Feel the beat

Project guide

This project recognises that:

* settings should be constantly resourced and organised in such a way as to offer learning opportunities across all areas of the Foundation Stage curriculum

* topics can enhance basic provision and respond to children's interests

* children need plenty of first-hand experiences and time to develop ideas, skills and concepts through play

* the practitioner has a vital role in supporting children's learning.

This project, therefore, suggests:

* adult-led activities for introducing the theme

* resources that enhance basic provision and facilitate learning through child-initiated play

* how the practitioner can support children's learning.

When using the project, practitioners should recognise that:

* activities should be offered and never imposed on children

* children's experiences, and learning, may differ from those anticipated

* the learning, planned or unplanned, that takes place is valid

* the process is very valuable and should not be undermined by an inappropriate emphasis on outcomes or concrete end results.

The areas of learning are:

Personal, social and emotional development

Communication,language and literacy

Mathematical development

Knowledge & understanding of the world

Physical development

Creative development

The simple and ever-popular drum provides inspiring ideas for activities when used as the focus for planning a cross-curricular project.

Adult-led activities

Boom boom

Support children's mathematical development by counting drum beats.

Key learning intentions

To listen attentively and respond with appropriate actions

To count reliably up to five

Adult:child ratio 1:6

Resources

Two kinds of drum with beaters

a quiet and comfortable area free from distractions

Activity content

* Gather the group of six interested children together and sit with them in a circle on the floor.

* Show them the drums and pass the drums around the circle one at a time, encouraging each child to play them. Talk about the difference in sound that the two drums produce.

* As you beat one drum, ask children to listen and then to repeat by clapping their hands - for example, you beat the drum three times, they clap three times.

* Encourage the children to clap a number of times and copy their pattern with drum beats.

* Beat one of the drums twice and pass it to the child next to you, asking them to beat twice as well. Pass the drum around the circle for all children to have a turn. Repeat with three beats.

* Give two children a drum each. Ask the first child to beat on their drum (only up to three beats to start). Then ask the second child to copy the first child's pattern on their drum. Make sure that all children have a turn.

Extending learning

Key vocabulary

Number names one to five, more, less, same

Questions to ask

* How many beats can you hear?

* Can you make the same number of claps?

* Did I make the same number of beats as you?

Extension ideas

* Encourage the children to count 'by sound' in other contexts - for example, counting coins as they are dropped into a tin or Lego pieces into a box.

* Put up a sign in the home corner asking visitors to 'knock three times'

before entering.

* Encourage children to listen as you beat the drum in the outdoor area and to respond by taking the corresponding number of steps towards a target.

For example, three beats means three steps towards the 'bear cave', and when the children reach the cave, they run back to the starting point.

* Support children in clapping, or beating, the syllables in their own name.

Join the band

Encourage children to create their own 'steel band' using recycled metal items.

Key learning intention

To experiment with sound and explore how sounds can be changed

Adult:child ratio 1:4

Resources

Strip of fencing or wooden frame, on which to hang metal 'instruments'

large metal drums and metal cans (make sure they are clean, have not been used to store harmful chemicals and are free from sharp edges) ,metal dustbins with lids ,old pans ,pan lids ,metal colanders ,biscuit tins ,baking trays and tins ,wire cooling trays ,brushes (such as pastry and decorator's brushes) ,balloon whisks ,wooden spoons ,metal ladles ,string Activity content

* Encourage children to explore recycled objects and talk about their observations.

* Explore the different sounds that can be made by banging items together.

* Talk about the variation in sounds that can be produced by using different 'beaters' such as spoons and brushes.

* Listen to the difference in sound between a 'drum' used on the ground and one suspended.

* Find ways of organising the items - for example, hang pan lids.

Extending learning Key vocabulary Loud, quiet, high, low; descriptive language such as 'clanking', 'banging', 'crashing', 'tinkling'

Questions to ask

* What kind of sound does the brush make on the metal?

* What do you think you could use to make a louder noise?

* What does that sound remind you of?

* Can you make a sound like thunder?

* What does it sound like when you play two drums together?

* Which sound do you like best?

Extension ideas

* Arrange for children to hear a steel band, perhaps at a local carnival.

* Encourage parents to explore sound making with their children at home.

* Use some of the made drums to accompany stories - for example, to make party music as Max dances in Where the Wild Things Are by Maurice Sendak (Red Fox, 5.99).

* Fix items such as dustbin and pan lids permanently to a fence or frame outdoors.

Child-initiated learning

Encourage children to develop their own ideas and interests by adding resources to the provision.

Music area

Additional resources

Drums from a range of cultures ,listening centre, taped drum music ,blank tapes, photos of drummers and bands including drums ,clipboards, paper and pens Possible learning experiences

* Playing drums and comparing different sounds.

* Using fingers, hands and beaters to experiment with sound and rhythm.

* Looking closely at and talking about how the drums are made.

* Using drums to accompany singing and other instruments.

* Counting beats.

* Listening to taped music, identifying drum sounds and responding to the beat.

* Moving and dancing to taped music.

* Accompanying the taped music by playing the drums.

* Taping own music.

* Beginning to record a simple system of notation, for example, two circles representing two beats.

The practitioner role

* Explore and play the drums alongside the children.

* Listen to and show respect for children's own made music.

* Support children's technology skills when taping their own drum music.

* Model the use of key vocabulary such as 'loud', 'quiet', 'fast', 'slow'.

* Record simple beat patterns on paper.

Workshop

Additional resources

Cylinders, such as plastic piping and cardboard tubes, in various sizes and widths ,plastic yoghurt and margarine tubs ,cardboard boxes and packets ,greaseproof paper ,foil ,thin card ,short lengths of wooden dowel and plastic tubing (for beaters) string ,tape ,scissors ,hole punch ,sample drums and pictures of drums from around the world

Possible learning experiences

* Exploring three-dimensional shapes.

* Experimenting with ways of producing a sound using the materials provided.

* Seeing how sample drums are made.

* Finding ways of joining and fixing materials.

* Selecting appropriate tools for a task and using tools safely.

* Talking about plans and ideas.

* Using mathematical understanding to solve practical problems.

* Testing and modifying their made drums to strengthen them or alter the sound they produce.

* Using drums to beat time as they march or dance in the outdoor area.

The practitioner role

* Model techniques and reinforce safety guidelines.

* Ask challenging questions such as: What do think will happen if we use foil instead of card for the drum 'skin'? Why have you chosen a plastic box rather than a cardboard one?