Exploring Melodic Ostinato

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ST Name: Kym Fox

ST Number: 40036679

Class Level: 2nd & 3rd Class

Date: 23/05/25

Subject: Music

Time: 13:30

Duration: 30 Minutes

Number of Pupils: 27

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Strand(s)

• Performing

Strand Unit(s) / Element(s)

• Song singing

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Learning Outcomes / Content Objectives

By the end of this lesson, pupils will:

• Perform a rhythmic or melodic ostinato (a pattern repeated continuously) to accompany a song. (Music Curriculum, Strand: Performing, Element: Song singing, Level 2 – 3rd Class)
• Develop an understanding of the term melodic ostinato through active listening and singing.
• Coordinate singing with matched physical movements to support rhythmic and melodic learning.

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Learning Objectives

1. The child should be enabled to understand and perform a melodic ostinato pattern confidently through the Irish song An Dreoilín.
2. The child should be enabled to demonstrate coordination by reproducing movements that match the melodic pattern while singing.

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Assessment

1. Method: Teacher observation during singing and movement activities, focusing on accuracy, timing, and engagement.
2. Assessment of: Articulation of melodic ostinato, participation in call-and-response singing, and ability to perform movements synchronised with singing.
3. To be recorded: Anecdotal notes on pupils’ verbal and physical responses, differentiation needs, and achievement of the melodic ostinato.

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Teacher Questioning

Lower order questions (Closed)

1. What is a melodic ostinato? (I)
2. Can you repeat the line ar chlé when I sing it? (D)
3. How many times do we sing ag tumadóireacht in the pattern? (I)

Higher order questions (Open)

1. How do the movements help you remember the melodic ostinato? (C)
2. What happens to the feeling of the song when we use the ostinato? (C)
3. How would the song sound different if we didn’t use the repeated pattern? (C)

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Language Development Opportunities

• Irish language focus: pronunciation and understanding of Irish phrases in An Dreoilín.
• Vocabulary expansion: terms such as ‘ostinato’, ‘ag snámh’, ‘ar chlé’, ‘ar dheis’, ‘melodic’.
• Use of call and response promotes active listening and speaking practice.

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Literacy Development Opportunities

• Reading and following lyrics displayed on the board.
• Recognition and sequencing of repeated phrases to build memory and confidence.
• Visual literacy through interpreting video demonstrations of movements.

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Teaching Methodologies

• Talk and Discussion
• Collaborative/Co-operative Learning
• Active Learning
• Skills Through Content
• Using Local Environment
• Problem Solving

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Introduction (5 minutes)

Stimulus

• Start with fun vocal warm-ups from the Dabbeldoo method, encouraging confident pitch and breath control.
• Play the full version of An Dreoilín from start to finish with no interruption, creating an immersive listening experience.

Elicit Prior Knowledge

• Ask pupils if they have heard this song before or know other Irish songs with repeated patterns.

Share Learning Intention

• “Today we will learn a special pattern called a melodic ostinato from the Irish song An Dreoilín.”
• “We will sing it together using call and response and add fun movements to help us remember!”

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Development (20 minutes)

Step 1: Explain Melodic Ostinato (3 minutes)

• Briefly describe a melodic ostinato: “A small part of the song that repeats again and again.”
• Use simple language and relate it to a repeated melody they might know (e.g., clapping a rhythm repeatedly).

Step 2: Learning the Ostinato Lyrics (7 minutes)

• Display the phrases on the board:
  “ar dheis, ar chlé, ar chlé, ag snámh, ag snámh, ag snámh, ag snámh, ag tumadóireacht, ag tumadóireacht, ar aghaidh, ar aghaidh, ar ais, ar ais, a haon, a dó a trí”
• Use call and response: Teacher sings/says one phrase slowly → pupils repeat. Repeat until confident.
• Emphasise clear pronunciation of Irish lyrics.

Step 3: Movements Introduction (5 minutes)

• Show a short video of people performing movements associated with each phrase of the ostinato (e.g., swimming gestures for ag snámh, paddling for ag tumadóireacht).
• Discuss how the movements match the music.

Step 4: Practice Movements (5 minutes)

• Model movements with group. Pupils mimic each movement corresponding to the phrases.
• Use gradual build-up to combine movements with singing.

Step 5: Combine Singing and Movements (3 minutes)

• Pupils sing the melodic ostinato while performing the corresponding movements.
• Teacher provides support and encouragement, fostering confidence and enjoyment.

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Conclusion (5 minutes)

Cognitive

• Recap the meaning of melodic ostinato and how it supports the song structure.
• Invite a few volunteers to demonstrate the singing and movements to the class.

Social

• Praise teamwork and listening skills shown during call and response and group movement performance.
• Encourage positive peer feedback.

Transition

• Inform pupils that next music lesson they will explore how to use the ostinato to accompany the song with simple percussion.

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Universal Design for Learning (UDL)

Pupil(s)	Reason(s)	Method(s)	Additional Comments
Pupils with hearing difficulties	Need clear visual and movement cues	Use lyrics displayed on board, video movements, and gestures	Repetition supports auditory challenges
Pupils with motor difficulties	May find some movements challenging	Allow adapted or simplified gestures; partner support	Focus on participation and inclusion
EAL pupils	Irish language new or unfamiliar	Visual aids, teacher modelling, peer support	Clear pronunciation modelling

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The Learning Environment

• Classroom with open space for movement.
• Clear visual display area (whiteboard or projector) for lyrics and video.
• Audio system for clear playback of the song.

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Resources

• Audio recording of An Dreoilín
• Video clip demonstrating movements for the song
• Lyrics on board or projector screen
• Space for movement activities

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References to the IE Curriculum Framework

• Music Curriculum Strand: Performing; Level 2 (3rd Class) – Pupils develop confidence in singing and performing with understanding of musical elements such as melodic ostinato.
• Emphasis on oral language development through singing and pronunciation practice of Irish language songs.
• Integration of movement supports kinaesthetic learning styles and holistic education approach promoted in IE curriculum.

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End of Plan