Percussion Fun Time

📚 Curriculum Details

Learning Area: The Arts – Music
Level: Level 1 of the New Zealand Curriculum
Year Level: Years 0–1
Key Competencies:

• Participating and contributing
• Relating to others
• Managing self
• Thinking
• Using language, symbols, and texts

Strands Addressed:

• Sound Arts: Developing Practical Knowledge – Students explore and identify sounds they can make with their voices and instruments.
• Sound Arts: Communicating and Interpreting – They present and express musical ideas to others.
• Sound Arts: Understanding the Arts in Context – They experience instruments within a cultural and collaborative setting.

Big Ideas from NCEA Alignment:

• Music expresses identity, story, culture, and emotion
• Music is made collaboratively and individually to communicate meaning
• Music is grounded in real-world practice and performance

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🎯 Learning Intentions

By the end of this lesson, students will:

• Identify and name a variety of percussion instruments (e.g., drum, tambourine, triangle, maracas, woodblock)
• Understand simple musical terms: tempo (fast/slow) and pitch (high/low)
• Explore and experiment with making different sounds on percussion instruments
• Work together to create a group percussion performance

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✅ Success Criteria

Students can:

• Name at least three percussion instruments correctly
• Demonstrate contrasting playing styles using tempo and pitch
• Play percussion instruments respectfully and cooperatively in a group performance

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🕒 Timing Breakdown (45 Minutes)

Activity	Time
Welcome & Recap	5 mins
Percussion Museum Walk	10 mins
Sound Exploration Circuits	10 mins
Rhythm & Pitch Game	10 mins
Group Performance	7 mins
Reflection & Farewell	3 mins

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🎵 Detailed Lesson Progression

1. Welcome & Recap (5 mins)

Purpose: Reconnect with previous learning and set the tone.

• “Kia ora tamariki! Do you remember what we did last time with body percussion? Let’s quickly show how we can make sound with feet, hands, and voices.”
• Prompt students to share what they remember from Lesson 1 through movement.
• Introduce the day’s WALT: “Today we are learning to explore real percussion instruments and make music together!”

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2. Percussion Museum Walk (10 mins)

Purpose: Foster curiosity; introduce instruments visually and aurally.

• Instruments are displayed on tables or mats labelled with visuals: drum, tambourine, maraca, triangle, woodblock.
• The teacher (or a helper) demonstrates each instrument’s name, sound, and typical playing style.
• Emphasise vocabulary: tap, shake, strike, fast/slow, high/low.
• Invite students to walk (quietly!) from station to station to observe and listen.
• Use Māori words where appropriate: tarumata (drum), pere (bell), pakē (clapper).

🌟 Tip: Set soft background instrumental music to create a calming, immersive atmosphere during the “museum” exploration.

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3. Sound Exploration Circuits (10 mins)

Purpose: Hands-on exploration using real percussion instruments.

• Divide class into 5 groups of 5 students. Each group starts at a different instrument station.
• Use a rotation system every 2 minutes. (Use a calm chime or drum beat to signal swap time.)
• In each station, ākonga experiment with:
  • Playing fast and slow
  • Creating soft and loud sounds
  • Playing with both hands if possible
  • Sharing instruments respectfully
• Teacher and TA circulate to support, model, and reinforce positive collaboration and safe instrument use.

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4. Rhythm & Pitch Game – “Copy the Kiwi” 🥝 (10 mins)

Purpose: Reinforce tempo and pitch through an interactive game.

• Teacher becomes “Kiwi the Music Leader”. Demonstrate short rhythmic patterns (e.g. tap-tap-shake-pause).
• Students echo pattern using body first, then switch to instruments.
• Challenge: Alternate between fast and slow patterns, and high (triangle) and low (drum) sounds.
• Choose student leaders to be the new “Kiwi".

🌟 Encourage students to listen carefully, notice differences, and celebrate “listening ears” and “playing hands”.

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5. Group Performance – “Percussion Parade” (7 mins)

Purpose: Apply learning in a creative, cooperative performance.

• Each group chooses one instrument and simple rhythm or tempo (fast/slow).
• Create a short performance piece using rhythm patterns learned.
• Perform one at a time or together, with each group having a “moment to shine”.
• Teacher acts as conductor, helping prompt start/stop and transitions.

🌟 Can add a “walk in a circle” or simple movement component to turn it into a guided percussion parade around the classroom or mat space.

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6. Reflection & Farewell (3 mins)

Purpose: Anchor learning and celebrate success.

• Recap: “What instruments did we play today?” “What was your favourite?”
• Ask: “What is tempo again?” “Can we all show ‘fast’?” And ‘slow’?
• Link to next steps: “Next time you hear music, listen for the beat and try clapping along.”
• Finish with a waiata or closing karakia (according to school/kura practice).
• Say goodbye using a fun musical signal – e.g., drum roll “ka kite!”

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🧠 Differentiation & Inclusion

• Visual supports: Use picture cards of each percussion instrument.
• Sensory-sensitive learners: Provide earmuffs or alternative soft-sound instruments.
• ESOL support: Pair with buddies, visual prompts, and use gestures for clarity.
• Challenge: Let confident students improvise rhythms or lead the group.

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📌 Assessment Opportunities

Formative:

• Observe students during the sound circuit and game to note:
  • Can they follow rhythmic patterns?
  • Do they understand fast vs slow and high vs low?
• Anecdotal notes on collaboration and focus.

Student Voice:

• Use smiley face cards or thumbs up/down at end of lesson for students to self-reflect.

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🎒 Resources Needed

• A variety of percussion instruments (at least 5 types, enough for small groups)
• Instrument name cards with pictures
• Floor mats or stations marked
• Visual rhythm cards
• Timer or chime
• Whiteboard for keywords: tempo, pitch, fast, slow, high, low
• Optional: Māori language vocabulary cards for instrument names

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🎉 Extension Ideas

• Create a “Percussion Playlist” – record student group performances for replay and reflection
• Invite whānau to observe the next session as an open music sharing
• Link with mātauranga Māori by exploring traditional Māori instruments like poi, pakuru, porotiti in future lessons

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🧭 Teacher Reflection Prompt

• Which instruments were most engaging for students and why?
• How well did students use tempo and pitch vocabulary?
• How could I further embed te ao Māori and authentic, local musical experiences next time?

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He taonga te oro – Sound is a treasure. Let's continue to explore it with joy and curiosity.