Become more confident in exploring different ways to make sounds with sound makers and instruments
Model playing instruments so that children can learn to hold and play them, demonstrating increasing control over time.
Some children may be able to find and mark the pulse/beat on an instrument or sound maker when singing a song or listening to music. If they are struggling to feel and play the pulse/beat, try demonstrating playing the rhythm instead.
Encourage children to experiment with different ways of making sounds (e.g. tapping, scraping, shaking, or using beaters and sticks made of different materials such as wood, metal or plastic) and controlling those sounds (e.g. louder, faster). Challenge children to explore their own ideas, e.g. ‘How many ways can you make a sound with the claves?’
Children may start to control playing quietly/loudly or quickly/slowly etc. and show that they understand this vocabulary in the context of musical activity.
Explain where and how instruments should be stored, but work with the school staff to ensure that playing instruments is not restricted to one area. Instruments should be allowed to be taken to other areas to play (on the understanding that they are returned ready for others to use/group music sessions).
Provide a variety of resources for children to make their own sound makers using recycled materials such as cartons, bottle-tops, plastic bottles, and textured papers.
Have recycled materials available all the time, not just as a one-off activity, and change what is available regularly. This encourages children to refine their design to achieve the sound they want. (For example, they may initially fill containers to the top when making shakers and be disappointed by the lack of sound, but by having time to experiment they can discover what amount of filling works best.) It also provides plenty of opportunity to explore playing technique, e.g. shaking loudly/quietly/quickly/slowly to achieve different effects.
Work with school staff to provide the opportunity for children to move around the classroom and take sound makers/other instruments to different areas of play, e.g. ‘What does a guiro sound like when scraped by a plastic cow?!’
This can present challenges, e.g. do we want a djembe in the sand pit? Teachers will need to establish the importance of keeping selves and equipment safe, and of tidying up at the end.
There could also be a potential for an outdoor music area with more hardy instruments available outside at all times.
Encourage children to explore rhythm patterns when playing instruments by copying their patterns, so that the child is the leader and the adult is following their lead.
Play simple rhythmic patterns for children to echo on instruments/sound makers.
Sometimes use word patterns, and sometimes just play.
Indicate ‘my turn, your turn’ with your eyes or hand gestures.
As well as echo games, you could play ‘question and answer’ games where the answer is a different rhythm from the question.
Play simple rhythmic accompaniments to songs, based on word/syllabic patterns, and invite children to join in.
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