Voice and Ukulele

Overview

In this sixth lesson of the unit “Explore, Strum, and Sing!”, students combine singing with ukulele accompaniment. They will focus on timing (staying together) and dynamics (singing/playing louder and quieter in the right places).

Learning intentions

• WALT combine a simple song with ukulele strumming using the chords we have learned.
• WALT maintain a steady beat and coordinate singing and playing.
• WALT use dynamics to match the song’s feel (louder/softer) while performing.

Success criteria

• I can sing my part while strumming the correct chord pattern at the correct time.
• I can stay with the group beat (no rushing or dragging).
• I can follow dynamics cues (quiet/loud) during my performance.

Curriculum links

• Music (Refreshed NZ Curriculum): Students explore, practise, and apply musical ideas through performance, using elements of music to shape sound.
• Refreshed national curriculum: Singing and playing together develops coordination, timing, and expressive control (dynamics).
• Key competencies: managing self (practising with focus), participating and contributing (working as an ensemble), and using language/symbols (communicating musical cues and structure).

Lesson structure (45 minutes)

1. 0–4 min · Hook (short video). Teacher plays a YouTube clip (under 2 minutes) showing a simple voice + chord ukulele performance. Students do a quick “Notice and Wonder”: what do they hear for beat and loud/quiet moments?

2. 4–10 min · Warm-up: beat + strum readiness. Teacher leads a clapping/foot-tapping beat (steady pulse) and then guides students to strum on the beat with one learned chord (e.g., a single chord pattern) while counting aloud together. Students practise 2–3 times, keeping arms relaxed and strums even.

3. 10–18 min · Direct teach: timing and dynamics cues. Teacher shows (on board or shared display) the song’s simple structure (e.g., Verse/Chorus) and adds 2–3 dynamics cues such as “sing softly” and “play louder” at specific points. Students echo only the strum pattern first, then add singing for those sections (teacher stops/starts for accuracy).

4. 18–26 min · Guided rehearsal: partner sync. Students pair up. Each pair decides who is “Lead” for one run (song first, then accompaniment) and swaps next run. Teacher circulates using a quick checklist: beat together / dynamics followed / correct chord at transitions. Students repeat until both partners can perform the same section smoothly.

5. 26–35 min · Group practice: ensemble performance (small groups). Students form groups of 5–6. Each group rehearses the full song once, then does a “target retry” focused only on one improvement: either timing (beat) or dynamics (loud/quiet). Teacher signals changes by using a hand cue to reinforce stopping/starting precisely.

6. 35–42 min · Performance: class showcase. Two or three groups perform for the class while the rest listen for one success criterion (beat together OR dynamics). Teacher briefly prompts listeners to name what they observed using musical terms (beat, louder/softer, steady).

7. 42–45 min · Exit reflection (quick evidence). Students write or circle answers on a short slip:

• What did I do well with timing?
• One thing I will improve next rehearsal (dynamics or chord changes).

Resources

• Ukuleles for all students (with straps if needed)
• Board/slide with the song structure and dynamics cues
• Song sheet with chord names and simple lyrics
• Counting prompts (e.g., beat numbers 1–2–3–4)
• Timer for rehearsal rounds
• Teacher checklist (timing + dynamics)
• YouTube video under 2 minutes for the hook (voice + ukulele example)

Assessment

• Teacher formative checks during pair and group rehearsal: steady beat, correct chord timing, and whether dynamics match cues.
• Listening assessment during showcase: students identify either “beat together” or “dynamics cues” from performances.
• Exit reflection: determines whether next lesson practice should prioritise timing or dynamics.

Differentiation

• Support: provide sentence starters for reflection (e.g., “My timing was good when…”). Use a simplified performance option for students who need it (sing only for one verse while still strumming quietly, then swap).
• Support: give a “chord cue card” with chord names and strum pattern reminder to reduce memory load.
• Extension: challenge students to add a clear dynamics contrast (e.g., crescendo into chorus) while maintaining the steady beat.
• EAL/SEN: allow students to demonstrate understanding by pointing to dynamics cues or counting the beat with teacher support rather than relying only on written explanations.