Soundplay Resource Pack

Soundplay, funded by Youth Music is a year-long project led by Music in the Round in partnership with Sheffield Music Hub and ESCAL (Every Sheffield Child Articulate and Literate). The project focuses on: • Improving the personal, social and emotional development of young children at higher risk of delay through participation in creative

musical activity • Improving the communication, language and literacy development of young children at higher risk of delay through participation in

creative musical activity • Improving the standards of music delivery for children and young people • Embedding learning and effective practice in host and partner organisations • Establishing positive music learning environments in the early years settings and at home to embed music in young children's lives. Soundplay Resources This project provides a range of resources for you as practitioners to develop your skills and confidence in leading musical activity. This pack explores how music can support learning in each of the EYFS areas and includes specific activities designed to be incorporated into your everyday practice. It has compiled using ideas from both workshop leaders and early years practitioners. You can find more resources at: tinyurl.com/soundplayresources So how can music be incorporated into the EYFS framew ork?

Communication and Language Areas of Development How to do it? Specific Activities Develop children’s language skills through music - especially for children with English as an additional language, limited language or Special Educational Needs

• Singing

• Discussions/extension questions about activities, which song you sing, what words are coming up next etc.

• Songs can be adopted from children’s home languages

• Experiment with different voice types (low/ high, loud/ quiet, angry, tiger)

• Action songs help to reinforce meaning

• Add music/ sound to stories reinforces meaning

All the songs later in this pack Record children singing, making sound effects

Verbal creativity • Making up new words, songs and actions

• Making up new sounds

Calele Zip Zap Zop Hello, hello hello

Develop children’s non-verbal communication • Converse through musical language, make up music together

• Following non-verbal directions

• Develop eye-contact

• Mark-making to represent the sounds they have made

Listen listen Copy me Who’s got the tiger? I’m a bug We can be marching mice

Listening and communication • Listen to music (live, recorded) • Listen to instructions in songs • Turn-taking songs

• Create appropriate sounds (vocal and instrumental) in response to a stimulus (e.g. pictures, stories or children’s own imaginative play)

Who’s got the tiger? Wave your hands, hello Make a circle Shake and shake Hello, hello, hello Listen listen Can you please stand up Here is the beehive

Self expression • Songs that discuss emotions – ask children how they are feeling

• Allow children the time and space to express themselves however they choose

Free play Doggy doggy

Physical development Areas of Development How to do it? Specific Activit ies Encourage children to be active and interactive. Developing fine and gross motor skills and co-ordination

Playing percussion instruments: • Starting, stopping and playing in time with

the group • Technical skill – different instruments require

different ways of playing • Playing at different volumes • Playing at different speeds • Playing with musical intention e.g. quietly

and slowly for tiptoeing Physical actions in songs: • Copying/ mirroring • Small and large movements • Moving rhythmically (walking, jumping,

swaying, marching) • Singing at the same time • Moving other props, fabric, ribbons and mats

Wave your hands We like to play See how I’m bouncing Shake and shake Have you ever had a penguin round for tea? Se Mama Ka Little Johnny Copy me The Grand Old Duke of York Can you please stand up Zip Zap Zop We can be marching mice Kangaroos like to hop

Creative movement • Encourage spontaneous, expressive playing or dancing to music

• Explore different actions for different animals or characters (elephant/ mouse)

Lycra, ribbons, scarves, coloured circle mats, costumes Live or recorded music Hello, hello, hello (Autumn animal version)

Control of movements through anticipation

Pass the secret round Where oh where? Where have all the children gone? Terrible crocodile Five little monkeys

Developing muscle memory • Remembering actions Repetition of activities Have you ever had a penguin round for tea?

Understanding group physical movement Make a circle Roll the ball The Grand Old Duke of York with tubies Five plump peas On my toe

Understanding healthy eating Songs and actions Who has got an apple?

Personal, Social and Emotional Development Areas of development How to do it? Specific activities/ songs Develop a positive sense of themselves and others

• Circle time music making can help build a sense of community

• Play instruments together

• Make up songs together

• Encourage home songs to be learnt in the nursery

• Encourage listening to each others music – either made up or brought in from home

Row, row, row your boat Nanuma Wave your hands, hello We like to play Pass the secret round I’m a bug Who’s got the tiger?

Form positive relationships and develop respect for others

• Develop children’s ability to take turns

• Listen to a variety of ‘performances’ (workshop leaders, professional musicians, parents, other children

Listen listen Pass the secret round Copy me

Develop social skills and learn how to manage their feelings

• Learning to respond through instructions

• Express and explore emotions

• Include songs about how we, and others, feel

• Explore musical stories about how characters feel

• Listen to different styles of music

• Use smileys – happy/sad/angry – to change the way the music is played/sung

Face cards Little Johnny If you’re happy and you know it Doggy doggy

Understand appropriate behaviour in groups

• Include songs where children sometimes play/ sing and sometimes listen to others

• Develop leadership skills; leading using repetitive patterns

• Exploring different methods of leading

• Choosing actions for songs

Listen listen We like to play Can you please stand up Velcro story board Follow the leader

Have confidence in their own abilities.

• Encourage individual thought/ make personal preferences

• Children learn how to perform on their own, in small and large groups

• Listen to children’s input and ideas (e.g. for actions, words to songs)

• Children conduct songs/music making – changing speed/volume

• Allows more reserved children to have the opportunity to take the lead

Free play Little Johnny Copy me

Develop children’s imagination • Freeplay/ creativity – making up their own tunes • Discussions that extend the songs/ stories that develop the

imagination

Listen listen Where have all the children gone?

Develop concentration Develop memory/ recollection

Have you ever had a penguin round to tea?

Literacy Areas of Development How to do it? Specific Activit ies Understanding stories • Use instruments and body/vocal sounds to

accompany a story

• Sing songs that have a sequence or story

• Use props and puppets in musical activities to enhance meaning and understanding

• Experiment with the voice – explore the different voices

I’m a train Doggy doggy Who’s got the tiger Here we go on our ponies See the sleeping bunnies Have you ever had a penguin round to tea? Here is the beehive Five little monkeys On my toe Terrible crocodile

Writing • Use mark-making to represent sounds they have made

• Interpret children’s mark-making on

instruments

Drawing activities Mark-making to music

Imagination and Creativity • Create new words for songs • Explore sounds, patterns, repetition,

invention and improvising using instruments and voices

We can be marching mice Hello, hello, hello (Autumn animal version)

Articulation of phonics, sounds and words

• Experiment with words and sounds

Calele Ribbons: Zip Zap Zop We can be marching mice

Mathematics Areas of Development How to do it? Specific Activit ies Developing skills in counting, understanding and using numbers (including simple addition and subtraction problems)

• Number songs, including in other languages if appropriate

• Use props (e.g. ducks, frogs) • Use number flashcards to reinforce

understanding numbers

Five little ducks (+ picture board) Where, oh where are all the children? Twelve green apples Here is the beehive Five little monkeys

Understanding sequences, patterns, measures and repetition

• Use percussion instruments in songs • Creating musical patterns on instruments

We like to play I’m a bug Where, oh where are all the children?

Understanding shapes • Use songs to explore shapes • Discuss shapes of instruments and props

Triangles

Understanding categories/ groups/ sorting • Organise instruments into types (striking/ shaking/ blowing)

Shake and Shake / Bang and Bang Who’s got the tiger?

Understanding the World Areas of Development How to do it? Specific Activit ies Understanding their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

• Explore other cultures: use music and songs from around the world, particularly from the cultures of children you work with

• Explore a variety of music and instruments

from around the world by using CDs, online resources and even visiting musicians

Make musical instruments out of recycled or natural materials Songs in different languages and from different cultures

Understanding how things work Encouraging curiosity/inquisitiveness

• Explore and discuss the different ways sounds can be made – tapping, scraping, blowing, shaking or physical actions

Shake and Shake

Expressive Arts and Design Areas of Development How to do it? Specific Activit ies Enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.

• Allow lots of time for children to explore and play with arts materials. Encourage movement, role-play and imaginative play

• Freeplay including all normal toys – not just

musical instruments • Story corner – include props, costumes and

musical instruments

Expressive movement to music Freeplay Copy me

Imagination • Encourage children to create sounds and songs, perhaps through the use of props and stories and recording these

Puppets, props to tell stories Freeplay Tell well-known stories through songs Sing about holidays, weekends, school trips

Self-expression • Encourage expressive movement when listening to music

(Musical) Exploration • Create music spaces both inside and outside the classroom

• Experiment with using instruments in or

adding them to other areas in settings, so children can explore music as part of other activities.

• Support and encourage children’s free

musical exploration by being with them in the music area, listening and responding to their ideas

Freeplay Listen listen

Soundplay Songs from Summer Term You will be very familiar with the songs below from the Summer Term. Keep singing these with the children. You will find the following songs in the video Musi c with Polly 1 which can be found at www.tinyurl.com/musicwithpolly

Wave your hands, Hello Wave your hands, Hello x4 Other verses: Clap your hands, Hello x4 Jump up and down, Hello x4 Wiggle your bottom x4 Bounce the ball, Hello x4 (ball) Walking forwards, Hello, Walking backwards, Hello x2 Lift it high, Hello. Lift it low, Hello x 2 (with lycra) Make a Circle

• A great little song to gather children together, get them into a circle shape and sitting down. • Sung to ‘I Hear Thunder’ tune

Calele

• Ssshhh, C, L, Aoo sounds • Sshhhh, C, L, Aoo faces • Tap, Clap • Sing • Leader conducting; loud/ quiet/ getting louder • Child conductor

Make a circle x 2 Big and round x 2 Holding hands together x 2 Now sit down x 2

Calele, Calele Aoo Aoo Calele

Twinkle Twinkle • Try this well-known children’s song but don’t sing the words, just say them. This supports children to focus on the phonics and rhythm. • Try adding the pulse by tapping your knees and experiment with different volumes (dynamics). Grand Old Duke of York

• Try this well-known song also by speaking the words. • Use this home-made tubies, tied-together scarves or a big sheet of lycra to help the children feel the pulse and to learn

about ‘up’ and ‘down’ motions. • As the children develop, you can add a clap on the word ‘Up’ and stamp your foot on the word ‘down’. • To make it even more tricky, sing this song but don’t sing the words ‘Up’ and ‘Down’ – just do the clap and stamp.

Listen, Listen, Here I come Listen, listen, Here I come Someone special gets the drum • Sing this whilst the leader walks around the room and when the song stops, give the drum to the nearest child to play. • They can then walk round with the next verse and give the drum to the next child Here we go on our ponies Here we go on our ponies, our ponies, our ponies Here we go on our ponies, a Woah! Woah! Whoa! Stop a moment, just to say How do you do this sunny day? How do you do? How do you do? Here we go on our ponies, our ponies, our ponies Here we go on our ponies, a Woah! Woah! Woah! • Add bells on wrists or ankles • Add scarves as tails • Move around the room

Oh the grand old Duke of York He had ten thousand men He marched them up to the top of the hill

Five Plump Peas Five Plump Peas in a peapod pressed One grew, two grew and so did all the rest And they grew and they grew and they never stopped And they grew so big that the peapod popped! • Try this rhyme, all sitting around a big sheet or piece of lycra with your feet underneath. • As you say ‘they grew’, gradually lift your feet up higher and higher. • And when you ‘popped’ all let go off the sheet.

We like to play We like to play the drums We like to play the drums Bang, Bang, Bang, Bang This is how we play • Some children with drums, some children with shakers and some with triangles. • Picture cards show which group plays when. Listening Bag Listening Bag, what’s inside? Something special, trying to hide Put your hand in, see what you have found A x, let’s hear the sound Doggy Doggy All: Doggy, doggy, Where’s your bone? 1: Someone stole it from my home All: Who stole your bone? 2: I stole your bone. • Child 1 has a dog puppet and sings this line on their own. • Child 2 has a bone toy and sings this line on their own. • Talk about how the dog feels and experiment with voices.

Shake and Shake Shake and shake and shake and stop x3 Now let’s shake some more Shake really high Shake really low Shake really slowly Shake really fast And now let’s shake some more • Sing this and shake your hands first. • Then sing it playing shakers. • Then sing it with any other kinds of instruments (e.g. ‘Ring’ with bells or ‘Bang’ with drums) Pass the secret round Pass the secret round, Don’t make a sound (several times) Stop where you are, Show us the secret sound • Silently pass a percussion instrument round the circle. When you sing ‘show us the secret sound’, that child can play the sound. Where Oh Where? Where, Oh Where are all the children Where can they be? Where, Oh where are all the children Where can they be? 1,2,3 Boo! • Sing this song with scarves or jumpers over your heads. And after ‘123’ lift your scarf/ jumper off and shout Boo! Roll the Ball Roll the ball, roll the ball Roll the ball to Billy Hello Billy, who rolls it back to me

GGE, GGE GGAGFD FDFD, FGFEDC

• Different sized balls – different volumes (small = quiet) • Try singing ‘Bounce the ball’, ‘Throw the ball’ or ‘Kick the ball’ Wave your hands, Goodbye Wave your hands, Goodbye x4 • Experiment with other actions.

You will find the following songs in the video Musi c with Polly 2, which can be found at www.tinyurl.com/musicwithpolly2

Hello, Hello, Hello Hello, Hello, Hello Hello, Hello, Hello It’s you I see, It’s you I see Hello, Hello, Hello Hello and clap your hands Hello and clap your hands It’s you I see, It’s you I see Hello and clap your hands Hello and stamp your feet Hello and stamp your feet It’s you I see, it’s you I see Hello and stamp your feet • Add other verses with actions that the children suggest. See how I’m bouncing See how I’m bouncing, bouncing, bouncing See how I’m bouncing, like a ball I never knew you could reach so high I never knew you could reach so low I never knew you could stand so still See how I’m bouncing, bouncing, bouncing See how I’m bouncing, like a ball • Add other verses about ‘hopping like a rabbit’, ‘swimming like a fish’

Little Johnny Dances Little Johnny Dances on my hand he dances x 2 On my hand, hand, hand On my hand, hand, hand Little Johnny dances Little Johnny Dances on my head he dances x 2 On my head, head, head On my hand, hand, hand Little Johnny dances Little Johnny Dances on my head he dances x 2 On my head, head, head On my hand, hand, hand On my shoulder, shoulder, shoulder Little Johnny dances • Add extra verses about other parts of your body as suggested by the children. • Change the speed. • Change the volume. • Discuss what kind of dance (bouncy/happy/tired). Listen, Listen Listen Listen Here Today Someone special gets to play

GGEEGGE GGEEDDC

• Choose a special percussion instrument (perhaps a xylophone) and choose a child to make up some music. Nanuma Nanuma Wa-ee-ay Nanuma Nanuma Wa-ee-ay Nanuma Nanuma Wa-ee-ay Nanuma Nanuma Wa-ee-ay Nanuma • Add actions. • Try this song in 2 or 4 parts by groups starting at different times.

Se Mama Ka Se Mama Ka, Se Mama Ka Ruka Ruka Ruka Se Mama Ka Tembeya Tembeya x2 Ruka Ruka Ruka Se Mama Ka

Arms up, tap knees, arms up, tap knees Jump, Jump, Jump Arms up, tap knees, arms up, tap knees Walk forwards x 3, walk backwards x 3 Jump, jump, jump Arms up, tap knees, arms up, tap knees

• Try this song in 2 or 4 parts by starting on the line after the last group. Who’s got the tiger? Who’s got the tiger, I’ve got the tiger Who’s got the sheep, I’ve got the sheep Who’s got the crocodile, I’ve got the crocodile Can we see? Can we see? • Try this with puppets or cuddly toys. You could sing any types of animals. Where have all the children gone? Where have all the children gone? Where can they be? Where have all the children? Where can they be? I see a head here, and a shoulder here and a back here And a funny shape hiding under here. I think I’ve found them, I think I’ve found one under here • A child (or several) hide under a large piece of lycra or a sheet. Can you please stand up Can you please stand up CDEFG Can you please sit down GFEDC Can you turn around GAGFG Touch your head high CCC Touch your toes low CCC • Use a pop-up puppet and a xylophone. • You can then try this with children using the puppets to direct everyone. • You can also try just playing the notes above and not singing.

Row Row Row Your Boat Row, Row, Row your boat, Gently down the stream Merrily merrily merrily merrily, Life is but a dream Row, row, row your boat, Gently down the stream If you see a crocodile, don’t forget to scream, Ahhhhhh! Row, row, row your boat, Gently down the creek If you see a little mouse, don’t forget to squeek, Squeek!! Row, row, row your boat, Gently down to the shore If you see a lion, don’t forget to roar, Roar! • Sit in pairs, holding hands, rowing backwards and forwards • Or try it as a big group using a big piece of lycra or a big sheet • Add it puppets, cuddly toys or pictures of the different animals See the Sleeping Bunnies See the sleeping bunnies, sleeping til its noon Oh shall we wake them, with a merry tune Oh so still, are they ill? Wake up soon, it’s nearly noon. Hop little bunnies, hop, hop, hop x3 Hop little bunnies, hop and stop • Try this with puppets/ cuddly toys on a large sheet of lycra or a sheet. Move them gently, hold it still and then hop them up and down. • Also sing this with the children laying on the floor, pretending to be asleep and then standing up and hopping above. Three Little Monkeys Three little monkeys sitting in a tree Teasing Mr Crocodile “You can’t catch me” Along came Mr crocodile as quietly as can be And he snapped that monkey right out of the tree • Try this with puppets/ toys or just by using your fingers. • Experiment with different volumes and voices • Add percussion

I’m a Train – by Sue Nicholls I’m a train, I’m a train Going down the line When I stop, when I stop Please get on behind • Sing this song, adding extra children (as the carriages) after each verse. • Add some shakers/ cabassa for the train going down the tracks. And a train whistle when the train stops. • Experiment with different speeds • You can purchase headbands especially for this song from Goodbye, Goodbye, Goodbye Goodbye, Goodbye, Goodbye Goodbye, Goodbye, Goodbye It’s you I see, It’s you I see Goodbye, Goodbye, Goodbye Goodbye and clap your hands Goodbye and clap your hands It’s you I see, It’s you I see Goodbye and clap your hands Goodbye and stamp your feet Goodbye and stamp your feet It’s you I see, it’s you I see Goodbye and stamp your feet

Other songs Nursery rhymes: Wind the Bobbin Up, Twinkle Twinkle, Baa Baa, Incey Wincey, The Wheels on the Bus Three Little Monkeys The Grand Old Duke of York Counting picture board (Old MacDonald, flying saucers, frogs, sausages, ducks, buns)

We have credited sourced songs as best as we can. If you know the source of any of these songs, we would be very pleased to credit the author/ composer/ publisher – please contact info@musicintheround.co.uk

Soundplay Songs for Autumn Term : Animal Songs

Here are details of all the songs we will be introducing in the Autumn term. We will still be singing the Summer term songs so do keep practising those too!

Throughout the Autumn and Spring Term, in each session, we will give you a specific song, a link to a video of the song and some practical ideas to do with your children between workshops. We hope both you and your children will enjoy learning songs between sessions.

To see the Soundplay workshop leaders performing th ese songs, visit: tinyurl.com/soundplayvid

Hello, Hello, Hello Hello, Hello, Hello Hello, Hello, Hello It’s you I see, It’s you I see Hello, Hello, Hello Hello and be a cat, Miaow Hello and be a cat, Miaow It’s you I see, It’s you I see Hello and be a cat, Miaow Hello and be a dog, woof woof Hello and be a dog, woof woof It’s you I see, It’s you I see Hello and be a dog, woof woof Hello and be a mouse, eek eek Hello and be a mouse, eek eek It’s you I see, It’s you I see Hello and be a mouse, eek eek Hello and be a cow, moo Hello and be a cow, moo It’s you I see, It’s you I see Hello and be a cow, moo

Wave

Cat actions

Dog actions

Mouse actions

Cow actions

Copy Me Copy Me, Copy Me. You can do it too Copy Me, Copy Me. And then I’ll copy you

Elephant trunk Motion to a child Repeat copying the actions the children do

We Can Be Marching Mice (tune: London Bridge) We can be marching mice Marching mice, marching mice We can be marching mice Mmm Mmm Mm Mmm We can be dancing dogs Dancing dogs, dancing dogs We can be dancing dogs Ddd Ddd Dd Ddd We can be silly snakes Silly snakes, silly snakes We can be silly snakes Sss Sss Ss Sss We can be wiggly worms Wiggly worms, wiggly worms We can be wiggly worms Www Www Ww Www

Marching

Roll arms

Right arm across, left arm

Wiggle body

Here is the beehive Here is the beehive, but where are all the bees? They’re hidden inside where nobody sees Shall we wake them up now? 1, 2, 3, 4, 5 Buzz, buzz, buzz, buzz Now they’re alive Buzz

Clench fist (hive), cover fist with other hand. Open fist – wiggly fingers Cover back up Count on fingers (fingers coming out of ‘hive’) Wiggle fingers and raise arm Wiggle everywhere

Kangaroos like to hop Kangaroos like to hop Hip, hop, hip, hop Frogs like to leap Weeeeeeee Horses like to trot Trit, trot, trit, trot And I like to fall in a heap

Jump up, down, up, down Big leap Trot like horse Fall in heap

Have you ever had a penguin round for tea? Have you ever had a penguin home for tea? Take a look at me, a penguin you will see! Penguins attention. Penguins begin. (At end) Penguins…stop!

(Right arm, both arms, right foot, both feet, nod head, tongue out) Salute. Arm down.

Chick, Chick, Chick Chick, chick, chick, chick, chicken. Lay a little egg for me! Chick, chick, chick, chick, chicken. I want one for my tea! I haven’t had an egg since breakfast, And now it’s half past three. So! Chick, chick, chick, chick, chicken. Lay a little egg for me!

Chicken arms + use percussion

Doggy Doggy All: Doggy, doggy, Where’s your bone? 1: Someone stole it from my home All: Who stole your bone? 2: I stole your bone. • Child 1 has a dog puppet and sings this line on their own. • Child 2 has a bone toy and sings this line on their own. • Talk about how the dog feels and experiment with voices. Terrible Crocodile Just look at the terrible crocodile I, oh, I, oh, I, oh He’s swimming down the river now I, oh, I, oh, I, oh Just look at his jaws as he opens them wide I, oh, I, oh, I, oh A dear little fishy is swimming inside Oh no he isn’t! He’s swimming the other way Hooray!

Crocodile snap with arms Water wave action with arm Crocodile snap with arms Open crocodile jaws Crocodile snap with arms Fish swimming action Fish action other way

I’m a Bug (Pol sing, Vanessa perc, Mar bug-hugger) I’m a bug XX I’m a bug XX I’m a bug And I’m looking for a hug XX

On XX sound instrument Give bug to child

Five Little Monkeys Five Little Monkeys sitting in a tree Teasing Mr Crocodile “You can’t catch me, you can’t catch me” Along comes Mr Crocodile as quietly as can be And he snapped that monkey right out of the tree • Try this with puppets/ toys or just by using your fingers. • Experiment with different volumes and voices • Add percussion

On my toe On my toe there is a flea Now he’s climbing up on me Past my tummy, Past my nose On my head where my hair grows On my head there is a flea Now he’s climbing down on me Past tummy, Past me knee On my toe, take that you flea

CCCC DDD EEEE FFF GGGG AAA BBBB CCC CCCC BBB AAAA GGG FFFF EEE DDD DCCC

• Throughout, mime flea travelling up and down body Who’s got the tiger (tune: I hear thunder) Who’s got the tiger, I’ve got the tiger Who’s got the sheep, I’ve got the sheep Who’s got the crocodile, I’ve got the crocodile Can we see. Can we see. Goodbye, Goodbye, Goodbye 1.Goodbye, Goodbye, Goodbye Goodbye, Goodbye, Goodbye It’s you I see, It’s you I see Goodbye, Goodbye, Goodbye 2. Goodbye and be a cat, Miaow Goodbye and be a cat, Miaow It’s you I see, It’s you I see Goodbye and be a cat, Miaow 3. Dog, woof woof 4. Mouse, eek eek 5. Cow, moo

Wave Cat actions Dog actions Mouse actions Cow actions

Freeplay When we think of music happening in an early years setting, it is usually as a carpet-time singing session, which is teacher-led. However, musical explorations into sound-making are happening all the time in freeplay, we just need to become aware of what they might look like and sound like. • Spontaneous singing , usually while carrying out another activity. Children will improvise both melody and words or

use familiar songs as the basis for their own song • Vocalising and making sounds to accompany the movement of an object that they are using in play e.g. ‘whoosh’

as a rocket or ‘nee-nor’ siren for a fire engine • Moving in a rhythmic way ; marching or moving like a robot • Tapping out rhythms on objects (tables, floor etc) to explore a sound quality • Playing and exploring musical instruments ; sometimes a tambourine might become a hat or a steering wheel.

Young children can be much more imaginative in how they relate to objects • Making a sound-maker ; using junk or recycled materials to construct an instrument How can we support musical freeplay? We can support children with their musical freeplay by observing, valuing, recognising and extending. • Provide materials and spaces which are conducive to explorations of sound • Make a sound wall or rail (inside or outside) by hanging items up (old saucepans, keys, tubes, textured surfaces like sandpaper and bubble wrap) • If you notice a child playing musically, join in with them and imitate what they are playing – copy their pitch and rhythm • Join a child playing in the sand-pit or water area, and make up songs with them about the sounds they can hear, making up words to well-known

songs • Encourage a child to create their own songs about an activity (e.g. the sandpit or a favourite puppet or toy)

• Record children individually singing songs and play them back to them individually or in a group session

• Perhaps set up a musical shop • Take photos of the children playing and they can choose which ones to display

on a board – encourage the children to describe what is happening and add captions below.

• Invitations – set up a drawing/ painting session for the children to invite their parents to a parent’s session.

• Instrument making; use recycled materials for the children to make their own sound-makers.

Making instruments Musical instruments don’t have to be expensive, made from everyday objects, and can even be made by the children themselves! Have a look at Sue Nicholls’ tutorials for more ideas.

For Shakers, Scrapers, Tappers & Flappers visit http://tinyurl.com/suenicholls1

To make a Macaroni Tambourine visit http://tinyurl.com/suenicholls2 To make a bottle top shaker visit http://tinyurl.com/suenicholls3

Music in Everyday activities Music can also be incorporated into your daily routine and everyday activities:- • Use music as a cue for ‘Tidying Up Time,’ e.g. Flight of the Bumblebee or Mission Impossible Theme. Or for ‘Quiet Time’ ‘Mozart

Lullabies’ • Sing a song ‘Everybody Line Up By the Door’ • Sing a song when taking the register (e.g. ‘Wave Your Hands Hello’, or ‘Hello, Hello, Hello’) • ‘Wash your Hands’ song (using the tune ‘Wave Your Hands’)

Musical stories Music can really help create atmosphere and characterisation in stories. We will choose simple stories that can be complimented by adding percussion, vocal sounds and actions particularly focussing on repetition and rhythm for example:

Lullabyhullabaloo by Mick Ingpen

We’re Going on a Bear Hunt by Michael Rosen

Peace at Last by Jill Murphy

Where the Wild Things Are by Maurice Sendak

The Lion Who Wanted to Love by Giles Andreae

Mathematics

Counting, sequence, patterns, size

Number fun songs as oral starters to maths lessons

Pulse, beat, rhythm counting – learning about music, notes and rests & using musical instruments as part of Maths

Interesting tunes for learning number bonds

Number (colour) recognition using hand bells and chime bars

YouTube – loads of numeracy learning songs e.g. for learning doubles; warm up for mental maths

Using instruments to create a beat to count to

Counting and number songs

addition, subtraction, longer/shorter, estimating. E.g. ‘Five little men in a flying saucer’ and ‘Ten green bottles’

Incorporate Maths into singing a lot more

Further Ideas for EY Prac titioners

The following ideas were shared by nursery staff and KS1 teachers at Music in the Round’s Listen Up! Conference and focus on how to incorporate music into the seven EYFS areas.

There are some really inspiring ideas here so feel free to use them in your setting and spread the word about them to colleagues too!

Literacy

Singing and acting out stories using a familiar tune (e.g. singing stories to nursery rhymes/well-known tunes)

Songs support phase 3-5 phonics

Story-telling: Pie Corbett

Mark making to music

Song-writing Rhymes

Story-telling through song

Songs provide repetition, distinguishing sounds and different ways to say vowels

Singing stories of well-known books before Literacy writing

Introducing vocab through singing

Singing stories – build up character work using puppets and songs

Stories with musical accompaniment

Parent workshops – making instruments and then using them in a performance

Role play and drama through songs and stories – using voice intonation and distinguishing sounds

Expressive art

and design

Puppet show – create props and puppets and use them to act out songs/stories

Link making instruments and art to outdoors – composing music about nature, creating instruments from things found outside

Making natural instruments in Forest School

Paint while you listen to different styles of music – e.g. long strip of paper + paint on feet and salsa!

Creative movement to music

Have a stage area

Telling stories through music and dance

Making musical instruments

Bring dance and stories into songs e.g. The Three Bears

Painting to music

Understanding

the world

Explore music, songs and instruments from around the world

Cultural costumes and customs

Weather sounds

Explore where instruments originate from

Welcome songs for assemblies

Same songs in different languages

Involving families in music days

Songs from other cultures to develop appreciation and understanding of “other”ness

Songs about animals, creatures, life cycles

Stories from other cultures

Personal, Social &

Emotional

Development

Singing register

Sounds to reflect how we feel

Group time and circle time songs – interacting with peers

Discuss how characters feel in songs and stories

Encouraging children to become confident learners and sociable members of the class through music based group time

Develops team-work and leadership skills

Develops confidence

Listen to children, let them direct

Get shy/timid children to conduct group songs

Accept/understand/ deepen emotions

Children’s ideas can be incorporated into songs – what action shall we do?

Welcome and getting to know you songs

Physical

development

Actions develop coordination

The Dalcroze Society

Actions for songs – physical movement + simple, funny sings to encourage interaction

Use/make instruments for outdoor area to support development of fine and gross motor skills

Match movement to music

Ugly Bug Ball Song – crawl, skip, walk to the ball

Expressive movement to music

How to hold instruments properly and get the best sound – awareness of your body

Managing percussion is valuable for children with dyspraxia

Gross and fine motor skills

Communication

and language

Can help with phrasing for EAL children

Facial expressions in stories

Compose own story song about topic/book/ trip

Articulating words and extending vocab

Phonics: singing words, rhyming

Practising speech sounds

Sing instructions

Connect movement to speech; non-speaking children can join in by playing instruments/humming. EAL can sing in their own language

Telling stories with Pie Corbett actions and added instruments

Music + phonics books – ‘Phonics Sing’

Phase 1 phonics: listening background, keeps the beat

Music can develop listening skills and memory

Ask parents of EAL children to teach a song in their language

How to make it

all happen

Contact Sheffield Babelsongs for resources of songs in different languages

Tell stories with singing

Quick 5 min singing lesson starters at beginning of lessons

Make up prop bags to accompany stories and songs

In-house staff training – encourage more singing

Introduce a set structured routine into setting for music

Make a music zone out of free

materials for the outdoor

area

Encourage my council’s music service to link up with Ensemble 360

In-house staff training – encourage more singing

Inspire my colleagues to have a go

Buy some cross-curricular music/singing books – visit Out of the Ark website

Find, learn and teach songs for transitions to whole school e.g. tidying up, lining up

Inspiring

thoughts

Young children are innately receptive to music

Using music for emotions: How does it make you feel?

There really is no substitute for live musical experiences – in the home, classroom and concert hall!

Music has so much scope, where will it take our children next?

Music specialists in schools share ideas/expertise

Develop imaginative free up creativity (encouraging improvisation)

Can be integrated into everyday school life – across subjects

The principles of good music education are similar whatever age group – immerse them, be musical, create space for intuition and creativity to thrive

Project Partners

Music in the Round The project is led by Music in the Round, the largest chamber-music provider outside London. We promote concerts at the Crucible Studio Theatre, Sheffield and a UK tour with resident musicians Ensemble 360 and visiting internationally renowned artists, they

Music in the Community is the learning & participation activity engaging new and young audiences around the UK. Our Children’s Composer in Residence Paul Rissmann has written new pieces for young audiences around the UK including Stan and Mabel, Sir Scallywag and the Golden Underpants, The Chimpanzees of Happytown, Giddy Goat and the Lion Who Wanted to Love. www.musicintheround.co.uk For more information, contact: Fraser Wilson, Learning & Participation Manager fraser@musicintheround.co.uk Kate Smith, Project Co-ordinator kate@musicintheround.co.uk

Sheffield Music Hub , who received national recognition by ACE as 'one of three models of good practice in the Hub application process', enables children and young people from all backgrounds across Sheffield to deepen their enjoyment of music and to progress to the highest levels of excellence. Two of their key objectives are to develop music programmes for children in the early years through new funding streams and develop programmes with partners reaching children and young people in vulnerable circumstances to accelerate their communication development and support their readiness for musical learning at the age of five.

www.sheffield.gov.uk/education/information-for-parentscarers/at-school/music-hub.html

ESCAL delivers an innovative city-wide strategy for the development of speech, language and communication for children, working with City Council, Speech and Language Services, NHS, National Literacy Trust, Parents Assembly, Fostering Services, Lifelong Learning and Skills and Inclusion services, to target specific communities e.g. families in poverty, Troubled Families, 2 year FEL, traveller communities and children with special educational needs. They have proven experience in leading INSET sessions, devising family

engagement programmes targeting hard-to-reach families and been twice awarded the prestigious national Communication Strategy awards. www.sheffield.gov.uk/education/about-us/plans-partnerships/escal.html

Creative team

Polly Ives, Monday workshop leader Polly is an experienced workshop leader, concert presenter, trainer, coach and teacher. Polly leads the Music Box project engaging over 40,000 children aged 2 - 7 since being established in 2003 with funding from Youth Music. She is a leader with Wigmore Hall's Chamber Tots project for 3-5 year olds, leads Sheffield Little Singers and has previously led projects with Trevor Pinnock, European Brandenburg Ensemble, Webb Sisters and traditional Indian group Indus, Ensemble 360, Royal Opera House, Southbank Sinfonia, violinist Philippe Graffin and clarinettist Michael Collins and has performed live on BBC Radio 3's In Tune. Polly has led training sessions and written teachers resource packs for early years practitioners, teachers, instrumental teachers and parents around the UK. Polly has coached National Children's Orchestra and City of Sheffield Youth Orchestra and has adjudicated music festivals and plays the cello and piano.

Vanessa Johnson, Tuesday workshop leader Vanessa is a workshop leader, vocalist, composer, recording artist, puppeteer, street theatre artist and event manager. She manages and leads Songbuds Music Group for pre-school children at nurseries, schools & community settings, providing song & action sessions with a particular focus on child-led musical playtime and parent-child musical interaction. She has recorded, published and released her own works including with Sony, Chrysalis Music, Southern Fried Records and has released 2 critically acclaimed albums. She has performed across the world with her own band Grandad Bob, with choirs and swing orchestras visiting countries from China to Miami and at major festivals such as Glastonbury, V and O2, Roskilde in Denmark and Asagiri Jam in Japan and her music has been used in major commercials, TV series, computer games and Hollywood films. Martha Hayward is the the trainee workshop leader a t all workshops

�Martha is a singer with a strong belief in getting children singing as early as possible. She is currently studying for an MMus at the Leeds College of Music, having previously studied a BMus in Music Performance at the University of Aberdeen. Martha has worked as a singing teacher, a play-worker and as a deputy manager at a Kids Club in Barnsley. Ensemble 360 is Music in the Round’s resident group. They have gained an enviable reputation across the UK not only for the quality and integrity of the members’ playing, but also for their ability to communicate the music to a range of different audiences.

Formed in 2005, eleven musicians of international standing came together, establishing a versatile group comprising five string players, five wind players and a pianist. They are also members of some of the greatest orchestras in the world, have recorded lots of CDs and recorded music for film and TV including Pirates of the Caribbean and Love Actually!

Useful Resources As well as the useful resources on the Music in the Round website (tinyurl.com/soundplayresources), there are many other organisations that provide lots of tips and helpful ideas for music making in early years settings.

Boogie Mites – www.boogiemites.co.uk/3/early-years-practitioners lots more ideas and a free e-book on active music making Visit their YouTube channel for lots of songs for early years children: www.youtube.com/user/boogiemitesmusic/featured Charanga – charanga.com online resource for music teachers and teachers using music in their setting Dalcroze Society – www.dalcroze.org.uk promotes the incorporation of music and movement Early Arts - earlyarts.co.uk a forum with lots of creative ideas for early years education Music Education Supplies – www.mesdirect.com a place to purchase any musical supplies you may need Music Express - pages.bloomsbury.com/music-express ready-to-use resource of teaching activities, which are simple, straightforward and fun to use Out of the Ark - www.outoftheark.co.uk a company providing fantastic musical resources for every occasion Putumayo - www.putumayo.com introductions to other cultures’ music Sheffield Babelsongs - www.sheffieldbabelsongs.org collects and share songs from all over the world that now form a part of Sheffield’s life and culture Sing Up - www.singup.org - hundreds of songs, activities and resources Sound Connections - www.sound-connections.org.uk supporting organisations to provide high quality music-making for children

Youth Music Network - network.youthmusic.org.uk a forum to hear the latest ideas and share tips and resources with colleagues

For more information, contact: Fraser Wilson, Learning & Participation Manager fraser@musicintheround.co.uk and Kate Thompson, Project Co-ordinator kate@musicintheround.co.uk or 0114 281 4660.