Tambourine Movement, Second Term Focus for Pre-School Level 3

Class: Pre-School Level 3
Term: Second Term
Week: 2
Age: 4 years
Duration: 30 minutes
Subject: Physical and Health Education
Curriculum Theme: Physical and Health Education
Previous Lesson: Identifying and moving different body parts
Topic: Tambourine Movement
Subject Matter: Tambourine Movement

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify a tambourine by sight and sound.
• Mention at least one use of a tambourine.

Affective Domain

• Show enjoyment while moving to the tambourine’s rhythm.
• Participate actively in movement activities.

Psychomotor Domain

• Move their whole body according to fast and slow tambourine rhythms.
• Move specific body parts (e.g., hands, feet, head) to the tambourine’s beat.

Social Domain

• Move safely without bumping into classmates.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3
• Early Childhood Care and Education resources

Instructional Materials

• A real tambourine
• CD on parts of the body (as specified in seed)
• CD player or music device
• Pictures of people playing tambourines
• Open space (e.g., playground or large classroom area)

Rationale for the Lesson

This lesson is important for 4-year-olds as it helps develop their gross motor skills, coordination, and sense of rhythm. Moving to music encourages self-expression, improves listening skills, and helps children understand how sound can guide physical actions. It also provides an enjoyable way to be physically active.

Prerequisite/Previous Knowledge

Pupils can identify and name some basic body parts. They can also perform simple movements like clapping, marching, and jumping.

Lesson Content/Board Summary

Tambourine Movement

A tambourine is a musical instrument that makes a shaking sound with its jingles. It has a round frame with small metal discs (jingles) attached. Uses of a Tambourine:

• To make music for singing.
• To make music for dancing.
• To play along with other instruments.

Moving to the Tambourine: We can move our bodies in different ways when we hear the tambourine.

• Fast Beat: When the tambourine plays fast, we can hop, run gently, or shake our bodies quickly.
• Slow Beat: When the tambourine plays slowly, we can walk slowly, sway, or stretch.
• Stop: When the tambourine stops, we freeze!
• Different Body Parts: We can also move specific body parts like clapping our hands, tapping our feet, nodding our heads, or wiggling our fingers to the beat.

Key Words

• Tambourine – A musical instrument with jingles that makes a shaking sound.
• Rhythm – A regular pattern of sounds or movements.
• Beat – The steady pulse of music.
• Move – To change position or place.
• Fast – Moving quickly.
• Slow – Moving at a low speed.

Movement Rhyme: Tambourine Fun!

Tune: “Twinkle, Twinkle Little Star”

Tambourine is shaking, shaking,
Hear the jingles, music making.
When it’s fast, we hop and leap,
When it’s slow, we gently creep.
Tambourine is shaking, shaking,
Happy movements we are making!

Actions: Shake hands like a tambourine, hop on fast beats, creep on slow beats, make happy faces.

Watch and Move Along

https://www.youtube.com/watch?v=J_j9Q66lB08

Teaching Methods/Instructional Techniques

• Play-based Learning
• Demonstration
• Guided Practice
• Songs and Rhymes
• Imitation
• Practical Activity
• Question and Answer

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Arousing interest

Teacher’s Activity: The teacher greets the pupils and brings out the tambourine, shaking it gently. The teacher asks, “What is this? Have you seen it before? What sound does it make?”

Pupils’ Activity: Pupils respond to greetings, observe the tambourine, and share their ideas about the instrument and its sound.

Learning Point: Pupils become familiar with the tambourine and are engaged for the lesson.

Step 2: Introducing the Tambourine and its Uses

Time: 4 minutes

Teaching Skill: Explanation/Identification

Teacher’s Activity: The teacher formally introduces the tambourine, shows its parts (jingles), and demonstrates how to play it. The teacher asks, “What do we use a tambourine for?” and guides pupils to mention its uses (e.g., making music, dancing).

Pupils’ Activity: Pupils listen to the explanation, observe the tambourine closely, and mention simple uses like “for music” or “for dancing.”

Learning Point: Pupils identify the tambourine and understand its basic uses.

Step 3: Demonstrating Movement to Rhythm

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher explains that we can move our bodies to the tambourine’s beat. The teacher demonstrates different movements: playing a fast beat and hopping, then a slow beat and swaying. The teacher also demonstrates freezing when the sound stops.

Pupils’ Activity: Pupils watch the teacher’s demonstrations carefully, observing how the movements change with the rhythm.

Learning Point: Pupils understand the concept of moving fast or slow according to the tambourine’s rhythm.

Step 4: Guided Practice – Whole Body Movement

Time: 5 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher plays the tambourine with varying fast and slow rhythms, guiding pupils to move their whole bodies. “When I play fast, hop! When I play slow, sway! When I stop, freeze!” The teacher provides positive feedback.

Pupils’ Activity: Pupils move their whole bodies (hopping, swaying, marching, shaking) according to the tambourine’s rhythm and freeze when the sound stops.

Learning Point: Pupils practise coordinating whole-body movements with different rhythms.

Step 5: Guided Practice – Specific Body Part Movement

Time: 4 minutes

Teaching Skill: Specific Instruction/Coordination

Teacher’s Activity: The teacher instructs pupils to move specific body parts to the tambourine’s beat. For example, “Let’s clap our hands to the tambourine!” “Now, tap your feet!” “Wiggle your fingers!” The teacher varies the rhythm for each part.

Pupils’ Activity: Pupils listen to the instructions and move only the specified body parts (hands, feet, fingers, head) to the tambourine’s rhythm.

Learning Point: Pupils develop finer motor control and listening skills by moving specific body parts to the rhythm.

Step 6: Rhyme and Video Reinforcement

Time: 4 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads pupils in singing the “Tambourine Fun!” rhyme with actions. Afterwards, the teacher plays the verified YouTube video, encouraging pupils to watch and imitate the movements they see.

Pupils’ Activity: Pupils sing the rhyme and perform actions. They then watch the video and try to copy the movements demonstrated by the children on screen.

Learning Point: Pupils reinforce their understanding of tambourine movement through song and visual examples.

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.

1. “What is this instrument called?” (showing the tambourine)
2. “Show me how you move when the tambourine plays fast.” (teacher plays fast)
3. “Show me how you move when the tambourine plays slow.” (teacher plays slow)
4. “What do we do when the tambourine stops?”

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: Consolidation

Teacher’s Activity: The teacher praises the pupils for their active participation and good movements. The teacher reminds them that moving to music is a fun way to keep their bodies healthy and strong.

Pupils’ Activity: Pupils listen to the teacher and participate in a final clap or cheer.

Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue physical activity.

Lesson Keywords

• Tambourine – A musical instrument with jingles that makes a shaking sound.
• Rhythm – A regular pattern of sounds or movements.
• Beat – The steady pulse of music.
• Move – To change position or place.
• Fast – Moving quickly.
• Slow – Moving at a low speed.

Differentiation

• Support: For pupils who are hesitant or find it difficult to coordinate, the teacher can provide more direct modelling, hold their hand to guide movement, or simplify the movements (e.g., just swaying for slow, gentle shaking for fast). Provide extra space for those who need it.
• Extension: Encourage more confident pupils to create their own unique movements for fast and slow rhythms. Ask them to lead a short movement sequence for their peers or identify other instruments that make a rhythmic sound.