Justin Fiume (20152499)

Poem/Rhyme: Ten Little Monkeys – Traditional

Ten little monkeys jumping on a bed. Year 2 Music – ACAMUM080
One fell of and bumped his head.
Develop aural skills by exploring and
Mama called the doctor the doctor said. imitating sounds, pitch and rhythm patterns
using voice, movement and body
No more monkeys jumping on the bed. percussion.
The Ostinato: Jump -ing, (Clap, Clap, Rest, Rest)

Target Audience: I believe the target audience that the writer was aiming for is lower primary – year 2. The simplicity
of the lyrics, the real world application based on student’s visual experience/understanding and the use of simple
words makes it best suited to cater for students in lower primary. According to the Orff process, students will be in the
imitation and exploration stage. However, it can be implemented in each primary year group and modified to engage
different audiences. Middle and upper primary can implement this poem through imitation and exploration but then
extending the students into the improvisation and literacy stages of the Orff process. Early childhood (kindergarten
and foundation) can adapt this poem by focusing on body percussions and dance to follow the beat.

Teaching the rhyme:

(Pedagogy – Green, Media – Blue, Theory – Purple)
Imitation 1-4, 6 & Exploration 4, 6: https://youtu.be/ozY8dAD2UGw
1. Teacher says the rhyme in its entirety while students listen carefully. Teacher repeats the poem so that all
students have heard it.
2. Teacher then breaks down rhyme into lines and students echo response. This is repeated until most of the
class feel confident with the rhyme. Then practice a steady beat by adding motions reflecting the beat.
3. Teacher asks students to stand up and stomp around the room to the beat. Teacher does this step until
the class feel completely confident. Teacher asks students to continue moving to the beat and sway like a
monkey (half-squat position with hands under armpits).
4. Teacher asks students to sit in a circle then asks them to say the poem in varying voices (use high and low
voices for different phrases – whispering, shouting, singing) – This is to break the monotony of rehearsing the
same lines while ‘patching’ the beat on their knees. (MIRRORING – teacher directed)
Alternatively, students can use different voices through vocal expression (excited, disappointed, etc.).
a. Extension: Students will work collaboratively to think of their own (exhibit 2-3 students).
b. Enable: Students who are not confident in altering their voices may find using puppets as an external
resource to use to build confidence when changing their voices.

OSTINATO: https://youtu.be/coDFKLZRqp4

5. Teacher models ostinato (jump -ing; Clap, Clap, Rest, Rest) and encourages students to imitate and
explore the use of the ostinato in combination with the rhyme. Repeat this step until students are confident
and can incorporate it with the rhyme.
6. Teacher breaks class into two (one does rhyme, one does ostinato – switch roles) – Overlapping
a. Extending (optional): Teacher asks students to close their eyes and think of another ostinato (tempo
change, dynamics, untuned and tuned percussion) and then teaches it from step 5 like the original
ostinato. Teacher could introduce additional ostinati to challenge the class.
b. Enabling (if required): Teacher reteaches where required until there is a high confidence level to move
on to body percussion and combination elements.
7. To further extend this lesson or over further lessons, the teacher could introduce non-melodic instruments
(tambourine [metal], cabasa [wood], bongo [skin], etc.) and/or melodic instruments (recorder, zylophones,
marimbas, etc.). The teacher could also add unpitched percussion (different instruments for different
phrases).

 Pedagogy: Imitation: Mirror, Echo, Overlapping; Exploration: tempo change, dynamics, untuned and tuned
percussion.
 Media: Speech: Vocal timbre; Movement: Body Percussion; Song: Vocal sounds.
 Theory: Ostinato: Movement, Speech.
 Justin Fiume (20152499)
References:
School Curriculum and Standard Authority. (2014). Western Australian Curriculum. Retrieved from
https://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/the-arts/music2

Walton, M. (2014). Eieio: Experience, imitate, explore, improvise with Orff (4th ed.). Perth, WA: Fountain Media.