Exploring Pitch Heights

Overview

This lesson is designed for Year 1 students in line with the UK National Curriculum for Key Stage 1 (Music). It focuses on helping pupils demonstrate an understanding of pitch by identifying tones as either high or low. The lesson incorporates both individual worksheets and group activities, ensuring an engaging and interactive experience for all learners. This session introduces the concept of pitch through hands-on activities, auditory exercises, and creativity.

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National Curriculum Link

• Curriculum Focus: Key Stage 1 Music
• Specific Objective: "Use their voices creatively and expressively by singing songs and speaking chants and rhymes. Listen with concentration and understanding to a range of high-quality live and recorded music."
• Key Skill: Identify pitch variation (high vs low sounds).

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Learning Objectives

By the end of this session, pupils will be able to:

1. Identify a tone as high or low when listening.
2. Differentiate between tones using vocal imitation and instruments.
3. Work collaboratively to organise tones in ascending or descending order.

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Resources Needed

1. Digital or physical keyboard / xylophone for demonstrating pitch.
2. Downloadable individual worksheets for pupils to match images with high/low tones.
3. Pre-recorded audio samples of high and low-pitched sounds (e.g., a bird chirp vs a drumbeat).
4. Visual aids (e.g., flashcards with illustrations like birds, elephants, etc.).
5. Toy instruments (e.g., whistles, recorders, drums) or any class percussion set.
6. Blu-tack and a Pitch Poster Chart with a ladder image for group work.

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Lesson Flow

1. Introduction (5 minutes)

• Warm-Up Chant: Begin with a cheerful, age-appropriate warm-up: “Can you guess the sound?” Using your voice, say a phrase with a high-pitched squeaky tone (e.g., "Hello, how are you?"), then one with a deep low-pitched tone. Let the pupils guess if it is high or low.
• Explain that today’s focus will be on recognising sounds as being high or low.

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2. Listening and Singing Activity (8 minutes)

• Play a series of simple, contrasting sounds (e.g., a bell for high pitch, a drumbeat for low). After each sound, ask pupils to identify whether it is high or low by:
  • Raising their hands for high.
  • Touching the floor for low.
• Follow the listening with call-and-response singing. Sing basic phrases to demonstrate pitch, e.g., sing “Good Morning” with a high tone, have pupils echo back, then try a lower tone.

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3. Group Activity: Pitch Ladder Game (10 minutes)

Objective: Pupils collaborate to place sounds on a pitch ladder poster.

Instructions:

1. Divide the class into 5 groups (about 6 pupils per group). Provide each group with cards (or flashcards) of illustrations related to different sounds (e.g., birds for high pitch or elephants for low pitch).
2. Assign a group member to stick one card onto the “Pitch Ladder” (a large poster with a ladder or staircase image on the board). Sounds go upward for high and downward for low.
3. Play the corresponding sound sample after each group's guess and check if they were correct.
4. (Optional Challenge): If time allows, give toy instruments and let them create their own sound to match a high or low placement.

This fosters teamwork and a tactile understanding of pitch concepts.

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4. Individual Worksheet Activity (5 minutes)

Hand out individual high/low sound worksheets.

• Pupils will draw lines to match pictures of objects (e.g., a bird for high, a drum for low) to their corresponding sound group.
• This gives teachers the opportunity to circulate and support children needing additional guidance.

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5. Conclusion & Reflection (2 minutes)

• As a class, look back at the Pitch Ladder Poster and celebrate correct placements.
• Ask pupils to summarise in their own words: “What’s the difference between high and low sounds?”
• End with a fun, interactive activity: Toss a small soft ball to each child randomly while saying a word in either a high or low pitch. The receiver must imitate it before passing it on.

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Assessment Opportunities

• Observe pupil responses during the listening activity. Use questioning to encourage reasoning: “Why do you think this sound is high?”
• Assess individual worksheets for understanding.
• Review group placement on the Pitch Ladder as a class reflection tool.

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Extensions and Differentiation

Extensions:

• For early finishers: Introduce simple melodic patterns (e.g., high-low-high) and have them predict or mimic the sequence vocally or on classroom instruments.

Differentiation:

• For pupils who struggle: Provide them with clearer visual aids or pair them with peers for assistance in group tasks. You could also use more exaggerated audio examples.
• For more advanced pupils: Ask them to create short high and low sound patterns using toy instruments or their voices and share them with the class.

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Teacher Notes

• Behaviour Management: Use a simple chime or clap to refocus attention if groups become restless during activities.
• Follow-Up Activity: In the next lesson, build on the concept by discussing how pitch is used in music (e.g., identifying high or low notes in a song).

This interactive approach will leave pupils giggling, experimenting, and learning, giving them a strong foundation for understanding pitch in later music studies!