Musical Futures STOMP unit

Unit Planner
Level:
Prep/Foundation
Pre-Service Teacher: Jessica Board Mentor Teacher: Ben Smith
AusVELS links The Arts/Creating and Making
- Students make and share performing arts works that communicate observations, personal ideas, feelings and experiences. They explore
different art elements and talk about their performances.
Resources
Drums, percussion instruments, recycled bottles/containers and other objects from around the home.
Modelled
vocabulary
Percussion, rhythm, beat, pattern, loud, soft, long, short,
Lesson One Lesson Two Lesson Three Lesson Four
Learning
intention
Students will understand that rhythms
involve both loud and soft sounds.
Students will understand that rhythms involve
both long and short sounds.
Students will work together as a whole class
to perform rhythm patterns with both
loud/soft and long/short sounds.
Students will work together in small
groups to create their own rhythm
patterns with both long/short and
loud/soft patterns
Success Criteria
Students will be successful if they can echo
rhythm patterns featuring loud and soft
sounds
Students will be successful if they can echo
rhythm patterns featuring long and short
sounds.
Students will be successful if they can echo
rhythm patterns featuring long, short, loud
and soft sounds.
Students will be successful if they can
create their own simple rhythm patterns
with long, short, loud and soft sounds.
Introduction
TOILET RUN- TAKE CLASS DOWN TO TOILET
BLOCK
Warm up song- I Like To Eat Apples and
Bananas- change vowel sound each verse
and introduce loud and soft singing.

Vocal warm-ups- My mother makes me
mash my mini MNMs on a Monday
morning

Heads Shoulders Knees and Toes warm-up
from previous lesson- emphasise gradual
increase in noise level.
TOILET RUN- TAKE CLASS DOWN TO TOILET
BLOCK
Warm up song- 3 Bears Rap

Vocal warm-ups- My mother makes me mash
my mini MNMs on a Monday morning

Body Percussion orchestra-
http://www.teachingideas.co.uk/music/bodyp
ercussion.htm

TOILET RUN- TAKE CLASS DOWN TO TOILET
BLOCK

Warm up song- First you make your fingers
click http://vimeo.com/32571333

Vocal warm ups- My mother makes me mash
my mini MNMs on a Monday morning

Body Percussion orchestra-
http://www.teachingideas.co.uk/music/body
percussion.htm

TOILET RUN- TAKE CLASS DOWN TO
TOILET BLOCK

Warm up song-

Vocal warm ups- My mother makes me
mash my mini MNMs on a Monday
morning

Conductor-
http://www.teachingideas.co.uk/music/co
nducto.htm

Whole class
activity
Body Percussion- Dont Clap This One
Back: revision of pattern from last week.
Teacher vs whole class- no-one goes out!

Drum work:
1. Play The Jungle Beat- hold up
different pictures of jungle
animals and get students to talk
about the sound characteristics
of their walk. How does an
Body Percussion-Dont Clap This One Back:
revision of pattern from last week. Emphasise
different between long and short sounds.

Sound Scavenger Hunt- Percussion instruments
1. Find a musical sound
2. Find the loudest sound you can
3. Find a sound that makes you feel
relaxed and sleepy
4. Find a long sound
Body Percussion-Dont Clap This One Back:
revision of pattern from last week. Emphasise
different between long and short sounds.

STOMP video-
https://www.youtube.com/watch?v=zYXUm8
GgPjE
- What were the instruments in this
video?
- Discuss with students about how
Body Percussion-Dont Clap This One
Back: revision of pattern from last week.
Emphasise different between long and
short sounds.

Echoing rhythms- recyclable orchestra- I
will play some different patterns
emphasising loud/soft and long/short
sounds and the class has to echo it back.
Split the class in half and practice
elephant walk compare to a
tiger stalking its prey? Students
to drum this using both loud
and soft sounds.
2. STOMP video clip- loud and soft
parts of the drumming-
https://www.youtube.com/wat
ch?v=Zu15Ou-jKM0
3. Echoing drum rhythms- I will
play some different drum beats
emphasising loud and soft
sounds and the class has to
echo it back.
4. Pass the drum beat- one
student takes in turns playing a
beat which the rest of the class
echoes, this is then passed
around the circle- More
difficulty- add a beat each time-
whole class has to play entire
sequence of rhythms with a
new beat to be remembered
each time!
5. Find a short sound
6. Find a happy sound
- Discuss findings with group

Play the Jungle Beat- hold up different pictures
of jungle animals and get students to talk
about the sound characteristics of their walk.
How does an elephant walk compare to a tiger
stalking its prey? Students to drum this using
both short and long sounds, as well as loud
and soft (from last week)

Echoing drum rhythms- I will play some
different drum beats emphasising loud and
soft sounds and the class has to echo it back.

Pass the drum beat- one student takes in turns
playing a beat which the rest of the class
echoes, this is then passed around the circle-
More difficulty- add a beat each time- whole
class has to play entire sequence of rhythms
with a new beat to be remembered each time!
we can make music, particularly
rhythm patterns with anything!

Sound Scavenger Hunt- recyclable
instruments
1. Find the loudest sound you can
2. Find the softest sound you can
3. Find a long sound
4. Find a short sound
5. Find a sound that makes you want
to move about
6. Find a sound that makes you feel
happy

Echoing rhythms- recyclable orchestra- I will
play some different patterns emphasising
loud/soft and long/short sounds and the class
has to echo it back. Split the class in half and
practice conducting different groups to play.

Pass the beat- one student takes in turns
playing a pattern on their recyclable
instrument which the rest of the class echoes,
this is then passed around the circle- More
difficulty- add a beat each time- whole class
has to play entire sequence of rhythms with a
new beat to be remembered each time!

conducting different groups to play.

Pass the beat- one student takes in turns
playing a pattern on their recyclable
instrument which the rest of the class
echoes, this is then passed around the
circle- More difficulty- add a beat each
time- whole class has to play entire
sequence of rhythms with a new beat to
be remembered each time!

Group work- students in small group to
have ten minutes to make up own rhythm
with loud/soft and long/short sounds.

Share time- Student groups to perform
Conclusion
Statues game Animal musical chairs-
http://www.education.com/activity/article/ani
mal-musical-chairs/

Statues game Animal musical chairs-
http://www.education.com/activity/articl
e/animal-musical-chairs/

Assessment
Informal assessment for learning through
observations of student echoing.

Informal assessment for learning through
observations

Informal assessment for learning through
observations

Assessment of learning- record
performances. Peer assessment- did you
hear long/short sounds? did you hear
loud/soft sounds?