Money and Music

Overview

This 60-minute lesson for second-class students (aged 7–8) combines music with the theme of money and shopping. The lesson aligns with the Irish Primary Curriculum’s Music Strand (Strand Unit 2: Listening and Responding, Strand Unit 3: Performing, Strand Unit 4: Composing) and integrates SESE links to Social, Environmental and Scientific Education (SESE) recognising money as a familiar real-life context.

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Learning Outcomes

By the end of the lesson, students will be able to:

• Identify and perform simple rhythmic patterns inspired by shopping and money sounds.
• Recognise and sing a simple song related to shopping and money.
• Create a short musical sequence using body percussion to represent activities involved in shopping.
• Develop listening skills by identifying different sounds associated with shopping environments.

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Curricular References

• Music Curriculum (Department of Education and Skills, Ireland)

  • Strand 2: Listening and Responding – Using listening for enjoyment and awareness of sound sources.
  • Strand 3: Performing – Developing vocal and body percussion skills, maintaining steady pulse.
  • Strand 4: Composing – Creating and arranging simple rhythmic patterns.

• SESE: Geography/Social Studies – Understanding everyday experiences, e.g., shopping and money use.

• Key Skills Development: Active listening, teamwork, creativity, and communication.

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Materials Needed

• Images or real objects representing money (coins, notes), shopping items, shopping bags.
• Simple percussion instruments: shakers, tambourines, or alternatively clapping and tapping.
• Whiteboard and markers for notation of rhythms (simple ta and tika).
• Printed lyrics of the shopping song in both English and Gaeilge.
• Large chart paper or board to map shopping journey sounds.

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Lesson Structure

1. Introduction (10 minutes)

Warm-up song: Sing a simple call-and-response song related to shopping, e.g., a custom-made short song (tune of “If You’re Happy and You Know It”) with lyrics like:
"If you’re shopping and you know it, clap your hands!" (followed by tapping coins, jingling bags).

• Show students different money and shopping props.
• Ask: "What sounds do you hear in a shop? What sounds do money and shopping remind you of?" Encourage brief sharing.

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2. Listening and Identifying Sounds (10 minutes)

• Play a soundscape or simulate noises of a shopping environment (coins jingling, cash register “ka-ching”, shopping bags rustling, customers chatting).
• Students listen and identify each sound. Teacher writes each sound word or symbol on the board.
• Discussion: How can we use our body or instruments to make these sounds?

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3. Rhythm Creation and Practice (15 minutes)

• Introduce two simple rhythms for “coin jingling” (steady tapping: ta ta ta ta) and “shopping bag rustle” (faster tapping or clapping: tika tika).
• Divide class into two groups. Group 1 taps “coins” rhythm on shakers or tables, Group 2 claps “bag rustle” rhythm.
• Practice maintaining a steady pulse and switching between rhythms.
• Teacher models call pattern; students respond and play along.

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4. Composing a Shopping Soundscape (15 minutes)

• In small groups (4-5 pupils), students create a short piece representing a shopping trip using body percussion and instruments.
• Each group decides on sounds for: entering the shop, picking items, paying with coins, bags shaking, and leaving.
• Groups perform their compositions to the class.

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5. Singing and Review (10 minutes)

• Teach and sing again the shopping song with actions/pulse maintained.
• Quick quiz: What sounds did we create? How did money and shopping inspire our music?
• Reflect on how music can tell a story about everyday activities like shopping.

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Assessment

• Observation of students’ participation in rhythm playing and group work.
• Ability to maintain pulse in their part.
• Creativity demonstrated in body percussion and composition.
• Vocal participation in singing activity.

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Differentiation and Inclusion

• Use visual aids and demonstrations for students with additional learning needs.
• Offer percussion instruments or provide alternative clapping/tapping for those who may struggle with instrument handling.
• Encourage peer support during group composition tasks.

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Extension Ideas

• Link to Maths: counting coins rhythmically or sorting instruments by pitch (high/low) like sorting money by size.
• Invite parents or local shopkeepers to talk about music and sounds in their shops.
• Create a “shopping songbook” with original compositions and illustrations from students.

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This lesson plan combines creativity with real-life relevance and offers an engaging multimodal experience tailored to the Irish primary curriculum, fostering both musical skills and everyday understanding in a fun, inclusive way.