Singing and Playing

Context

This lesson is designed for preschool students (ages ~3-5) in New Zealand, specifically a small class of 4 students. It focuses on music through singing and playing musical instruments, activities the students love, to deepen their learning consistent with the New Zealand Curriculum and Te Whāriki early childhood curriculum principles.

Duration

10 minutes

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Curriculum Links

Learning Areas and Key Competencies:

• The Arts (Music strand): Exploring, creating, and communicating ideas and feelings through music.
• Key Competencies: Managing self (participating and focusing in a short musical activity), relating to others (listening and cooperating), and thinking (creativity and problem solving using instruments).
• Te Whāriki strands:
  • Exploration - Mana Aotūroa: Children develop curiosity and describe their musical experiences.
  • Communication - Mana Reo: Singing and making sounds contribute to language and expressive communication.
  • Contribution - Mana Tangata: Sharing and taking turns playing instruments and singing.

Specific Learning Objectives:

• Children will participate actively in a familiar song, using singing and body movements.
• Children will explore and play with simple percussion instruments, discovering different sounds.
• Children will demonstrate engagement and awareness of others through music-making and listening.

This aligns with New Zealand Curriculum objectives in the Arts strand for years 0-2, supporting foundational music skills and positive identity through participation in music activities .

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Lesson Plan Outline

Time	Activity	Description	Curriculum Link
0:00-1:30	Welcome and Warm-Up Song	Greet students and sing a simple, familiar waiata (Māori song) or nursery rhyme together to focus attention and create a warm environment. Use simple body actions (clapping, tapping knees) to engage motor skills.	Mana Reo: oral language and expressive singing; Managing self: engagement.
1:30-4:30	Instrument Exploration	Introduce 4 simple percussion instruments (e.g., tambourine, shakers, bell, drum).

• Demonstrate how to produce sounds.
• Invite each child to explore one instrument, encouraging experimentation with sound volume and rhythm.
• Support turn-taking and attentive listening while others play. | Exploration (Mana Aotūroa) by experimenting with sounds. Contribution (Mana Tangata) by sharing instruments and listening. | | 4:30-7:30 | Sing and Play Together | Sing a favourite song the children know (choose one repetitive song).
• Accompany singing with instrument playing, matching rhythm and tempo.
• Encourage children to listen to each other and play in unison or response patterns. | The Arts—Music: connecting voice and instrument sound. Key Competencies—relating to others and thinking (cooperation & creativity). | | 7:30-9:00 | Creative Sound Play | Invite children to create their own sound patterns or rhythms on instruments, individually or as a group.
• Ask questions like “How does it sound when you shake the shaker fast? Slow? Loud? Soft?”
• Celebrate their creativity and describe their choices using simple language. | Supporting thinking and exploratory skills (curiosity & creativity). Language development by naming and describing sounds. | | 9:00-10:00 | Reflection and Goodbye Song | Gather children for a calm ending.
• Reflect briefly by asking “What was your favourite sound?” or “Which instrument did you like playing?”
• Sing a goodbye song together to end the session positively. | Communication—expressing preferences, social-emotional development through reflection and closure. |

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Teaching Considerations

• Use clear, slow speech and lots of non-verbal cues given the preschool context (Te Whāriki emphasizes responsiveness to diverse communication styles).
• Ensure instruments are safe, age-appropriate, and accessible for the 4 children.
• Reinforce cultural responsiveness by incorporating a simple waiata Māori and possibly including basic Te Reo Māori phrases for greetings or musical terms.
• Encourage positive social interaction and taking turns to develop contribution skills.

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Assessment & Feedback

• Observe students’ engagement in singing and instrument play.
• Note their ability to listen and wait for a turn (contribution competency).
• Provide positive descriptive feedback such as “I like how you played the shaker gently!” or “You sang loudly and clearly!”
• Encourage children to express their preferences, fostering language and confidence.

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This 10-minute plan incorporates music experiences young New Zealand learners enjoy (singing, instrument play), develops foundational skills in The Arts learning area, and aligns closely with Te Whāriki strands and the New Zealand Curriculum key competencies and values, providing a culturally responsive and developmentally appropriate learning experience. It also models an engaging and manageable structure teachers can apply in preschool settings confidently.

If desired, the session can be repeated or extended on subsequent days to deepen skills and enjoyment.

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References from curriculum documents:

• New Zealand Curriculum, The Arts learning area and Key Competencies (pages referencing The Arts and key competencies for early years)
• Te Whāriki principles and strands—especially Exploration, Communication, and Contribution
• Emphasis on oral and expressive language development supporting music activities in early years