Harmonies for Wellbeing

Objective

To introduce Year 2 pupils to the concept of music therapy, fostering emotional expression and enhancing wellbeing through interactive musical activities.

Curriculum Alignment

National Curriculum in England: Key Stage 1 - Music

• Use voices expressively and creatively.
• Play tuned and untuned instruments musically.
• Listen with concentration and understanding to a range of high-quality live and recorded music.

Lesson Overview

This 35-minute session will involve guided listening, vocal expression, and instrumental exploration to utilise music as a therapeutic tool in the classroom setting.

Materials Needed

• A selection of musical instruments (e.g., tambourines, maracas, xylophones)
• A CD player or digital device for playing music
• Age-appropriate music tracks with varying tempos and moods
• Large cushions or mats for sitting

Lesson Breakdown

Introduction (5 minutes)

Welcome and Warm-Up

• Begin with a brief greeting song to establish a friendly and relaxed atmosphere.
• “Hello, How Are You?” song: Children stand in a circle, sing the song together, and perform corresponding actions (waving, smiling).

Main Activities (25 minutes)

1. Guided Listening and Emotional Connection (10 minutes)

• Explain to the children that music can help us feel different emotions.
• Play a short, gentle piece of classical music. Ask the children to close their eyes and listen closely.
• After the piece, discuss:
  • What did they feel while listening?
  • What memories or images came to mind?

2. Vocal Expression and Movement (7 minutes)

• Have the children stand and form a wide circle.
• Introduce a simple call-and-response pattern using vocal sounds that mimic emotions (e.g., happy “la-la-la”, sad “boo-hoo-hoo”).
• Encourage them to move around the room, expressing the emotions vocally and with gestures or dance.

3. Instrumental Exploration (8 minutes)

• Distribute a variety of small instruments. Demonstrate how each instrument can represent different emotions (e.g., soft shaker sounds for calm, loud drum beats for excitement).
• Allow students to explore creating music alone or in small groups.
• Conduct a short sharing session where a few children demonstrate how their instrument sounds evoke an emotion.

Conclusion (5 minutes)

Reflection and Sharing

• Gather the class in a circle again. Invite a few children to share which activity they enjoyed the most and why.
• Ask them to consider a time when they might use music to help them feel better, reinforcing music’s therapeutic value.
• End with a calming goodbye song that they can hum softly, returning to a sense of calm before transitioning to the next lesson or activity.

Assessment

• Observe the children’s ability to express emotions through music and movement.
• Take note of their participation in discussions and their willingness to explore instruments and express their feelings.
• Collect feedback on how they felt during different parts of the lesson for future planning.

Extensions and Adaptations

• Consider introducing different genres or cultural music tracks in subsequent lessons for variety and broader cultural awareness.
• Adapt activities by providing simpler or more complex instruments to accommodate varied levels of ability.

This lesson not only meets curriculum goals but also fosters an understanding of how music can be a powerful, personal tool for enhancing emotional wellbeing.