Strings and Care

Overview

Lesson 4 of 10 continues the unit “Exploring Music Through Cultures” by focusing on learning to handle a ukulele respectfully and safely, identifying key parts, and trying simple strumming patterns. Students link music-making to cultural understanding by noticing how instruments are cared for and shared in different communities.

Learning intentions

• WALT identify parts of a ukulele (e.g., body, neck, headstock, strings, tuning pegs) using simple music vocabulary.
• WALT practise basic care routines for an instrument (carrying, wiping, keeping it away from damage).
• WALT perform a short, steady strumming pattern with support, matching the teacher’s beat.
• WALT reflect on how we worked to make the music together (listening, turn-taking, safe handling).

Success criteria

• I can name at least 4 ukulele parts and point to them correctly.
• I can show safe instrument care (how to carry, where to place it, how to wipe/handle).
• I can strum in time with the beat for at least 8 counts without stopping for most of the time.
• I can tell one thing I did well and one thing to improve next time.

Curriculum links

• Music and the arts: develop and practise skills for making music, including experimenting with sound and simple performance patterns.
• Te Waihanga / Making: plan and practise short musical ideas for performance using supportive structure.
• Participating and contributing: work respectfully in a group, sharing instruments and listening while others play.
• Knowledge and understanding: recognise that sound is produced when instruments are played, and understand basic care and safety for instruments.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and goal check. Teacher greets students, shows today’s focus (“Parts, care, and first strum”), and asks: “Why do we take care of instruments before we play?” Students share quick ideas, then sit ready with hands on knees.

2. 5–12 min · Ukulele parts demo (talk and point). Teacher holds one ukulele at chest height and labels 4–5 parts clearly, modelling “point and say” as students repeat the names. Students rotate through “chorus practise”: say a part name, point to it, then return to their seat.

3. 12–20 min · Care and safety routine (model–practice). Teacher demonstrates the care routine: how to carry (hold the neck and body safely), where to place the instrument (flat/controlled), how to wipe (lightly with a cloth), and what not to do (no dropping, no twisting pegs, no food/drinks near). Students practise the steps in pairs using “show me” motions (no strumming yet).

4. 20–28 min · Sound warm-up (hands only). Teacher explains that strumming uses the hand to make the strings vibrate, and models a steady beat using clapping while showing the strumming motion in the air. Students clap/air-strum together for 2 short rounds (e.g., 8 counts each), focusing on keeping time.

5. 28–36 min · First strumming pattern (guided group performance). Teacher teaches a simple pattern using call-and-response: “Down, down” on the beat (choose one consistent pattern appropriate to the class), then plays one round while students watch for timing. Students perform the pattern in a whole-class rotation: teacher counts out loud; students strum only when called; teacher circulates to support grip, hand position, and steady rhythm.

6. 36–42 min · Small-group musical sharing. Teacher organises groups of 4 (with one ukulele per group or teacher-led rotation depending on instruments available) and sets a clear task: each group plays the pattern for 1 round while others listen for “steady beat” and “safe care”. Students take turns: one group plays, others listen and give one kind feedback statement using a sentence starter (“I noticed…”).

7. 42–45 min · Exit reflection. Teacher asks students to complete an oral exit: “One ukulele part I can name is… / One care rule is… / One thing I’ll practise is…” Students answer quickly; teacher notes who needs follow-up with parts, care, or keeping time.

Resources

• Ukuleles (enough for whole class rotation; spare unit for teacher demo if needed)
• Soft cleaning cloths (one per ukulele or shared with clear routine)
• Music vocabulary cards: body, neck, strings, headstock, tuning pegs
• Teacher counting cards (numbers 1–8 visible)
• Seating plan for safe instrument handling in groups
• Clipboard or quick observation checklist (teacher use)

Assessment

• Teacher observation checklist during group practice: parts identified correctly, care routine shown, strumming in time.
• Targeted questioning: “Where is the neck/headstock?” and “What do we do before we play?”
• Exit reflection: identify one part, one care rule, and one personal next step.

Differentiation

• Support: provide sentence starters for feedback (“I noticed… / Next time…”) and a simplified “point-and-say” routine for parts.
• Support: use a consistent strumming pattern with teacher counting and visual beat cues (hand signals or count cards).
• EAL/SEN: allow students to respond by pointing or choosing from picture vocabulary cards; repeat key phrases and model slowly.
• Extension: invite students to vary dynamics (play slightly louder/softer) while keeping the same pattern and steady beat.