in a variety of ways to what they see,hear, smell, touch and feel;

– express and communicate their ideas andfeelings through the variety of songs, music,soundmakers and stories in the activities.

Children need to be actively involved in their learning,exploring through their senses, building theirimagination, and expressing their creativity throughdifferent mediums and materials.

Musical learning

General musical focus – timbre

Seaside• Listen to sounds associated with the seaside,

exploring them through play.

All in a day• Match actions, vocal and instrumental sounds to

experiences at certain times of day.

Sound wall• Recognise and explore how sounds can be made

and changed.

Papery sounds• Recognise and control a variety of ways of making

sounds with paper. Use the sounds expressivelyand descriptively.

Cake makers• Recognise and control ways in which using

different actions can make sounds change.

Teddybears’ picnic• Match body actions to playing instruments. Create

and perform expressive music to accompanynarrative, responding to the graphics of astoryboard.



Act iv ity contentOur senses

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What can you see?• Listen to a song• Echo sing part of a

song• Perform actions to

accompany a song• Observe the five

senses

Make a sound wall• Explore a range of

soundmakers withdifferent textures

Everybody do this• Explore a variety of

sounds using paper

• As a group,accompany a songwith paper sounds

Cake for tea• Listen to a song and

identify utensils bytheir sound

Teddy bear,teddy bear• Perform actions to

a chant

Seaside

All in aday

Soundwall

Paperysounds

Cakemakers

Teddybears’picnic

Seasidesoundmakers• Explore vocal sounds

to match seasidesounds

What can you play?• Explore a range of

playing actions tocreate sounds fromsound wall materials

• Sing

It’s your turn to do it• Individually, select

paper sounds toaccompany a song

Cake for tea –actions• Explore soundmakers

and actions forplaying them

• Echo sing a song andaccompany it withplaying actions

Teddy bear, teddybear – play the beat• Match body actions to

instrument playingactions

• Play the beat

Uncle Chain Maker• Make vocal seaside

sounds as part of aplayground game

What can you hear?• Sing

• Accompany a songwith instruments andsoundmakers todescribe daytimesounds

Play it – change it• Explore the range of

sounds a singlesoundmaker canproduce

• Say a chant

Sound walk• Observe sounds in

the outdoors

• Represent outdoorsounds with papersounds

I have sounds oneand two• Identify and respond

in movement to avariety of playingactions – shake,scrape, tap.

Teddy’s day out• Create expressive

actions and sounds todescribe feelings

Seaside symphony• Act out a seaside

scene using the sandplay area to makeseaside sounds

All in a day• Combine a song and

descriptive music in aperformance

Aiken Drum• Sing

• Play a circle game

• Play a range ofsounds using a varietyof soundmakers toaccompany a song

Paper poem• Accompany a poem

with paper sounds

• Complete a poem and create papersounds to accompanyit

Shake, tappety,scrape• Listen to a song

• Accompany a songwith instruments and respond with wholebody movements

Teddy bears’ picnic• Use a storyboard to

stimulate expressivesounds to create apiece of music

The clock goes tick tock• Add actions to a song

• Create new verses



Watch the clock• Make vocal sounds in

response to a graphicsignal

• Create a sequence ofsounds describing aday

www.acblack.com/musicexpress Glossarycontents


Glossaryaccompanimentthe underlying sounds used tosupport a melody line

beat and pulsebeat and pulse are usedsynonymously to refer to theregular heart beat of the music- the ‘steady beat’

body percussionsounds that can be madeusing parts of the body, egclapping, tapping knees ...

call and responsea style of song in which aleader sings a short melody(the call) and a chorus ofsingers respond with ananswering short melody (theresponse)

durationthe word used in music to referto the length of a sound orsilence

dynamics/volumethe volume of the music,usually described in terms ofloud/quiet

echo songa song in which each line isrepeated exactly, eg FrèreJacques

echo singinga method of teaching a songby singing the lines one at atime and asking the children torepeat each one straight after

free music which has no discerniblesteady beat

glockenspiela tuned percussion instrumentwith metal bars

graphic notationa form of notation in whichmusic is represented in picturesor symbols

improvisationa piece of music which iscreated spontaneously

layeringthe process of creating textureby combining layers of sound

musical elementspitch, rhythm, timbre,dynamics, tempo, duration,texture, structure (seedefinitions)

notationways of writing music down

pitchrefers to the complete range ofsounds in music from thelowest to the highest

pitch movementthe steps and jumps by whicha melody moves up and downin pitch

playing methodsacoustic (non-electronic)sounds are made by shaking,scraping, tapping or blowing asoundmaker

rapa poem performed to apercussive accompaniment

rhythmpatterns of long and shortsounds played within a steadybeat

scalean arrangement of notes inorder from low to high, or viceversa

scorea written representation of apiece of music

soundmakerany sound source used as amusical instrument

steady beatsee beat and pulse

structuremost music is underpinned bya structure which may be assimple as beginning, middleand end

tempo (plural tempi)the speed at which music isperformed, usually described interms of fast/slow

texture layers of sound, eg the twolayers of sound created by amelody accompanied by adrum beat

timbrequality of sound, eg squeaky.All instruments, includingvoices, have a characteristicsound quality which is referredto as timbre

tuned percussionthe family of instrumentswhich includes chime bar,glockenspiel, hand chime,metallophone, tubular bell,xylophone

untuned percussionpercussion instruments whichmake sounds of indefinite pitch

xylophonea tuned percussion instrumentwith wooden bars

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Foundation Stage Learning intentions