Soundplay Resource Pack

Soundplay, funded by Youth Music is a year-long project led by Music in the Round in partnership with Sheffield Music Hub and
ESCAL (Every Sheffield Child Articulate and Literate).

The project focuses on:

• Improving the personal, social and emotional development of young children at higher risk of delay through participation in creative
musical activity
• Improving the communication, language and literacy development of young children at higher risk of delay through participation in
creative musical activity
• Improving the standards of music delivery for children and young people
• Embedding learning and effective practice in host and partner organisations
• Establishing positive music learning environments in the early years settings and at home to embed music in young children's lives.

Soundplay Resources
This project provides a range of resources for you as practitioners to develop your skills and confidence in leading musical activity.

This pack explores how music can support learning in each of the EYFS areas and includes specific activities designed to be incorporated
into your everyday practice. It has compiled using ideas from both workshop leaders and early years practitioners.

You can find more resources at: tinyurl.com/soundplayresources

So how can music be incorporated into the EYFS framework?

Communication and Language
Areas of Development How to do it? Specific Activities
Develop children’s language skills through music • Singing All the songs later in this pack

- especially for children with English as an • Discussions/extension questions about activities, Record children singing, making sound
which song you sing, what words are coming up
additional language, limited language or Special effects
Educational Needs next etc.
• Songs can be adopted from children’s home
languages
• Experiment with different voice types (low/ high,
loud/ quiet, angry, tiger)
• Action songs help to reinforce meaning
• Add music/ sound to stories reinforces meaning
Verbal creativity • Making up new words, songs and actions Calele
Zip Zap Zop
• Making up new sounds Hello, hello hello
Develop children’s non-verbal communication • Converse through musical language, make up Listen listen
music together Copy me
Who’s got the tiger?
• Following non-verbal directions I’m a bug
We can be marching mice
• Develop eye-contact

• Mark-making to represent the sounds they have

made
Listening and communication • Listen to music (live, recorded) Who’s got the tiger?
Wave your hands, hello
• Listen to instructions in songs Make a circle
Shake and shake
• Turn-taking songs Hello, hello, hello
Listen listen
• Create appropriate sounds (vocal and instrumental) Can you please stand up
in response to a stimulus (e.g. pictures, stories or Here is the beehive
children’s own imaginative play)
Self expression • Songs that discuss emotions – ask children how Free play
they are feeling Doggy doggy

• Allow children the time and space to express

themselves however they choose
Physical development
Areas of Development How to do it? Specific Activities
Encourage children to be active and interactive. Playing percussion instruments: Wave your hands
Developing fine and gross motor skills and co- • Starting, stopping and playing in time with We like to play
ordination the group See how I’m bouncing
• Technical skill – different instruments require Shake and shake
different ways of playing Have you ever had a penguin round for tea?
• Playing at different volumes Se Mama Ka
• Playing at different speeds Little Johnny
• Playing with musical intention e.g. quietly Copy me
and slowly for tiptoeing The Grand Old Duke of York
Can you please stand up
Physical actions in songs: Zip Zap Zop
• Copying/ mirroring We can be marching mice
• Small and large movements Kangaroos like to hop
• Moving rhythmically (walking, jumping,
swaying, marching)
• Singing at the same time
• Moving other props, fabric, ribbons and mats
Creative movement • Encourage spontaneous, expressive playing Lycra, ribbons, scarves, coloured circle mats,
or dancing to music costumes
Live or recorded music
• Explore different actions for different animals Hello, hello, hello (Autumn animal version)
or characters (elephant/ mouse)
Control of movements through anticipation Pass the secret round
Where oh where?
Where have all the children gone?
Terrible crocodile
Five little monkeys
Developing muscle memory • Remembering actions Repetition of activities
Have you ever had a penguin round for tea?
Understanding group physical movement Make a circle
Roll the ball
The Grand Old Duke of York with tubies
Five plump peas
On my toe
Understanding healthy eating Songs and actions Who has got an apple?
Personal, Social and Emotional Development
Areas of development
Develop a positive sense of themselves
and others
Form positive relationships and develop
respect for others
Develop social skills and learn
how to manage their feelings
Understand appropriate behaviour in
groups
Have confidence in their own abilities.
How to do it? Specific activities/ songs
• Circle time music making can help build a sense of community Row, row, row your boat
Nanuma
• Play instruments together Wave your hands, hello
• Make up songs together We like to play
Pass the secret round
• Encourage home songs to be learnt in the nursery I’m a bug
Who’s got the tiger?
• Encourage listening to each others music – either made up or
brought in from home
• Develop children’s ability to take turns Listen listen
Pass the secret round
• Listen to a variety of ‘performances’ (workshop leaders, Copy me
professional musicians, parents, other children
• Learning to respond through instructions Face cards
Little Johnny
• Express and explore emotions If you’re happy and you know it
Doggy doggy
• Include songs about how we, and others, feel
• Explore musical stories about how characters feel
• Listen to different styles of music
• Use smileys – happy/sad/angry – to change the way the music
is played/sung
• Include songs where children sometimes play/ sing and Listen listen
sometimes listen to others We like to play
Can you please stand up
• Develop leadership skills; leading using repetitive patterns Velcro story board
• Exploring different methods of leading Follow the leader
• Choosing actions for songs
• Encourage individual thought/ make personal preferences Free play
Little Johnny
• Children learn how to perform on their own, in small and large
Copy me
groups
• Listen to children’s input and ideas (e.g. for actions, words to
songs)
• Children conduct songs/music making – changing speed/volume
• Allows more reserved children to have the opportunity to take the
lead
Develop children’s imagination • Freeplay/ creativity – making up their own tunes Listen listen
Where have all the children
• Discussions that extend the songs/ stories that develop the gone?
imagination
Develop concentration Have you ever had a penguin
Develop memory/ recollection round to tea?

Literacy
Areas of Development How to do it? Specific Activities
Understanding stories • Use instruments and body/vocal sounds to I’m a train
accompany a story Doggy doggy
Who’s got the tiger
• Sing songs that have a sequence or story Here we go on our ponies
See the sleeping bunnies
• Use props and puppets in musical activities Have you ever had a penguin round to tea?
to enhance meaning and understanding Here is the beehive
Five little monkeys
• Experiment with the voice – explore the On my toe
different voices Terrible crocodile
Writing • Use mark-making to represent sounds they Drawing activities
have made Mark-making to music

• Interpret children’s mark-making on

instruments
Imagination and Creativity • Create new words for songs We can be marching mice
Hello, hello, hello (Autumn animal version)
• Explore sounds, patterns, repetition,
invention and improvising using instruments
and voices
Articulation of phonics, sounds and words • Experiment with words and sounds Calele
Ribbons: Zip Zap Zop
We can be marching mice
Mathematics
Areas of Development
Developing skills in counting, understanding and
using numbers (including simple addition and
subtraction problems)
Understanding sequences, patterns, measures
and repetition
Understanding shapes
Understanding categories/ groups/ sorting
Understanding the World
Areas of Development
Understanding their physical world and their
community through opportunities to explore,
observe and find out about people, places,
technology and the environment.
Understanding how things work
Encouraging curiosity/inquisitiveness
How to do it? Specific Activities
• Number songs, including in other languages Five little ducks (+ picture board)
if appropriate Where, oh where are all the children?
Twelve green apples
• Use props (e.g. ducks, frogs) Here is the beehive
Five little monkeys
• Use number flashcards to reinforce
understanding numbers
• Use percussion instruments in songs We like to play
I’m a bug
• Creating musical patterns on instruments Where, oh where are all the children?
• Use songs to explore shapes Triangles
• Discuss shapes of instruments and props
• Organise instruments into types (striking/ Shake and Shake / Bang and Bang
shaking/ blowing) Who’s got the tiger?
How to do it? Specific Activities
• Explore other cultures: use music and songs Make musical instruments out of recycled or
from around the world, particularly from the natural materials
cultures of children you work with
Songs in different languages and from different
• Explore a variety of music and instruments cultures
from around the world by using CDs, online
resources and even visiting musicians
• Explore and discuss the different ways Shake and Shake
sounds can be made – tapping, scraping,
blowing, shaking or physical actions
Expressive Arts and Design
Areas of Development
Enabling children to explore and play with a wide • Allow lots of time for children to explore and
range of media and materials, as well as
providing opportunities and encouragement for
sharing their thoughts, ideas and feelings
through a variety of activities in art, music,
movement, dance, role-play, and design and
technology.
Imagination
Self-expression
(Musical) Exploration
How to do it? Specific Activities
Expressive movement to music
play with arts materials. Encourage Freeplay
movement, role-play and imaginative play Copy me
• Freeplay including all normal toys – not just
musical instruments
• Story corner – include props, costumes and
musical instruments
• Encourage children to create sounds and Puppets, props to tell stories
songs, perhaps through the use of props and Freeplay
stories and recording these Tell well-known stories through songs
Sing about holidays, weekends, school trips
• Encourage expressive movement when
listening to music
• Create music spaces both inside and outside Freeplay
the classroom Listen listen
• Experiment with using instruments in or
adding them to other areas in settings, so
children can explore music as part of other
activities.
• Support and encourage children’s free
musical exploration by being with them in the
music area, listening and responding to their
ideas
Soundplay Songs from Summer Term
You will be very familiar with the songs below from the Summer Term. Keep singing these with the children.

You will find the following songs in the video Music with Polly 1 which can be found at www.tinyurl.com/musicwithpolly

Wave your hands, Hello

Wave your hands, Hello x4

Other verses:
Clap your hands, Hello x4
Jump up and down, Hello x4
Wiggle your bottom x4
Bounce the ball, Hello x4 (ball)
Walking forwards, Hello, Walking backwards, Hello x2
Lift it high, Hello. Lift it low, Hello x 2 (with lycra)

Make a Circle
Make a circle x 2
Big and round x 2
Holding hands together x 2
Now sit down x 2

• A great little song to gather children together, get them into a circle shape and sitting down.
• Sung to ‘I Hear Thunder’ tune

Calele
Calele, Calele
Aoo Aoo
Calele

• Ssshhh, C, L, Aoo sounds

• Sshhhh, C, L, Aoo faces
• Tap, Clap
• Sing
• Leader conducting; loud/ quiet/ getting louder
• Child conductor
Twinkle Twinkle
• Try this well-known children’s song but don’t sing the words, just say them. This supports children to focus on the phonics and rhythm.
• Try adding the pulse by tapping your knees and experiment with different volumes (dynamics).

Grand Old Duke of York

Oh the grand old Duke of York
He had ten thousand men
He marched them up to the top of the hill

• Try this well-known song also by speaking the words.

• Use this home-made tubies, tied-together scarves or a big sheet of lycra to help the children feel the pulse and to learn
about ‘up’ and ‘down’ motions.
• As the children develop, you can add a clap on the word ‘Up’ and stamp your foot on the word ‘down’.
• To make it even more tricky, sing this song but don’t sing the words ‘Up’ and ‘Down’ – just do the clap and stamp.

Listen, Listen, Here I come

Listen, listen, Here I come
Someone special gets the drum
• Sing this whilst the leader walks around the room and when the song stops, give the drum to the nearest child to play.
• They can then walk round with the next verse and give the drum to the next child

Here we go on our ponies

Here we go on our ponies, our ponies, our ponies
Here we go on our ponies, a Woah! Woah! Whoa!
Stop a moment, just to say
How do you do this sunny day?
How do you do? How do you do?
Here we go on our ponies, our ponies, our ponies
Here we go on our ponies, a Woah! Woah! Woah!
• Add bells on wrists or ankles
• Add scarves as tails
• Move around the room
Five Plump Peas
Five Plump Peas in a peapod pressed
One grew, two grew and so did all the rest
And they grew and they grew and they never stopped
And they grew so big that the peapod popped!
• Try this rhyme, all sitting around a big sheet or piece of lycra with your feet underneath.
• As you say ‘they grew’, gradually lift your feet up higher and higher.
• And when you ‘popped’ all let go off the sheet.

We like to play
We like to play the drums
We like to play the drums
Bang, Bang, Bang, Bang
This is how we play
• Some children with drums, some children with shakers and some with triangles.
• Picture cards show which group plays when.

Listening Bag
Listening Bag, what’s inside?
Something special, trying to hide
Put your hand in, see what you have found
A x, let’s hear the sound

Doggy Doggy
All: Doggy, doggy, Where’s your bone?
1: Someone stole it from my home
All: Who stole your bone?
2: I stole your bone.
• Child 1 has a dog puppet and sings this line on their own.
• Child 2 has a bone toy and sings this line on their own.
• Talk about how the dog feels and experiment with voices.
Shake and Shake
Shake and shake and shake and stop x3
Now let’s shake some more
Shake really high
Shake really low
Shake really slowly
Shake really fast
And now let’s shake some more
• Sing this and shake your hands first.
• Then sing it playing shakers.
• Then sing it with any other kinds of instruments (e.g. ‘Ring’ with bells or ‘Bang’ with drums)

Pass the secret round

Pass the secret round, Don’t make a sound (several times)
Stop where you are,
Show us the secret sound
• Silently pass a percussion instrument round the circle. When you sing ‘show us the secret sound’, that child can play the sound.

Where Oh Where?
Where, Oh Where are all the children
Where can they be?
Where, Oh where are all the children
Where can they be?
1,2,3 Boo!
• Sing this song with scarves or jumpers over your heads. And after ‘123’ lift your scarf/ jumper off and shout Boo!

Roll the Ball

Roll the ball, roll the ball GGE, GGE
Roll the ball to Billy GGAGFD
Hello Billy, who rolls it back to me FDFD, FGFEDC
• Different sized balls – different volumes (small = quiet)
• Try singing ‘Bounce the ball’, ‘Throw the ball’ or ‘Kick the ball’

Wave your hands, Goodbye

Wave your hands, Goodbye x4
• Experiment with other actions.
You will find the following songs in the video Music with Polly 2, which can be found at www.tinyurl.com/musicwithpolly2

Hello, Hello, Hello

Hello, Hello, Hello
Hello, Hello, Hello
It’s you I see, It’s you I see
Hello, Hello, Hello

Hello and clap your hands

Hello and clap your hands
It’s you I see, It’s you I see
Hello and clap your hands

Hello and stamp your feet

Hello and stamp your feet
It’s you I see, it’s you I see
Hello and stamp your feet
• Add other verses with actions that the children suggest.

See how I’m bouncing

See how I’m bouncing, bouncing, bouncing
See how I’m bouncing, like a ball
I never knew you could reach so high
I never knew you could reach so low
I never knew you could stand so still
See how I’m bouncing, bouncing, bouncing
See how I’m bouncing, like a ball
• Add other verses about ‘hopping like a rabbit’, ‘swimming like a fish’
Little Johnny Dances
Little Johnny Dances on my hand he dances x 2
On my hand, hand, hand
On my hand, hand, hand
Little Johnny dances

Little Johnny Dances on my head he dances x 2

On my head, head, head
On my hand, hand, hand
Little Johnny dances

Little Johnny Dances on my head he dances x 2

On my head, head, head
On my hand, hand, hand
On my shoulder, shoulder, shoulder
Little Johnny dances
• Add extra verses about other parts of your body as suggested by the children.
• Change the speed.
• Change the volume.
• Discuss what kind of dance (bouncy/happy/tired).

Listen, Listen
Listen Listen Here Today GGEEGGE
Someone special gets to play GGEEDDC
• Choose a special percussion instrument (perhaps a xylophone) and choose a child to make up some music.

Nanuma
Nanuma Wa-ee-ay Nanuma
Nanuma Wa-ee-ay Nanuma
Nanuma Wa-ee-ay Nanuma
Nanuma Wa-ee-ay Nanuma
• Add actions.
• Try this song in 2 or 4 parts by groups starting at different times.
Se Mama Ka
Se Mama Ka, Se Mama Ka Arms up, tap knees, arms up, tap knees
Ruka Ruka Ruka Jump, Jump, Jump
Se Mama Ka Arms up, tap knees, arms up, tap knees
Tembeya Tembeya x2 Walk forwards x 3, walk backwards x 3
Ruka Ruka Ruka Jump, jump, jump
Se Mama Ka Arms up, tap knees, arms up, tap knees
• Try this song in 2 or 4 parts by starting on the line after the last group.

Who’s got the tiger?

Who’s got the tiger, I’ve got the tiger
Who’s got the sheep, I’ve got the sheep
Who’s got the crocodile, I’ve got the crocodile
Can we see? Can we see?
• Try this with puppets or cuddly toys. You could sing any types of animals.

Where have all the children gone?

Where have all the children gone? Where can they be?
Where have all the children? Where can they be?
I see a head here, and a shoulder here and a back here
And a funny shape hiding under here.
I think I’ve found them, I think I’ve found one under here
• A child (or several) hide under a large piece of lycra or a sheet.

Can you please stand up

Can you please stand up CDEFG
Can you please sit down GFEDC
Can you turn around GAGFG
Touch your head high CCC
Touch your toes low CCC
• Use a pop-up puppet and a xylophone.
• You can then try this with children using the puppets to direct everyone.
• You can also try just playing the notes above and not singing.
Row Row Row Your Boat
Row, Row, Row your boat, Gently down the stream
Merrily merrily merrily merrily, Life is but a dream

Row, row, row your boat, Gently down the stream

If you see a crocodile, don’t forget to scream, Ahhhhhh!

Row, row, row your boat, Gently down the creek

If you see a little mouse, don’t forget to squeek, Squeek!!

Row, row, row your boat, Gently down to the shore

If you see a lion, don’t forget to roar, Roar!
• Sit in pairs, holding hands, rowing backwards and forwards
• Or try it as a big group using a big piece of lycra or a big sheet
• Add it puppets, cuddly toys or pictures of the different animals

See the Sleeping Bunnies

See the sleeping bunnies, sleeping til its noon
Oh shall we wake them, with a merry tune
Oh so still, are they ill?
Wake up soon, it’s nearly noon.

Hop little bunnies, hop, hop, hop x3

Hop little bunnies, hop and stop
• Try this with puppets/ cuddly toys on a large sheet of lycra or a sheet. Move them gently, hold it still and then hop them up and down.
• Also sing this with the children laying on the floor, pretending to be asleep and then standing up and hopping above.

Three Little Monkeys

Three little monkeys sitting in a tree
Teasing Mr Crocodile “You can’t catch me”
Along came Mr crocodile as quietly as can be
And he snapped that monkey right out of the tree
• Try this with puppets/ toys or just by using your fingers.
• Experiment with different volumes and voices
• Add percussion
I’m a Train – by Sue Nicholls
I’m a train, I’m a train
Going down the line
When I stop, when I stop
Please get on behind
• Sing this song, adding extra children (as the carriages) after each verse.
• Add some shakers/ cabassa for the train going down the tracks. And a train whistle when the train stops.
• Experiment with different speeds
• You can purchase headbands especially for this song from

Goodbye, Goodbye, Goodbye

Goodbye, Goodbye, Goodbye
Goodbye, Goodbye, Goodbye
It’s you I see, It’s you I see
Goodbye, Goodbye, Goodbye

Goodbye and clap your hands

Goodbye and clap your hands
It’s you I see, It’s you I see
Goodbye and clap your hands

Goodbye and stamp your feet

Goodbye and stamp your feet
It’s you I see, it’s you I see
Goodbye and stamp your feet

Other songs
Nursery rhymes: Wind the Bobbin Up, Twinkle Twinkle, Baa Baa,
Incey Wincey, The Wheels on the Bus
Three Little Monkeys
The Grand Old Duke of York
Counting picture board (Old MacDonald, flying saucers, frogs,
sausages, ducks, buns)

We have credited sourced songs as best as we can. If you know the source of any of these songs, we would be very pleased to credit the author/
composer/ publisher – please contact info@musicintheround.co.uk
Soundplay Songs for Autumn Term: Animal Songs

Here are details of all the songs we will be introducing in the Autumn term. We will still be singing the Summer term songs so do keep
practising those too!

Throughout the Autumn and Spring Term, in each session, we will give you a specific song, a link to a video of the song and some
practical ideas to do with your children between workshops. We hope both you and your children will enjoy learning songs between
sessions.

To see the Soundplay workshop leaders performing these songs, visit: tinyurl.com/soundplayvid

Hello, Hello, Hello

Hello, Hello, Hello Wave
Hello, Hello, Hello
It’s you I see, It’s you I see
Hello, Hello, Hello

Hello and be a cat, Miaow Cat actions

Hello and be a cat, Miaow
It’s you I see, It’s you I see
Hello and be a cat, Miaow

Hello and be a dog, woof woof Dog actions

Hello and be a dog, woof woof
It’s you I see, It’s you I see
Hello and be a dog, woof woof

Hello and be a mouse, eek eek Mouse actions

Hello and be a mouse, eek eek
It’s you I see, It’s you I see
Hello and be a mouse, eek eek

Hello and be a cow, moo Cow actions

Hello and be a cow, moo
It’s you I see, It’s you I see
Hello and be a cow, moo
Copy Me
Copy Me, Copy Me. You can do it too Elephant trunk
Copy Me, Copy Me. And then I’ll copy you Motion to a child
Repeat copying the actions the children do

We Can Be Marching Mice (tune: London Bridge)

We can be marching mice Marching
Marching mice, marching mice
We can be marching mice
Mmm Mmm Mm Mmm

We can be dancing dogs Roll arms

Dancing dogs, dancing dogs
We can be dancing dogs
Ddd Ddd Dd Ddd

We can be silly snakes Right arm across, left arm

Silly snakes, silly snakes
We can be silly snakes
Sss Sss Ss Sss

We can be wiggly worms Wiggle body

Wiggly worms, wiggly worms
We can be wiggly worms
Www Www Ww Www
Here is the beehive
Here is the beehive, but where are all the bees? Clench fist (hive), cover fist with other hand.
They’re hidden inside where nobody sees Open fist – wiggly fingers
Shall we wake them up now? Cover back up
1, 2, 3, 4, 5
Buzz, buzz, buzz, buzz Count on fingers (fingers coming out of ‘hive’)
Now they’re alive Wiggle fingers and raise arm
Buzz Wiggle everywhere

Kangaroos like to hop

Kangaroos like to hop
Hip, hop, hip, hop Jump up, down, up, down
Frogs like to leap
Weeeeeeee Big leap
Horses like to trot
Trit, trot, trit, trot Trot like horse
And I like to fall in a heap Fall in heap

Have you ever had a penguin round for tea?

Have you ever had a penguin home for tea? (Right arm, both arms, right foot, both feet, nod
Take a look at me, a penguin you will see! head, tongue out)
Penguins attention. Salute.
Penguins begin. Arm down.

(At end) Penguins…stop!

Chick, Chick, Chick

Chick, chick, chick, chick, chicken. Chicken arms + use percussion
Lay a little egg for me!
Chick, chick, chick, chick, chicken.
I want one for my tea!
I haven’t had an egg since breakfast,
And now it’s half past three.
So! Chick, chick, chick, chick, chicken.
Lay a little egg for me!
Doggy Doggy
All: Doggy, doggy, Where’s your bone?
1: Someone stole it from my home
All: Who stole your bone?
2: I stole your bone.
• Child 1 has a dog puppet and sings this line on their own.
• Child 2 has a bone toy and sings this line on their own.
• Talk about how the dog feels and experiment with voices.

Terrible Crocodile
Just look at the terrible crocodile
I, oh, I, oh, I, oh Crocodile snap with arms
He’s swimming down the river now Water wave action with arm
I, oh, I, oh, I, oh Crocodile snap with arms
Just look at his jaws as he opens them wide Open crocodile jaws
I, oh, I, oh, I, oh Crocodile snap with arms
A dear little fishy is swimming inside Fish swimming action
Oh no he isn’t! He’s swimming the other way Fish action other way
Hooray!

I’m a Bug (Pol sing, Vanessa perc, Mar bug-hugger)

I’m a bug XX On XX sound instrument
I’m a bug XX
I’m a bug
And I’m looking for a hug XX Give bug to child

Five Little Monkeys

Five Little Monkeys sitting in a tree
Teasing Mr Crocodile “You can’t catch me, you can’t catch me”
Along comes Mr Crocodile as quietly as can be
And he snapped that monkey right out of the tree
• Try this with puppets/ toys or just by using your fingers.
• Experiment with different volumes and voices
• Add percussion
On my toe
On my toe there is a flea CCCC DDD
Now he’s climbing up on me EEEE FFF
Past my tummy, Past my nose GGGG AAA
On my head where my hair grows BBBB CCC

On my head there is a flea CCCC BBB

Now he’s climbing down on me Past AAAA GGG
tummy, Past me knee FFFF EEE
On my toe, take that you flea DDD DCCC
• Throughout, mime flea travelling up and down body

Who’s got the tiger (tune: I hear thunder)

Who’s got the tiger, I’ve got the tiger
Who’s got the sheep, I’ve got the sheep
Who’s got the crocodile, I’ve got the crocodile
Can we see. Can we see.

Goodbye, Goodbye, Goodbye

1.Goodbye, Goodbye, Goodbye Wave
Goodbye, Goodbye, Goodbye
It’s you I see, It’s you I see
Goodbye, Goodbye, Goodbye

2. Goodbye and be a cat, Miaow Cat actions

Goodbye and be a cat, Miaow
It’s you I see, It’s you I see
Goodbye and be a cat, Miaow

3. Dog, woof woof Dog actions

4. Mouse, eek eek Mouse actions

5. Cow, moo Cow actions

Freeplay
When we think of music happening in an early years setting, it is usually as a carpet-time singing session, which is
teacher-led. However, musical explorations into sound-making are happening all the time in freeplay, we just need to
become aware of what they might look like and sound like.

• Spontaneous singing, usually while carrying out another activity. Children will improvise both melody and words or
use familiar songs as the basis for their own song
• Vocalising and making sounds to accompany the movement of an object that they are using in play e.g. ‘whoosh’
as a rocket or ‘nee-nor’ siren for a fire engine
• Moving in a rhythmic way; marching or moving like a robot
• Tapping out rhythms on objects (tables, floor etc) to explore a sound quality
• Playing and exploring musical instruments; sometimes a tambourine might become a hat or a steering wheel.
Young children can be much more imaginative in how they relate to objects
• Making a sound-maker; using junk or recycled materials to construct an instrument

How can we support musical freeplay?

We can support children with their musical freeplay by observing, valuing, recognising and extending.

• Provide materials and spaces which are conducive to explorations of sound

• Make a sound wall or rail (inside or outside) by hanging items up (old saucepans, keys, tubes, textured surfaces like sandpaper and bubble wrap)
• If you notice a child playing musically, join in with them and imitate what they are playing – copy their pitch and rhythm
• Join a child playing in the sand-pit or water area, and make up songs with them about the sounds they can hear, making up words to well-known
songs
• Encourage a child to create their own songs about an activity (e.g. the sandpit or a favourite puppet or toy)
• Record children individually singing songs and play them back to them
individually or in a group session
• Perhaps set up a musical shop
• Take photos of the children playing and they can choose which ones to display
on a board – encourage the children to describe what is happening and add
captions below.
• Invitations – set up a drawing/ painting session for the children to invite their
parents to a parent’s session.
• Instrument making; use recycled materials for the children to make their own
sound-makers.
Making instruments
Musical instruments don’t have to be expensive, made from everyday objects, and can
even be made by the children themselves! Have a look at Sue Nicholls’ tutorials for more
ideas.

For Shakers, Scrapers, Tappers & Flappers visit http://tinyurl.com/suenicholls1

To make a Macaroni Tambourine visit http://tinyurl.com/suenicholls2

To make a bottle top shaker visit http://tinyurl.com/suenicholls3

Music in Everyday activities

Music can also be incorporated into your daily routine and everyday activities:-

• Use music as a cue for ‘Tidying Up Time,’ e.g. Flight of the Bumblebee or Mission Impossible Theme. Or for ‘Quiet Time’ ‘Mozart
Lullabies’

• Sing a song ‘Everybody Line Up By the Door’

• Sing a song when taking the register (e.g. ‘Wave Your Hands Hello’, or ‘Hello, Hello, Hello’)

• ‘Wash your Hands’ song (using the tune ‘Wave Your Hands’)
Musical stories
Music can really help create atmosphere and characterisation in stories. We will choose simple stories that can be complimented by
adding percussion, vocal sounds and actions particularly focussing on repetition and rhythm for example:

We’re Going on a Bear Hunt

by Michael Rosen
Lullabyhullabaloo by Mick Ingpen
Peace at Last by Jill Murphy

The Lion Who Wanted to Love

Where the Wild Things Are by Giles Andreae
by Maurice Sendak
Further Ideas for EY Practitioners
Counting and number songs
The following ideas were shared by nursery staff and KS1
teachers at Music in the Round’s Listen Up! Conference and addition, subtraction,
focus on how to incorporate music into the seven EYFS areas. longer/shorter, estimating.
There are some really inspiring ideas here so feel free to use E.g. ‘Five little men in a
them in your setting and spread the word about them to flying saucer’ and ‘Ten
colleagues too! green bottles’

Number fun
songs as oral
Mathematics Incorporate
starters to maths Maths into
Interesting
lessons
tunes for singing a lot
learning more
Number (colour)
number bonds
recognition using
hand bells and
chime bars
Pulse, beat, rhythm
counting – learning YouTube – loads of
about music, notes numeracy learning Counting,
and rests & using songs e.g. for sequence,
musical Using learning doubles; patterns, size
instruments as part instruments to warm up for mental
of Maths create a beat to maths
count to
Song-writing Stories with
Rhymes Singing stories –
build up musical
character work accompaniment
Story-telling
using puppets
through song
and songs

Songs support
Introducing
phase 3-5
phonics
Literacy vocab through
singing

Story-
Mark telling: Pie
making to Corbett
music

Songs provide
Singing and acting out repetition,
stories using a familiar tune Singing stories of
distinguishing
(e.g. singing stories to well-known books
sounds and
nursery rhymes/well-known before Literacy
different ways to
tunes) writing
say vowels
 Making
Role play and drama Link making Painting to
through songs and instruments and art to musical
music
stories – using voice outdoors – composing instruments
intonation and music about nature,
distinguishing sounds creating instruments
from things found
outside Telling stories
through music
and dance
Puppet show –
create props and
puppets and use Expressive art
Bring dance and
them to act out
songs/stories and design stories into
songs e.g. The
Three Bears
Making Paint while you
natural listen to
instruments in different styles
Forest School of music – e.g.
long strip of
Parent workshops –
paper + paint
making instruments on feet and Creative
and then using them in salsa! movement to
a performance Have a music
stage area
Explore music, Cultural
Weather costumes and
songs and
sounds customs
instruments from Involving
around the world families in
music days

Explore where
instruments
Stories from
other
Understanding originate from

cultures
the world
Welcome
Songs from other
songs for
cultures to develop
assemblies appreciation and
understanding of
Same songs in “other”ness
different
languages
Songs about animals,
creatures, life cycles
 Singing
Discuss how Group time and
register
characters feel in circle time songs
Sounds to reflect – interacting with
how we feel songs and stories
peers

Get shy/timid
Personal, Social &
children to
conduct group
Emotional Encouraging children to
become confident learners
songs and sociable members of
Development the class through music
based group time

Welcome and
getting to know
Listen to
you songs
Children’s children, let
Develops
ideas can be them direct
team-work
incorporated and
into songs – leadership
what action skills
shall we do?
Accept/understand/ Develops
deepen emotions confidence
 Actions for songs – Match
physical movement + movement to
simple, funny sings to music
encourage interaction Managing percussion is
valuable for children with
dyspraxia

Ugly Bug Ball Song –

crawl, skip, walk to
How to hold
instruments Physical the ball
properly and get
the best sound –
awareness of development
your body
Gross and fine Expressive
motor skills movement to
music
Use/make
instruments for
outdoor area to
support
The Dalcroze development of
Actions Society fine and gross
develop motor skills
coordination
 Phonics: singing
Music can
Can help with words, rhyming Connect movement to
develop
phrasing for EAL speech; non-speaking
children can join in by listening skills
children and memory
playing
instruments/humming.
Practising
EAL can sing in their
speech own language
sounds
Facial
expressions in Telling stories
stories Communication with Pie Corbett
actions and
added
and language instruments

Compose own Sing

story song about Music + phonics
instructions
topic/book/ trip books – ‘Phonics
Sing’

Phase 1
phonics:
listening
Articulating Ask parents of EAL background,
words and children to teach a song in keeps the beat
extending their language
vocab
 Tell stories with
Contact Sheffield
singing Make up prop
Babelsongs for
bags to
resources of songs Quick 5 min singing
accompany
in different lesson starters at
languages stories and
beginning of lessons
songs

In-house staff
Introduce a set
structured
How to make it training –
encourage
routine into
all happen
more singing
setting for Make a music
music zone out of free
materials for Encourage my
the outdoor council’s music In-house staff
area service to link training –
up with encourage
Ensemble 360 more singing
Find, learn and
Buy some cross-
teach songs for
curricular
transitions to
music/singing
whole school
books – visit Out
e.g. tidying up, Inspire my
of the Ark website
lining up colleagues to
have a go
 Can be
integrated into Music Music has so
everyday school specialists in much scope,
life – across schools share where will it take
subjects ideas/expertise our children
next?
The principles of good
music education are
similar whatever age
group – immerse
them, be musical,
Inspiring
create space for
Develop
intuition and creativity
to thrive thoughts imaginative free
up creativity
(encouraging
Using music for improvisation)
emotions: How
does it make
Young you feel?
children are There really is no substitute for
live musical experiences – in the
innately
home, classroom and concert
receptive to
hall!
music
Project Partners
Music in the Round
The project is led by Music in the Round, the largest chamber-music provider outside London. We
promote concerts at the Crucible Studio Theatre, Sheffield and a UK tour with resident musicians
Ensemble 360 and visiting internationally renowned artists, they

Music in the Community is the learning & participation activity engaging new and young audiences around the UK. Our Children’s
Composer in Residence Paul Rissmann has written new pieces for young audiences around the UK including Stan and Mabel, Sir
Scallywag and the Golden Underpants, The Chimpanzees of Happytown, Giddy Goat and the Lion Who Wanted to Love.

www.musicintheround.co.uk

For more information, contact:

Fraser Wilson, Learning & Participation Manager fraser@musicintheround.co.uk
Kate Smith, Project Co-ordinator kate@musicintheround.co.uk

Sheffield Music Hub, who received national recognition by ACE as 'one of three models of good practice in
the Hub application process', enables children and young people from all backgrounds across Sheffield to
deepen their enjoyment of music and to progress to the highest levels of excellence. Two of their key objectives
are to develop music programmes for children in the early years through new funding streams and develop
programmes with partners reaching children and young people in vulnerable circumstances to accelerate their
communication development and support their readiness for musical learning at the age of five.
www.sheffield.gov.uk/education/information-for-parentscarers/at-school/music-hub.html

ESCAL delivers an innovative city-wide strategy for the development of speech, language and communication
for children, working with City Council, Speech and Language Services, NHS, National Literacy Trust, Parents
Assembly, Fostering Services, Lifelong Learning and Skills and Inclusion services, to target specific
communities e.g. families in poverty, Troubled Families, 2 year FEL, traveller communities and children with
special educational needs. They have proven experience in leading INSET sessions, devising family
engagement programmes targeting hard-to-reach families and been twice awarded the prestigious national Communication Strategy
awards. www.sheffield.gov.uk/education/about-us/plans-partnerships/escal.html
Creative team
Polly Ives, Monday workshop leader
Polly is an experienced workshop leader, concert presenter, trainer, coach and teacher. Polly leads the Music Box
project engaging over 40,000 children aged 2 - 7 since being established in 2003 with funding from Youth Music.
She is a leader with Wigmore Hall's Chamber Tots project for 3-5 year olds, leads Sheffield Little Singers and has
previously led projects with Trevor Pinnock, European Brandenburg Ensemble, Webb Sisters and traditional Indian
group Indus, Ensemble 360, Royal Opera House, Southbank Sinfonia, violinist Philippe Graffin and clarinettist
Michael Collins and has performed live on BBC Radio 3's In Tune. Polly has led training sessions and written
teachers resource packs for early years practitioners, teachers, instrumental teachers and parents around the UK.
Polly has coached National Children's Orchestra and City of Sheffield Youth Orchestra and has adjudicated music
festivals and plays the cello and piano.

Vanessa Johnson, Tuesday workshop leader

Vanessa is a workshop leader, vocalist, composer, recording artist, puppeteer, street theatre artist and event
manager. She manages and leads Songbuds Music Group for pre-school children at nurseries, schools &
community settings, providing song & action sessions with a particular focus on child-led musical playtime and
parent-child musical interaction. She has recorded, published and released her own works including with Sony,
Chrysalis Music, Southern Fried Records and has released 2 critically acclaimed albums. She has performed
across the world with her own band Grandad Bob, with choirs and swing orchestras visiting countries from
China to Miami and at major festivals such as Glastonbury, V and O2, Roskilde in Denmark and Asagiri Jam in
Japan and her music has been used in major commercials, TV series, computer games and Hollywood films.

Martha Hayward is the the trainee workshop leader at all workshops

Martha is a singer with a strong belief in getting children singing as early as possible. She is currently studying
for an MMus at the Leeds College of Music, having previously studied a BMus in Music Performance at the
University of Aberdeen. Martha has worked as a singing teacher, a play-worker and as a deputy manager at a
Kids Club in Barnsley.

Ensemble 360
is Music in the Round’s resident group. They have gained an
enviable reputation across the UK not only for the quality and
integrity of the members’ playing, but also for their ability to
communicate the music to a range of different audiences.
Formed in 2005, eleven musicians of international standing came together, establishing a
versatile group comprising five string players, five wind players and a pianist. They are
also members of some of the greatest orchestras in the world, have recorded lots of CDs
and recorded music for film and TV including Pirates of the Caribbean and Love Actually!
Useful Resources

As well as the useful resources on the Music in the Round website (tinyurl.com/soundplayresources), there are many other organisations
that provide lots of tips and helpful ideas for music making in early years settings.

Boogie Mites – www.boogiemites.co.uk/3/early-years-practitioners lots more ideas and a free e-book on active music making
Visit their YouTube channel for lots of songs for early years children: www.youtube.com/user/boogiemitesmusic/featured

Charanga – charanga.com online resource for music teachers and teachers using music in their setting

Dalcroze Society – www.dalcroze.org.uk promotes the incorporation of music and movement

Early Arts - earlyarts.co.uk a forum with lots of creative ideas for early years education

Music Education Supplies – www.mesdirect.com a place to purchase any musical supplies you may need

Music Express - pages.bloomsbury.com/music-express ready-to-use resource of teaching activities, which are simple, straightforward
and fun to use

Out of the Ark - www.outoftheark.co.uk a company providing fantastic musical resources for every occasion

Putumayo - www.putumayo.com introductions to other cultures’ music

Sheffield Babelsongs - www.sheffieldbabelsongs.org collects and share songs from all over the world that now form a part of Sheffield’s
life and culture

Sing Up - www.singup.org - hundreds of songs, activities and resources

Sound Connections - www.sound-connections.org.uk supporting organisations to provide high quality music-making for children

Youth Music Network - network.youthmusic.org.uk a forum to hear the latest ideas and share tips and resources with colleagues
For more information, contact:
Fraser Wilson, Learning & Participation Manager fraser@musicintheround.co.uk and Kate Thompson, Project Co-ordinator
kate@musicintheround.co.uk or 0114 281 4660.