Tap, Listen, Play Together

Overview

Students are introduced to the xylophone as a tuned percussion instrument. They learn a safe, relaxed mallet grip, practise steady beats and perform simple rhythms together, building on prior experiences of keeping a pulse, listening and responding in music.

Learning intentions

• WALT identify the main parts of a xylophone and use it safely.
• WALT hold and move a mallet correctly to produce a clear sound.
• WALT read and perform simple four-beat rhythms.
• WALT listen, keep a steady beat and play cooperatively as an ensemble.

Success criteria

• I can carry, hold and play the xylophone safely.
• I can hold the mallet loosely and strike the middle of a bar.
• I can copy and perform a simple rhythm while keeping the beat.
• I can stop, listen and play my part with the group.

Curriculum links

• The Arts — Music: exploring sound, beat, rhythm and instrumental techniques.
• The Arts — Music: developing and communicating musical ideas through performance.
• The Arts — Music: responding to and describing music using musical language.
• Key competencies: managing self, participating and contributing, relating to others, and using language, symbols and texts.

Lesson structure (45 minutes)

1. 0–5 min · Hook and listening. Play a short, age-appropriate xylophone performance video from the teacher’s pre-selected classroom playlist, using the opening listening slide to ask: “What do you notice about the sounds, patterns and movement?” Students quietly watch, then share one observation with a partner. Establish that a xylophone has wooden or synthetic bars arranged from low to high, and that music-making requires careful listening.

2. 5–10 min · Meet the instrument. Display the xylophone parts and safety slides and demonstrate how to carry a xylophone with two hands, place it securely, keep mallets pointed down when walking, and wait for the signal before playing. Students identify the bars, resonators, mallet and low/high sounds without touching the instruments. Explain: “We use gentle taps, not bangs, and we protect everyone’s ears.”

3. 10–17 min · Mallet technique. Model the “loose pencil” grip: thumb and first finger hold the mallet, the other fingers rest softly, and the wrist makes a small bouncing movement. Demonstrate striking the centre of a bar and lifting the mallet straight away. Students practise the grip in the air, then copy silent tapping motions on their palm or knee. Invite two students to model, and use the technique close-up slide to reinforce “loose hand, small bounce, middle of the bar”.

4. 17–25 min · Guided exploration. Place students in five groups of five, with one xylophone per group where possible; provide a turn-taking instrument station if fewer instruments are available. Each group receives the xylophone rhythm practice sheet and assigns rotating roles: player, beat keeper, rhythm reader, listener and equipment monitor. On the teacher’s signal, students explore three sounds—low, middle and high—using one gentle strike at a time. Pause frequently for “freeze, mallets down, eyes this way” and ask: “Which bar made the lowest sound? How did you make a clear sound?”

5. 25–35 min · Rhythm echo. Use the rhythm echo slides to show four-beat patterns with icons:

• ta ta ta ta
• ta ta-ti-ti ta
• ta-ti-ti ta ta Clap and say each pattern together before playing. The teacher performs one pattern; groups echo it on one comfortable bar, then play using low, middle or high bars as directed. Keep the pulse with a quiet tap or hand drum. Change roles after each pattern so every student has a purposeful turn.

6. 35–41 min · Ensemble performance. Display the group performance instructions. Groups choose one rhythm from the sheet and rehearse it twice: once quietly, once as a confident performance. Half the groups play while the others keep the beat by patting their knees and listening for a steady pulse; then swap. Remind students to begin and end together, watch the conductor’s signal, and leave space between sounds.

7. 41–45 min · Reflect and pack away. Students complete the final prompt on the xylophone rhythm practice sheet: “One safe playing habit is…” and “One rhythm I can play is…”. Invite two responses, then direct a silent, orderly pack-away: mallets in the container, instruments carried with two hands and equipment checked. Finish by asking students to show thumbs up, sideways or down to indicate how confidently they can hold and play a mallet.

Resources

• Classroom xylophones or metallophones, ideally one per group
• One pair of suitable mallets per instrument
• the xylophone introduction and rhythm deck
• the xylophone rhythm practice sheet
• Teacher-selected short xylophone performance video
• Whiteboard or display screen
• Optional hand drum or woodblock for keeping the pulse
• Clearly marked instrument and mallet storage areas

Assessment

• Observe grip, striking technique, safe movement and turn-taking during guided exploration; provide immediate modelling and feedback.
• Listen for students maintaining a four-beat pulse and accurately echoing at least one rhythm.
• Collect the worksheet reflection or photograph completed sheets. Note students who need another supported practice session and those ready to combine different pitches with rhythm.

Differentiation

• Support learners with colour-coded or large rhythm icons, repeated teacher modelling, a slower pulse and a peer or adult who can quietly keep the beat.
• Allow students with motor or sensory needs to play fewer repetitions, use a larger mallet where appropriate, or take the listener/beat-keeper role before returning to playing.
• Provide sentence starters such as “I noticed…”, “The beat stayed steady when…” and “I played safely by…”. Demonstrate visually and use gestures alongside spoken instructions for learners developing English.
• Extend confident players by asking them to perform the same rhythm on two contrasting bars, create a new four-beat pattern using ta and ti-ti, or lead the class entry and stop signals.