First Chords: C Am

Overview

This is lesson 3 of 8 in the Beginner Ukulele Unit for 15 Year 4–6 students. Students learn the C and Am chord shapes, practise safe finger placement and down-strumming, then perform a simple two-chord pattern with a steady beat.

Learning intentions

• WALT identify and play the C and Am chords.
• WALT place fingers accurately and strum down with control.
• WALT change between C and Am while keeping a steady rhythm.
• WALT listen respectfully and improve our playing through practice.

Success criteria

• I can make a clear C chord and a clear Am chord.
• I can hold the ukulele safely and strum down steadily.
• I can change between C and Am without stopping the beat.
• I can describe one strength and one next step in my playing.

Curriculum links

• Developing Practical Knowledge: explore and use musical instruments, techniques and processes.
• Developing Ideas: use musical patterns and rhythmic ideas to create and perform.
• Communicating and Interpreting: perform music and respond to the music-making of others.
• Participating and Contributing: work cooperatively, take turns and support a group performance.

Lesson structure (45 minutes)

1. 0–5 minutes – Welcome, hook and readiness

Open with the introduction and listening hook. Play or demonstrate a short pattern alternating between C and Am, asking: “What changes between the two sounds, and what stays the same?” Briefly revisit ukulele posture, instrument care and the four strings. Students silently practise resting their strumming hand over the sound hole.

2. 5–13 minutes – Teach the C chord

Display the C chord diagram and finger-placement steps. Model slowly: place the third finger on the A string, third fret; keep the other strings open; check that the thumb is behind the neck; then strum down gently across the strings. Students copy the shape, check each string with a quiet individual strum and correct buzzing fingers.

3. 13–20 minutes – Teach the Am chord

Use the Am chord diagram and comparison visual to demonstrate Am: first finger on the second fret of the C string and second finger on the second fret of the G string, with the remaining strings open. Students form Am, release and reform it three times, then alternate between making the shape and relaxing their hand without strumming.

4. 20–27 minutes – Steady strumming practice

Refer to the rhythm practice slide. Count aloud “1, 2, 3, 4” while students strum four gentle down-strums on C, then four on Am. Keep the beat with a quiet foot tap or body sway. Pause between rounds to ask students to check: relaxed wrist, sound hole strum and even volume.

5. 27–36 minutes – Partner chord-change challenge

Distribute the C and Am chord practice sheet to pairs. Partner A plays four down-strums on C followed by four on Am; Partner B watches the chord diagram and gives one kind, specific comment. Swap roles every two rounds, gradually aiming to change without stopping. Students who are ready try two beats on each chord while maintaining the pulse.

6. 36–42 minutes – Small-group performance

Arrange five groups of three. Reopen the group performance instructions and give groups two minutes to rehearse an eight-bar pattern: four beats of C, four beats of Am, repeated four times. Each group performs once while listeners identify one example of a steady beat or clear chord change.

7. 42–45 minutes – Reflection and exit check

Students complete the Success Criteria exit ticket independently, indicating which criteria they met and writing one next step. Invite two or three students to share a helpful practice strategy. Collect instruments quietly and preview that the next lesson will build on these chord changes.

Resources

• 15 ukuleles, checked and tuned before class
• Projector or interactive display
• the complete lesson slide deck
• the C and Am chord practice sheet
• the Success Criteria exit ticket
• Pencils
• Chord chart or teacher ukulele for modelling
• Visible timer
• Optional metronome or steady beat at a slow tempo

Assessment

• Observe finger placement, relaxed posture, clear strings and controlled down-strums during individual and partner practice.
• Listen for a steady pulse and smooth C–Am transitions during the group performance; record students needing further support.
• Use the worksheet and exit ticket to identify whether students can name the chords, form them accurately and explain their next step.

Differentiation

• Support: seat students where they can clearly see the teacher; provide enlarged chord diagrams; teach one string or one chord at a time; allow students to strum open strings while a partner changes chords.
• Support: pair a developing player with a patient, confident peer and use spoken cues such as “C—2—3—4, Am—2—3—4”.
• EAL/SEN: combine spoken instructions with modelling, colour-coded fingers and gesture; repeat short instructions and allow extra processing time.
• Extension: students try two beats per chord, lead the count-in, or create a quiet/loud dynamic pattern while keeping the beat.