Playing Songs Together

Overview

In this second lesson of Xylophone Rhythms and Melodies, students rehearse and perform a short, familiar song in groups of four. They develop steady beat, rhythmic accuracy, active listening and teamwork while combining individual parts into a confident group performance.

Learning intentions

• WALT maintain a steady beat while playing a simple melody.
• WALT coordinate our playing by listening and watching one another.
• WALT perform a familiar song with accurate rhythm and appropriate volume.
• WALT give kind, useful feedback about a group performance.

Success criteria

• I can play my assigned notes or rhythm at the correct time.
• I can keep going, listen to my group and adjust when needed.
• I can begin and finish together with my group.
• I can describe one strength and one next step for our performance.

Curriculum links

• Developing practical knowledge: using musical elements, including beat, rhythm, tempo, dynamics and pitch.
• Communicating and interpreting: performing a short musical work for others and responding to music.
• Creating and sharing: making musical decisions and contributing to a collaborative performance.
• The refreshed curriculum emphasis on belonging, participation, oral language, cooperation and making meaning through the arts.

Lesson structure (45 minutes)

1. 0–5 minutes – Welcome and musical hook Seat students where they can see the teacher and instruments. Open with the hook and lesson introduction and play a short, teacher-selected video clip of children performing together on xylophones or tuned percussion. Ask: “What helps a group sound like one team?” Gather responses such as steady beat, watching, listening, starting together and balanced volume.

2. 5–10 minutes – Body and rhythm warm-up Without instruments, establish a four-beat pulse by patting knees and clapping. Echo two-bar patterns, including quarter-note beats, paired quicker sounds and rests. Invite students to conduct four steady beats while the class speaks the song’s rhythm using “ta”, “ti-ti” and “rest”, or child-friendly words from the chosen familiar song.

3. 10–15 minutes – Demonstrate the song and roles Display the song’s colour-coded or letter-name pattern using the teacher model and playing instructions. Demonstrate the melody slowly, first alone and then with a steady backing beat. Explain that each group of four will have players responsible for different notes or short phrases, with one student initially acting as leader/listener; groups may rotate roles so everyone participates.

4. 15–27 minutes – Group rehearsal Arrange five groups of four, with one student joining a group as a rotating coach or equipment helper. Hand out instruments and the group song rehearsal map. Students practise in stages: tap the pulse, speak the rhythm, finger or point to the notes, then play slowly. Remind them to use soft mallets, watch the agreed leader and stop on the teacher’s signal. Circulate, checking that groups maintain the beat rather than rushing to catch up.

5. 27–35 minutes – Improve through listening Groups perform once for a nearby group or for the teacher. The listening group identifies one successful feature and one practical next step: “Your group kept a steady beat because…” or “Try watching the leader when…”. Students record or draw the feedback on the rehearsal map, then practise the specific improvement. Support groups by reducing the tempo or playing only the first phrase before rebuilding the song.

6. 35–41 minutes – Group performances Invite groups to perform in a simple concert order. The audience listens silently, keeps a gentle pulse on their knees and notices how the performers begin, maintain the beat and finish together. After each performance, allow brief, specific applause and one positive comment. If time is limited, perform three groups while the remaining groups perform to a partner group.

7. 41–45 minutes – Reflect and pack away Return to the plenary reflection prompts. Students complete the Success Criteria exit ticket slips, identifying which criteria they met and one next step. Collect instruments systematically: mallets down, instruments returned, then students share one way listening helped their group.

Resources

• Xylophones or tuned percussion: one per player where possible
• Song pattern cards or teacher-prepared colour/letter notation
• the xylophone song lesson slide deck
• the group song rehearsal map
• the Success Criteria exit ticket slips
• Device and speakers for a short, teacher-selected performance video
• Board or projected timer
• Clear floor or table space for five groups
• Sanitising wipes or a safe instrument-cleaning routine

Assessment

• Observe each student during rehearsal and performance, noting steady beat, rhythmic/pitch accuracy, listening, safe technique and contribution to the group.
• Use the rehearsal map and peer feedback to check whether students can identify a musical strength and a specific improvement.
• Review exit tickets to identify students needing further support with pulse, reading the pattern, or coordinating with others.

Differentiation

• Support: provide colour-coded notes, a simplified one- or two-note part, slower tempo and a visual four-beat pulse. Pair students with a steady-beat model and allow pointing or tapping before playing.
• Support for EAL learners and students requiring additional learning support: use gestures, icons, modelling and repeated short instructions; assign clear roles and rehearse one phrase at a time.
• Extension: invite confident students to play the melody with an added repeated ostinato, lead the count-in, or experiment with appropriate dynamics without losing the beat.
• For students sensitive to sound: offer a quieter instrument, greater distance from other groups, or the role of conductor/listener before rejoining as a player.