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 framework?
Communication and Language
Areas of Development
Develop children’s language skills through music
How to do it?
• 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
Verbal creativity
•
•
Add music/ sound to stories reinforces meaning
Making up new words, songs and actions
Develop children’s non-verbal communication
•
•
Making up new sounds
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 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)
Songs that discuss emotions – ask children how
they are feeling
- especially for children with English as an
additional language, limited language or Special
Educational Needs
Listening and communication
Self expression
•
•
Allow children the time and space to express
themselves however they choose
Specific Activities
All the songs later in this pack
Record children singing, making sound
effects
Calele
Zip Zap Zop
Hello, hello hello
Listen listen
Copy me
Who’s got the tiger?
I’m a bug
We can be marching mice
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
Free play
Doggy doggy
Physical development
Areas of Development
Encourage children to be active and interactive.
Developing fine and gross motor skills and coordination
Creative movement
How to do it?
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
• Encourage spontaneous, expressive playing
or dancing to music
•
Explore different actions for different animals
or characters (elephant/ mouse)
Control of movements through anticipation
Developing muscle memory
•
Remembering actions
Understanding group physical movement
Understanding healthy eating
Songs and actions
Specific Activities
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
Lycra, ribbons, scarves, coloured circle mats,
costumes
Live or recorded music
Hello, hello, hello (Autumn animal version)
Pass the secret round
Where oh where?
Where have all the children gone?
Terrible crocodile
Five little monkeys
Repetition of activities
Have you ever had a penguin round for tea?
Make a circle
Roll the ball
The Grand Old Duke of York with tubies
Five plump peas
On my toe
Who has got an apple?
Personal, Social and Emotional Development
Areas of development
Develop a positive sense of themselves
and others
How to do it?
• 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
Develop children’s ability to take turns
Form positive relationships and develop
respect for others
•
Develop social skills and learn
how to manage their feelings
•
•
•
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
•
Understand appropriate behaviour in
groups
Have confidence in their own abilities.
Listen to a variety of ‘performances’ (workshop leaders,
professional musicians, parents, other children
Learning to respond through instructions
•
Use smileys – happy/sad/angry – to change the way the music
is played/sung
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
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
Specific activities/ songs
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?
Listen listen
Pass the secret round
Copy me
Face cards
Little Johnny
If you’re happy and you know it
Doggy doggy
Listen listen
We like to play
Can you please stand up
Velcro story board
Follow the leader
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
Develop concentration
Develop memory/ recollection
Listen listen
Where have all the children
gone?
Have you ever had a penguin
round to tea?
Literacy
Areas of Development
Understanding stories
Writing
How to do it?
• 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
Use mark-making to represent sounds they
have made
•
•
Imagination and Creativity
•
•
Articulation of phonics, sounds and words
•
Interpret children’s mark-making on
instruments
Create new words for songs
Explore sounds, patterns, repetition,
invention and improvising using instruments
and voices
Experiment with words and sounds
Specific Activities
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
Drawing activities
Mark-making to music
We can be marching mice
Hello, hello, hello (Autumn animal version)
Calele
Ribbons: Zip Zap Zop
We can be marching mice
Mathematics
Areas of Development
Developing skills in counting, understanding and
using numbers (including simple addition and
subtraction problems)
Understanding sequences, patterns, measures
and repetition
Understanding shapes
Understanding categories/ groups/ sorting
How to do it?
• Number songs, including in other languages
if appropriate
Specific Activities
Five little ducks (+ picture board)
Where, oh where are all the children?
Twelve green apples
Here is the beehive
Five little monkeys
•
Use props (e.g. ducks, frogs)
•
Use number flashcards to reinforce
understanding numbers
•
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?
•
Use songs to explore shapes
Triangles
•
Discuss shapes of instruments and props
•
Organise instruments into types (striking/
shaking/ blowing)
Shake and Shake / Bang and Bang
Who’s got the tiger?
Understanding the World
Areas of Development
Understanding their physical world and their
community through opportunities to explore,
observe and find out about people, places,
technology and the environment.
Understanding how things work
Encouraging curiosity/inquisitiveness
How to do it?
• 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
•
Explore and discuss the different ways
sounds can be made – tapping, scraping,
blowing, shaking or physical actions
Specific Activities
Make musical instruments out of recycled or
natural materials
Songs in different languages and from different
cultures
Shake and Shake
Expressive Arts and Design
Areas of Development
How to do it?
Enabling children to explore and play with a wide • Allow lots of time for children to explore and
range of media and materials, as well as
play with arts materials. Encourage
providing opportunities and encouragement for
movement, role-play and imaginative play
sharing their thoughts, ideas and feelings
through a variety of activities in art, music,
• Freeplay including all normal toys – not just
movement, dance, role-play, and design and
musical instruments
technology.
• Story corner – include props, costumes and
musical instruments
Imagination
• Encourage children to create sounds and
songs, perhaps through the use of props and
stories and recording these
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
Specific Activities
Expressive movement to music
Freeplay
Copy me
Puppets, props to tell stories
Freeplay
Tell well-known stories through songs
Sing about holidays, weekends, school trips
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 Music 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
Make a circle x 2
Big and round x 2
Holding hands together x 2
Now sit down x 2
•
•
A great little song to gather children together, get them into a circle shape and sitting down.
Sung to ‘I Hear Thunder’ tune
Calele
Calele, Calele
Aoo Aoo
Calele
•
•
•
•
•
•
Ssshhh, C, L, Aoo sounds
Sshhhh, C, L, Aoo faces
Tap, Clap
Sing
Leader conducting; loud/ quiet/ getting louder
Child conductor
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
Oh the grand old Duke of York
He had ten thousand men
He marched them up to the top of the hill
•
•
•
•
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
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
GGE, GGE
Roll the ball to Billy
GGAGFD
Hello Billy, who rolls it back to me
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 Music 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
GGEEGGE
Someone special gets to play
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 Arms up, tap knees, arms up, tap knees
Ruka Ruka Ruka
Jump, Jump, Jump
Se Mama Ka
Arms up, tap knees, arms up, tap knees
Tembeya Tembeya x2
Walk forwards x 3, walk backwards x 3
Ruka Ruka Ruka
Jump, jump, jump
Se Mama Ka
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 these 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
Wave
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
Cat actions
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
Dog actions
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
Mouse actions
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
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)
Marching
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
Roll arms
We can be silly snakes
Silly snakes, silly snakes
We can be silly snakes
Sss Sss Ss Sss
Right arm across, left arm
We can be wiggly worms
Wiggly worms, wiggly worms
We can be wiggly worms
Www Www Ww Www
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
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
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
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? (Right arm, both arms, right foot, both feet, nod
Take a look at me, a penguin you will see!
head, tongue out)
Penguins attention.
Salute.
Penguins begin.
Arm down.
(At end) Penguins…stop!
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
On XX sound instrument
I’m a bug XX
I’m a bug
And I’m looking for a hug XX
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
CCCC DDD
EEEE FFF
GGGG AAA
BBBB CCC
On my head there is a flea
CCCC BBB
Now he’s climbing down on me Past
AAAA GGG
tummy, Past me knee
FFFF EEE
On my toe, take that you flea
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
Wave
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
Cat actions
3. Dog, woof woof
Dog actions
4. Mouse, eek eek
Mouse actions
5. Cow, moo
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.
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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.
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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’
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Sing a song ‘Everybody Line Up By the Door’
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Sing a song when taking the register (e.g. ‘Wave Your Hands Hello’, or ‘Hello, Hello, Hello’)
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‘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:
We’re Going on a Bear Hunt
by Michael Rosen
Lullabyhullabaloo by Mick Ingpen
Where the Wild Things Are
by Maurice Sendak
Peace at Last by Jill Murphy
The Lion Who Wanted to Love
by Giles Andreae
Further Ideas for EY Practitioners
Counting and number songs
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.
addition, subtraction,
longer/shorter, estimating.
E.g. ‘Five little men in a
flying saucer’ and ‘Ten
green bottles’
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!
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
Mathematics
Number (colour)
recognition using
hand bells and
chime bars
Using
instruments to
create a beat to
count to
Interesting
tunes for
learning
number bonds
YouTube – loads of
numeracy learning
songs e.g. for
learning doubles;
warm up for mental
maths
Incorporate
Maths into
singing a lot
more
Counting,
sequence,
patterns, size
Song-writing
Rhymes
Story-telling
through song
Songs support
phase 3-5
phonics
Singing stories –
build up
character work
using puppets
and songs
Introducing
vocab through
singing
Literacy
Storytelling: Pie
Corbett
Mark
making to
music
Singing and acting out
stories using a familiar tune
(e.g. singing stories to
nursery rhymes/well-known
tunes)
Stories with
musical
accompaniment
Songs provide
repetition,
distinguishing
sounds and
different ways to
say vowels
Singing stories of
well-known books
before Literacy
writing
Role play and drama
through songs and
stories – using voice
intonation and
distinguishing sounds
Puppet show –
create props and
puppets and use
them to act out
songs/stories
Painting to
music
Telling stories
through music
and dance
Expressive art
Bring dance and
stories into
songs e.g. The
Three Bears
and design
Making
natural
instruments in
Forest School
Parent workshops –
making instruments
and then using them in
a performance
Making
musical
instruments
Link making
instruments and art to
outdoors – composing
music about nature,
creating instruments
from things found
outside
Have a
stage area
Paint while you
listen to
different styles
of music – e.g.
long strip of
paper + paint
on feet and
salsa!
Creative
movement to
music
Explore music,
songs and
instruments from
around the world
Stories from
other
cultures
Weather
sounds
Involving
families in
music days
Understanding
Cultural
costumes and
customs
Explore where
instruments
originate from
the world
Welcome
songs for
assemblies
Same songs in
different
languages
Songs about animals,
creatures, life cycles
Songs from other
cultures to develop
appreciation and
understanding of
“other”ness
Singing
register
Sounds to reflect
how we feel
Get shy/timid
children to
conduct group
songs
Personal, Social &
Emotional
Encouraging children to
become confident learners
and sociable members of
the class through music
based group time
Development
Welcome and
getting to know
you songs
Children’s
ideas can be
incorporated
into songs –
what action
shall we do?
Group time and
circle time songs
– interacting with
peers
Discuss how
characters feel in
songs and stories
Accept/understand/
deepen emotions
Listen to
children, let
them direct
Develops
confidence
Develops
team-work
and
leadership
skills
Actions for songs –
physical movement +
simple, funny sings to
encourage interaction
How to hold
instruments
properly and get
the best sound –
awareness of
your body
Match
movement to
music
Managing percussion is
valuable for children with
dyspraxia
Physical
development
Expressive
movement to
music
Gross and fine
motor skills
Actions
develop
coordination
Ugly Bug Ball Song –
crawl, skip, walk to
the ball
The Dalcroze
Society
Use/make
instruments for
outdoor area to
support
development of
fine and gross
motor skills
Can help with
phrasing for EAL
children
Phonics: singing
words, rhyming
Practising
speech
sounds
Facial
expressions in
stories
Connect movement to
speech; non-speaking
children can join in by
playing
instruments/humming.
EAL can sing in their
own language
Communication
and language
Compose own
story song about
topic/book/ trip
Articulating
words and
extending
vocab
Sing
instructions
Music can
develop
listening skills
and memory
Telling stories
with Pie Corbett
actions and
added
instruments
Music + phonics
books – ‘Phonics
Sing’
Ask parents of EAL
children to teach a song in
their language
Phase 1
phonics:
listening
background,
keeps the beat
Contact Sheffield
Babelsongs for
resources of songs
in different
languages
Introduce a set
structured
routine into
setting for
music
Buy some crosscurricular
music/singing
books – visit Out
of the Ark website
Tell stories with
singing
Make up prop
bags to
accompany
stories and
songs
Quick 5 min singing
lesson starters at
beginning of lessons
How to make it
Make a music
zone out of free
materials for
the outdoor
area
all happen
Find, learn and
teach songs for
transitions to
whole school
e.g. tidying up,
lining up
Encourage my
council’s music
service to link
up with
Ensemble 360
In-house staff
training –
encourage
more singing
In-house staff
training –
encourage
more singing
Inspire my
colleagues to
have a go
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
Young
children are
innately
receptive to
music
Music
specialists in
schools share
ideas/expertise
Music has so
much scope,
where will it take
our children
next?
Inspiring
thoughts
Using music for
emotions: How
does it make
you feel?
Develop
imaginative free
up creativity
(encouraging
improvisation)
There really is no substitute for
live musical experiences – in the
home, classroom and concert
hall!
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 at 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.