Week Two: the Learning Continues


This week, we warmed up out bodies and brains for music with whole body (gross motor) movements.

music brain 3

We balanced on a piece of wool in lots of different ways:

  1. Heel-toe
  2. Tippytoes
  3. Side stepping (both directions)
  4. Free choice


When they reached the end of the string, your child was asked to choose a rhythm card and play it with a percussion instrument.


They then returned to the start of the string using a variety of learning enhancing movements: skipping, jumping, hopping, spinning.

Why? Click here to find out why balance exercises are so important for learning: balance


Your child showed me the pieces they’ve been practicing. If they had filled in their Weekly Challenge chart on the song page, they were given a Completion Sticker. We also did a ‘Mission Review’ in your child’s Inspiration Music Journal, to help with musical self reflection.

Many students moved onto reading the note ‘E’ on the musical staff.

music example

Some students colour coded their music to help them read. We coloured in the correct notes on the keyboard on the same page to help remember which note is which.


butterflyWe used our musical listening skills to hear HIGH NOTES (E) and LOW NOTES (C) by listening to The Butterfly song.

We held up our butterfly when we heard a high note. We held it down low when we heard a low note.

To help consolidate these listening skills, I asked some students to stand up and sit down with their butterfly while we sang.

Why? Learning to distinguish ‘high’ and ‘low’ (or ‘pitch’) is a foundational skill in musical development. We’ll be doing lots more of these listening (aural) activities in the EFG Book.

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