LP 7

Unit 7: Swinging Moods
Introduction
One can experience different emotions, just by listening to music. This is because each piece of music has its own rhythm, tempo and dynamics,
which in turn creates a particular mood. Certain kinds of music, such as marches and lullabies, have distinctive characteristics that make them
not only instantly recognisable, but may also serve specific purposes. By listening to, singing and enhancing such songs with percussion
accompaniment, the pupils will get to know how the elements within music combine to create these moods, thus developing a greater
understanding in the use of tempo and dynamics.
This unit focuses on helping pupils understand how music creates moods by:
 Developing an appreciation of distinctive styles of music such as marches and lullabies
 Expressing the mood of a piece of music through drawing
 Studying different moods a song can have
Learning Objectives Unit Focus

SP CI DE MC CG RM
Recognise the use of marches and lullabies and

   
analyse the musical qualities of each
SP Sing and play melodic and rhythmic
Expression of creativity by interpreting music instruments individually and in groups
   
through drawing CI Create and improvise music
DE Describe and evaluate music through
listening
    Sing national songs MC Develop understanding of music
elements/concepts
CG Discern and understand music from
 Lessons are planned various cultures and of various genres
 for 25 minsEvaluate
for practical reasons.
performances RM Understand the role of music in daily life
 Teachers who do not wish to use the optional activity suggestions may either come up with
their own or devote more time to the other activities.
© Pearson Education South Asia Pte Ltd 2008 1 Perfect Match Music Primary 1
Suggested Lesson Plans
Objectives Activity Time Resources

What pupils will learn Period 1: March In Pupil’s Book and
or develop This unit will be taught over 4 weeks (8 periods). mins other resources
Activity
 Tell pupils they will be listening to a march called Under the Double Eagle by Wagner, 1 PB: p 64, Q1a
an Austrian military bandmaster who was also known as the “Austrian March King”.
Tell pupils to take note of the mood, beat, dynamics and tempo of the song.

Skills: Listening,  Play the CD. 4 Audio CD 2
Describing  Get the pupils to circle/write down the correct answers in their Pupil’s Book. You may 1 Track 29 (3:26)
Learn that a song can explain that “majestic” means “grand and splendid”.
create certain moods  Answers
through the use of The mood is majestic and lively.
tempo and dynamics The speed is fast.
The dynamics is mainly loud.
 Tell pupils you will be playing the CD again for them to feel the beat. They should take 2 PB: p 64, Q1b
note whether it has a steady beat, and ask them to count it out loud, e.g. 1, 2 or 1, 2, 3, Audio CD 2
4. Because the piece is quite long, you may choose to play it for 1:23. Track 29 (3:26)
Recall what steady  Ask the pupils if the music has a steady beat. 1
beats are  Answer
The music has a steady and strong beat.
 You may revise with pupils on what makes a steady pulse, e.g. a heartbeat, breathing,
or the mechanical ticking inside a clock.
 Tell pupils that this type of music is called a march, and has a strong steady beat.
Determine what  Ask pupils what kind of movements that would best accompany the music, e.g. 2
actions are most skipping, hopping, sleeping, running or marching.
suitable for marches  Get pupils to stand up from their chairs and step to the rhythm of the music. Ask them
to try skipping, hopping or jogging on the spot while they listen to the CD.
 Play the CD. 4 Audio CD 2
 Ask the pupils if they found their movements suited for the music. 1 Track 29 (3:26)
 Tell the pupils that you will play the CD again, but this time they are to march to the
music. Lead the pupils to step on the first beat. Encourage them to make suitable
movements and expressions in response to the melody and rhythm of the music. Count
the beat of the music and get them to march on the spot.
1 2 1 2
Left Right Left Right
Know how to march  You may provide a negative demonstration of a person who is not marching properly, 5
properly to the steady i.e. not standing up straight, moving slowly by dragging the feet and not moving the

beat of music arms according to the beat. Ask them if they find this action suitable for the mood of
the music.
 Remind them to stand straight, have a serious expression and march proudly to the beat
of the song, in order to match the grand, serious mood of the song.
 You may use a percussion instrument such as a drum to emphasise the beat of the music
for the pupils to march to it.
 Practise with the pupils without the music first.
 When they are able to march together properly, play the CD. Again, because the piece Audio CD 2
is quite long, you may choose to play it for 1:23. Track 29 (3:26)
Skills: Analysing  Ask pupils what the pictures in Q1c are. 1 PB: p 64, Q1c
Determine the  Answer
suitability of music for Picture 1 shows a playground and picture 2 shows officers marching.
an occasion/place  Ask pupils where they are likely to hear Under the Double Eagle. 1
Get them to tick the box under the correct picture.
 Answer
Picture 2.
Background Information
March
The March first appeared in the Roman period. It is a music piece written according to the
rhythm of the marching beat and is known for its distinctively strong rhythm and steady
structure, which gives a grand and energetic feeling. Initially the music was to aid soldiers
to move together orderly and quickly. It is often used in soldiers’ marches and military
parades.
Think About It
Understand the ASK: What purpose does a march serve? Where can you hear marches? 2
purpose of a march  Suggested answers
Some pupils may say the music is for soldiers to move together orderly and quickly, to
keep everyone at the right tempo and timing. A march may also be used to provide a
grand feeling for an event.

Marches may be heard during parades, weddings, funerals and any grand occasions.
Going Further (Optional)

Skills: Coordinating,  Divide the pupils into 3 groups. Group 1 will march to the beat of Under the Double
Performing Eagle, group 2 will say “left, right”, and group 3 will either clap or play a percussion
Coordinate marching instrument according to the beat.
and percussion to  Remind the members of Group 1 to stand straight and march proudly.
music  Let the groups switch roles.
Learn the background Under the Double Eagle
of Under the Double The famous Under the Double Eagle was composed by Josef Franz Wagner (1856–1908)
Eagle in 1903. He was the most outstanding military bandmaster and composer in Austria in
the18th century. Having composed over 800 works, his compositions were given utmost
praise. Hence, he was honoured as “The Austrian March King”.
The “double eagle” in Under the Double Eagle refers to the double eagle in the coat of
arms of the Austro-Hungarian empire. It has a clear, regular rhythm, simple melody,
creating a lively and grand atmosphere.
– END OF PERIOD 1 – 25
What pupils will learn Period 2: March In Pupil’s Book and

Activity
Understand what  Ask pupils if they would help a friend or family member if they were bullied by others. 2 PB: p 65, Q2a
standing up for  Get them to stand up to show their willingness to help.
something or someone  Tell them that when we say we stand up for our friend or family member, it may not

means necessarily mean standing up physically but it may mean doing what it takes to help
them.
Learn the meaning of a  Tell the pupils that they will be learning the song Stand Up for Singapore. 1
song title  Ask the pupils what the title means to them.
 Suggested answers
Singapore is our homeland. We need to do what is right to protect our country, and
support our country by “standing up” for it.
Skills: Listening,  Play the song Stand Up for Singapore. Tell the pupils to take note of 2 Audio CD 2
Describing the mood created by the song’s rhythm, tempo and dynamics. Track 30 (1:25)
Identify the tempo and  Ask pupils the tempo of the song and the dynamics. 1
dynamics of a song  Answers
It is fast and loud.
 Ask pupils what kind of mood is created by the song. 1
Detect differences in The song sounds happy, lively and exciting.
mood when tempo  Get pupils to imagine Stand Up for Singapore sung slower and softer. You may want to 2
and/or dynamics are sing it in that way so that they know how it sounds like.
changed  Ask them if the song gives the same mood.
 Suggested answer
No, it sounds tired and boring.
Think About It (Optional)

Compare and identify ASK: Are Stand Up for Singapore and Under the Double Eagle similar? How so? (You 2
similarities in style may want to play Under the Double Eagle for the pupils to listen.)
between 2 marches  Prompt the pupils to give their answer in terms of the regularity of the beats and the
mood. They can explain if the beat of the song is regular/irregular, fast/slow,
strong/weak and whether the dynamics is loud or soft.
 Answer
– It has a regular steady and steady beat, and the same lively grand mood.
– The beat of the song is regular, fast and strong. The music is loud.

Think About It (Optional)
Discuss the meaning ASK: What do the following lines in the song mean to you? 5
of lyrics in Stand Up 1. do the best you can
for Singapore 2. reach out for your fellow man
3. you can play your part
4. be prepared to give a little more
1. By doing our best in everything such as studying, doing our
homework, taking care of the cleanliness around our school and home.
2. It means being helpful to others when they are in need. It
also means making the effort to get to know your friends and neighbours.
3. It means everyone, big or small has a part to play.
4. We can give in many ways. To us, it could mean to help our
friends when they are in need.
 Get pupils to sing Stand Up for Singapore with the music. 2 PB: p 66, Q2b
 Ask them to think of actions to accompany the song. 3 Audio CD 2
 Suggested actions Track 30 (1:25)
 Stand up for Singapore: Stand up
 Reach out for your fellow man: Stretch out both hands in a gesture of
reaching out
 Let it come right from your heart: Put both hands over the heart
 Be prepared to give a little more: Move both hands outwards and upwards
from the heart 2
 Go through the actions as you read the song lyrics together. 2
 Get the pupils to sing the song while doing their actions.
Preparation for Next Lesson
 Remind pupils to bring their colour pencils for the next lesson, as they will
be drawing pictures.
What pupils will learn Period 3: March / Lullaby In Pupil’s Book and
Activity
Skills: Performing  Tell pupils they will be adding a rhythmic accompaniment to Stand Up for Singapore. 2 PB: p 66, Q2c
Play a rhythmic Get the pupils to practise clapping the rhythm in Q2c. You may use the rhythm cards to Rhythm cards

accompaniment using remind them of the rhythmic syllables. They should be comfortable with clapping the
percussion instruments rhythm continuously.
for a march  You can play the CD for them to clap to the music. 2 Audio CD 2
 Tell pupils they will be playing a percussion instrument to accompany the singing. 1 Track 31 (1:25)
 Provide percussion instruments such as drum, tambourine or woodblock for pupils to Percussion
choose. instruments
 Divide the class into 2 groups.
 One group will sing the song while the other group will play the percussion instruments 2
according to the rhythm.
 Let the groups switch roles. 2
Skills: Listening,  Tell pupils you will now be playing Clarinet Concerto in A by Mozart, a 2 PB: p 67, Q1a
Interpreting child music prodigy who became a popular classical composer. (You can talk briefly Composer poster:
about Mozart using the Composer poster, by showing the picture on the front to the Mozart
pupils and going through the write-up.)
 Ask pupils to listen carefully and let the music ‘paint’ an image for them. 2
They will be drawing a picture that they imagined was portrayed by the music.
 You can ask the pupils to close their eyes as they listen to the music.
Cross-curricular  Encourage them to be free in their interpretations and express their imaginations
Development creatively through their drawings. Assure them that there is no standard answer.
Interpret and express Encourage them to discuss among themselves about their interpretation, but also tell
the mood/feelings in them not to copy one another’s ideas. Audio CD 2
music with drawing  Play the CD. 8 Track 32 (2:04)
 You may play the piece on loop so that the pupils can listen to it as they draw. Give Pupils’ drawing
them some time to draw. materials
 If pupils are not sure of what to draw, here are a few guidelines for them.
1. To determine the “feel” of the music, take note of the tempo and dynamics.
2. How does the tempo and dynamics make you feel? What kind of mood is created? Is
it happy, sad, sleepy, calm, relaxed, exciting, or grand?
3. Draw something that you think represents or creates the same feeling. You can even
think about where the music can be played. For example, if the song is fast and loud,

it gives a light feeling of excitement and happiness, drawing a picture of a party
which is full of fun and excitement would be good.
4. You can use different colours to represent the mood. Light, cool colours such as blue
and green seem calmer, while strong, bright colours such as red and yellow may be
more suitable for stronger emotions.
 Remind pupils that they should be able to explain what they drew in relation to the
music.
Explain the meaning  Ask pupils to take turns showing their artwork to the class and explain the rationale of 4 PB: p 67, Q1b
behind pictures their pictures. If there is not enough time, you may continue in the next period.
inspired by music
Clarinet Concerto in A
Clarinet Concerto in A was composed by Wolfgang Amadeus Mozart (1756–1791). In
1789, his clarinettist friend, Anton Stadler, asked him to write it. The piece was meant to
be played on the basset clarinet, which has a lower range of notes. Some parts were re-
written by others to suit the standard clarinet, and now the original score remains lost.
Mozart completed the piece just 2 months before his death. It has 3 movements or parts,
and this excerpt is from the 2nd movement. As the music is soft and slow, it may be
reflecting the loneliness and contemplative mood Mozart had in his later years.
What pupils will learn Period 4: Lullaby In Pupil’s Book and

Activity
Explain the meaning  Play Clarinet Concerto in A to remind pupils how it sounds like. 2 PB: p 67, Q1a
behind pictures  Get the pupils to continue with sharing their artwork with the class. 4 Audio CD 2

inspired by music  Ask pupils what the mood of the song is. 1 Track 32 (2:04)
Skills: Listening Calm, peaceful, quiet, relaxing, thoughtful
Identify the mood of a  Ask the pupils where/when they can imagine this song being played. 1
song and suggest  Suggested answers
occasions/places it It could be played during bedtime. It could also be played at the nurseries of hospitals
could be played or in waiting rooms.
 Explain that a lullaby is a soothing song that is usually sung to children so that they can 1 PB: p 68
Learn about lullabies sleep better. Ask pupils how they think a lullaby should sound like. Tell them to
imagine they are singing a baby or their teddy to sleep and circle the correct answers on
p 68.
 Remind pupils that legato is an Italian term for smooth sounds, as it means “tied 1
together”. Staccato is an Italian term for short, detached sounds .
Skills: Analysing  Go through the answers with the pupils. 1
Determine the  Answers
different music 1. Speed: slow
qualities that make up 2. Dynamics: soft
lullabies 3. Melody: legato
4. Mood: calm
Learn more about the Lullaby
history of lullabies Lullabies originated from England in the late 1300s. A lullaby is a soothing song,
originally a song to be sung by mothers to lull a baby to sleep in a cradle. It is believed that
having such a song sung by a familiar and beautiful voice will help the child fall asleep
easily. It later developed into an independent music style. The lullaby imitates the rocking
of the cradle, the peaceful and quiet atmosphere, creating a warm and loving feeling. A
very famous lullaby would be Johannes Brahms’ Wiegenlied, or Cradle Song. It is also
known as Brahm’s Lullaby in English. Brahms wrote the song for his friend, Bertha Faber,
when her second son was born.

Activity
Skills: Comparing  Tell pupils you will play Under the Double Eagle and Clarinet Concerto in A. They are 6 Audio CD 2
Compare and contrast to compare the 2 pieces and decide which piece sounds more like a lullaby. Track 29 (3:26)
2 pieces of music of  Play the CD Audio CD 2
different styles  Ask the pupils to describe the songs in terms of tempo (fast/slow), dynamics 1 Track 32 (2:04)
(loud/soft), tune (legato/staccato) and mood (lively/calm).
Under the Double Eagle Clarinet Concerto in A
1. Speed fast slow
2. Dynamics loud soft
3. Melody staccato legato
4. Mood lively calm
Identify the key  Ask pupils which song sounds more like a lullaby and why. 2 PB: p 68, Q1c
components that make  Answer
a song suitable to be a Clarinet Concerto in A has a slower tempo, gentler dynamics and a consistent melody,
lullaby thus creating a serene feeling which helps a child to fall asleep soundly. Its gentle, soft,
slow melody also reminds us of a quiet night, so it is more suitable to soothe a child to
sleep when played.
 If some pupils decide that Under the Double Eagle is better for soothing a child to 1
sleep, ask them to give their reasons.
 Example
I feel that the song’s (Under the Double Eagle) steady beats and lively, cheerful mood
can give a child a happy mood and fall asleep in a relaxed way.

Gain greater exposure  You can introduce and play other famous lullaby tunes, such as the works of
to other lullabies Mozart and Brahms. Some famous lullaby tunes include Brahms’ Lullaby, Mozart’s
The Magic Flute and Piano Sonata in C.
 Ask pupils if they have heard of them. If pupils do not recognise the songs, you

could obtain the music excerpts on your own and play for the pupils’ listening.
Let’s Play a Game!

Suggest songs that  Ask pupils to name as many songs as they can think of that can be lullabies. They 4
may be used as may recall the songs they have learnt before, or any lullabies that were sung by their
lullabies, based on mothers. They may also come up with songs they think are suitable as lullabies.
their music qualities Remind them the song has to be slow, sweet and soft to be a lullaby.
 Suggested lullabies
Silent Night, Twinkle Twinkle Little Star, Rock-a Bye Baby, All the Pretty Horses, Rain
Rain Go Away
What pupils will learn Period 5: Feel the Mood In Pupil’s Book and
Activity
Skills: Listening  Tell pupils you will be playing the song Singapura. Ask them to take note of the way it 2 PB: p 69, Q1a
is sung. Audio CD 2

 Play the CD. Track 33 (0:59)
Understand the  Ask them what the song is about. 1
meaning of a song  Suggested answer
through its lyrics It is about Singapore being a garden-city, sunny and filled with flowers. Orchid or picture
 Ask them how they would sing the song. 1 of Vanda Miss
Determine the proper  Suggested answers Joaquim
way of singing a song Gaily, sweetly and full of pride
 Ask the pupils when the song may be heard. 1
 Answer
This song may be heard during National Day.
Skills: Singing  Get pupils to sing along as you play the CD. Remind them that they should sing it 1
happily.
Skills: Listening,  Tell pupils you will be playing the instrumental version of Singapura, and they
Describing should take note of the tempo and dynamics.
Determine the tempo  Play the CD. 1 Audio CD 2
and dynamics of a  Ask pupils what tempo and dynamics the song has. 1 Track 34 (1:01)
song by listening  Answers
It is fast and soft.
Going Further
Skills: Creating,  You can get the pupils to stand up and hold hands when singing the song. You may 3 Audio CD 2
Performing suggest that they come up with actions to sing with it. Track 34 (1:01)
Create actions to  Suggested actions
perform while singing “Sunny island”: put thumb and forefinger together in a circle and raise up
high to represent the sun
“Pretty flowers”: hold both fists closed with palm facing upwards and open
to mimic flowers blooming
“you and me”: point to others and then to yourself
Experiment with Wave the hands in the air for the rest of the song.
different ways of  Get pupils to try singing the song in ways other than happily, e.g. sadly, slowly, 2
singing the same song angrily. Ask them whether the tone of the singing matches the meaning of the song
Activity
Take pride in our  Explain to the class that this song Singapura reminds us of Singapore’s reputation as 2 PB: p 69, Q1b
country and be aware a beautiful garden city. Ask them why they think Singapore has this reputation.
of the need to uphold  Suggested answers
the country’s We have many parks and along the roads we have lots of trees and flowers. There is a
reputation lot of greenery in Singapore. People like to come to Singapore as the air is clean and
fresh.
Keeping the country  Divide the class into 3 groups. Tell the groups to discuss ways of maintaining 3
clean and green not Singapore as a beautiful garden city.
only makes it pleasant  Get pupils to share their ideas with the rest of the class. 2
to live in Singapore,  Suggested answers
people will want to Plant more flowers and plants.
come to visit. Recycle and reuse to reduce waste.
Keep Singapore clean of litter by throwing rubbish into the bins and picking up what
has been dropped on the floor.
 Ask pupils what will happen if people do not bother to keep Singapore clean and 2
green.
The place will be dirty and not nice to live in. People will not want to visit Singapore.
Appreciate the Think About It 3

national flower and the ASK: What is Singapore’s national flower? Describe how it looks like.
symbolic meaning  Suggested Answers
Singapore’s national flower is Vanda Miss Joaquim, which is a type of orchid. It is a
rosy violet flower with an orange centre.
 Show the pupils a picture of the Vanda Miss Joaquim. Tell pupils the flower was
chosen particularly for its bright colours, hardiness and resilience, to reflect Singapore’s
determination to strive for excellence. It has the ability to bloom throughout the year.
Be aware of where the Going Further (Optional)


national flower can be  Ask pupils where one can find the national flower around Singapore.
found  Suggested answers
These orchids are displayed at Changi International Airport and on the expressway as
one approaches or departs the airport. They are also found at Botanical Gardens and
most major monuments in Singapore.
Learn more about the Background Information

history of the national Singapore's national flower, the Vanda Miss Joaquim, was first discovered in the garden of
flower Miss Agnes Joaquim in 1893. On 15 April 1981, Vanda Miss Joaquim was chosen as the
national flower of Singapore. Having a national flower helps to foster national pride and
identity. Vanda Miss Joaquim was chosen from 40 other flowers, particularly for its
resilience and year-round blooming. These qualities reflect Singaporeans’ resilience
through hard times and goal to achieving excellence in all aspects of life respectively.
Singapore is the only nation to have a hybrid (an interbreeding between 2 plants) as its
national flower. It is a hybrid between Vanda hookeriana and Vanda teres, a hardy
flowering plant.
What pupils will learn Period 6: Feel the Mood (Optional activity) In Pupil’s Book and
Think About It
Realise that different ASK: Is it possible to have different moods in one song, e.g. a song that is both happy and 2

moods can be created sad at the same time?
within the same song  Suggested answer
Yes, because within the same song, changes in musical qualities such as tempo and
dynamics can change the mood of the song.
Activity
 Tell pupils they will be learning a song called Gather Round. 2 PB: p 70, Q2
Understand the lyrics  Ask the pupils to read through the lyrics.
of the song  Explain the song lyrics to pupils. 1
 “make them ring as one” means “singing together”
 “But alas” means “But unfortunately”
 “My laden heart with rue” means “My heart is heavy with
Realise that the words regret” 3
of a song also changes  Read the song through with the pupils. Ask them what each verse is about and what
its mood kind of mood they create.
The 1st verse talks about how much fun it is to be playing and singing together. The
mood is happy. The 2nd verse mentioned that one is left alone after all his/her friends are
. gone, creating a sad, lonely mood. The lyrics start off with a happy and joyful tone but
ends on a sad and discouraged note. 2
 Tell pupils you will be playing the song for them to listen. Ask them to take note of the Audio CD 2
dynamics of the 2 verses. Track 35 (1:09)
 Play the CD.
Understand that Think About It 2

dynamic markings ASK: How do the dynamics markings match the lyrics of the song?
bring out the emotion  Suggested answers
in songs In the 1st verse, the singing is loud as the children are playing and singing happily.
In the 2nd verse, the sound dynamics is soft. It expresses a sad mood as the friends are
gone and the child is alone.

Recap 2 Rhythm cards
 Revise with pupils the quarter note, the eighth note and the half note by using the
rhythm cards. Show them the picture of each note and ask them to name them as well as
the rhythmic syllable.
Skills: Performing, Activity 3 PB: p 70, Q2

Singing  Lead the pupils in clapping the rhythm of the song and saying the rhythmic syllables.
You may prompt them using the rhythm cards.
 Once the class is familiar with the rhythm of the song, tell them they will be learning to
sing it in solfege first. 1 Audio CD 2
 Play the solfege version of the song for them to listen. 3 Track 37 (1:09)
 Go through the song in solfege with the pupils. Get them to sing it in solfege. 3
 Tell pupils they will now sing the song according to the dynamic markings.
 After the pupils have sung, play the audio CD to check if their singing is accurate. 1 Audio CD 2
 Tell pupils you will be playing the CD again, this time, they should take note of the Track 36 (1:02)
Analyse the music speed, dynamics and mood of the 2 verses.
elements that create  Ask pupils to circle their answers.
the difference in  Suggested answers
moods
Verse Speed Dynamics Mood
1 fast loud happy
2 slow soft sad
Going Further
 You could get the pupils to sing the song in solfege while doing the handsigns.
What pupils will learn Period 7: Creative Corner In Pupil’s Book and
Activity

Skills: Listening  Tell pupils they will be listening to a song called The Muffin Man and they should take 1 PB: p 71, Q1a
Analyse the mood of a note of the mood of the song. Audio CD 2
song  Play the CD. Track 38 (0:35)
 Ask pupils what mood the song has. 1
Happy, fun, playful
 Revise with pupils what the quarter-note rest is. Use the rhythm card to show them how 1 Rhythm cards
it looks like and remind them it has the same value as a quarter note. Ask them if they
noticed the rests in the 1st verse of the song.
Use dynamic markings  Tell pupils you will be playing the song again, but this time they should take note of 1 PB: p 71, Q1b
to indicate loud/soft when the song is loud/soft. Remind pupils what p and f means. p stands for piano, and Audio CD 2
parts of a song means soft, while f stands for forte and means loud. Track 38 (0:35)
 Play the CD again.
 Get pupils to fill in the boxes with the dynamic markings p and f. If they are unsure, 2
you can suggest that they sing the first to fourth bar of the 1st verse in f and 2nd verse in
p, and vice versa, to see which expression is more suitable.
 Answer
1. p
2. f
Learn the rhythm of a  Lead the pupils in clapping the rhythm of the song and saying the rhythmic syllables. 3
song You may prompt them using the rhythm cards. Remind them to leave their palm “open”
for the rest. PB: p 71, Q2a
 You can get them to clap the song first according to the dynamic markings, i.e. for
Skills: Singing verse 1, they clap softly, and then for verse 2, they clap loudly.
Sing according to  Lead the class in reciting the lyrics according to the rhythm. 2
dynamic markings in  Get the pupils to sing the song according to the dynamic markings. 1 Audio CD 2
order to create the  Play the CD when the pupils are ready to sing with the music. 1 Track 39 (0:35)
correct mood
Going Further
Experiment with  Divide the class into 2 groups. 1 group can sing the words “Do you 2 Audio CD 2
different ways of know/Yes I know” whenever the words appear while the other group can sing “the Track 39 (0:35)

singing Muffin Man” and they will sing in unison for the words “that lives on Drury Lane”.
 Signal the groups when they should sing their part.
Learn about the The Muffin Man is a song with English origins. Drury Lane is actually a street in London,
history of The Muffin which is also known as a theatre district. English muffins are a kind of bread which was
Man very popular during 18th-century England, when households would often have muffins
during tea-time. Muffin men would sell their wares on the streets and also deliver their
muffins to homes.
Recap
Recall the quarter  Revise with pupils the quarter note, the eighth note and the quarter-note rest by 2
note, the eighth note using the rhythm cards. Show them the picture of each note and ask them to name them
and the quarter-note as well as the rhythmic syllable.
rest
Practise clapping  Let the pupils practise clapping the following rhythms. 3
rhythms made with the 1.
notes and rest
2.
3.
Activity
Skills: Composing, 5 PB: p 71, Q2a
 Divide the class into groups of 5 or 6. Tell the groups they will be composing their own
Coordinating,
rhythm and writing it in the boxes in Q2a. Hint that they can use a rhythm from the
Performing
Play a self-composed song, or compose something new. A possible rhythm could be . The
rhythm as pupils can use any combination of notes or rests as long as the rhythm has a total of 4

accompaniment to counts.
singing  After they have composed their rhythm, they are to use a percussion instrument to play Percussion
the rhythm while they sing the song. instruments, e.g.
 Once they have done so, ask them to decide within the group the members who would castanets,
be singing the song and those who will be playing the instruments according to the woodblock,
rhythm they have composed. maracas, triangle
 Give time for pupils to coordinate their parts. Remind them that the rhythm should be
played continuously and softer than the singing.
 Tell the groups they will be taking turns to perform in the next period.
What pupils will learn Period 8: Creative Corner In Pupil’s Book and
Activity

Skills: Performing  Tell pupils to get into their groups from the previous lesson, as they will be performing 12 PB: p 72, Q2b
the rhythm they have composed for the song. Audio CD 2
 If necessary, give them some time to practise again. Track 39 (0:35)
 When they are ready, tell them to take turns performing for the class. Remind them that
those playing the rhythm should ensure that they are softer than the singing, and those
singing should follow the dynamic markings.
Evaluate their own  Tell the pupils they are to judge their own performances. Explain the judging criteria to 5 PB: p 72, Q2c
performance them.
 Rhythm refers to how accurately the rhythm was played.
 Creativity refers to how interesting they felt their rhythm was, when played together
with the singing.
 Singing refers to how well the song was sung. Was it sung at the correct pitch and
with the correct timing?
 Instrument playing refers to whether the instruments sounded the rhythm clearly and
accurately without covering the singing.
 Teamwork refers to how well the group members worked together in their
performance, and whether they helped each other in the coordination of their parts.
 Ask pupils how they can improve on their performances.
Skills: Creating, Going Further

Singing  Suggest that the pupils change some of the words in the song. They could 4 Audio CD 2
Substitute lyrics to sing “the Otah Man” instead of “the Muffin Man” and “Sago Lane” instead of “Drury Track 39 (0:35)
create a new song Lane”.
Come up with  Encourage pupils to come up with different ways of singing the song. They could break
different ways of the song into parts which different groups will take turns to sing, or make changes to
singing the same song the volume at different parts of the song for a different effect. They can also change the
to create different tempo of the piece.
moods
Skills: Singing, Let’s Play a Game! 4 A soft toy or any

Listening  Tell pupils they will be playing a game called “Piano and Forte” which is object

Detect changes in like the game “Hot and Cold”.
volume  Show pupils a soft toy or object that you will be hiding within the
classroom. Choose 1 pupil to be the finder and ask him/her to face the wall, while the
class decides where to hide the object.
 The class will sing The Muffin Man as the finder looks for the object. When
he/she gets closer to it, the class will sing louder (forte) and when he/she gets further
away, the class will sing softer (piano).
 When the finder has located the object, he/she can choose another hiding
spot for it and another person can act as the new finder.

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Unit 7: Swinging Moods

Learning Objectives Unit Focus

Recognise the use of marches and lullabies and

Objectives Activity Time Resources

Objectives Activity Time Resources

Objectives Activity Time Resources

Objectives Activity Time Resources

Going Further (Optional)

What pupils will learn Period 2: March In Pupil’s Book and

Objectives Activity Time Resources

Think About It (Optional)

Objectives Activity Time Resources

Objectives Activity Time Resources

Objectives Activity Time Resources

Objectives Activity Time Resources

What pupils will learn Period 4: Lullaby In Pupil’s Book and

Objectives Activity Time Resources

Objectives Activity Time Resources

Going Further (Optional)

Objectives Activity Time Resources

Let’s Play a Game!

Objectives Activity Time Resources

Objectives Activity Time Resources

Appreciate the Think About It 3

Be aware of where the Going Further (Optional)

Objectives Activity Time Resources

Learn more about the Background Information

Objectives Activity Time Resources

Understand that Think About It 2

Objectives Activity Time Resources

Skills: Performing, Activity 3 PB: p 70, Q2

Objectives Activity Time Resources

Objectives Activity Time Resources

Objectives Activity Time Resources

Objectives Activity Time Resources

Skills: Creating, Going Further

Skills: Singing, Let’s Play a Game! 4 A soft toy or any

Objectives Activity Time Resources

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