Bbc thesongtree summer 2013

Sun, sea and song

Teacher’s Notes

2

Contents

Page

Teacher’s Notes Introduction 3

Programme 1 The big ship sails on the ally-ally-oh! 4

Programme 2 There’s a hole in the bottom of the sea 6

Programme 3 My ship sails over the ocean 8

Programme 4 Suki over the ocean 10

Programme 5 A sailor went to sea, sea, sea 12

Programme 6 When I was one I sucked my thumb 14

Programme 7 Rehearsal and performance 1 16

Programme 8 Rehearsal and performance 2 18

Words and Music Sheets 20-42

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Introduction‘Summer, sea and song,’ is a music series based around the theme of the sea. �e songs in the programmes help to illustrate the adventures of the presenter, Nigel and his friend, the ship’s monkey, Suki. �ere is also an extract of a fairytale in every episode for the children to listen to. Each programme can be used alone or as part of the series. You can also put the songs together to make your own performance.

The programmesOver the �rst six programmes, the children usually learn one new song per episode. �is is taught, section by section, by Nigel, the presenter.

�e songs are revised in programmes 7 and 8, when the children practise parts of them, then have the opportunity to sing them all the way through, from beginning to end.

At the end of each of the �rst six programmes, there are music activities, which the children can join in with.

�e ‘backing track’ versions of each song, without the words, are also available on the website. �is will enable children to practise for a more polished, �nal performance.

The teacher’s notes: The teacher’s notes offer:

• Aguidetousingtheprogrammes.• Actionsandsimpleperformanceideas.• Simplevocalversionsofthesongswithchords.• Wordsandactivities.• Photocopyablepupils’material.

Music skills include:

• High/low/differentpaces/timbre/texture.• Structure(phrase,chorus,verse).• Breathing,posture,articulation,soundprojection.

• Practicing,rehearsingandpresentingperformanceswithanawareness of the audience.

• Listeningandrecallingsoundswithincreasingauralmemory.• Rehearsalandperformancetips.• Singingsongsinunisonandintwoparts,withcleardiction,

control of pitch, a sense of phrase and musical expression. • Callandresponse.

Listening to the programmes

PodcastsTheprogrammescanbedownloadedinMP3fileformatfor30days following transmission. You can subscribe to the download byclickingonthepodcastlinkavailableontheBBCSchoolRadiowebsite. For more information go to:

www.bbc.co.uk/learning/schoolradio/podcasts

Audio on demand�e programmes are available as audio on demand, streamed over the Internet, for 7 days following transmission.

Freeview/digital cable/digital satelliteYoucanlistentoSchoolRadiothroughyourTV,usingmostdigitalTVpackages,includingRadio4digital.

Organising the classAtthebeginningofeachprogramme(see‘Youwillneed…’)areinstructions for any organisation or materials that you will need during the programme.

FeedbackWearealwayspleasedtohearhowyouuseourprogrammesand,inparticular,howyourownschoolperformancehasgone.Pleasesend any letters, stories or pictures to:

BBCSchoolRadio,4thFloorBridgeHouseMediaCityUK,SalfordM502BH Ore-mailusat [email protected]

Teacher’s Notes designed by: Nick Redeyo�

Editor: Andrew Barnes

Music Workshop Age 9–11

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P r o g r a m m e

The big ship sails on the ally-ally-oh!

FocusRestsFast and slow

Main song‘Thebigshipsailsontheally- ally-oh!’

You will needTobefamiliarwiththewordsandmusicofthesong.Tohavehandsand voices ready for the activities.

Before the programmeAsk the children if they have ever beentotheseaside.Whatthingshave they seen there and what soundsdotheymake?Talkaboutthe waves lapping on the shore, the seagulls calling and children playing happily on the beach.

1Story lineWefollowNigelandSuki’sadventures,astheysetsail,insearchoftreasure.Wealsohearthefirst

extract of the story, ‘�e �sherman and the magic �sh.’

What we will be doingLearning song: ’The big ship sails on the ally-ally-oh!’

• Learningverseone.• Learningversetwo.• Learningversethree.• Learningversefour

Activities• Identifytherestsinversesoneandtwo.

• Spothowthewords,‘bigshipsails,’inverseoneareonthesame note. �ey are also the same length.

• Noticehowtherhythmof‘Never,never,do,’inversetwoisquite fast.

• Notethechangeintempoinversethree.

• Canthechildrenspotthelinesintheverses,which are repeated?

Follow-up ideas• Practisesingingthewholesong,‘Thebigshipsailsontheally-

ally-oh!’

• Talkaboutthetempoofthesong.It’squitefasttostartwith,but then it gets slower, in verse three, as the ship sinks down tothebottomofthesea.Whydoesthetempochangehere?Doesithelptomakethemusicmoresad,asweimaginetheship sinking? �en the tempo gets faster in the �nal verse. Whyisthis?

• Discusstheuseofrestsinthesecondhalfofverseoneand

verse two. A rest is a pause when nothing happens. �e children need to listen out for these when they are singing.

Resource unit

Music Activity: ’The big ship sails on the ally-ally-oh!’

Focus: Rests

• Heretheclassdividesintotwogroups.GroupAsingsandrepeats‘Climbtherigging!’andGroupBclapsthetwobeatrests that come in between these lines.

• Encouragechildrentoreallylistenandcounttherestsindependently.Helpthemtocomeintogetherandintime.

Follow up to Music Activity

• Workinginpairsandusingpercussionortunedpercussioninstruments, the children make up their own pieces with rests in. �ey can create a short musical piece where, as in the singing activity above, they take it in turns to play – person Aplaysashortmusicalphrasefirst,thenhasaREST–thenpersonBplaysinthisrest.Theycanexperimentwithtempo,making their piece faster and slower.

Listening music: Sailing by, by Ronald Binge

Focus: identifying instruments of the orchestra

• Listentothisextractofmusic.Itisapieceaboutsailing,justlike today’s song.

• Whatisthestyleofthepiece?Itiscalmandrelaxedandgoesat a steady pace – not too fast and not too slow.

• Whatdoesitmakethechildrenthinkof?Perhapsaboatsailing across calm waters on a sunny day.

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•Listenoutfortheinstruments–whoisplayingtheslow tune here? It is the string sections – that’s the violin, violas and cellos.

• Therearealsosomeotherinstrumentsplaying–somefast,highnotes–theyaretheflutes.Whatdoestheirplayingsound like? It is like the wind, swirling around the sails of the boat.

Literacy links Reception / year one:

Talkaboutthingsthatwecanseeandhearattheseasidee.g.seagulls, sea, sand, a lighthouse and boats. �e children create theirownzig-zagbookofthingstoseeattheseaside,drawingpictures of these things and labelling them if they can.

Year two: Imagine that you are setting sail with Nigel and Suki the

monkey.Writeanddescribeyourship–whatdoesitlooklike?Howmanysailsdoesithave?Whathaveyoutakenwithyouforthejourney?Whereareyoutravellingtosearchfortreasure?

P r o g r a m m e

The big ship sails on the ally-ally-oh!

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P r o g r a m m e

There’s a hole in the bottom of the sea

FocusMaking the phrase longer

Main song‘�ere’s a hole in the bottom of the sea.’

You will needTobefamiliarwiththewordsandmusicofthesong.Tohavehands,voices or instruments ready for the activities.

Before the programmeTalkaboutwhathappenedinlastweek’s adventure and how Suki and Nigel have set sail to �nd treasure.

2Story lineSuki and Nigel continue their adventure at sea. Sukitriestocatchastowawayfrog!Wealsohearthe

second extract of the story, ‘�e �sherman and the magic �sh.’

What we will be doingLearning song: ‘There’s a hole in the bottom of the sea.’

• Learningverseone–singingwithlotsofenergy.• Learningversetwo–addingthenextthing.• Learningversethree.• Learningversefour.

Activities• Identifyhowthefirstlineofeachversegetslongerandlonger.

• Canchildrenspotthelinesintheverseswhicharethesame?�ey are the last three lines.

Follow-up ideasPractisesingingthewholeofthesong,‘There’saholeinthebottom of the sea’, through again from the beginning.

• Discusstheextrathingthatisaddedineachverse–canthechildren remember what happens each time, as their singing list gets longer and longer?

• Noticehowineachverse,thenotesof‘There’sahole,’goupinpitch–theyascend-tostartwithinlinethree,thengoback down again – they descend – in line four.

• Talkaboutthebouncy,rhythmof‘There’safrogonthebumponthelogintheholeatthebottomofthesea…’It’sjumpy,likeSuki’sfrog!

Resource unit

Music Activity: ‘There’s a hole in the bottom of the sea.’

Focus: Singing fast and slow rhythms and dividing into three parts

• Inthemusicactivity,thechildrenpractisesingingthefirstlines only of each verse. �ey repeat Nigel’s singing, making the musical line get longer and longer.


• Claparhythme.g.fouronebeatclaps,thentheclasscopythis. Make this phrase a little longer e.g. eight one beat claps. Asbefore,theclasscopythis.Whathashappenedhere?Themusicalphrasehasgotlonger.Repeattheclapping,thistimewithfouronebeatclaps.Canthechildrennoticehowthephraseisnowshorter?Repeatagainwitheightclaps.Nowithasgotlongeragain!

• Askvolunteerstoclaporplayarhythmonapercussioninstrument to the rest of the class. �e other children then copy this. Ask them to play a short phrase, then a long phrase.

Listening music: Une Barque sur l’Ocean by Maurice Ravel

Focus: identifying instruments of the orchestra

• Listentothisextractofmusic.Whatinstrumentis playing here?

• Itisthepiano!Whatsortofinstrumentisthis?Describe what it looks like and how it is played.

• Thepianoisabletoplaylotsoffastnotesallatthesametime.�e pianist is playing with both hands and moving her �ngers veryquickly!

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• Arethenotesfastorslow?

• Whatsortofaseascapedoesthemusicmakeyouthinkof?Perhapswavessparklinginthesunshine,tinyfishdippinganddarting…askthechildrentodescribetheimagesthatcome to mind.


Talkaboutallthethingsthatareintheholeinthebottomoftheseaintoday’ssong!Therearealotoffunnythings!DrawandphotocopyacircleonapieceofA4.Thisistheholeinthebottomofthesea!Thechildrendrawwhatelsethey could be in the hole. Encourage them to really use their imagination!Whatwouldtheyliketofindinthehole? �ey can also draw the sea around the hole and everything in it - e.g. �sh and seaweed, even a mermaid.

Year two: Childrenmakeuptheirownaccumulationsentences

about the hole in the bottom of the sea, which get longer and longer e.g.

‘�ere’s a dog in the hole in the bottom of the sea.

�ere’s a cat on the dog in the hole in the bottom of the sea.

�ere’s a mouse on the cat on the dog in the hole in the bottom of the sea.’

�e children can also illustrate their sentences.

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P r o g r a m m e

My ship sails over the ocean

FocusCallandresponseGettinglouder–crescendo

Main song‘My ship rolls over the ocean.’

You will needTobefamiliarwiththewordsandmusicofthesong.Tohavevoices,hands, bodies and percussion instruments ready for the activities.

Before the programmeTalkaboutwhathashappenedso far in the series. Nigel and Suki have set sail to �nd treasure. Discusswhattheweatherand the sea have been like. �ey have been very calm, but everything is about to change, as there is a big stormcoming!

3Story lineSukiandNigelarecaughtinabigstorm!Thewaves get rougher and rougher, until the thunder

andlightningisrightoverhead.Wealsohearthethirdextractoftoday’s story, ‘�e �sherman and the magic �sh.’

What we will be doingLearning song: ‘My ship sails over the ocean’

• Learningverseone.• Learningthechorus.• Learningversetwo.• Learningthelastpartofthesong.

Activities• Notehowthelinesinthechorusarerepeated.

• Talkabouthowthisisaslowsonganditstartsoffquietly,asitis a lovely calm day.

• ChildrensingingroupsAandB–repeatingeachother’slines.

Follow-up ideas• Singallof‘Myshipsailsovertheocean,’again,makingsure

that the children take it in turns to sing in their groups A and B,groupAsingingfirst.

• Encouragethechildrentosustainthelongnotes,whentheysing,‘Blow,’attheendofeachlineinthechorus.

• Talkabouthowthesecondhalfofeachversehasexactlythesame words as the �rst half, but the music changes a little – it gets higher in line �ve.

• Practisegettinglouderinversetwoandinthelastpartofthesong,from‘Thestormisgettingcloser…’growinginvolume,as though the storm really is getting closer.

Resource unit

Music Activity: ‘My ship sails over the ocean.’

Focus: High and low notes

Ledbythepresenterthechildrensingthethreenotes–‘Blowwindblow,’indifferentways.Sometimestheysinghigherandsometimes they sing lower.


• Playorsingsomehighnotesonasimplepercussioninstrument, such as a xylophone. Now play some low notes. Howcanwetellthedifferentbetweenthehighnotesandthelownotes?Helpthechildrentoidentifythis.Whatanimalsdo the high and low notes remind them of - e.g. a little mouse for the high notes, a big elephant for the low notes.

• Workingingroups,andusingtunedpercussioninstruments,the children can make up their own high or low pieces. �ey can base these on an animal and give them a name - e.g. ‘�e mouse,’ for the ‘high’ piece and ‘�e elephant,’ for the ‘low’ piece.

Listening music: Four sea interludes No 4 Storm, by Benjamin Britten

Focus: tempo – fast!

• Listentothisextract.Whatdoesthemusicmakethechildrenthinkof?Itdescribesabigstorm!

• Whatisthespeed–ortempoofthispiece?Itisfast!

• Whatisthedynamic?Itisloud!

• Canthechildrenhearthepercussioninstrumentthatisplaying?Itisthedrum.Whatdoesitmakethemthinkof?Perhapsitisrepresentingthethunder!

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• Listenagain–theinstrumentsofthishugeorchestraareallplayingloudlyandquicklyatonceandtheyareverybusy!Thereissomuchgoingonandnochancetostop!Perhapsthecomposer,BenjaminBritten,istryingtoshowhowbigand powerful the sea is and how everyone is frightened and strugglinginthewavestokeeptheirshipsafloat.


Talkabouttoday’sepisodeandhowthestormgrewandgrew!Discusswhathappensinastormoutatsea–theseagrowsrougher,thelightningflashesandthethundercrashes!Havethe children ever been out in a storm, or watched it from a window–ifso,howdidtheyfeel?Weretheyfrightenedorexcited?Whatdidtheysee?Whatdidtheyhear?

Year two: Childrenwriteapoemcalled‘Thestorm,’Encouragethemto

think of some really good describing words, e.g.

‘�e lightening goes �ash like a bright light,

�e thunder crashes as loudly as a cymbal. CRASH!’

P r o g r a m m e

My ship sails over the ocean

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P r o g r a m m e

Suki over the ocean

FocusRepetitionDifferentrhythms

Main song‘Suki over the ocean.’

You will needTobefamiliarwiththewordsandmusicofthesong.Tohavehands,voices and instruments ready for the activities.

Before the programmeDiscusswhat’shappenedsofar.Suki and Nigel were caught in a big storm last week, but today they arerowingouttoGoldenIslandto�nd treasure.

4Story lineSukiandNigelrowouttoGoldenIslandtofindtreasure. On the way, Suki does some �shing and

catchessomeinterestingthings!Wealsohearthefirstextractofthe new story, ‘�e golden crab.’

What we will be doingLearning song: ‘Suki over the ocean’

• Learningverseone,notingthatithastwosections.• Learningversetwo.• Learningversethree.

Activities• Recognisethedifferentrhythmsineachverse.

• Notehowthefirsthalfofeachverseisdifferentfromthesecond half of each verse – the second half describes the actionsofwhateverSukihascaught- e.g.‘bigfishsnap!’‘Octopuswiggle!’

Follow-up ideas• Singallthrough‘Sukiovertheocean,’again,rememberingthe

actions of each thing that has been caught.

• Noticehowthemusicgoesupinpitch–itascends–inthe �rst line, ‘Suki over the ocean,’ and goes down again – descends–inthesecondline,‘Sukioverthesea.’Practisesinging these two lines and identifying this.

• PractiseclappingthedifferentrhythmsforeachthingthatSuki catches. Some rhythms are slower - e.g. ‘Suki caught a big fish’and‘Bigfishsnap’...andsomearefaster- e.g.‘Sukicaughtan octopus’ and ‘Octopus wiggle.’

• Practisedoingtheactions,clappinghandstogetherforthefishsnapping,wigglingfortheoctopusandflappingarmsfortheduck quacking.

Resource unit

Music Activity: ‘Suki over the ocean’

Focus: Singing in a round

Theclassdividesintotwogroups–groupAandgroupB.Theysingthefirstverseofthesonginaround.GroupAsingsfirst,thengroupBcomesintwolineslater.Theysingthistwice.

Follow up to Music Activity ‘Suki over the ocean.’

• ThechildrencanswappartssothatgroupBisleadingthistime. �ey can then sing through the round again.

• Theycanalsopractiseadifferentversionoftheround,thistime using one of the other verses of the song.

Listening music: A Sea Symphony 111 Scherzo, by Vaughan Williams

Focus: tempo – fast!

• Listentothisextract.Whatsortofseasideweatherdoesitmake the children think of? Is it a calm day, or are the waves big and the wind blowing?

• Whatisthespeed–ortempo of this piece? It is fast andexciting!

• Thispieceofmusicisbeingplayedbyabigorchestra!Butthere is also another group of people – who are they? �ey are thechoir.Theyaresingingfasthighnotes!

• Listenagain–perhapsthechildrencanidentifysomeofthedifferentinstrumentsoftheorchestra,suchasthelongsteadynotes from the trumpets and the shimmering high notes from the violins.

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TalkaboutthedifferentthingsthatSukicaughttoday:abigfish,anoctopus,rubberduck…whatcouldshecatchnext?�e children draw a picture of what they think Suki will catch next. �ey could also label this underneath, or write a short sentence to go with their picture - e.g. ‘Suki caught an old boot.’

Year two: DiscusswhatSukicaughttoday.Thechildrenimaginethat

theyareSukiandwriteaboutthedifferentthingsthattheycatch on each day of the week e.g. ‘On Monday I caught an oldhat,onTuesdayIcaughtastarfish,onWednesdayIcaughta crab,’ etc. You could also prepare a worksheet, on which the children �ll in the day of the week and what they catch on that particular day.

P r o g r a m m e

Suki over the ocean

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P r o g r a m m e

A sailor went to sea, sea, sea

FocusFast and slow

Main song‘A sailor went to sea, sea, sea.’ ‘Rowboysrow.’

You will needTobefamiliarwiththewordsandmusicofthesong.Tohavevoices,hands and instruments ready for the music activity.

Before the programmeTalkaboutwhathappenedlasttime. Nigel and Suki were rowing outtoGoldenIslandtofindtreasure!Theyhavenowalmostreached the island.

5Story lineSukiandNigelarriveonGoldenIsland.Theyreachacave,whichmagicallyopens.Wealsohearthe

second extract of the story ‘�e golden crab.’

What we will be doingLearning song: ‘A sailor went to sea, sea, sea’ and ‘Row boys row.’

• Learning‘Asailorwenttosea,sea.’• Learningtheclappingsectionof‘Asailorwenttosea,sea,sea.’• Learningverseoneof‘Row,boys,row.’• Learningversetwoof‘Row,boys,row.’

Activities• Practisesinging‘Sea,sea,sea,’veryclearlywithastrong

‘S’ sound.

• Practisethe‘slow,slow,fast,fast,fast,’clappingsection.

• Practisetherowingactionsin‘Row,boys,row.’Dothisintime to the music.

• Spothowthesecondverseof‘Row,boys,row,’isdifferenttothefirstverse.Whichwordschange?

Follow-up ideas• Singallthewaythrough‘Asailorwenttosea,sea,sea.’

Sing the slow version, then sing the fast version.

• Noticehowthenotesinthefirst‘Sea,sea,sea,’goup–theyascend.Practisesingingtheseslowly.

• Noticehowthenotesinthesecond‘Sea,sea,sea,’areallthesame.Practisesingingtheseslowly.

• Talkabouthowthefirsttwoclapsoftheclappingsectionarethe slowest and the next three are the fastest.

• Singallthewaythrough‘Row,boys,row.’Singtheslowversion, then sing the fast version.

Resource unit

Music Activity: ‘A sailor went to sea, sea, sea!’ and ‘Row boys, row.’

Focus: Fast and slow rhythms

�e children clap – hands together and on their knees – a slow rhythm, then a fast rhythm – this is twice as fast. Notice that the pulse still stays the same. All music has a pulse – like a steady heartbeat.Withthepresenter,thechildrenalternatebetweenfast and slow.


Listening music: By the sleepy lagoon, by Eric Coates

Focus: dynamics – soft – and tempo – slow

• Listentothisextractofmusic.Whatarethedynamics? It is soft and calm.

• Isitfastorslow?Itisslowandhasarelaxedfeel.

• Whatdoesitmakethechildrenthinkof?Askthemtolistenagain, then share their ideas.

• ThispieceofmusicwouldbegoodtodescribeGoldenIsland!You can imagine the sea lapping gently against the beach and the wind rustling softly in the trees.

• Thispieceofmusiciscalled‘Bythesleepylagoon.’Explaintothechildrenthatthisisasortofsea lake.Dotheythinkthatthisis a good title for the piece?

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TalkaboutwhatyouthinkGoldenIslandlookslike.Askthechildren to imagine what they can see and what they can hear. On a piece of paper, they draw one thing on the island. It could be something that they have already talked about, like theparrot,orthecrocodileortheGoldenRiver,oritcouldbe that they think of something new, like a coconut tree, or a star�sh.

Year two: TalkaboutwhatSukiandNigelhavefoundonGolden

Islandsofar,thebeach,theGoldenRiverandthemagiccave. �e children draw their own map of the other things that they imagine to be on the island.

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P r o g r a m m e

When I was one I sucked my thumb

FocusJumpy, energetic rhythms Repetition

Main song‘WhenIwasoneIsucked my thumb.’

You will needTobefamiliarwiththewordsofthesong.Tohavevoices,hands and instruments ready for the music activity.

Before the programmeDiscusshowlasttimeSukiandNigelreachedtheGoldenIslandand found their way to a cave, whichmagicallyopened!Whatwillbeinside…

6Story lineSukiandNigelarriveonGoldenIsland.Theyreachacave,whichmagicallyopens.Wealsohearthe

second extract of the story, ‘�e golden crab.’

What we will be doingLearning song: ‘When I was one I sucked my thumb.’

• Learningverseone.• Learningversetwo.• Learningversethree.• Learningversefour.

Activities• Recognisethehighnotesinthechorus–whichdescend–

or get lower.

• Singintwoparts–groupBrepeatingwhatgroupAsings.

• Spothowverseoneandversetwoaresimilar–whichlines are repeated?

Follow-up ideas• Practisesinging‘WhenIwasoneIsuckedmythumb.’

• Encouragethechildrentolistencarefullytothejumpy,offbeat rhythm and to sing with lots of energy for this �nal song.

• Practisespeakingthechorusslowly,beforesingingit,tomakethe words as clear as you can.

Resource unit

Music Activity: ‘When I was one I sucked my thumb’.

Focus: Rhythm

Nigelclapsdifferentfastandslowrhythmsandthechildren copy these.

Follow up from Music Activity: ‘When I was one I sucked my thumb.’

• Workingtogetherasawholeclass,thechildrentakeitinturnsto play their own repeated made up rhythm. �e rest of the class can then copy these.

• Inpairs,personAclapsarhythm.PersonBcopiesthis–repeating it. �is could be a fast or slow rhythm. �en swap, sothatpersonBgoesfirst.

• PersonAandpersonBclaptheirmadeuprhythmsatthesame time as each other. �ey could clap them fast. �ey could clap them slowly.

• Childrenrepeattheabove,usingpercussioninstruments.

Listening music: The Padstow Lifeboat by Malcolm Arnold

Focus: major (happy), tempo

• Thispieceisaboutalifeboat.Canthechildrenhearthelifeboat’s horn?

• Theinstrumentsthatareplayingthispiecearebrassinstruments, like the trombone and the trumpet. �ey are playing together in a group called a brass band.

• Isthetempoofthisfastorslow?Itisfast!

• Thispiecesoundshappyandbright.Thatisbecauseitisinamajor key. Music in a major key tends to sound happy.

• Thispieceisamarch.Childrencouldmarcharoundtheroomin time to the music. Or they could clap in time to the beat.

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TalkaboutwhatNigelandSukihopedtofindinthechestandwhattheyactuallyfound.Whatdothechildrenthinktheyhopedtofind?Treasure!Preciousjewels,perhapsgoldcoins!Butwhattheyactuallyfoundwerethepirate’ssmellysocks!Howdidthecaptainfeelaboutthis?Washepleased?CutoutandphotocopyapieceofA4paperintheshapeofa treasure chest. �e children draw on this what they would like to �nd in the treasure chest.

Year two: TalktothechildrenaboutSukiandNigel’sadventures.

Whatepisodedidtheyenjoymost?Discussthethingsthathave happened, such as when Suki went �shing and caught some very interesting things, when the big storm came, and when they crept into the magic cave, then got chased bypirates.DivideapieceofA4intosixboxes.Ineachbox,the children draw a picture and write a sentence to describe something that has happened in Suki and Nigel’s adventures.

P r o g r a m m e

When I was one I sucked my thumb

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P r o g r a m m e

Rehearsal and performance 1

FocusPerformance

Main song‘Thebigshipsailsontheally- ally-oh!’‘�ere’s a hole at the bottom of the sea.’‘My ship sails over the ocean.’

You will needTobefamiliarwiththewordsofthesong.Tohavevoicesandbodiesready for the warm up.

Before the programmeGothroughthewordsofthesethree songs. Identify sections that might be more challenging.

7What we will be doingWarm up – to loosen up bodies and warm up voices.

Sing:‘Thebigshipsailsontheally-ally-oh!’

Sing: ‘�ere’s a hole in the bottom of the sea.’

Sing: ‘My ship sails over the ocean.’

Activities ‘Rehearsal and performance 1’Sing:‘Thebigshipsailsontheally-ally-oh!’• Thisisaveryhappysong.Singwithlotsofenergy!• Notetherestsinversesoneandtwo.• Noticethechangeintempoinversethree.• Practicetheactionsinversesoneandtwo.• Singthroughthewholesong.

Sing: ‘�ere’s a hole in the bottom of the sea.’• Singclearly,pronouncingeverywordwell.• Be awarehowthenotesattheendofeachversegoupinline

three, then down again in line four. • Rememberthatthissonggetslongerandlonger,withnew

words in each line. • Singthroughthewholesong.

Sing: ‘My ship rolls over the ocean.’• Thisisallaboutastormcoming!Showthis,bygetting

louder as you sing verse two and then again in the last part of the song.

• Makesureyoudivideintotwogroupsforthechorus,groupAsingingfirst,thengroupB.

• Practisethetwo-partchorus,repeatingeachphraseandholdingthelongnote,‘Blow.’

• Singthroughthewholesong.

Follow-up ideas• Learnthewordstothesong,sothatyoucangiveareally

good performance.

• Singalongwiththesingers,thenusethe‘accompanimentonly’ backing track versions of the songs when you are feeling more con�dent.

• Reallythinkaboutallthethingsyouneedtoremember, to give an excellent performance, such as good posture, fantastic expressions on your faces, clear diction and very expressive singing.

Resource unit

Listening music: Sea Suite by France Bridge

Focus: dynamics – Quiet. Tempo – slow

• Whatsortofseadoesthismakethechildrenthinkof? Itisacalmday,withgentlewaves.Whydoesthemusicsoundlike this?

• Whatwouldthemusicsoundlikeifitweredescribingastormy day, with a rough sea?

• Thedynamicsofthispiecearesoft.

• Thetempoofthepieceisslow.

• Theinstrumentsareplayinglongnotes.

• Canthechildrenspotthepartinthepiecewhenthemusicgetslouder?Whatdoyouthinkcouldbehappeningtothe sea here?

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Talkaboutallthejobsthatpeopledoonaship- e.g.scrubbingthe decks, steering the boat, hoisting the sails and climbing therigging.Mimeeachoneofthesewiththeclass.Puttheseactions together, to make a short sequence which the children could perform.

Year two: Talkaboutthejobsonboardaship,asabove.Thechildren

write these down as though they are a sailor. �ey could start theirwritingwith:‘TodayI… (scrubbedthedecks…)

P r o g r a m m e


7

18

P r o g r a m m e


FocusPerformance

Main song‘Suki over the ocean.’ ‘A sailor went to sea, sea, sea.’ ‘Rowboysrow.’‘WhenIwasoneIsuckedmythumb.’

You will needTobefamiliarwiththewordsofthesongs.Tohavevoicesandbodiesready for the warm up.

Before the programmeGothroughthewordsofthesongs.Identify sections that might be more challenging.

8What we will be doingWarm up – to loosen up bodies and warm up voices.

Sing: ‘Suki over the ocean.’

Sing: ‘A sailor went to sea, sea, sea.’

Sing:‘Row,boys,row.’

Sing:‘WhenIwasoneIsuckedmythumb.’

Activities ‘Rehearsal and performance 2’Sing: ‘Suki over the ocean.’ • ThinkaboutthedifferentthingsthatSukicatches.• Clapandsingthefastandslowrhythmsofthedifferentwords

in the verses. • Dotheactions–clappingforthesnappingfish,wigglingfor

the octopus. • Singthroughthewholesong.

Sing: ‘A sailor went to sea, sea, sea.’• Remembertoclapthe‘slow,slow,fast,fast,fast,’clapping

rhythm in between the singing sections. • Singthroughthewholeslowversionofthesong,pronouncing

your words as clearly as you can. • Singthroughthewholeofthefastversionofthesong.• Singthroughthewholesong.

Sing:‘Row,boys,row.’• Noticehowthesongchangesinthesecondverse,singing

‘girls’ instead of ‘boys.’ • Practisetherowingactionsintimetothemusic.• Singthroughthewholeoftheslowversionofthesong.• Singthroughthewholeofthefastversionofthesong.

Sing:‘WhenIwasoneIsuckedmythumb.’• Singthislastsongwithlotsofenergy!• Remember,it’sonlythefirstlineineachverse,whichchanges.

Practisethesefirstlines,notingthedifferentrhythms.• Practiseswayingbackwardsandforwardsandfromsidetoside

in the chorus.• Singthroughthewholesong.

Follow-up ideas• Learnallthesongsandpractiseperformingthemwiththe

accompaniment only ‘backing track’ versions only of the songs.

• Usingtheprogrammesasastartingpoint,makeupyourownperformance of a sea adventure. Imagine that you are setting sailtofindtreasure!Youcouldincludesomeofthepiecesof music that you have made up as a class at the end of the programmes and also read out some of the work from the literacy activities.

8

19

Resource unit

Listening music: Flying Dutchman. Overture, by Richard Wagner

Focus: dynamics – Quiet. Tempo – slow

• Whatsortofseadoesthismakethechildrenthinkofthistime?Itisveryrough!

• Askthechildrentoclosetheireyesandimagineashipridingquicklythroughthewaves!

• Whatistheemotionofthepiece?Howdoesitmakethemfeel? Is it relaxing to listen to? Is it frightening? Is it exciting? Music can be used to create all sorts of feelings and emotions.

• Thedynamicsofthispieceareloud.

• Thetempoofthepieceisfast.

• Theinstrumentsareplayingveryquicknotes,whichgouphigh and down low.


Talkaboutallthenaughtythingsthatpiratesgetupto,suchas jumping onto other people’s boats and stealing treasure. Whatdoesapiratelooklike?Whatdoeshewear?Drawapicture of one.

Year two: Asabove,talkaboutwhatpiratesarelike.Drawapictureof

one and write down some sentences to describe him.

P r o g r a m m e


8

20© BBC Learning 2012

Thebigshipsailsontheally-ally-oh,Theally-ally-oh,theally-ally-oh,Thebigshipsailsontheally-ally-oh,On the last day of September.

�e captain said it will never, never do,Never, never do, never, never do,�e captain said it will never, never do,On the last day of September.

�e big ship sank to the bottom of the sea,�e bottom of the sea, the bottom of the sea,�e big ship sank to the bottom of the sea,On the last day of September.

Wealldipourheadsinthedeepbluesea,�e deep blue sea, the deep blue sea,Wealldipourheadsinthedeepbluesea,On the last day of September.

The big ship sails


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�ere’s a hole in the bottom of the sea, �ere’s a hole in the bottom of the sea,There’sahole!There’sahole!�ere’s a hole in the bottom of the sea.

�ere’s a log on the hole in the bottom of the sea, �ere’s a log on the hole in the bottom of the sea, There’salog!There’salog!�ere’s a log on the hole in the bottom of the sea.

�ere’s a bump on the log in the hole in the bottom of the sea, �ere’s a bump on the log in the hole in the bottom of the sea, There’sabump!There’sabump!�ere’s a bump on the log in the hole in the bottom of the sea.

�ere’s a frog on the bump on the log in the hole in the bottom of the sea, �ere’s a frog on the bump on the log in the hole in the bottom of the sea, There’safrog!There’safrog!


�ere’s a frog on the bump on the log in the hole in the bottom of the sea.

�ere’s a tail on the frog on the bump on the log in the hole in the bottom of the sea, �ere’s a tail on the frog on the bump on the log in the hole in the bottom of the sea, There’satail!There’satail!�ere’s a tail on the frog on the bump on the log in the hole in the bottom of the sea.

There’safleaonthetailonthefrogonthebumpontheloginthehole in the bottom of the sea, There’safleaonthetailonthefrogonthebumpontheloginthehole in the bottom of the sea, There’saflea!There’saflea!There’safleaonthetailonthefrogonthebumpontheloginthehole in the bottom of the sea.


1There's a hole in the bottom of the sea

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My ship rolls over the ocean,My shop rolls over the sea.My ship is �lled with treasure,All for you and me.

My ship rolls over the ocean,My ship rolls over the sea.My ship is �lled with treasure,All for you and me.

Chorus

Blowwindblow!Blowwindblow!Blowwindblow!Blowwindblow!

�e storm is getting closer,�e storm is getting near. �e clouds, they are a coming,And soon they will be here. �e storm is getting closer,�e storm is getting near. �e clouds, they are a coming,And soon they will be here.

My ship rolls over the ocean

Repeat chorus

Canyouhearthethunder?Canyouhearthecrash!Canyouhearthethunder?Canyouhearthecrash?Canyouhearthethunder?Canyouhearthecrash?Canyouhearthethunder?Canyouhearthecrash?

Crash!Crash!Crash!Crash!


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Suki over the ocean,Suki over the sea,Suki caught a big �sh,Can’tcatchme!Bigfishsnap!Snap!Snap!Snap!Bigfishsnap!Snap!Snap!Snap!Bigfishsnap!Snap!Snap!Snap!Bigfishsnap!Snap!Snap!Snap!

Suki over the ocean,Suki over the sea,Suki caught an octopus,Can’tcatchme!Octopuswiggle!Wiggle!Wiggle!Wiggle!Octopuswiggle!Wiggle!Wiggle!Wiggle!Octopuswiggle!Wiggle!Wiggle!Wiggle!Octopuswiggle!Wiggle!Wiggle!Wiggle!

Suki over the ocean

Suki over the ocean,Suki over the sea,Suki caught an old boot,Can’tcatchme!Oldbootstamp!Stamp!Stamp!Stamp!Oldbootstamp!Stamp!Stamp!Stamp!Oldbootstamp!Stamp!Stamp!Stamp!Oldbootstamp!Stamp!Stamp!Stamp!

Suki over the ocean,Suki over the sea,Suki caught a rubber duck,Can’tcatchme!Rubberduckquack!Quack!Quack!Quack!Rubberduckquack!Quack!Quack!Quack!Rubberduckquack!Quack!Quack!Quack!Rubberduckquack!Quack!Quack!Quack!


1Suki over the ocean

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A sailor went to sea, sea, sea,Toseewhathecouldsee,see,see,Butallthathecouldsee,see,see,Wasthebottomofthedeepbluesea,sea,sea.



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WhenIwasoneIsuckedmythumb,thedayIwenttosea,I jumped aboard a pirate ship, and the captain said to me:We'regoingthisway,thatway,forwardandbackwardsovertheIrishsea,We'regoingthisway,thatway,forwardsandbackwardsovertheIrishsea.

WhenIwastwoIbuckledmyshoe,thedayIwenttosea,I jumped aboard a pirate ship, and the captain said to me:We'regoingthisway,thatway,forwardsandbackwardsovertheIrishsea,We'regoingthisway,thatway,forwardsandbackwardsovertheIrishsea.

WhenIwasthreeIcutmyknee,thedayIwenttosea,I jumped aboard a pirate ship, and the captain said to me:We'regoingthisway,thatway,forwardsandbackwardsovertheIrishsea,We'regoingthisway,thatway,forwardsandbackwardsovertheIrishsea.

WhenIwasfourIknockedatthedoor,thedayIwenttosea,I jumped aboard a pirate ship, and the captain said to me:We'regoingthisway,thatway,forwardsandbackwardsovertheIrishsea,We'regoingthisway,thatway,forwardsandbackwardsovertheIrishsea.

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D E

Bbc thesongtree summer 2013

Education

Transcript of Bbc thesongtree summer 2013