Note for teachers using this lesson plan
Before this lesson, ensure you have a real tambourine ready. The central idea is for pupils to listen carefully to different rhythms played on the tambourine and respond with appropriate body movements. Emphasise safe movement within the classroom space. Successful learning will be observed when pupils can move their bodies in response to fast and slow tambourine rhythms and identify the tambourine.
Class: Pre-School Level 3
Term: First Term
Week: 3
Age: 4 years
Duration: 30 minutes
Subject: Physical and Health Education
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Simple body movements like walking, running, and jumping.
Topic: TAMBOURINE MOVEMENT
Subject Matter: Body movement to tambourine rhythm and uses of a tambourine.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify a tambourine by its appearance and sound.
- Describe simple uses of a tambourine.
- Recognise and differentiate between fast and slow tambourine rhythms.
Affective Domain
- Show enjoyment while moving to music and rhythm.
- Listen attentively to the tambourine sounds.
- Participate enthusiastically in group movement activities.
Psychomotor Domain
- Move different body parts (hands, feet, whole body) according to fast and slow tambourine rhythms.
- Demonstrate various movements like clapping, stomping, swaying, and jumping in time with the rhythm.
Social Domain
- Take turns playing the tambourine (under supervision).
- Engage cooperatively in movement games with peers.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Relevant Early Childhood Care and Education resources
Instructional Materials
- A real tambourine
- Picture cards of people dancing or playing musical instruments
- Music player (optional, for background music or additional rhythm examples)
Rationale for the Lesson
This lesson is important for 4-year-olds as it develops their gross motor skills, coordination, and sense of rhythm, which are foundational for physical development and musicality. Moving to music also enhances listening skills, creativity, and emotional expression, connecting their bodies to sounds in a fun and engaging way.Prerequisite/Previous Knowledge
Pupils have previously engaged in simple body movements such as walking, running, clapping hands, and stomping feet. They can follow basic instructions and enjoy listening to songs.Lesson Content/Board Summary
TAMBOURINE MOVEMENT
A **tambourine** is a musical instrument. It is usually round and has small metal jingles around its edge. When you shake it or tap it, it makes a fun sound! **How to play a tambourine:**- Shake it gently.
- Tap it with your hand.
- To make music.
- To dance to.
- For celebrations and parties.
- **Fast rhythm:** Move quickly! (e.g., fast claps, fast stomps)
- **Slow rhythm:** Move slowly. (e.g., slow swaying, slow steps)
- Clapping our hands.
- Stomping our feet.
- Swaying our bodies side to side.
- Jumping up and down.
- Waving our arms.
Key Words
- Tambourine – A round musical instrument with jingles.
- Rhythm – The beat of music, can be fast or slow.
- Shake – To move something quickly back and forth.
- Tap – To hit something gently.
- Move – To change position or place.
Movement Rhyme: Shake, Shake, Tambourine!
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Shake, shake, tambourine,
Hear the jingles, bright and keen!
When it’s fast, we move our feet,
When it’s slow, we sway so sweet.
Shake, shake, tambourine,
Best instrument we’ve ever seen!
Actions:
- “Shake, shake, tambourine”: Pretend to shake a tambourine.
- “Hear the jingles, bright and keen!”: Cup hand to ear, then clap.
- “When it’s fast, we move our feet”: March feet quickly.
- “When it’s slow, we sway so sweet”: Sway body slowly side to side.
- “Shake, shake, tambourine”: Pretend to shake a tambourine again.
- “Best instrument we’ve ever seen!”: Point to eyes, then make a big circle with arms.
Watch and Move Along
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by showing the actual tambourine. Let pupils touch it and hear its sound. Explain simply what it is and how it makes music. Demonstrate fast and slow rhythms clearly, linking them to fast and slow movements. Use simple, clear language and repeat key words like “tambourine,” “rhythm,” “fast,” and “slow.”
What to show or demonstrate: Show the tambourine. Demonstrate shaking it and tapping it. Clearly demonstrate fast clapping, stomping, and swaying for fast rhythm, and then slow clapping, stomping, and swaying for slow rhythm. Ensure pupils have enough space to move safely.
How to use the rhyme/song: Introduce the “Shake, Shake, Tambourine!” rhyme after discussing rhythms and movements. Sing it clearly, demonstrating the actions. Repeat the rhyme several times, encouraging pupils to join in with the words and actions. You can use the tambourine to play the rhythm while singing.
How to use the video: Introduce the video as a fun way to see others move with a tambourine. Play the video and encourage pupils to watch and imitate the movements they see. After the video, lead a short discussion about what they saw and what movements they enjoyed. Then, prompt them to try some of the movements themselves, guided by your tambourine playing.
What to watch for: Observe if pupils are listening to the rhythm and attempting to match their movements to it. Watch for pupils who might be shy to move and encourage them gently. Ensure all pupils have enough space and are moving safely without bumping into each other.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Imitation
- Question and Answer
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Warm-up
Teacher’s Activity: The teacher greets the pupils warmly. The teacher leads pupils in a short warm-up activity like stretching arms up high and wiggling fingers, then asks, “Who likes to move their body?”
Pupils’ Activity: Pupils greet the teacher, participate in the warm-up, and respond to the question.
Learning Point: Pupils are engaged and ready for the lesson.
Step 2: Exploring the Tambourine
Time: 5 minutes
Teaching Skill: Introduction/Observation
Teacher’s Activity: The teacher brings out a real tambourine. “Look what I have! Does anyone know what this is?” The teacher shows the tambourine, lets pupils observe it, and demonstrates how to shake and tap it to make sound. The teacher asks, “What does it look like? What sound does it make?”
Pupils’ Activity: Pupils observe the tambourine, listen to its sound, and attempt to identify it. They might describe its shape or sound.
Learning Point: Pupils identify the tambourine and understand how it makes sound.
Step 3: Teacher Demonstration of Rhythm
Time: 4 minutes
Teaching Skill: Demonstration/Listening
Teacher’s Activity: The teacher explains that the tambourine can make different beats or rhythms: fast and slow. The teacher demonstrates playing a fast rhythm on the tambourine, then a slow rhythm. “Listen carefully, is this fast or slow?”
Pupils’ Activity: Pupils listen attentively to the fast and slow rhythms played on the tambourine and try to identify them.
Learning Point: Pupils recognise fast and slow rhythms.
Step 4: Guided Movement to Rhythm
Time: 6 minutes
Teaching Skill: Guided Practice/Movement
Teacher’s Activity: The teacher guides pupils to move their bodies according to the tambourine rhythm. “When I play fast, clap fast! When I play slow, sway slow!” The teacher plays various fast and slow rhythms, prompting pupils to clap, stomp, sway, or jump accordingly, ensuring safe spacing.
Pupils’ Activity: Pupils move their hands, feet, and bodies (clapping, stomping, swaying, jumping) in response to the fast and slow rhythms played by the teacher.
Learning Point: Pupils practise moving their bodies in time with different rhythms.
Step 5: Rhyme Reinforcement
Time: 4 minutes
Teaching Skill: Songs and Rhymes/Reinforcement
Teacher’s Activity: The teacher introduces the “Shake, Shake, Tambourine!” rhyme. The teacher sings the rhyme, demonstrating the actions, and encourages pupils to join in. The teacher repeats the rhyme several times, playing the tambourine along with it.
Pupils’ Activity: Pupils listen to the rhyme, learn the actions, and sing along with the teacher, moving their bodies as instructed by the rhyme.
Learning Point: Pupils reinforce their understanding of tambourine movement through song and actions.
Step 6: Video and Practice
Time: 4 minutes
Teaching Skill: Visual Learning/Application
Teacher’s Activity: The teacher plays the “Shake Your Tambourine” video. “Let’s watch how others move with a tambourine!” After the video, the teacher leads a brief discussion and encourages pupils to try some of the movements they saw, while the teacher plays the tambourine.
Pupils’ Activity: Pupils watch the video, observe the movements, and then practise imitating some of the movements they saw, responding to the teacher’s tambourine rhythm.
Learning Point: Pupils expand their repertoire of movements and practise coordination.
Step 7: Evaluation/Review
Time: 4–5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “What is this instrument called?” (showing the tambourine)
- “What sound does it make?”
- “Show me how you move when the tambourine plays a FAST rhythm.”
- “Show me how you move when the tambourine plays a SLOW rhythm.”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Summary/Closure
Teacher’s Activity: The teacher praises the pupils for their active participation and good listening. The teacher reminds them that moving to music is fun and good for their bodies. “You all moved so well today!”
Pupils’ Activity: Pupils listen to the teacher’s summary and praise.
Learning Point: Pupils feel a sense of accomplishment and understand the value of movement.
Lesson Keywords
- Tambourine – A musical instrument that jingles when shaken or tapped.
- Rhythm – The pattern of sounds or beats in music, like a fast or slow beat.
- Movement – Changing the position of your body or parts of your body.
- Shake – To move something quickly back and forth or up and down.
Differentiation
- Support: For pupils who find it difficult to coordinate movements, the teacher can simplify the movements (e.g., just clapping or stomping) and use hand-over-hand guidance for a few repetitions. Provide extra visual cues and model movements slowly and clearly.
- Extension: For pupils who quickly grasp the concept, the teacher can challenge them to create their own simple movement for a fast or slow rhythm, or to identify other body parts they can move to the beat. They could also be given a chance to gently shake the tambourine to create a simple rhythm for their peers to follow.
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