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CLAP YOUR HANDS (VOCAL & INSTRUMENTAL) TRAD.

Clap, clap, clap your hands, clap your hands together, Stamp, stamp, stamp your feet...
Clap, clap, clap your hands, clap your hands together. Jump, jump, jump up high...
Clap, clap, clap your hands...
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Download the song/music from CD Baby or iTunes:

http://www.cdbaby.com/cd/funmusicforlittlekids

https://itunes.apple.com/au/album/animals/id463512051

Purchase the hard copy CD (Australia only): http://www.funmusicforlittlekids.com/buy/

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SINGING ACTIVITY
Skill Development: Matching pitch, singing in tune, differentiating between singing/speaking voices

Age group: 3-4 year olds


Learning Outcome: Children will sing a song with the class, using their singing voice

Activity steps:
1. Play the recording of the vocal version of the song children sing the song and do the actions to
the beat as each verse is played; create own actions/dances during the instrumental sections.
2. Play the instrumental version of the song: children sing the song and do the actions. Pay attention
to using the singing voice, not the speaking voice - experiment with both types of voices.
3. Children suggest new actions/words for the song (eg run, hop, swim) and sing them as the music
is played.
Note: This song is sung to the tune of the American folk song Old Joe Clarke.

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OTHER MUSICAL SKILLS AND CONCEPTS COVERED IN THIS ACTIVITY:

Moving (creating movements individually to the recorded music, performing body movements to the beat)
Creating (new words and actions for the song)
Listening and Responding (following instructions, moving to the music)
Beat (performing movements to a steady beat)

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Lynne Pilbrow
Please note: In Australia, the Early Years Learning Framework covers the ages from Birth to 5 years, and the Australian Curriculum applies
from the first year of formal schooling (Foundation). The highlighted outcomes are covered in this music teaching activity.

AUSTRALIAN EARLY YEARS LEARNING FRAMEWORK (EYLF) OUTCOMES

1. Children have a 2. Children are 3. Children have a 4. Children are confident and 5. Children are effective
strong sense of connected with and strong sense of involved learners communicators
identity contribute to their well-being
world
Children feel safe, Children develop a Children become Children develop dispositions for Children interact verbally
secure and sense of belonging to strong in their social learning such as curiosity, co- and non-verbally with
supported groups and and emotional well- operation, confidence, creativity, others for a range of
Children develop communities and an being commitment, enthusiasm, purposes
their emerging understanding of the Children take persistence, imagination and Children engage with a
autonomy, reciprocal rights and increasing reflexivity range of texts and gain
interdependence, responsibilities responsibility for Children develop a range of skills meaning from these texts
resilience and sense necessary for active their own health and processes such as problem Children express ideas and
of agency community and physical well- solving, enquiry, make meaning using a
Children develop participation being experimentation, hypothesising, range of media
knowledgeable and Children respond to researching and investigating Children begin to
confident self- diversity with respect Children transfer and adapt understand how symbols
identities Children become what they have learned from one and pattern systems work
Children learn to aware of fairness context to another Children use information
interact in relation Children become Children resource their own and communication
to others socially responsible learning through connecting with technologies to access
and show respect for people, place, technologies and information, investigate
the environment natural and processed materials ideas and represent their
thinking

For further explanation, please refer to the FunMusic for Little Kids EYLF statement.

TRANSITIONING TO... THE ARTS AUSTRALIAN CURRICULUM - MUSIC OUTCOMES (FOUNDATION TO YEAR 2)

2.1 Develop aural skills by 2. 2 Sing and play instruments 2.3 Create compositions and 2.4 Respond to music and consider
exploring and imitating to improvise, practise a perform music to communicate where and why people make
sounds, pitch and rhythm repertoire of chants, songs ideas to an audience music, starting with Australian
patterns using voice, and rhymes, including songs music, including music of
movement and body used by cultural groups in the Aboriginal and Torres Strait
percussion community Islander Peoples
Matching pitch to sing in Practising and performing Choosing and combining sounds Identifying where they might
tune and experimenting music, reading from notation to create compositions, for experience music in their lives and
with speaking and singing (invented and learnt symbols) example, combining pitch and communities, for example,
voice to recognise the rhythm patterns considering how music sustains and
Practising techniques for
differences singing songs and playing Considering viewpoints forms communicates cultural knowledge
Imitating pitch and rhythm classroom instruments and elements: For example Considering viewpoints societies
patterns to develop aural What sounds or musical phrases and cultures: For example Where
Singing and playing music to are in my composition? What
recognition skills, for explore the expressive is this music from and why was it
example, echo clapping and instruments were used in the made?
possibilities of their voices and music and how was their sound
call and response singing instruments Identifying the roles of an active
different? How was their sound
Using voices and body Considering viewpoints made? performer and a reflective listener
percussion to experiment meanings and interpretations: Sharing constructive observations
with the elements of music Improvising patterns of body
For example What did this movement, such as clapping or about music from a range of
to identify same and music make you think about cultures as a performer and
different, for example, stamping, and creating
and why? accompaniments to familiar audience member
sound and silence, fast and
slow, long and short, high Practising and performing music Describing shapes, patterns, form
and low, loud and soft, music using accessible Improvising with voices and or mood of pieces of music using
happy and sad technologies sound sources to express actions, their own words and learnt music
Learning a song used by thoughts and feelings terminology
Recording music ideas
using technologies and groups in the local community, Recording music using notation Listening to and talking about
graphic notation such as Aboriginal songs or and technologies so others can music and musical instruments
Torres Strait Islander songs read the notation and listen to from different contexts and
from their community, the recording cultures
respecting cultural protocols
Creating and improvising music
using technologies

Lynne Pilbrow