Instrument Exploration

Overview

Duration: 45 minutes
Class size: 25 students
Unit: Fairy Tale Soundscapes (Lesson 4 of 5)
Age group: Year 1 (5-6 years old)
National Curriculum Links:

• Music Key Stage 1 (Years 1–2)
• Pupils should be taught to:
  • Use their voices expressively and creatively by singing songs and speaking chants and rhymes.
  • Play tuned and untuned instruments musically.
  • Listen with concentration and understanding to a range of high-quality live and recorded music.
  • Experiment with, create, select and combine sounds using the inter-related dimensions of music.

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Learning Objectives

By the end of this lesson, pupils will:

• LO1: Explore and identify sounds produced by different instruments (NC: Play tuned and untuned instruments musically).
• LO2: Demonstrate an understanding of dynamics by creating loud and soft sounds using chosen instruments (NC: Experiment with, create, select and combine sounds).
• LO3: Justify their choice of instruments to represent specific elements within fairy tales, using appropriate musical vocabulary such as dynamics and timbre (NC: Use voices and instruments expressively).

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Resources Needed

• Variety of musical instruments (e.g., drums, tambourines, xylophones, rain sticks, triangles, shakers, claves)
• A listening corner with headphones and recorded soundscapes (optional for starter activity)
• Large open space or carpeted area for exploration
• Visual prompt cards with fairy tale elements (e.g., dragon, forest, magic wand, thunderstorm)
• Dynamics chart with simple symbols for loud (forte) and soft (piano)
• Whiteboard and markers or interactive board to record ideas

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Lesson Structure

1. Introduction (5 minutes)

• Gather the children in a circle and briefly recap the unit so far: Exploring sounds that bring fairy tales to life.
• Explain that today’s challenge is to explore instruments to make sounds that help tell a fairy tale story.
• Introduce vocabulary: loud (forte) and soft (piano). Show simple symbols and model the difference with voice (say “dragon” loudly and “fairy” softly).
• National Curriculum link emphasis: Engage pupils with expressive use of voice and instruments.

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2. Stimulus and Exploration (10 minutes)

• Show visual prompt cards of different fairy tale elements one by one (e.g., dragon, forest, magic wand).
• For each card: as a class, brainstorm what instrument might best represent the image and whether the sound should be loud or soft.
• Pupils take turns experimenting with instruments to copy the chosen sounds.
• Encourage them to listen to each other and respond positively.
• Key skill focus: experimenting and identifying the quality of sounds (timbre, dynamics).

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3. Guided Activity: Creating Sound Combinations (15 minutes)

• Divide class into 5 mixed groups of 5 children each (to ensure all can participate).
• Each group receives 4-5 different instruments.
• Assign each group a fairy tale element from the prompt cards.
• Task: Collaboratively create a “soundscape” using their instruments, incorporating loud and soft sounds to tell their element’s story.
• Circulate to support, asking questions such as:
  • Why have you chosen that instrument?
  • Can you make the sound louder or softer? How?
  • What different sounds can your group make altogether?
• Emphasise expressive intent and use of dynamics vocabulary.

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4. Sharing and Justification (10 minutes)

• Each group performs their soundscape to the class.
• After each performance, encourage the group to explain their choice of instruments and how they created loud and soft sounds.
• Use prompts:
  • What story did your sounds tell?
  • Why did you use soft sounds here?
  • What does the loud part represent?
• Support pupils to use simple music terms and vocabulary around dynamics and mood.
• Capture key ideas on the board for visual reinforcement.

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5. Plenary and Reflection (5 minutes)

• Recap key vocabulary and concepts learned: dynamics (loud/soft), timbre (quality of sound), instruments used.
• Ask children to close their eyes and imagine a new fairy tale moment—then think about one instrument sound they would use.
• Quick round: each child shares one instrument sound they enjoyed creating today.
• Reinforce the link to next lesson: putting these ideas together to make a full Fairy Tale Soundscape performance.

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Assessment Opportunities

• Formative: Observe pupils during instrument exploration and group soundscape creation to assess understanding of dynamics and choice of instruments.
• Summative: Evaluate pupil explanations during the ‘Sharing and Justification’ for ability to link instrument choice to narrative and dynamics vocabulary.
• Use a simple checklist for participation and vocabulary use:
  • Explored instrument sounds appropriately
  • Demonstrated understanding of loud and soft sounds
  • Justified choices using basic music terms

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Differentiation and Inclusion

• Provide visual supports for all instructions and music equipment.
• Use peer support within groups for children needing assistance.
• Select instruments with varied sound production methods (striking, shaking) to cater for different motor skills.
• Encourage creative expression regardless of technical ability.
• Allow quieter pupils to express ideas verbally if hesitant to perform instrumentally in large group.

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Creative Extension (Optional)

• Invite pupils to draw their fairy tale character and write or dictate a sound word or phrase describing the instrument they would choose to represent it, reinforcing literacy and cross-curricular links.

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This lesson advances pupils’ practical musicianship and creative thinking within the National Curriculum framework, encouraging playful exploration, expressive communication, and basic musical concepts through the engaging context of fairy tales.