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2

ContentsPage

Introduction

2. Blow, blow, blow

1. Tip tap, tickle-tickle, bip bap, BONG!

3. Twang those strings

4. Raise our voices to the sky!

5. Instruments together

Lyric sheets

Music sheets

3

4

5

6

7

8

9

14

The Song TreeAge 5 - 7

Songs written, composed and arranged by Barry GibsonPresented by Jenny Bryce and Wayne ForresterTeacher’s Notes by Barry GibsonBBC contact: Andrew Barnes

There is a music CD, including backing tracks for all the songs in this series. If you would like a copy please contact us at:

[email protected]

Or write to us at:

BBC School Radio3rd Floor Bridge House MediaCityUKSalfordM50 2BH

The backing tracks for each song can also be downloaded by going to the relevant page of the School Radio website. For example:

www.bbc.co.uk/programmes/b03g64pj

3

Introduction

This term’s The Song Tree features two 5-part units, covering a broad base of skills, musical experience and enjoyment for all.

In both units, the children perform songs, chants and rhymes ex-pressively and gain confidence in their use of voices and language. They will enjoy taking part in music in a variety of styles, genres and moods, through listening, responding, actions, body-percussion and song.

There are opportunities to use classroom instruments (especially percussion and small wind and string instruments) and to create and compose short pieces of music together, to share with the class and the rest of the school.

Instruments Together (Unit 2)

This 5-part unit provides a structured, fun introduction to the world of instruments and how they work. Each programme highlights a group of instruments, starting with percussion, in a spoken chant (‘Tip tap, tickle-tickle, bip bap, BONG!’) linking body-percussion with classroom-percussion. Next, ‘Blow, blow, blow’ is a gentle song relat-ing wind and weather sounds to how different wind instruments create their sounds in the air. Then ‘Twang those strings’ introduces the diversity of string-sounds from guitars, ukuleles and the violin-family.

In ‘Raise our voices to the sky’ the children find out about the voice as an instrument and discover a rich mix of keyboard sounds and sound-waves from the piano. The final song, ‘Instruments together’, is a lively combination of ‘every kind of sound’ with the emphasis on catchy, syncopated rhythms and performing together...it can make a great dance too!

This unit’s music focus points further develop those from Unit 1 - pitch and melody (especially high and low, and up and down), dura-tion (keeping a steady beat, and creating rhythm-patterns from long and short notes) and recognising timbre and texture in music.

The unit also supports several aspects of Science (eg introducing very basic ideas about sound-waves and vibration), of the Comput-ing curriculum (highlighting some simple Information Technology and digital concepts) and Geography (introducing world music). It fur-

ther offers exciting ideas for using extra instrumental sounds to enrich your end-of-term performances.

The Teacher’s Notes

These offer:

• a guide to using the programmes• actions, performing suggestions, simple development activities and

follow-up ideas• simple vocal versions of the songs in notation, with melodies,

chords and words (see page 13 onwards)

Organising the class

The ‘You will need…’ and ‘Before the programme’ sections suggest essential or useful organisation and materials and some preparation you can do with the class beforehand.

Focus:• Keeping a steady beat• Body-percussion• Rhythm-patterns from long

and short notes

You will needA range of percussion instru-ments at hand, eg a tambourine, a drum, claves, a woodblock, castanets, bells, maracas and egg-shaker and a scraper or guiro.

Before the programmeTalk about the ideas of a ‘beat’ and of ‘long’ and ‘short’ sounds (can the children think of exam-ples at home and at school?)

4

What we will be doing

Learning the song ‘Tip tap, tickle-tickle, bip bap, BONG!’

• Keep a steady beat: tapping toes on the floor; patting knees, then tummy; saying rum tum tum tum, rum tum tum tum... ; clapping hands; clicking fingers; and tapping head.

• Listen to the presenters make ‘rhythm-patterns’ from their names, using ‘long’ and ‘short’ notes.

• Say a rhythm-pattern based on ‘Tip Tap, Tickle Tickle, Bip Bap, Bong...’; the same rhythm-pattern fits ‘Make some

music, a percussion song’. Say the words of verse 1.• Explore the idea of ‘percussion’ (eg things you tip’n’tap

with your hands, tickle with your fingers, bip’n’bap with sticks, etc).

• Click finger-rhythms while tapping toes. Say the words of verse 2.

• Listen to sounds of tambourines and drums (especially their skin - played with hands and sticks - and the tambou-rine jingles). Say the words of verse 3.

• Listen to other tapping instruments - claves, castanets and xylophone, heard alone and together. Say the words of verse 4.

• Listen to shaking and scraping instruments and think of words for them (eg scrunchy, rattly, swishy, whooshy, lumpy, plonky...) Compare different shaking materials (eg cereals, rice, lentils, sugar, sand, stones/pebbles) in different contain-ers (boxes, yoghurt-pots, jars, maracas, egg-shakers etc).

• Compare sounds of wooden-scrapers and guiros (espe-cially long and short sounds). Listen to sand-blocks and pretend to rub them together. Say the words of verse 5.

• Think about sounds of metal objects, including cymbals (played with fingers, wooden sticks and felt-sticks).

• Compare different bells (Indian-bells, sleigh-bells, bell-tree, chime-bars), then sing-copy tunes on glockenspiel, going higher and lower, and them. Say the words of verse 6.

• Recap some of the key ideas and vocab: tap, tickle, shake, rattle, scrape, drums, bells, tuned-percussion.

• Say the words of the whole song.

Activities

• Play circle-games, where you click and tap out word-rhythms (eg with finger-clicks, claves, woodblocks, drums, tambourines etc).

• How many different kinds of bells are in your classroom or school collection (eg Indian-bells, sleigh-bells, bell-tree, chime-bars)?

• Compare the sounds of tuned-percussion, eg glockenspiels usually make ‘long, ringing’ sounds, while xylophones play ‘short’ sounds. Make up tunes with them.

Follow-up ideas

• At your school, can you hear things with a steady beat (eg clocks, dripping taps) and things that make rhythm-patterns (eg machines)?

• Choose a selection of percussion instruments from your classroom or school collection, and write their names on cards. Use these in guessing games.

• Collect different materials for shakers (eg cereals, rice, len-tils, sugar, sand, stones and pebbles) and try them out in dif-ferent containers (eg boxes, margarine-pots, yoghurt-pots, jars, bowls, egg-shapes, etc). Make a class shaker collection.

• Make sand-blocks by gluing (or fixing) sandpaper to two pieces of wood that are small enough to hold in the hand. Create fun rhythms by rubbing them together.

Programme

1Tip tap, tickle-tickle, bip bap,

BONG!

1 Tip tap, tickle-tickle, bip bap, BONG!


Learning the song ‘Blow, blow, blow’

• Listen to the sounds of the Song Tree, its branches whis-tling in the wind, then hear a creaky, old house, with windy draughts in the cracks, around its windows and doors and down the chimney. Sway with the lilting rhythm of the song. Listen to and copy the words of verse 1.

• Listen to some boat-sounds, as if on a sailing-boat. Blow gently on your own hand, like it’s a sail, and feel the air on your fingers. Listen to and copy the words of verse 2.

• Breathe out and in (out through a small-mouth shape, then in through the nose). Keep in time - one breath per bar. Listen to and copy the words of verse 3.

• Try ‘whistling’ part of the tune through your mouth. Listen to a referee’s (sports) whistle and a penny-whistle. Find out how they work (especially the ‘fipple-edge’, where air bounces). Listen to pan-pipes, made from short and longer tubes (from higher to lower). Follow the tune going up and down. Listen to and copy the words of verse 4.

• Hear the flute and different sizes of recorder. Listen to and copy the words of verse 5.

• Listen to the squawky sound of a drinking-straw, cut-care-fully with scissors, then blown. Introduce the idea of blown ‘reeds’ and listen to the sounds of clarinet, saxophone, oboe and bassoon, with mouth-organ and accordion. Listen to and copy the words of verse 6.

• Listen to a cardboard-tube played with a ‘buzzing’ sound. Hear brass instruments (especially trumpet and french-horn). Listen to and copy the words of verse 7.

• Recap how the tune goes up and down, to sing the notes of the tune carefully, going higher and lower. Learn the ‘coda’, which fades away, then sing the whole song.

5

Focus:• Finding out about wind instru-

ments and how they work• Smooth, gentle singing• Up and down (melody)

You will need• Classroom wind-instruments

(eg recorders, penny-whistles, pan-pipes, harmonicas), plus a sports whistle and some drinking-straws.

Before the programmeThink about how we breathe and blow.

Activities

• Watch and listen to each other’s breathing, in and out. Find out about our lungs.

• Try whistling through your lips and look carefully at the ‘fipple-edge’ on recorders and penny-whistles (seeing where the air bounces).

• Discover the names and sounds of different flutes, of ‘reed’ instruments (clarinet, saxophone, oboe, bassoon, mouth-organ/harmonica, accordion etc) and of ‘brass’ (trumpet, cornet, horn, trombone, tuba etc).

• Sway gently with the lilting rhythm of the song.

Follow-up ideas

• Make small paper-boats, with drinking-straw masts and paper-sails. Have class ‘blowing-races’ across a paddling-pool or similar area of water.

• Keep a record of changing ‘windy weather’ at your school, from day to day and from week to week.

• To experiment with ‘reed’ instruments, if well supervised, children can snip the sides from the end of a drinking-straw, then lightly grip the straw with their teeth (putting the snipped end inside their mouth) and blow gently, for interesting squawks. Snipping a few small ‘finger-holes’ fur-ther down the straw creates different notes. For health and safety, ensure scissors are used and put away carefully.

• To experiment with ‘brass’ instruments, blow ‘raspberries’ and ‘lip-buzzing’ sounds down cardboard-tubes (eg from cling-film, kitchen-foil or stationery rolls). A horse’s ‘pww-www’ is a good starting-point. After the initial hilarity, can the children play rhythm-patterns and ‘fanfares’?

• Listen to recordings featuring wind instruments in different styles. If possible invite older children, parents, secondary-pupils or local students to play ‘live’ wind-instruments for the class or school.

Programme

2Blow, blow, blow

2 Blow, blow, blow

Focus:• Discovering string sounds• High and low sounds• Up and down (melody)• Clear singing, especially of

words

You will needRubber-bands and containers (eg ice-cream carton, yoghurt-pots, small wooden boxes, etc). If pos-sible, access to a guitar, ukulele, violin (or cello) and a bow.

Before the programmeTalk about some of thechildren’s favourite songs featur-ing guitar (and/or the people who play them).

6


Learning the song ‘Twang those strings’

• Listen to the sound of a ‘rubber-bandophone’ (rubber-bands stretched over an ice-cream carton). Compare large and small rubber-bands, stretching and pushing sounds, plucking and strumming sounds, and a smaller yoghurt-pot version. Listen to the sounds of guitar and ukulele. Listen to and copy verse 1.

• Find out how ‘acoustic’ guitars have a big, wooden box with ‘strings’ of nylon or metal - count them (there are six). The ‘neck’ has ‘frets’ to get more high/low notes, sliding sounds, and in-between notes. Listen to ‘twangy’ sounds from elec-tric guitar.

• The ukulele is like a small guitar, especially good for ‘strum-ming chords’ - ie playing several notes at the same time.

• Another word for ‘twanging’ is ‘plucking’. Sing the whole of verse 1 and ‘play’ an extra verse with twanging and strum-ming ‘actions’.

• Guitar and ukulele strings can also be gently ‘rubbed’ (eg with a comb, stick or parcel-string). Find out about a ‘bow’ and how some instruments are specially made for ‘bowing’, eg the ‘fiddle’ or ‘violin’. Listen to and copy verse the first part of verse 2.

• Discover a bigger member of the violin-family, the ‘cello’, which has a deeper, boomy, warm sound, playing a scale go-ing down. Listen to and copy the second half of verse 2.

• Violin and cello can also be ‘plucked’ with fingers. Sing the whole of verse 2 and ‘play’ an extra verse with bowing and plucking ‘actions’, as if on violin and cello.

• An even bigger member of the family is the double-bass. Discover how the word ‘bass’ means ‘low down’ in sound, and listen to a ‘walking bass’. Try joining in with finger-actions for plucking a double-bass then have another go, holding it sideways like a ‘bass-guitar’ - sounds funky!

Listen to and copy the first half of verse 3.

• Choose any imaginary string-instrument to strum ‘chords’ on, while you listen to and copy the second half of verse 3. Sing the whole of verse 3, then perform an ‘action’ verse.

• Listen to and copy the end-part of the song, copying pluck-ing, rubbing and bowing, strumming and twanging actions. Then sing the whole song, with actions.

Activities

• Count the strings on a guitar (six) and a ukulele (four). • Compare the sounds of an ‘acoustic guitar’ (air vibra-

tions in a wooden box) and an ‘electric’ guitar (‘ampli-fied’ through a loudspeaker, with extra ‘twang’ and other sounds).

• The ‘coda’ phrases get quieter and quieter, except for the last ‘Twang those Strings!’ which is extra-loud.

Follow-up ideas

• Make your own class rubber-bandophones.• Make ‘bows’ from parcel-string (the nylon kind is fine)

stretched tight along a length of flexible branch (eg from a tree or shrub), which can be stretched in a curved bow-shape (ie convex, like an arrow-shooting bow, rather than a modern violin-bow, which is concave). Use this to ‘rub’ guitar or violin strings gently. Record the sounds.

• Listen to recordings featuring string instruments in dif-ferent styles. If possible invite older children, parents, secondary-pupils or local students to play ‘live’ for the class or school.

Programme

3Twang those

strings

3 Twang those Strings

4


Learning the song ‘Raise our voices to the sky!’

• Hum the first part of verse 1 (vocal lines 1-2, after theintroduction) and feel the wobbling in your throat (justunder your chin). Discover the idea of a ‘voice-box’ (alsocalled the ‘larynx’) which ‘vibrates’.

• Hum from low to high (copying line 3), then going fromhigh to low (copying line 4), then going up and down andup down. Sing the tune of lines 1-2 to the words ‘go updown up up up up’. Listen to and copy the words of lines1-2 and sing them looking upwards (it helps to hit the highnote!).

• Hear how ‘keyboard’ instruments have low sounds andhigh sounds, with low notes usually on the left, high on theright, and in-between notes in the middle. Listen to andcopy line 3.

• Some keyboards copy ‘real’ sounds (like piano and old-fashioned harpsichord), while some have computers inside(or linked up to them), to get amazing sounds with the helpof electricity and loudspeakers (eg swishing, whooshing, twanging, blowing, biffing and banging sounds). Listen to andcopy vocal line 4.

• Try the tune from before which ‘goes up, down, up, up, up, up’. Listen to and copy line 5.

• Listen to and copy verse 1 as a follow-my-leader, then singthe whole verse, really lifting your voice (without shout-ing), making a good, clean sound and hitting just the rightnotes.

• Explore the piano, as both a ‘string’ instrument (listen toits strings being plucked) and also a ‘percussion’ instrument(with little hammers which tap the strings). Listen to how itcan ring like a bell (in lines 1-2 of the song).

7

Focus:• Exploring voice-sounds, key-

boards and piano• Introducing the concepts of

vibrations and sound-waves• Melodic shapes (scales, step-

by-step, zigzags, up and down)

You will need• Voices and, if possible, access

to a piano (before or after the programme)

Before the programmeTalk about all the different voices in your school and what makes each one different and special (eg higher, lower, languages, accents, changing moods, friendliness etc)

• Discover how, with so many sounds together, every piano-sound makes ‘sound-waves’ wobbling in the air (line 3), andthese sound-waves are ‘vibrations’ (line 4). Sing the wholeof verse 2.

• Find out how music is made of ‘patterns’ of sound - withtextures and layers of sound-on-sound in different combi-nations. Enjoy how voices can combine with instrumentsof different types (keyboards, wind, percussion, strings etc)and together they can make ‘harmony’ to fill the air. Listento and copy verse 3.

• Sing the whole song.

Activities

• With your fingers, feel the ‘vibrations’ at the ‘voice-box’ (or‘larynx’) just under the chin, when speaking, humming andsinging

• Practise singing ‘up’ and ‘down’ scales, humming and laa-ing.• Discover how instruments make sound-waves which vi-

brate through the air

Follow-up ideas

• Use school keyboards (perhaps linked to computersetc) to explore sounds which swish, whoosh, twang, etc. Can the children invent their own words to describe thesounds, and use them in poems?

• Discover the many strings and ‘hammers’ inside a piano. Ifwell supervised, pairs or groups could record some of thesounds when the strings are gently plucked with fingers orguitar-picks, or tapped gently with soft percussion-beaters. One person may need to hold down the sustain pedal forthis activity. Everyone can observe the strings wobbling or‘vibrating’.

• In groups, compose music with layers of ‘sound-on-sound’, eg simple instrument-patterns mixed with voice-patterns, together making ‘harmony’.

Programme

4Raise our voices to

the sky!

Raise our voices to the sky!

Focus:• Bringing sounds and music-

patterns together• Syncopation (rhythms which

push and pull against thebeat)

You will needA selection of instruments from previous programmes

Before the programmeCan the children remember examples of each type of instru-ment (eg wind, string, percussion, keyboard)?

8


Learning the song ‘Instruments together’

• Clap and tap hands, to hold a steady beat. Now do thesame with no hands, tapping just your feet (like walking onthe floor). Keep this feet-beat going, while clicking fingers(and/or mouth-clicking) to a catchy rhythm-pattern.

• Try a new pattern with hands tapping knees. Hear how itpushes and pulls against the beat, then say it to the phrase‘Instruments together’. Is everyone keeping together, inrhythm?

• Listen to verse 1, about different instruments - wind, key-boards, strings, percussion clapping, tapping, ringing etc. Lis-ten to and copy verse 1 as a follow-my-leader, with actionsafter line 6 for ‘every kind of sound’ (you choose!). Sing thewhole of verse 1.

• Do you remember some of the different blowing instru-ments (eg clarinet, flute, whistle, pan-pipes and reed instru-ments)? Be ready to do actions for some of these after‘huff and puff and blow’. Listen to and copy verse 2 as afollow-my-leader, then sing the whole of verse 2.

• Remember percussion instruments (eg drums, tappers, shakers and scrapers, combined with keyboards. Listen toand copy verse 3 as a follow-my-leader, with actions frompercussion and keyboards after line 6. Sing all verse 3.

• Hear combinations of percussion with string instruments(eg drums which ‘bip and bop and bang’, with guitar/uku-lele/bass, which ‘pluck and strum and twang’). In this verse, the actions come after ‘Every way to play’. Listen to andcopy verse 4 as a follow-my-leader, then sing all verse 4.

• Sing the whole song at the end.

Activities

• Try combining different body-percussion patterns together(eg clicks with taps, pats, stamps, etc).

• The song includes ‘instrumental breaks’ (a few seconds, where instruments come to the fore) for children to per-form ‘actions’ (showing ways of playing wind, strings, key-boards, percussion etc).

• Move your body a little in time, as you sing.• Guess some of the previous songs from this unit, by listening

to short extracts from ‘Tip tap, tickle-tickle, bip bap, BONG!’, ‘Blow, blow, blow’, ‘Twang those strings’ and ‘Raise our voicesto the sky’.

Follow-up ideas

• Make up a dance to go with the song, catching its livelyrhythm.

• Plan a performance of the unit ‘Instruments together’ for thewhole school (eg at an assembly) with some demonstrationsof different kinds of instruments and how they can combinetogether.

• Can you add percussion, wind and string sounds to anymusic you are preparing for special seasonal celebrations (egChristmas and Winter songs)?

Programme

5Instruments together

5 Instruments together

9

1 Tip tap, tickle-tickleBip bap, BONG!Make some music -A percussion song!

2 Feel the rhythm-rhythmGet the beatIn your finger-fingersIn your feet

3 Tap the tambourine andBeat the drumKeep it steadyWith a rum-tum-tum

4 We can play togetherOr alone -Claves and castanetsAnd xylophone

5 Make some shaker-shakersSand-blocks tooScrape some scraper-scrapersLots to do!

Words: Barry Gibson. © BBC 2014

Tip tap, tickle-tickle, bip bap, BONG!

6 Bells and cymbal-cymbals Glockenspiel

In a circlePlay a music-wheel!

7 Tip tap, tickle-tickleBip bap, BONG!Make some music -A percussion song!

10Words: Barry Gibson. © BBC 2014

Blow, blow, blow

Blow, blow, blow, windy weather,Windy weather, blow blow blow...

Blow, blow, blow, boat on water,Boat on water, blow blow blow...

Blow, blow, blow, huff and puff andHuff and puff and blow, blow, blow...

Blow, blow, blow, whistle, pan-pipes,Whistle, pan-pipes, blow, blow, blow...

Blow, blow, blow, flute, recorder,Flute, recorder, blow, blow, blow...

Blow, blow, blow, reedy-woodwinds,Reedy-woodwinds, blow, blow, blow...

Blow, blow, blow, horn and trumpet,Horn and trumpet, blow, blow, blow...

Blow, blow, blow, windy weather,Windy weather, blow, blow, blow...

Blow, blow, blow...Blow, blow, blow...

Blow, blow, blow...

11

1 Twang those stringsMake them singGuitar playStart todayStrum them daily

UkuleleTwang those strings!

2 Rub those strings Violin Fiddle-stick

Quick quick quick!Bow down lowPlay celloRub those strings

3 Pluck those stringsMake them ringSmile on facePluck that bass!Strum alongSing this songStrum those strings...

4 Pluck those strings...

Rub those strings...

Bow those strings...

Strum those strings...

TWANG THOSE STRINGS!


Twang those strings

12

1 Raise our voices to the skyRaise our voices to the skyKeyboards play from low to highSounds-electric everywhereRaise our voices, fill the air!

2 Hear the piano, hear it ringHear the piano, hear it ringWaves of sound that help us singHear vibrations everywhereRaise our voices, fill the air!

3 Voices, bodies, sound on soundVoices, bodies, sound on soundHear the patterns all aroundMaking music everywhereRaise our voices, fill the air!


Raise our voices to the sky!

13

2 Instruments togetherBash and crash and boomInstruments togetherShake and scrape and zoomInstruments togetherCome and lend a hand...Instruments together, a band!

1 Instruments togetherClarinet or fluteInstruments togetherWhistle, honk or hootInstruments togetherHuff and puff and blow...Instruments together, let’s go!

3 Instruments togetherBip and bop and bangInstruments togetherPluck and strum and twangInstruments togetherEvery way to play...Instruments together today!


Instruments together

14Words and music: Barry Gibson. © BBC 2014

Steadily

Tip tap, tickle-tickle, bip bap, BONG!

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tap,

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9

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17

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33

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41

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49

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43

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F

7

1.Raise2.Hear3.Voi

C

ourtheces,

-

voipiabod

Dm

cesno,ies,

---

tohear

sound

G

theiton

sky,ring,sound,

Am

F

C

13

RaiseHearVoi

C

ourtheces,

-

voipiabod

Dm

cesno,ies,

---

tohear

sound

G

theiton

sky,ring,sound,

Am

F

C

19

Key

WavesHear

C

boards

ofthe

- play

soundpat

Am

fromthatterns

-

lowhelpall

Em

tousa

high,sing,round,

G

-

Em

G

25

SoundsHearMak

Am

eviing

-

lecbramu

F

- -- -

trictionssic

---

ev'ev'ev'

Dm

ryryry

---

where,where,where,

G

---

Dm

G

31

RaiseRaiseRaise

C

ourourour

voivoivoi

Dm

ces,ces,ces,

---

fillfillfill

G

thethethe

air!air!air!

Am

F

C

17

Words and music: Barry Gibson. © BBC 2014


Instruments togetherLively

F

Gm7/F

F

C7

5

1.In2.In3.In4.In

F

strustrustrustru

----

mentsmentsmentsments

----

totototo

gegegege

----

ther,ther,ther,ther,

----

WindCla

BashBip

Gm

andri

andand

-keynetcrashbop

-

andor

andand

string,flute,boom,bang,

9

InInInI

C

strustrustrustru

----


----

totototo

gegegege

----


----

ClapWhistShakePluck

F

andle,

andand

-taphonkscrapestrum

andor

andand

ring,hoot,zoom,twang,

13

InInInIn

strustrustrustru

----


----

totototo

gegegege

----


----

Ev'

HuffCome

Ev'

Gm

ry

andandry

-

-

kindpufflendway

of

andato

sound...blow...hand...play...

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