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If they run out of ideas, they can repeat some. Ask them to rearrange the pictures into an order. Can they ‘perform’ their composition? If they aren’t happy with their composition, they can just rearrange the papers, or turn them over to draw something new. Once they have agreed on an order, they can write the numbers 1-4 on the pieces (two sets). Ask for volunteers to perform their composition. Count the four pulses with the rest of the class, while the ‘composers’ perform. Ensure that children are playing each beat to the pulse, as this is an important skill. Assessment Walk around the room as pupils develop their ideas. Listen in and ask questions about what decisions they’re making. Ask pairs to perform in this lower-risk environment so that you can listen to each pair in turn without the rest of the class listening. WEEK 3 Learning objective l Can children combine four notes to create a simple melody? Using a glockenspiel or xylophone, demonstrate the difference between low and high pitch notes. Explain that pitch is how high or low a note is and that vibrations make the pitch of a note. Larger keys or instruments make slower vibrations, which results in lower notes, and vice versa. It can help to hold the instrument on its end so that the shorter, higher keys are at the top and the longer, lower keys are at the bottom. Next, provide one glockenspiel/ xylophone per pair, and talk the children through the different keys. Whenever you give out any instrument, give pupils a chance to make noise! They will want to, whether you want them to or not. I always start every practical instrument lesson with ‘Seven Seconds of Noise’. The children have seven seconds to make as much noise with the instrument as they want, while you stand with your fingers in your ears! After those seven seconds, use a hand signal to stop the noise. From now on, they only play when you allow them to. Now, back to the lesson! Point out the letter names (which are usually printed on the keys of the instrument). Ask pupils to play each note one at a time as you say the name. Once the children are used to the keys and the letter names, give them four pieces of paper. Ask them to choose four notes (notes could repeat) to make a four- letter phrase. If the letters are there, they could use their initials, pets’ names, favourite food, or just choose four random letters. They can rearrange these and try playing them. When in this exploration phase, I ask the children to turn their beaters the wrong way around, so they are playing with the thin ‘handle’, which makes a quieter sound. Watch out for children just hammering random notes and ensure that they are experimenting with their four notes. Once everyone is well practised, ask for volunteers to perform their ‘compositions’. Get the children to write their names on the paper to save for next lesson. This is Melody A. Assessment Walk around as pupils develop their compositions. Listen in and ask questions. Correct any children playing without purpose and make suggestions to improve. WEEK 4 Learning objective l Can children perform a repeating pattern? F EATURE S P L ANN I NG www.teachwire.net | 27