Cup To The Beat.

Stage 1 and 2

Musical Concepts: Duration, Tone Colour, and Structure.

This unit provides a sequence of learning based on the Cup Song. It uses repertoire as a vehicle for exploring the rhythmic nature of words through speech and developing
the students feeling for beat through their ability to sing and play rhythmically, using cups as instruments.

CREATIVE ARTS- MUSIC

KLA

Outcomes

Indicators

MUS1.1 Sings, plays and moves to a range of music demonstrating

awareness of musical concepts
MUS1.2 Explores, creates, selects and organises sound in simple
structures
MUS1.4 Responds to a range of music expressing likes and dislikes and
the reasons for these choices
MUS2.1 Sings, plays and moves to a range of music demonstrating a
basic knowledge of musical concepts.
MUS2.2 Improvises musical phrases, organises sounds and explains
reasons for choices.
MUS2.3 Uses commonly understood symbols to represent own work.
MUS2.4 Identifies the use of musical concepts and musical symbols in a
range of repertoire

performs chants demonstrating a sense of beat and rhythm

performs chants using their voice, body percussion and percussion instruments
performs own verses of a known chant.
explores tone colours around the room
explores and selects ways of varying known material
creates own verses of known chant.
recognises the phrasing within a known chant
responds to known rhythms within a chant.
performs rhythms and spoken chants accurately
maintains rhythmic and melodic ostinato patterns.
organises chants and ostinati into a structure.
notates compositions using graphic and/or traditional notation.
discusses musical concepts in their own work and the compositions of others.

Content
Students in Stage 1/2 will
learn to:
perform a variety of music through, singing, playing and moving
organise sound through imitation, and experimentation, and represent this using symbols
listen to, and respond to, a variety of music
perform a variety of music through singing, playing and moving, demonstrating an understanding of the music
improvise, experiment, select and combine musical ideas to form simple musical structures and notate these ideas using commonly understood symbols
Listen to, and appreciate, a range of repertoire showing some understanding of musical concepts
learn about musical concepts:
through recognising musical features of the music they perform
by organising sound through listening, performing and notating using a symbol system
by responding to music through performing and organising sound activities and identifying simple features of this music
through recognising musical features of the music they perform
by organising sound, listening, performing and representing these ideas in traditional and non-traditional notation
by responding to music through performing and organising sound activities and identifying features of this music

Resources needed:
Cup song- https://www.youtube.com/watch?v=cmSbXsFE3l8
Pencils
IWB
Cup song tutorial- https://www.youtube.com/watch?v=3KJXWUhZRYY

Term planner
Week
1

Creative Arts
-

Welcome

Explore sounds and imitate accurately.

Creating and recording a beat.

Maintain a steady beat.

Maintain a steady beat 2.

Respond/ evaluate.

Creating and recording a steady beat.

Expression rehearsal.

10

Dress rehearsal/ Perform.

Drum
White board/ markers
Song lyrics printed and on IWB

Paper
Plastic Cups
Song step document printed/ IWB

Unit of work
Week

Lesson
purp
ose

Content/
Con
cept
s
-

Learning Experience

Planned
Assessment

Resources

Notes

Reward board
White board/
markers.

- take a photo of board

before rubbing off, to refer to
later.

Drums and items

to tap

Discuss the different

sounds that each of the
body percussion or objects
make.
This can be repeated as
many times as is necessary
or desirable.

Welcome

Explore
sounds and
imitate
accurately.

Playing
Tone colour
Duration

Creating and
recording a
beat.

Singing,
Playing
Duration,
Structure

As a class create a beat on a drum and record it

using shapes/ colours.
Break students into small groups- create a beat
drumming on thighs- record using shapes/colours.
Groups write on the board and perform to class.

Maintain a
steady beat.

Singing,
Playing
Duration,
Structure

Introduce the Cup Song.

Have students watch the tutorial video and play
along at their own speed.
Start by repeating the first few moves/ beats of
the song slowly.
Start off slow and gradually increase the speed
as students get the hang of the beat.

Music room rules.

Get to know students and what they know about
music- use a mind map to show things know/ like
about music.
Have students experiment with making
drumming sounds using body percussion or by
drumming on objects around the room.
Explain what duration is and give examples of
different drumming duration.
Select individual students to drum a pattern,
which the rest of the class then imitates.
Are students able to
create and record
their own beat using
shapes?

Drum
Paper
Pencils
White board/
markers
Cups
Tutorial video
Cup song video

Maintain a
steady beat 2.

Singing,
Playing
Duration,
Structure

Start by repeating the first few moves/ beats of

the song slowly (that we learnt last week).
Have students watch the tutorial video again and
play along at their own speed.
Start off slow and gradually increase the speed
as students get the hang of the beat.
As students begin to perfect the steady beat of
the first part of the song, have them add the next
half of the beat/ pattern.
Start off slow and gradually increase speed as
students get the hang of the beat/song.
Introduce the lyrics of the song.
Continue to practice the cup song.
Discuss how we could change some movements
to make our performance easier/ better.
Have students discuss in an open class
discussion about what they like or dislike about
the original song and the changes we have
discussed.
Use this discussion to improve the performance.

Are students able to

maintain a steady
beat?

Cups
Tutorial video
Cup song video
Song lyrics
printed for each
student.
Song lyrics on
IWB.
Song steps
printed.

Respond/
evaluate.

Singing,
Playing
Duration,
Structure

Are students able to

responds to a range
of musical
performances/
variants, expressing
likes and dislikes and
the reasons for these
choices?

Cups
Tutorial video
Cup song video
Song lyrics on
IWB.

Creating and
recording a
steady beat.

Singing,
Playing
Duration,
Structure.

Continue to practice the cup song.

Recap on our discussion in Week 4 about
recording music using shapes.
Use this skill in order to record the cup song
beat.
Discuss the duration of the song and use this
discussion to lead into recording the entire song
(this will involve displaying how many times this
beat is repeated throughout the song and the
duration of each set of this beat).

Cups
Tutorial video
Cup song video
Song lyrics on
IWB.
White board/
markers

Expression
rehearsal.

Singing,
Playing
Duration,
Structure.

Continue to practice the cup song (last time with

the lyrics)
Ensure that all students are able to keep the
steady beat and remember all the words.
Discuss where we will be sitting and movements
we may be doing in the final performance.
Discuss expressions and how this will impact on
the overall look/ sound of the performance.

Cups
Cup song
Tables/ chairs
Song lyrics on
IWB.

10

Dress
rehearsal/

Singing,
Playing

Practice the cup song a few times in the hall,

where we will be performing. This will allow

Assess performance.

Cups
Cup song

Perform.

Duration,
Structure.

students to get a real feel for where we will be and

what we will be doing, next week.
During assembly students will perform their
song.

Tables/ chairs