Teacher Pack

Collection: Move to the Music

Course: Sing, Scat and Scoo Be Do
Year level: F-2
Lessons: 5 x 45 Minutes
Overview
Sing, Scat and Scoo Be Doo introduces younger children to the joys of active music-making through singing, speaking, moving, dancing,
playing and creating.
Specifically, students are introduced to Susie Splitter Davies who teaches songs from different cultures and then invites students to explore
vocal improvisation (scatting), and tuned percussion instruments. Through the lesson series students build their fundamental knowledge of
musical elements including rhythm, form, pitch and dynamics. There is an interactive xylophone to support students in this course.
ARTS:LIVE courses are supported by engaging videos, audio files, student activity sheets and home learning activities. Further information
related to this course including teaching tips, pedagogical approaches, glossary terms and more can be accessed through the Sing Scat and
Scoo Be Doo Overview webpage.
Course: Sing, Scat and Scoo Be Do Lesson One: Funga Alafia
Learning Area: The Arts Strands: Music Time: 45 Minutes Year Level: F-2

Content Descriptor:
 Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion (ACAMUM080).
 Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community
(ACAMUM081).
 Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait
Islander peoples (ACAMUR083).
Learning Focus:
• Students learn the lyrics, melody and actions of the African song Funga Alafia
• Students try call and response techniques and explore variations in dynamics, tempo and pitch.
Time: Teaching and Learning Strategies: Preparation and Resources:
10 minutes Warm-up Relevant ARTS:LIVE resources
Watch the Funga Alafia video.  Funga Alafia video.
Explain to students that Funga Alafia is an African song from Ghana. It is a song of welcome Additional resources required
and of opening the heart and sharing what you have. You can accompany the song with a
a media player with speakers.
djembe (African drum) or hand drum.
Following the same process used in the video, lead students in warming up their voices. Ask
them to echo-say and imitate your random words from the song, incorporating dynamics,
tempo and pitch variations. For example, funga could be pronounced as fuuuuun-gah!
Encourage students to explore their vocal range and warm up their voices through active
participation.

10 minutes Copy the words and actions

Lead students through the words and actions, one phrase at a time.
 Teach students the spoken words first, before introducing the melody.
 Students echo the spoken words ‘funga alafia’ and ‘ah-shay, ah-shay’.
 Silently teach gestures (actions) and imitate (do together).

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  Teach students the melody by singing each line and asking them to repeat it after you.
When students are learning how the actions fit with the words, ask them to sing the words in
their heads while completing the actions.
Singing the words and copying the actions
Sing the song in unison accompanied by the actions. Explain the meaning and sentiment of
the English translation.
Ask students to echo-say the English words with the gestures, as follows:
 with my thoughts: touch head with both hands
 I greet you: outstretch arms
 with my words: touch mouth with both hands
 I greet you: outstretch arms
 with my heart: touch heart with both hands
 I greet you: outstretch arms
 I have nothing: stroke back of arm between hand and elbow for two beats
 up my sleeve: repeat for the other arm.

10 minutes Variations
Run the activity as a call-and-response. Sing the words ‘funga alafia’ and ask students to
respond with ‘ah-shay, ah-shay’, accompanied by the gestures. Then swap over. Ask students
to sing ‘funga alafia’ and you respond with ‘ah-shay, ah-shay’.

10 minutes A two-part round

Once students are comfortable with the words and actions, sing the song as a two-part round.
Divide the class into two groups. Half the class will start to sing the song, beginning with the
first phrase: ‘funga alafia’. The remainder of the class will begin the song, starting with ‘funga
alafia’, when the first group sings ‘ah-shay’.
Reflection
As a class, discuss:
 What did you like best about the song?
 What was difficult or challenging about the song?

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  What other types of actions could you use to accompany the song?

5 minutes Extension
Students are to find songs from different cultures and practise trying to sing them in rounds.
Assist students to choreograph their own gestures that capture the meaning of the song.
Once they have rehearsed their song a few times, try adding accompaniment. This might be
with students playing a drum part along with the song, or you choosing another instrument.

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Course: Sing, Scat and Scoo Be Do Lesson Two: The Hello Song
Learning Area: The Arts Strands: Music Time: 45 Minutes Year Level: F-2

Content Descriptor:
 Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community
(ACAMUM081).
 Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait
Islander peoples (ACAMUR083).
Learning Focus:
 Students combine song, rhythm (body percussion) and actions.
Time: Teaching and Learning Strategies: Preparation and Resources:
20 minutes Copy the actions Relevant ARTS:LIVE resources
Watch the Hello Song video with your class.  Hello Song video.
Direct students to stand in a circle. Lead students in a brief warm-up activity by asking them to Additional resources required
copy your actions.
 a media player with speakers.
Say the words and copy the actions
Reinforce the words to Hello – my name is? with students.
 Students are to echo-say the words and imitate your actions from the song.
 Encourage students to echo the actions and spoken words for each two-bar phrase. For
example: shaking hands; pat, clap, pat, clap; clap right then left; turn around.
 You can also sing the song and ask students to do the actions while you sing.
Sing the words and copy the actions
Direct students to echo-sing the song with the actions.Perform the actions and sing verse one
together as a class.

10 minutes Putting it all together

Following the same process used in the video, choose a student in the class who can help you
demonstrate the next step. Demonstrate the song with a partner where each name is sung.

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 Each student is to find a partner. Encourage them to sing the song and do the actions
together.
Direct students to move around the room, in time to the music, and find another partner.
Students can change partners several times.

5 minutes Extension
Sing the song again, but this time ask students to say ‘hello’ in their own language (or another
language they know). Accompany the song with a drum beat, on a piano or with guitar.

10 minutes Reflection
As a class, discuss:
 Is this a fun way to meet each other?
 How do you say hello to people you know at school? Is it different at home?
 What was your favourite part of the song?
 What was the hardest part of the song?
 How do you say goodbye to people you know?
 Can you make up your own greeting song?
 Can you make up a goodbye song?

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Course: Sing, Scat and Scoo Be Do Lesson Three: Umbalayo
Learning Area: The Arts Strands: Music Time: 45 Minutes Year Level: F-2

Content Descriptor:
 Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community
(ACAMUM081).
 Create compositions and perform music to communicate ideas to an audience (ACAMUM082).
Learning Focus:
 Students are introduced to vocal improvisation.
Time: Teaching and Learning Strategies: Preparation and Resources:
20 minutes Learning the song Relevant ARTS:LIVE resources
Explain to students that this song introduces vocal improvisation or ‘scatting’ – the lyrics are  Umbalayo audio track.
made-up nonsense words. Does anyone know what a nonsense word is? This song also uses
Additional resources required
various techniques including echo and rondo.
Ask students to stand in a circle. Encourage students to imitate and then echo your actions  a media player with speakers.
and random words from the song. Students should echo-say the words first.
Next, introduce students to the melody and ask them to repeat each phrase after you. Explore
singing the song softly and loudly; fast and slow; high and low; and using other sorts of voices.
Create an improvised vocal section of the song. Make up some simple nonsense words for the
students to echo. These can be spoken or sung and can include vocal sound effects.
Invite the students to come up with their own vocal improvisations to lead the class.

25 minutes Singing the song

Sing the song in rondo form: A, B, A, C, A. Explain to students that the rondo form is like a
club sandwich. The bread is the A section and the fillings are the B and C sections. The A
section is the song and the B and C sections are improvised.
The song should be sung as follows:
 sing the song together first
 add an improvised section

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 sing together
 improvise
 finish by singing all together.
Play the audio track of the song to the students and discuss the following as a class:
 What kinds of sounds can you identify?
 Can you hear any instruments?
 Are there any parts that happen more than once (repeated parts or ostinato)?
 Is there any singing?
 What style of music is this?
Sing along with the audio track.
Extension ideas
Create your own dance that repeats for section A.
Compose a new melody for section A and write new nonsense words.
Perform the song for an audience.

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Course: Sing, Scat and Scoo Be Do Lesson Four: Sing, Scat and Scoo Be Do
Learning Area: The Arts Strands: Music Time: 45 Minutes Year Level: F-2

Content Descriptor:
 Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community
(ACAMUM081).
 Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion (ACAMUM080).
 Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait
Islander peoples (ACAMUR083).
Learning Focus:
 Students explore dynamics, tempo and pitch variations through improvised song and body percussion.
Time: Teaching and Learning Strategies: Preparation and Resources:
20 minutes Learning the song Relevant ARTS:LIVE resources
Watch The Scoo Be Doo Song video with your class. Direct students to stand in a circle  Scoo Be Doo Song video
together. Depending on your own musical experience, you may wish to sing and accompany  Sing Scat and Scoo Be Doo
yourself with a djembe or other hand drum. Alternatively, you can play the audio track of the audio track.
song for the students.
Additional resources required
Copy the actions
 a media player with speakers.
Lead students in a brief warm-up activity by asking them to copy your actions.
Copy the sounds and words
As in the video, ask students to echo-say and imitate your random words from the song,
incorporating dynamics, tempo and pitch variations.
Say the words and copy the actions
The following procedure clearly establishes the pitch of the song by linking the body
percussion accompaniment on a vertical plane with the pitch of the various parts.
Direct students to echo-say the words with actions:
 Part one: ‘doo, doo, doo, doo’ – stamp on the beat
 Part two: ‘scoo be doo be doo be doo be doo doo doo’ – higher, clap the rhythm

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  Part three: ‘scoo be doo be doo be doo be doo doo doo’ lower, pat rhythm on knees
 Part four: clap ‘bap du wap’ – tap head
 Part five: students are to copy the actions while you sing the words. ‘My feet do stamp and
my hands do clap, my fingers are a-clicking and my arms do flap. I turn around and around
I go. I’m moving down I’m moving down then up real slow’ – actions linked to song lyrics.

5 minutes Sing the words and copy the actions

Direct students to echo-sing the song with actions:
 Part one: ‘doo, doo, doo, doo’ – stamp on the beat
 Part two: ‘scoo be doo be doo be doo be doo doo doo’ – higher, clap the rhythm
 Part three: ‘scoo be doo be doo be doo be doo doo doo’ – lower, pat rhythm on knees
 Part four: clap ‘bap du wap’ – tap head
 Part five: ‘my feet do stamp and my hands do clap, my fingers are a-clicking and my arms
do flap. I turn around and around I go. I’m moving down, I’m moving down, then up real
slow’ – actions linked to song lyrics.

15 minutes Make up a dance to the parts

Ask students to suggest some simple movements to accompany the song. For example:
 Part one: walk around together in a circle, holding hands
 Part two: take four small steps forward and four small steps back
 Part three: repeat Part two
 Part four: wave arms up high from side to side on the beat
 Part five: actions linked to song lyrics.
Sing and dance together with the Sing Scat and Scoo Be Doo audio track.

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Course: Sing, Scat and Scoo Be Do Lesson Five: Playing the Xylophone
Learning Area: The Arts Strands: Music Time: 45 Minutes Year Level: F-2

Content Descriptor:
 Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community
(ACAMUM081).
 Create compositions and perform music to communicate ideas to an audience (ACAMUM082).
Learning Focus:
• Students are introduced to an ‘Interactive Xylophone’ and the C major
scale.
Time: Teaching and Learning Strategies: Preparation and Resources:
20 minutes Playing the xylophone Relevant ARTS:LIVE resources
Distribute the Xylophone activity sheet and Xylophone template to students.  Interactive Xylophone
Explain to students the names of notes in the C major scale (which we will be exploring) are:  Sing Scat and Scoo Be Doo
C D E F G A B C. audio track
 Xylophone activity sheet
Ask students to play these notes on the Interactive Xylophone, listening to the sound of the  Xylophone template.
musical scale as they play.
Additional resources required
Ask students to identify which of the two C notes on the xylophone was higher and which one
was lower. This reinforces the concept of pitch.  devices with internet access and
speakers (to use the Interactive
Explain to students that they will now learn to play the four parts of the song on a xylophone. Xylophone).
Students are to follow the instructions on the activity sheet and play each ostinato part on the  xylophones, glockenspiels or
Interactive Xylophone. Students may also like to sing along with the notes to help them marimbas (optional).
remember the sounds.This part of the lesson can be adapted depending on the number of
devices that are available to students.
Play the Sing Scat and Scoo Be Doo audio track and ask students to play along on the
Interactive Xylophone. If you have access to bass xylophones or glockenspiels, these can be
introduced as well.

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10 minutes Putting it all together
Ask the students to find a partner to practise playing or singing two parts together. One person
can play one part and the other person can play a different part of the song at the same time.
Remind students to play together slowly and listen to their partner carefully.

10 minutes Create your own xylophone solo

Play the Sing Scat and Scoo Be Doo audio track and ask students to improvise using notes
the D F G A C. These are part of the D minor pentatonic scale which means that will match
the rest of the tune well.
Encourage students to play any of the notes from the scale in any order they like,
remembering to listen carefully to the sounds they create and think about what sounds or
series of notes they like.
As a class, create and perform an arrangement or interpretation of the song and put it all
together. Incorporate singing, ostinato parts, instrument accompaniment, improvisation and
movement. Alternatively, have half the class performing and the other half watching, to allow
students to experience music as both makers and audience members.
Extend
Distribute the Xylophone template to students. Ask students to colour in the notes on their
template to reinforce their learning.

5 minutes Reflection
As a class, discuss:
 What was your favourite part?
 What part did you find the most difficult?
 How could we make our song sound better?
 How did you feel when you were playing and singing?
 Did anyone hit a note that wasn’t in the scale? How did the song sound when you did this?

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