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# The Fun Music Company
Resources for Music Education
## Posts
### [Blog](https://funmusicco.com/blog/)
**Published:** July 16, 2015
**Author:** FunMusicCo
---
### [What Music Teachers Really Think: Our 2026 Survey Results Are In!](https://funmusicco.com/what-music-teachers-really-think-our-2026-survey-results-are-in/)
**Published:** September 9, 2026
**Author:** FunMusicCo
**Content:**
What Music Teachers Really Think:
Our 2026 Survey Results Are In!
We recently surveyed our community of music educators to find out how The Fun Music Company curriculum is really performing in classrooms around the world — and honestly, we’re blown away all over again. Every year we ask the same simple question: is this actually making your teaching life easier? Every year, the answer keeps getting louder.
## The Numbers Speak for Themselves
When we asked curriculum customers to rate our program on a scale of 1–10, here’s what came back:
- **92% rated us 8 or higher**
- **84% gave us a 9 or 10**
- **24% awarded us a perfect 10/10**
- **Average rating: 9.0/10**
And once again, **more than a third of our specialist music teachers (35%) told us Fun Music Company was the single best purchase they’ve made for their classroom.** Two years running, that number hasn’t budged — which tells us this isn’t a fluke, it’s a pattern.
We also asked how likely teachers are to recommend us to a colleague. The result? **9 out of 10 customers recommend us so highly**, they’d tell a fellow teacher without hesitation.
## ## It’s All About Time (And You Don’t Have Enough of It)
Every teacher knows the Sunday-night scramble. That’s exactly why this section of the survey means the most to us:
- **Most customers save time on lesson prep every single week**
- **Over 60% save more than 3 hours a week**
- **Nearly a quarter save more than 5 hours a week
- **15% save more than 10 hours a week**
As one specialist teacher in Western Australia put it: *“Love that it is all planned and I just need to deliver. Takes a chunk of planning time from me!”*
And another WA specialist summed up exactly why that time matters: *“I love that I can go to school and just do my job instead of spending hours and hours program planning.”*
## ## What Teachers Are Really Saying
Here’s what landed in our inbox when we asked for honest feedback:
*“It is an amazing online curriculum… I love the way you listen to us and change at our points of need. I have been on board with you guys since the old DVD days.”*
*“This program has changed my life.”*
*“I am very grateful to have found this program.”*
*“It is an excellent program that fully covers the curriculum — well set out and well organised.”*
### Perfect for Every Skill Level
One response really summed up why this curriculum works for such a wide range of teachers: *“The Fun Music Company Curriculum helps me feel confident to teach music even though I am not a trained music specialist.”*
Whether you’re a classroom teacher who’s been handed music duty for the first time, or a specialist with years of formal training, our curriculum is built to meet you where you are. In fact, we found something we didn’t expect: teachers with formal training in methods like Kodály and Orff are actually *more* likely to lean on our full lesson structure, not less — proof that it holds up even for the most experienced specialists in the room.
### ## Student Engagement? Check.
Teachers consistently mentioned how much their students love the program:
*“I love the listening game, where students have to guess the title. My JP students love this!”*
## ## What’s Next?
Your feedback is already shaping what we build next — and this year, two requests came through louder than the rest: more **Recorder** support in the middle grades, and deeper **Ukulele** integration in the upper primary years. Both are now active areas of development, alongside a close look at giving the Compose units even more step-by-step scaffolding, since a few of you told us composing is where your students (and sometimes you!) need the most confidence-building support.
We’re not going to pin ourselves to exact timelines or version numbers just yet — but know that every one of these ideas came directly from your survey answers, and we’re really excited about where they’re headed.
## ## Ready to Join Our Community?
If you’re spending hours each week planning music lessons, struggling with student engagement, or looking for a comprehensive curriculum that actually works, maybe it’s time to see what all the fuss is about.
**Download a Sample Pack Below to try The Fun Music Company curriculum today and discover why 9 out of 10 customers recommend us so highly!**
One teacher in the US shared a story that stuck with us. She’d been hired as a classroom instructional aide — not a music specialist — when her principal found out she was a musician and asked her to teach K-2 music. She said yes. It became K-5. Then K-6. *“Your program. Because it made my life easier,”* she told us, when asked about her best classroom purchase. Last year, a parent told her it was the best Christmas show they’d ever seen at the school.
**That’s the whole point.** You don’t need to be a trained music specialist to walk into your music room with confidence — you just need the right lesson plan already done for you.
**Imagine having an entire year of music lessons already planned, prepared, and ready to teach** — no more Sunday night scrambles or piecing together resources from different places. That’s exactly what teachers across the world are experiencing right now.
Our curriculum program gives you complete, sequential lesson plans for every week of the school year, with videos, worksheets, interactive resources, and everything you need to walk confidently into your music room — whether you’re a specialist or a classroom teacher who’s been asked to teach music.
**Ready to see what a week of music lessons looks like in your grade level?** Download a free sample pack below and take it for a test drive in your classroom.
### ***“Having access to your music program has made the teaching and planning of my music classes SO much easier!”***
This was what Liz, a music teacher from a small Catholic school in Sydney wrote to us in an email recently. This is typical of the hundreds of responses we get every week from teachers across Australia using the Fun Music Company Curriculum Program.
**Imagine having an entire year of music lessons already planned, prepared, and ready to teach** — no more Sunday night scrambles or piecing together resources from different places. That’s exactly what teachers at over 350 schools across Australia are experiencing right now.
Our curriculum program gives you complete, sequential lesson plans for every week of the school year, with videos, worksheets, interactive resources, and everything you need to walk confidently into your music room — whether you’re a specialist or a classroom teacher who’s been asked to teach music.
**Ready to see what a week of music lessons looks like in your grade level?**
Download a free sample pack below and take it for a test drive in your classroom.
First Name First
Email
Please select a grade for your sample:KindergartenGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6
Δ
We value your privacy and would never spam you. We may email you valuable ideas for music teaching once or twice a week, however you can unsubscribe at any time. Check details of our privacy policy [here](https://funmusicco.com/privacyandlegal/).
**Categories:** #FunMusicTeachers, Australian Curriculum v9, Curriculum Australia, Fun Music Co in the News, Fun Music Company Announcements
---
### [Grade 3 Music Lessons](https://funmusicco.com/teaching-grade-3-music-lessons/)
**Published:** February 28, 2023
**Author:** FunMusicCo
**Content:**
# What you need to teach Grade 3 Music Lessons
***Are you teaching grade 3 music lessons?*** This article gives you an overview of some typical 3rd grade music lesson plans. It also shows you how you can implement them, no matter how much experience you have teaching music!
You don’t need massive amounts of musical skill for teaching a grade 3 music lesson, and you don’t need hours of specialized training or conferences. However you do need one thing!
**Organization** is the most important skill that you need if you want to teach music to grade 3.
Why?
Maybe you have the best ideas in the world but if you don’t have them ready, you’ll be over run with poor behavior. Activities need to be **easy** for your children to understand, and they need to **sound good** from the start.
### What are grade 3s like?
Children in year 3 are still quite young and they are gregarious and full of unbounded enthusiasm! According to the [Northeast Foundation for Children](https://www.responsiveclassroom.org/sites/default/files/ET3intro.pdf.) at grade 3 their hand-eye coordination and fine motor skill are improving, they are easygoing, open to learning and ready to be challenged! \*(1)
##### \*1 Northeast Foundation for Children , Inc (2011). *Know Where Students Are developmentally*. \[online\] Available at: https://www.responsiveclassroom.org/sites/default/files/ET3intro.pdf.
Year 3s also have a downside: they have varying attention spans of between 8-30 minutes.
Grade three students may say phrases such as “I can do anything”, until they actually try it! They may find music challenging and can give up, feeling frustrated and overwhelmed.
### How can you cater for the diverse needs of a grade 3 class, yet fulfill the requirements of your curriculum and have fun, impactful music lessons every week?
You just need a consistent **framework** for your classes, so that the children will know what to expect and can come to music class with the certainty to know that they will have fun and enjoy their experience of music.
Understanding the fundamentals of elementary music lesson planning across all grade levels provides a strong foundation. For a comprehensive approach to creating effective lesson plans, check out our [guide to elementary and primary music lesson plans](https://funmusicco.com/elementary-primary-music-lesson-plans-guide/).
### To create music lesson plans for grade 3, here are 3 key core components:
- **\#1 Children should SING & PLAY in every grade 3 music lesson**
- **\#2 Master musical SKILLS in small “game-like” segments**
- **\#3 Encourage exposure to all kinds of music with CONNECT and use insights to create and COMPOSE.**
## \#1 Children should *SING & PLAY* in every Grade 3 music lesson.
The more you can get your year 3 classes actively *singing* and *playing* music, the more effective you will be.
Children in grade three need **fun songs** with **actions** and **“catchy” words!**
Yes, having a talent for playing guitar or piano can be helpful. Yes, you need to learn teaching techniques and strategies. Yes, you want to memorize names quickly.
**But all of that is secondary** to understanding **what children in year 3 music classes really want**. What children in grade 3 really want is to ***play*** the instruments in their classroom!
They want to play *ALL* of them, and they are keen to play them **together** as a class band!
Traditional folk songs, such as [A Ram Sam Sam](https://funmusicco.com/a-ram-sam-sam/), [Tideo](https://funmusicco.com/tideo-folk-song/) and others are a perfect choice for Grade 3.
### What instruments should children play?
The instruments that most year 3 students are most capable of playing are standard classroom percussion instruments.
These include tuned instruments such as xylophones and glockenspiels.
Plus they can play lots of untuned percussion instruments including drums, tambourines, claves and shakers.
Although we normally recommend it for grade 4-6 students, many teachers can and do teach [ukulele](https://funmusicco.com/how-to-teach-ukulele-in-the-classroom-a-complete-guide-for-primary-and-elementary-teachers/) effectively in grade 3.
Here at the Fun Music Company, we have bucket drumming placed in Grades 5-6. However, you can introduce basic bucket drumming concepts with Grade 3 students using our [beginner bucket drumming guide](https://funmusicco.com/bucket-drumming-for-beginners/).
### Typical *SING & PLAY* Lesson content
In this video, I’ll show you how your students can go from not knowing what xylophones and glockenspiels even are onto how to play an entire year 3 song in less than 10 minutes. Bookmark [this page](https://funmusicco.com/curriculum-mini-workshop-grade-three/) for complete tutorials and materials to use with your students.
The Fun Music Company has a fundamental philosophy that inside every music lesson there is *SINGING* and *PLAYING*. All students should be actively involved in making music, and this is a fundamental part of every child’s education.
That’s why the most important core component a teacher can have in a grade 3 music class is including opportunities for children to SING and PLAY.
## \#2 Master musical *SKILLS* in small game-like segments
Now let’s get down to the nuts and bolts of learning music in grade 3.
You know your grade 3’s are open to learning, but too much can be confusing. *Therefore what is the optimal way to help them understand?*
**The answer is to learn ONE concept at a time!**
In this video, you’ll see how we move from something known (clapping) into an unknown concept (dynamics).
We also do this without too many words and making it like a game!
### Check it out in this video:
The video above comes with a free recorded [backing track](https://funmusicco.com/the-importance-of-aural-training/), so you can start putting this into practice. This will make it easy for your students to easily understand the concept and helps them sound GREAT from the start.
Furthermore, having a successful start means they’ll want to do it over and over again. They think they’re playing a fun 5 minute game, but what they’re really learning is important musical and life long skills of sensitive listening!
[The Fun Music Company Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) Program is the single best resource that we are aware of for someone who wants to save LOTS of out-of-hours prep time and hassle of making these game-like activities yourself from scratch.
## \#3 Encourage exposure to all kinds of music with *CONNECT* and use insights to create and *COMPOSE*.
It is **understanding** what we hear and using what we learn to **create** that forms the remainder of the content.
First, we **understand** with our *CONNECT* listening program. This gives a structure and a framework to the music students listen to. In addition it highlights the really important concepts of music and builds the student’s understanding.
Secondly, we **create** with our *COMPOSE* program. This gives opportunities for students to create their own music.
Every lesson in the Fun Music Company Curriculum program has either a *CONNECT* listening lesson, or a *COMPOSE* activity.
[David Reed](https://improviseforreal.com/) (author of “Improvise for Real”, “Understand the music you hear. Play the music you imagine”) is quoted as having said:
> *“How can we have an entire industry dedicated to **teaching music**, and never get around to actually showing anybody how to **create music**?”*
At the Fun Music Company we’re determined to change that! In our programs we are showing children how to **understand** music, and **create** their own.
### Help children make connections with *CONNECT* listening activities
Most grade 3 children have lots of songs on their iPads or technology at home. However, do they actually **listen** to music?
It is highly likely that their exposure to music is limited by what their friends and family members are listening to.
Without a structured and guided listening program, children’s exposure to different forms of music will be limited. Also their exposure to different cultures and experiences will be very minimal.
That is why we absolutely MUST include **guided listening** in music classes.
Grade 3 student attention spans can be short, which means you only have a few seconds to grab their attention.
And that’s why this grade 3 *CONNECT* lesson idea starts by using a “Who is this? “ quiz:
You can access the *CONNECT* resource described in that video [here](https://funmusicco.com/musical-who-am-i-questions/).
The *CONNECT* listening program is about bringing all the music in the children’s wider word, giving it context and meaning, and connecting it with the musical concepts we share in music class.
### Helping children make a start creating their own music with *COMPOSE*
For students to have a really amazing experience with music, they absolutely must *CREATE THEIR OWN*.
Suppose we told a child when learning to paint that they ONLY were allowed to trace within the lines, and replicate works of the grand masters of art exactly?
yet … that is what we do with music!
We start with music by asking them to replicate music by other people, before we ever have them create their own.
The simplest way to get going with this is some quick and easy improvistation activities, like are explained in the video below:
Resources for the teaching composition with improvisation idea in the video above are available [here](https://funmusicco.com/build-confidence-with-improvisation/).
### Conclusion
Hopefully this article has given you some ideas for a **framework** for a typical 3rd grade music lesson plan. To learn more please check out the complete [Grade 3 music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/grade-3-music-curriculum/), or check out the complete program for K-6 [here](https://funmusicco.com/teaching-music-soon/).
## Want more resources for teaching music?
[Click here to join the Fun Music Company Mailing List](https://funmusicco.com/music-lesson-ideas/) and you’ll receive free and fun ideas for teaching music every week.
*Just look at what one of our happy mailing list members said recently:*
***“This email came exactly when I needed it to – in a slump and feeling like I’ll never climb the top of the ‘great teacher’ mountain. You are amazing. Thank you for these words and resources.”***
**Categories:** Classroom Music, Grade 3-4
---
### [Just told: music's down to six months. Sound familiar?](https://funmusicco.com/just-told-musics-down-to-six-months-sound-familiar/)
**Published:** August 13, 2026
**Author:** Janice Tuck
**Content:**
Numeracy block, literacy block and squeeze music in if there’s time… For some schools, that’s become the rhythm of the weekly timetable. But when was the last time you actually asked whether that rhythm is working, especially for the kids who are quietly checking out?
In this episode, I’m breaking down three pieces of research that point to something most schools have backwards, that music actually sits closer to the top of a child’s school experience than numeracy or literacy do.
So, if you’ve ever felt like music gets treated as “the extra” in your school, or is the first thing trimmed when the timetable gets tight, this episode is a must-listen for you!
PLUS, I’ll tell you exactly what happened when two schools called in the same week, both cutting their weekly music time in half. Then, days later, a report on the real value of music education landed in my inbox, and I still haven’t been able to unsee the timing.
Click play now, because by the end you’ll have the exact case you need next time someone tries to trim your music time.
And if you enjoy this podcast today, please give us a five-star rating and review on iTunes, subscribe wherever you listen to podcasts, and invite your friends and colleagues to join us.
Here are some of the links discussed in today’s episode:
The Texas dropout study is here:[ ](https://edpolicyinca.org/newsroom/arts-education-and-dropping-out-high-school)
The UBC instrumental music study is here:[ ](https://www.psychologytoday.com/us/blog/the-athletes-way/201906/music-participation-is-linked-to-teens-academic-achievement)
This is what sparked this spark:
[](https://creative.gov.au/news-events/news/music-education-emerges-major-economic-driver-australias-1076-billion-music)
Get the full K-6 Fun Music programs here:[ ](https://funmusicco.com)
Get my weekly emails and free resources here:[ ](https://funmusicco.com/music-teaching-resources-archive/)
Tweet Me! @funmusicco
Join me on Facebook here:[ ](https://www.facebook.com/funmusicco)
Enjoy & Let me know your thoughts!
**Categories:** Weekly Spark Podcast
---
### [How to Teach Steady Beat to First Graders (The Easiest Way!)](https://funmusicco.com/how-to-teach-steady-beat-to-first-graders-the-easiest-way/)
**Published:** July 10, 2025
**Author:** Janice Tuck
**Content:**
# How to Teach Steady Beat to First Graders (The Easiest Way!)
Have you ever struggled to teach steady beat to your first graders?
Questions like:
- “How do I make this concept concrete for young children?”
- “What activities actually work without expensive instruments?”
- “How can I get them to feel the beat instead of just hearing it?”
The good news is there’s an amazingly simple solution that’s been with your students since before they were born!
## The Secret Steady Beat Teacher Your Students Already Have
When I first started teaching, I thought I needed all sorts of complicated activities and fancy instruments to teach steady beat. I was making it SO much harder than it needed to be!
Then I discovered something incredible – your first graders already have the perfect steady beat teacher with them all the time. It never stops, it’s always reliable, and it’s completely FREE.
***It’s their heartbeat!***
## The 4-Step Formula That Works Every Time
Here’s the easiest way to teach steady beat to first graders:
### Step 1: Start with Their Heartbeat
Have your students put their hand on their heart and feel that steady “thump-thump-thump.” Tell them that beat is just like their heartbeat – it’s steady and never stops.
This is what music educators around the world are doing because it relates the abstract concept of steady beat to something concrete that children can feel in their own bodies.
### Step 2: Get Them Moving Immediately
Don’t overthink it! Start with simple body percussion like patting on their knees or clapping. Just say “let’s pat our knees like our heartbeat” and put on any music with a clear, moderate tempo.
‘
The secret is this: students need to experience steady beat with their bodies before they can understand it with their minds. So we always start with movement, then add the concept.
### Step 3: Make It Visual
Draw four hearts on the board and have students point to each heart as they sing a simple song they know. This helps them see the beat as well as feel it.
### Step 4: Turn Them Into a Marching Band!
This is where it gets really fun! Lead a “marching band” and have all the students march along in a line behind you around the room.
Use classic march pieces like:
✔ “Stars and Stripes Forever” by John Philip Sousa
✔ “The Washington Post March” by John Philip Sousa
✔ “Radetzky March” by Johann Strauss
✔ “Pomp and Circumstance” by Edward Elgar
✔ “The Imperial March” (Star Wars theme)
✔ “When the Saints Go Marching In” (traditional)
✔ “76 Trombones” from The Music Man
✔ “Colonel Bogey March” (The Bridge on the River Kwai theme)
✔ “Anchors Aweigh” (U.S. Navy march)
Or any other upbeat song with a clear, steady beat
Students absolutely love this, and it gets their whole body moving to the steady beat!
## Your Action Plan for Tomorrow’s Lesson
So there you have it – start with their heartbeat, add simple movement, make it visual, and keep it fun. That’s the easiest way to teach steady beat to first graders, and I promise your students will be begging for more!
Access our resources below and create your own fun lesson plan with these heartbeat activities below so you can implement this strategy right away in your classroom!
## Resources for teaching steady beat to first graders
[](https://funmusicmembers.com/hickory-dickory-dock-sample/)
### [*COMPOSE* Activity – Hickory Dickory Dock](https://funmusicmembers.com/hickory-dickory-dock-sample/)
In this lesson students will work on their steady beat while learning a fun version of the song “Hickory Dickory Dock”
[](https://funmusicmembers.com/steady-beat-chart-grade-1/)
### [Steady Beat Chart for Grade 1](https://funmusicmembers.com/steady-beat-chart-grade-1/)
Use this slide and have students point to the beat as they tap along to music.
[](https://funmusicmembers.com/connect-sample-can-can-1/)
### [*CONNECT* Listening – “The Can Can”](https://funmusicmembers.com/connect-sample-can-can-1/)
Listening to this performance will prompt discussion of the concept of “steady beat” as you’ll see the audience clap along to the beat in the music.
## What about the difference between Rhythm and Beat?
Now that your first graders have mastered steady beat using their heartbeat, you’re probably wondering: “What’s next?”
Here’s the thing – once students can feel that steady pulse, they’re ready for one of the most important concepts in music education: understanding the difference between rhythm and beat!
Many teachers struggle to explain this difference without confusing their students, but there’s actually a beautifully simple way to build on everything your students just learned about steady beat.
Check out our step-by-step guide: [How to Explain Rhythm vs Beat to Primary Students (The Simple Way!)](https://funmusicco.com/how-to-explain-rhythm-vs-beat-to-primary-or-elementary-students/)
## Want a Complete Grade 1 Music Program That Does ALL the Work for You?
If you love this simple approach to teaching steady beat, imagine having an entire year’s worth of Grade 1 music lessons planned, prepared, and ready to go!
The Fun Music Company Grade 1 curriculum program takes the guesswork out of music education. You’ll get:
✔ **Step-by-step video lessons** that show you exactly what to do
✔ **Ready-to-use activities** that build on concepts like steady beat
✔ **All materials included** – no hunting for resources or spending your own money
✔ **Proven progression** that takes students from basic concepts to confident musicians
✔ **Time-saving lesson plans** that free up your precious planning time
[](https://funmusicco.com/fun-music-company-music-curriculum/)
Stop spending hours trying to figure out what to teach next. Join thousands of teachers who’ve discovered the joy of stress-free music education!
**Ready to transform your Grade 1 music program?** Discover how the Fun Music Company curriculum can make teaching music as easy as feeling a heartbeat!
Ready to make teaching steady beat easier than ever? Let’s get those little hearts beating in time!
### [Click here to learn more about the grade 1 music curriculum »](https://funmusicco.com/fun-music-company-music-curriculum/grade-1-music-curriculum/)
**Categories:** Rhythm
---
### [How to Explain Rhythm vs Beat to Primary or Elementary Students](https://funmusicco.com/how-to-explain-rhythm-vs-beat-to-primary-or-elementary-students/)
**Published:** July 14, 2025
**Author:** Janice Tuck
**Content:**
# How to Explain Beat vs Rhythm to Primary or Elementary Students
**How do you explain beat vs rhythm to primary students without getting lost in complicated music theory?**
Rhythm and beat are fundamental [elements of music](https://funmusicco.com/elements-of-music-the-complete-guide-for-australian-teachers/), and teaching them well is vital for successful music education programs.
However, teaching beat vs rhythm can feel overwhelming when you’re just starting out. Questions like:
- “How to explain beat vs rhythm to primary students in a way they’ll actually understand?”
- “How to explain beat vs rhythm to elementary students without confusing them?”
- “What’s the simplest approach to explaining beat vs rhythm that actually works?”
The good news is your students already understand this concept perfectly – they just don’t know the fancy music words for it yet!
## The Secret to Teaching Rhythm vs Beat
When I first started teaching music, I thought I needed to dive into all sorts of complex music theory to explain this difference. I was overthinking it completely!
Then I discovered something amazing: kids already understand rhythm and beat instinctively. They feel it when they walk, when they sing, when they move to music. The challenge isn’t teaching them the concept – it’s giving them the words to describe what they already know.
***Here’s the secret: Don’t start with definitions. Start with what they can FEEL and DO.***
## The 3-Step Method That Works Every Time
### Step 1: Feel the Beat First
Just like we do when [teaching steady beat to first graders](https://funmusicco.com/how-to-teach-steady-beat-to-first-graders-the-easiest-way/), start by connecting it to their heartbeat. Have them tap along with their hands on their laps, explaining that this steady pulse goes on continually – like marching or walking to the beat.
Use any familiar song and have them feel that steady, never-changing pulse underneath the music.
### Step 2: Introduce “The Way the Words Go”
Now here’s the magic phrase that music educators around the world use: ***“Rhythm is the way the words go.”***
Take a song they know – let’s use the classic nursery rhyme “The Wheels on the Bus”:
First: Have them clap the steady beat with you as you sing or say the words:
Then say: ***“Now I’m going to clap the way the words go!”***
and clap to the rhythm of the words:
Now ask: ***“What did I do differently those two times?”***
This is where the magic happens! You’re allowing the children to explain that difference in a way that makes sense to them.
### Step 3: Give Them the Vocabulary
Only AFTER they can feel and do the difference, then you tell them:
***“That steady heartbeat pulse we’ve been patting? That’s called THE BEAT. And the way the words go? That’s called THE RHYTHM.”***
## Why This Method Actually Works
Don’t expect your students to get this understanding right away. It will take time and practice. This is something that doesn’t happen overnight, and that’s completely normal!
Remember: kids don’t need to understand music theory to FEEL music. Let them experience it first, THEN give them the vocabulary.
The beautiful thing about this approach is that it:
✔ Builds on what they already know (walking, talking, heartbeat)
✔ Uses physical movement to make abstract concepts concrete
✔ Lets them discover the difference themselves
✔ Avoids overwhelming them with theory before they’re ready
## Making It Stick in Your Classroom
Here are some additional ways to reinforce this concept:
**Consistent Visual Support:** Choose a way that you’ll always represent beat (eg a colour, or a symbol) and always represent rhythms on the whiteboard.
**Consistent Movement and Body Percussion:** Have students always tap on their laps when you ask them to follow a BEAT, and have them clap when asking them to present a RHYTHM.
**Daily Practice and Reinforcement:** Keep continually referencing and talking about Beat and Rhythm. Students won’t retain this concept after just one lesson, but rather will get it after consistent and continued reinforcement.
## Your Action Plan for Tomorrow’s Lesson
Ready to try this simple approach? Here’s what you need to do:
1. **Start with the beat** – Use the heartbeat connection
2. **Add familiar songs** – Let them clap the steady beat first
3. **Switch to “the way the words go”** – Have them discover the difference
4. **Give them the vocabulary** – Only after they can feel it
5. **Practice, practice, practice** – Make it a regular part of your routine
## Free Resources to Get You Started
### Rhythm vs Beat Activity Pack
[](https://funmusicmembers.com/steady-beat-chart-grade-1/)
### [Steady Beat Chart](https://funmusicmembers.com/steady-beat-chart-grade-1/)
Use this slide and have students point to the beat as they tap along to music.
[](https://funmusicmembers.com/aural-rhythm-grade-one-sample-lesson/)
### [*COMPOSE* Activity – Hickory Dickory Dock](https://funmusicmembers.com/hickory-dickory-dock-sample/)
In this lesson students will work on their steady beat while learning a fun version of the song “Hickory Dickory Dock”
[](https://funmusicmembers.com/hickory-dickory-dock-sample/)
### [Aural Rhythm – Grade 1](https://funmusicmembers.com/aural-rhythm-grade-one-sample-lesson/)
Students will develop their rhythm skills by listening and replicating a given rhythm pattern.
## Want a Complete Music Program That Teaches All the Fundamentals?
If you love this simple approach to teaching rhythm vs beat, imagine having an entire music curriculum where every fundamental concept is taught this clearly and systematically!
[The Fun Music Company curriculum program](https://funmusicco.com/fun-music-company-music-curriculum/) takes all the guesswork out of teaching music concepts like rhythm, beat, melody, and so much more.
You’ll get:
✔ Step-by-step video lessons that show you exactly how to teach each concept
✔ Progressive skill building that connects rhythm and beat to advanced musical learning
✔ All materials included – visual aids, songs, activities, and assessments
✔ Proven teaching methods that work with all learning styles
✔ Time-saving lesson plans that free up your precious planning time
Stop wondering if you’re teaching music concepts correctly. Join thousands of teachers who’ve discovered the joy of confident, effective music education!
***Ready to transform your music program?***
Discover how the Fun Music Company curriculum makes teaching fundamental music concepts as natural as feeling a heartbeat!
Your students are ready to discover the difference between rhythm and beat – and now you have the simple, effective method to help them succeed!
### [Click here to learn more about the complete program »](https://funmusicco.com/fun-music-company-music-curriculum/)
**Categories:** Grade K-2, Rhythm
---
### [Australian Curriculum Music v9: Years 3–4 Explained for Primary Teachers](https://funmusicco.com/australian-curriculum-music-v9-years-3-4-explained-for-primary-teachers/)
**Published:** March 19, 2026
**Author:** Janice Tuck
**Content:**
Australian Curriculum Music v9:
Years 3–4 Explained for Primary Teachers
The Australian Curriculum v9 for Music groups Years 3 and 4 together as a single band, with shared content statements and achievement standards that apply across both year levels. By this stage, the curriculum has become distinctly more demanding than anything students have encountered in the lower primary years.
The four strands—developing practices and skills, presenting and performing, creating and making, and exploring and responding—are now populated with content statements that expect students to actively manipulate the elements of music, not just explore or respond to them.
For teachers, Years 3 and 4 represent the point in a student’s musical education where the foundation either holds or begins to crack—and what happens in these two years has a direct bearing on how confidently students engage with music in Years 5 and 6.
## How Years 3–4 Builds on Years 1 and 2
If [Years 1 and 2](https://funmusicco.com/australian-curriculum-music-v9-years-1-2-explained-for-primary-teachers/) are about developing musical vocabulary and experiencing music across all four strands, Years 3 and 4 are about putting that vocabulary to deliberate use. Students who arrive at Year 3 with well-developed listening skills, solid ensemble experience, and growing compositional confidence are ready for the significant step up the curriculum requires. Students who haven’t had those experiences will find the jump challenging—particularly in the skills strand, where music notation is introduced for the first time, and in the composition strand, where students are now expected to manipulate elements of music with artistic intention rather than simply experimenting with them.
The two-year band structure gives schools flexibility to respond to where their students actually are rather than where the calendar says they should be. But that flexibility only works if the content statements are genuinely addressed across the band, not just touched on and moved past.
For a full overview of how the curriculum progresses from Foundation through to Year 6, see our [Australian Curriculum Music v9: Complete Guide for Primary Teachers](https://funmusicco.com/australian-curriculum-music-v9-a-complete-guide-for-primary-teachers/).
## What Students Should Be Able to Do by the End of Year 4
The Australian Curriculum v9 achievement standard describes what students are expected to know and demonstrate by the end of Year 4:
> By the end of Year 4, students describe the use of elements of music in music they compose, perform and/or experience. They describe where, why and/or how music is composed and/or performed across cultures, times, places and/or other contexts.
> Students demonstrate listening skills when performing and composing. They combine the elements of music to compose music that communicates ideas. They sing and play music they have learnt and/or composed in informal settings.
>
> ###### Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v9.0 Music. Licensed under CC BY 4.0.
In plain language, by the end of Year 4 students should be able to describe how elements of music—such as dynamics, rhythm, pitch and tempo—are being used in music they hear, perform or compose. They should be able to explain something about where and why music exists in different cultural contexts. They should demonstrate active listening through their performing and composing choices. And they should be creating their own music that combines elements deliberately to communicate an idea, and performing pieces they have learned or composed in front of an audience.
This achievement standard represents a meaningful step up from Years 1 and 2. The verb has shifted from ‘identify and describe’ toward ‘demonstrate and combine’—and that shift has real implications for what classroom music needs to look like in Years 3 and 4.
## The Four Strands of the Australian Curriculum v9 in Years 3 and 4
The same four interrelated strands that have structured the curriculum from Foundation Year continue through Years 3 and 4, but the content statements are now music-specific, technically demanding, and explicitly linked to the elements of music as tools for communication. Here is what each strand requires and how the Fun Music Company program addresses it across the two-year band.
### Strand 1: Developing Practices and Skills (*SKILLS*)
Content statement:
> Develop listening skills and skills for manipulating elements of music when singing and playing instruments. (AC9AMU4D01)
>
> ###### Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v9.0 Music. Licensed under CC BY 4.0.
This content statement introduces two important new ideas that weren’t present in the Years 1–2 version. First, the word ‘manipulating’ replaces the earlier ‘for singing and playing instruments’—students are now expected not just to develop skills for using music but to develop skills for actively changing and controlling it. Second, the listening skills requirement is now explicitly linked to performance and composition, rather than being a separate strand of activity. Students are expected to use their listening to make better musical decisions.
The second major development in Years 3 and 4 that directly serves this content statement is the introduction of music notation. For the first time in the curriculum sequence, students begin learning to read and write conventional music notation—rhythm notation, the music staff, clefs, note values, rests, dynamic markings, and time signatures. This isn’t incidental: the curriculum’s expectation that students can manipulate elements of music deliberately requires them to have a shared language for describing, recording and communicating those manipulations.
The Fun Music Company *SKILLS* unit in Year 3 introduces this notation systematically through a sequence of eight dedicated notation worksheets woven throughout the year, alongside continued development of echo rhythm and echo singing skills. Students learn bars, barlines and time signatures; the music staff and clefs; pitch notation; note and rest duration; dynamics markings; and rests—each introduced progressively alongside the practical skill work that gives the notation meaning. Assessment activities at regular intervals allow teachers to track where individual students are in their development.
Year 4 builds directly on this foundation. The notation sequence continues with additional worksheets on pitch notation, note and rest duration, dynamic markings, form, eighth and sixteenth notes, and timbre. Directed listening activities in Year 4 ask students to identify specific elements—rhythm patterns, dynamics, timbre—within pieces of music and describe how they are being used, linking their aural skills directly to the manipulative work the content statement requires.
By the end of Year 4, students who have worked through this sequence can read basic rhythm notation, understand the staff, identify notes in the treble clef, and use correct symbols for dynamics and articulation. More importantly, they can apply these understandings while singing and playing—which is exactly what the curriculum demands.
### Strand 2: Presenting and Performing (*SING & PLAY*)
Content statement:
> Sing and play music they have learnt and/or composed in informal settings. (AC9AMU4P01)
>
> ###### Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v9.0 Music. Licensed under CC BY 4.0.
The presenting and performing content statement for Years 3 and 4 is identical in wording to the Years 1–2 statement, but the curriculum expectations around it have grown considerably. The achievement standard now asks students to ‘sing and play music they have learnt and/or composed’ in informal settings—with the added dimension that this performance experience now connects directly to notation literacy and ensemble skills that are substantially more developed than anything seen in the lower primary years.
In the Fun Music Company *SING & PLAY* unit, Year 3 and Year 4 each provide eight songs across 40 lessons, with each song worked through a structured sequence: learning the song and its background, adding untuned percussion accompaniment, adding tuned percussion parts using notation, putting the ensemble together, preparing for performance, and performing for assessment. The shift from the lower primary years is significant: by Year 3, students are reading from music notation to learn their instrumental parts, not simply copying by ear.
The Year 3 repertoire draws on a genuinely international range of folk songs and traditional songs, spanning cultures from North Africa — including the Moroccan folk song [A Ram Sam Sam](https://funmusicco.com/a-ram-sam-sam/) , the Americas, the Middle East, Eastern Europe, and the Torres Strait Islands. Each song is not simply a performance vehicle: its cultural background is explored as part of the learning, connecting the *SING & PLAY* unit directly to the *CONNECT* strand’s requirements around cultural exploration.
Year 4 continues this pattern with its own rich and varied repertoire, drawing on traditions from the Caribbean, the Middle East, Australia, and the Torres Strait Islands. As in Year 3, notation reading becomes progressively more central to how students learn their instrumental parts, and each performance cycle builds the ensemble skills and musical confidence the curriculum requires.
By the end of Year 4, students have experienced multiple complete performance cycles across a wide range of musical traditions, building the ensemble skills, notation literacy and performance confidence the curriculum requires.
### Strand 3: Creating and Making (COMPOSE)
Content statement:
> Manipulate elements of music to communicate ideas, perspectives and/or meaning when composing and practising for performance. (AC9AMU4C01)
>
> ###### Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v9.0 Music. Licensed under CC BY 4.0.
This is arguably the most significant content statement upgrade across the entire K–6 sequence. Where the Years 1–2 statement asked students to ‘select and combine’ elements of music, the Years 3–4 statement asks students to ‘manipulate’ them—and to do so in order to ‘communicate ideas, perspectives and/or meaning.’ The shift from combining to manipulating is deliberate: it expects students to make active, intentional choices about how elements of music create expressive effects, not simply to put musical ideas together and see what happens.
The Fun Music Company *COMPOSE* unit in Year 3 opens with a series of activities that make this manipulation explicit and concrete. Students begin by using dynamics to tell a story, then tempo, then pitch—each activity isolating a single element and asking students to deliberately vary it to achieve a communicative effect. From there, students work with found sounds, graphic notation, and body percussion to explore increasingly complex compositional ideas. The unit culminates in a musical dominoes project where students create melodic patterns using pitch, rhythm and words, and organise them into a complete composition that they present to the class.
Year 4’s *COMPOSE* unit extends this work substantially. Students begin with improvisation on a tuned instrument using the A minor scale, learning to notate their improvisations with stick notation. They then explore the expressive possibilities of individual elements of music—rhythm, dynamics, tempo, pitch—before moving into a sequence of composition projects involving musical dominoes, ostinato work with both tuned and untuned instruments, pentatonic scale improvisation in both major and minor, and finally a culminating project where students compose a piece with their own chosen words, pitch and rhythm, accompanied by a percussion part.
Throughout both years, the emphasis is on artistic intention: students are consistently asked not just what they are composing, but why they have made the musical choices they have made. This orientation toward expressive intent is exactly what the achievement standard requires—and it’s what distinguishes genuine composition from creative play.
### Strand 4: Exploring and Responding (*CONNECT*)
Content statement:
> Explore where, why and how music is composed and/or performed across cultures, times, places and/or other contexts. (AC9AMU4E01)
>
> Explore how First Nations Australians use music to communicate their connection to and responsibility for Country/Place. (AC9AMU4E02)
>
> ###### Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v9.0 Music. Licensed under CC BY 4.0.
The exploring and responding strand in Years 3 and 4 introduces two important developments from the Years 1–2 version. The first content statement has expanded from ‘explore where, why and how people across cultures and communities experience music’ to include ‘across cultures, times, places and/or other contexts’—adding a historical dimension that was not explicit at the earlier level. Students are now expected to understand that music exists not just across different communities today, but across different periods of human history.
The second content statement is among the most specific and consequential in the Years 3–4 curriculum. It requires students to explore how First Nations Australians use music to communicate their connection to and responsibility for Country/Place. This is not a general requirement to include First Nations music in the curriculum—it is a precise requirement about the cultural and spiritual relationship between First Nations Australians, their music, and Country. For many classroom teachers, meeting this requirement with genuine depth and appropriate respect is one of the most challenging aspects of teaching music in Years 3 and 4.
The Fun Music Company *CONNECT* unit addresses both content statements through twenty guided listening activities in each of Year 3 and Year 4, spanning a wide range of musical traditions, genres, historical periods and cultural contexts. In both years, the unit opens with First Nations Australian music—establishing from the first lesson that connection to Country/Place is a central part of the year’s exploration, not a tokenistic addition. The listening sequence moves through classical orchestral and piano works, jazz, rock and roll, folk traditions, and world music drawn from Africa, Latin America, Europe and the Asia-Pacific. Every activity approaches the music as something created in and for a specific cultural, historical and social context.
By the end of Year 4, students have built a rich frame of reference for music across times, places and cultures, and a specific, developed understanding of how First Nations Australians use music to express their relationship with Country.
## What a Well-Structured Years 3–4 Music Program Looks Like
Years 3 and 4 are where music education starts to feel really exciting — for teachers and students alike. The curriculum invites students to do more with music: to manipulate it, perform it with increasing confidence, and create it with real artistic intention. A well-structured program at this level meets students where they are and builds from there, whether they arrive with two years of rich musical experience or are encountering structured music lessons for the first time.
A well-structured Years 3–4 music program introduces notation systematically and connects it to practical skill work from the beginning, rather than treating it as a separate theory strand. It provides ensemble performance experience with notation-based parts, not just by-ear learning. It takes composition seriously as a process of making deliberate artistic decisions. It addresses the First Nations Australian music requirement with depth across the year, woven throughout rather than isolated in a single lesson. And it exposes students to music across a broad range of historical periods and cultural traditions, building the musical reference library the curriculum explicitly requires.
The Fun Music Company Years 3 and 4 curriculum programs are designed to do exactly this — and to do it for any classroom teacher, regardless of musical background. Whether your students are building on a strong musical foundation or starting their journey later than ideal, every lesson is structured to bring them in, develop their skills progressively, and get them genuinely engaged with music.
## Frequently Asked Questions
What musical elements should students know by the end of Year 4?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-30T20:32:14+00:00#### [What musical elements should students know by the end of Year 4?](#collapse-3-38426)
By the end of Year 4, students should be able to identify, describe and manipulate all of the core elements of music: dynamics (including notation symbols), tempo, pitch (including staff notation and treble clef note names), rhythm (including note values, rests, barlines and time signatures), timbre and form. They should be able to use these elements deliberately in their own compositions to communicate expressive intent—not just identify them in music they hear. This is a meaningful step up from Year 2, where the expectation was identification and description rather than deliberate manipulation.
How should I approach the First Nations Australian music requirement in Years 3 and 4?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-30T20:30:44+00:00#### [How should I approach the First Nations Australian music requirement in Years 3 and 4?](#collapse-3-38424)
The content statement is specific: students should explore how First Nations Australians use music to communicate their connection to and responsibility for Country/Place. This is a meaningful distinction from the Years 1–2 requirement, which was more general. The key is to engage with this material in a way that centres the cultural significance of music for First Nations communities, rather than treating it as a listening exercise with a cultural background note attached. The Fun Music Company *CONNECT* unit introduces First Nations Australian music in the first lesson of each year, establishing from the outset that this is a central part of the year’s musical exploration, not a tokenistic addition.
Do students need to learn to read music notation in Years 3 and 4?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-30T20:29:47+00:00#### [Do students need to learn to read music notation in Years 3 and 4?](#collapse-3-38422)
Yes — and for many generalist classroom teachers, this is a part of the Years 3–4 curriculum may feel daunting. The good news is that notation in the Fun Music Company program is introduced gently and progressively, always connected to music students are already playing and singing rather than presented as abstract theory to memorise. Students build their notation knowledge step by step across the year through short, structured worksheet activities — covering rhythm notation, the staff, note values, dynamics and more — in a way that feels manageable rather than overwhelming. By the time students are reading notation in their SING & PLAY instrumental parts, it’s already familiar territory.
How does the Years 3–4 program connect to Years 5 and 6?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-30T20:26:48+00:00#### [How does the Years 3–4 program connect to Years 5 and 6?](#collapse-3-38420)
The Years 3–4 program builds the musical vocabulary and skills that Years 5 and 6 will put to increasingly sophisticated use. In Years 5 and 6, the *SKILLS* strand develops listening and aural skills for manipulating elements of music to achieve expressive effects — extending naturally from the notation literacy and element manipulation work of Years 3 and 4. The COMPOSE strand introduces compositional devices and asks students to notate, document and record their compositions — building on the notation and creative confidence developed across the band. Students who have worked through the Years 3–4 program arrive at Year 5 well prepared for that step up, and students who are newer to the program will find the Years 5–6 curriculum equally accessible — the same philosophy of meeting students where they are carries right through to the end of primary school.
## Ready to Teach Years 3 and 4 Music with Confidence?
The Fun Music Company Grade 3 and Grade 4 curriculum programs are fully planned, ready-to-teach, and aligned to the Australian Curriculum v9. Each grade is available individually so you can start exactly where your students are.
### The Grade 3 Music Curriculum
The Grade 3 program builds directly on the Years 1 and 2 foundation with 40 weeks of fully planned lessons across all four strands—*SKILLS*, *SING & PLAY*, *COMPOSE* and *CONNECT*. Notation is introduced progressively, ensemble skills develop through a rich international repertoire with notation-based parts, and composition becomes genuinely intentional. Designed to be taught by any classroom teacher regardless of music background.
[**Click here to learn more about the Grade 3 program »**](https://funmusicco.com/fun-music-company-music-curriculum/grade-3-music-curriculum/)
### The Grade 4 Music Curriculum
The Grade 4 program deepens and extends everything established in Grade 3. Notation literacy grows, composition projects become more sustained and more musically complex, the *SING & PLAY* repertoire expands to new cultural traditions, and students’ listening and responding skills are stretched across a wider range of historical and cultural contexts. Every lesson is clear, step-by-step, and ready to use from the moment you open it.
[**Click here to learn more about the Grade 4 program »**](https://funmusicco.com/fun-music-company-music-curriculum/grade-4/)
Or, if you’re looking to cover the full K–6 journey in one place, explore the complete [**Fun Music Company K–6 Curriculum Program**](https://funmusicco.com/fun-music-company-music-curriculum/)—all seven grade levels, all four strands, fully planned and ready to teach.
### Attribution
##### Australian Curriculum content statements and achievement standards reproduced on this page are © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present. This material was sourced from the Australian Curriculum website (https://v9.australiancurriculum.edu.au) in April 2026 and is licensed under Creative Commons Attribution 4.0 International (CC BY 4.0). ACARA does not endorse the Fun Music Company or its products, and this content should not be taken to indicate any affiliation with or approval by ACARA.
**Categories:** Australian Curriculum v9, Grade 3-4
---
### [Three ways to make yourself a more Fun Music Teacher](https://funmusicco.com/three-ways-to-make-yourself-a-more-fun-music-teacher/)
**Published:** April 8, 2021
**Author:** FunMusicCo
**Content:**
# ## ***Are you a Fun Music Teacher?***
### **Seriously… are you?**
I’m not just talking about if you’re a customer, client or friend of the Fun Music Company of course! If you are a client of ours then of course you have some wonderful materials. However, this is talking about a lot more than just what materials you use.
I’m talking about if you see yourself as a ***Fun Music Teacher!***
Most of the music teachers I know are some of the most fun people in their schools. They have to be! Let’s face it, the music teacher is the one who has to pull it all together! They have to get the band to play the national anthem, plus make the choir sound good for the annual concert. Not only that, they have to pull together the entire school musical and make it amazing.
**Through all of this – they have to be Fun!**
You can see the joy in the children’s faces in this stock photograph. This is the kid of joy that we all want to capture in our teaching, every single day.
We encourage our clients to take on the identity of a Fun Music Teacher. Embrace being “fun” in the classroom! Make your teaching a joy to show up in the morning!
**Does this mean that you can’t be taken seriously?**
*No – absolutely not!*
Some of the most successful people in the world rate “fun” as one of the most important things in their lives.
Take for example, Richard Branson, founder of the Virgin group, who runs multi-million dollar companies. Richard writes:
“Fun is one of the most important — and underrated — ingredients in any successful venture,”
Fun is a really important part of life. If we aren’t enjoying something … then we want to stop doing it!
Everyone knows this – yet at school we think we have to be serious teachers!
We think that students won’t respect us and won’t follow our instructions if we’re not tough and strict on them.
However, actually, students can and will respect us when we are having fun with them.
Human beings are naturally wired to have fun. Your students walk into your classes ready, willing and looking to have fun.
They’ll either have fun and laugh WITH you… or they’ll have fun and laugh AT you – while your back is turned.
I know that is harsh, but its true.
***So can you make yourself be a fun person?***
*I believe that absolutely yes, you can!*
I believe every single person is made to be fun.. and our fun is somehow beaten out of us after years of focus on the wrong things.
Being “fun” isn’t something that is a special gift of just one or two people. It is something that we all have within us – we just have to find it!
So I thought I’d share three things to make yourself be a more fun music teacher:
## ## 1. Make yourself a fun music teacher by learning some jokes to share with your students.
Do you know how the best comedians get to be on TV?
Do you think they just ring up a TV station and say “hey.. I’ve got a comedy routine and I’ve just started – will you put me on national TV?. Of course not!
When you see a comedians routine on TV you’re actually watching something that has been tested, tried and edited many, many times.
What they’ll do is go out to a stand-up comedy club and they’ll test out ten jokes. Of those ten jokes, maybe two will get some laughs.
So then next time, they’ll keep the two jokes that worked,.. and add another eight jokes. Then.. this time maybe one of the new ones might work.. so now the’ve got three great ones.
And so on… They’ll keep testing their routine.. trying all the jokes and working really hard to get them perfect, and then maybe one day they’ll get picked up and asked to be on TV.
So why did I tell you that?
It’s because its not a gift.
Telling jokes is something that you have to work at.
Look up jokes on the internet every day you can. Write down five new ones in your diary every week and practice them. Work hard at it, and like everything.. it will improve!
Here at the Fun Music Company, we have something to make this easy for you. You can sign up for our [Music Teacher’s Jokes](https://funmusicco.com/daily-music-jokes-email-list/) mailing list and get a joke delivered to your inbox every day for a year!
## ## 2. You can see the lighter side of a situation … and change the words you use.
Being “Fun” is not just telling jokes. How “fun” you’re seen by your students and your colleagues will also be reflected in how you handle challenges.
What happens when you get something not-so-good happens to you?
Do you get mad, frustrated, angry, livid, irate or exasperated?
What if you just changed the words you use to describe the experience?
Perhaps if you catch yourself saying.. “this makes me really ANGRY!”
you could say:
“this makes me slightly annoyed”
How would it change?
The event itself hasn’t changed.
However your emotion around the event changes, and the mood of everyone around you will lift, and the problem might not seem so bad.
Yes, something can really make you ANGRY inside.. and its not easy to brush it off and say that it makes you only slightly annoyed – however it is worth it.
If you’re interested in this area, then have a read or listen to some of Anthony Robbins’ work on [transformational vocabulary](https://www.tonyrobbins.com/mind-meaning/change-your-words-change-your-life/) to learn more about this.
## ## 3. Teach your *Fun Music Teacher* to focus on what is great before you give a criticism.
This is something that we all do as teachers – and we should do a lot more!
How many times have you offered a criticism of something before telling the person how great it was?
Too many, I bet.
I know that I have.
I do it all the time… with my family and my children.
I’m so keen for them to get something perfect that when my daughter brings her work for me to proofread the first words out of my mouth are “this sentence here is missing some punctuation”… because I can see the mistake.
However I’ve forgotten something really important.
What i’ve forgotten is that my daughter is standing in front of me.
Her work is actually amazing.. its already “A” standard work, and just needs a few tiny little bits tidied up.
So in that moment I’m in such a hurry to tell her the mistake, that I forget to tell her how amazing the work is!
When she hears my little correction, what her brain could hear is “My work is terrible” … “I’m going to fail”.. instead of the truth, that her work is already excellent.
Instead… then way I should respond when my daughter brings me her work is like this:
“Hey this is amazing work. I love the way you \_\_\_\_\_\_\_\_\_\_\_\_(did something great in it). I think this is already going to get you a really great mark, however there are a few little punctuation things that could get it to the next level … would you like me to show you where they are?”
When I was teaching I didn’t do this enough. I tried to, but I would forget. I would be in such a hurry to make improvements and help the students, that in assessments and in lessons I would forget this. However this is just so important – and it helps students feel empowered and they will get enjoyment from what they are doing.
In one way ***enjoyment***, ***fulfillment*** and ***fun*** are all essentially the same thing.
Its what we’re looking for in our students – we want them to have fun and be fulfilled as music students, and help us be fulfilled in our jobs.
So be a **\#FunMusicTeacher** today! Here at the Fun Music Company we will keep on publishing a lot more articles, lists of **\#FunMusicJokes** and **\#FunMusicIdeas** to help you – so watch this space for more, and use the comment box below to add more ideas on how to be a **\#FunMusicTeacher** in your classroom.
**Categories:** Classroom Music, Featured, Fun Music Company Announcements, Grade 3-4
---
### [How to Teach Grade 4 Music Lessons](https://funmusicco.com/how-to-teach-grade-4-music-lessons/)
**Published:** June 5, 2025
**Author:** Janice Tuck
**Content:**
# How to Teach Inspiring Grade 4 Music Lessons
## Struggling to create fun Grade 4 music lessons that meet your needs?
This guide will show you how to:
- Plan and teach great Grade 4 music lessons that kids love
- Balance what you need to teach with fun activities for teaching Grade 4 music lessons
- Keep fourth-graders excited about grade 4 music
Without spending hours and hours on prep work!
## Getting Started: Teaching Grade Four Music
Teaching Grade 4 music lessons can be tricky! You’re dealing with kids who are more grown up than younger grades. But they still need structure and help. Finding the right balance between meeting standards and keeping 9-10 year olds happy isn’t easy.
In this post, I’ve listed the 5 best ways to teach grade 4 music. I’ll also share what really matters at this important stage.
Let’s be honest. Creating a full grade 4 music program from scratch is hard work! It takes lots of time, energy, and hours of research and planning. Most teachers piece together resources from different places. This creates problems:
- Different quality between materials
- Gaps in what kids learn
- Preparation takes way too long!
- Doesn’t match what you need to teach
If you want to teach Grade 4 music lessons well, this article will help you start strong. Ready to make music class the best part of your students’ week?
Let’s look at our **top 5 ways to teach fourth grade music**. This works even if you’re new to music teaching!
## About the Author
These proven tips come from Janice Tuck, founder of the Fun Music Company. Janice is a music curriculum expert and former teacher with years of classroom experience.
As an ex-teacher herself, Janice knows firsthand how overwhelming lesson planning can be. She watched fellow teachers spending hundreds of hours in their own time planning lessons. She saw how this affected their work-life balance and overall well-being.
That’s what drove Janice to create comprehensive music resources. She is passionate about helping other teachers value their #1 commodity: TIME. Her obsession is helping teachers live a healthy, balanced lifestyle. Teachers shouldn’t have to spend endless hours planning lessons.
Over 20 years, Janice has helped more than 12,000 K-6 teachers in 149 countries. She makes it possible to teach great music classes without extensive music experience or overwhelming preparation time.
## Tip #1: Know Your Grade 4 Students
Music teacher Zoltán Kodály said:
> *“Music is a powerful tool for teaching.”*
Grade 4 students are at a cool stage. They’re becoming more independent. But they still want approval and success. They can handle harder tasks. But they still need clear structure and goals they can reach.
What fourth-graders are like:
- Can focus longer (15-25 minutes for one activity)
- Want more independence and to be leaders
- Better hand skills
- Think more clearly
- Care more about what friends think
- Can follow steps in order
What this means for your Grade 4 music lessons:
- Let students lead and make choices
- Use harder music concepts and tools
- Give structure with room for creativity
- Let them perform and show what they’ve learned
- Use different ways to learn in each lesson
- Keep energy high with different activities
## Tip #2: Create a Steady But Fun Lesson Plan
Grade 4 students like knowing what to expect. But they also want variety and challenge. The key is making a plan they can count on. Fill it with fun, growing content.
Here’s the proven lesson plan from the Fun Music Company for Grade 4:
### Part 1 – Fun Warm-Up Activity
Every good Grade 4 music lesson starts with an energizing warm-up that:
- Hooks students right away into the music experience
- Reviews old concepts while adding new ones
- Gets everyone participating from the start
- Builds confidence through success
At the Grade 4 level, warm-ups can be more advanced than younger grades. Students can handle rhythm patterns, vocal exercises, and coordination challenges.
### Part 2 – Active Singing and Playing Instruments
This is where the main musical learning happens! Grade 4 students are ready for:
- Singing multiple parts (rounds, simple harmonies)
- Harder instrumental work (xylophones, recorders, ukuleles)
- Playing together with different parts
- Leading roles in group activities
Research shows that active music-making gives the best learning benefits. Not just listening. Your Grade 4 music program should focus on hands-on musical experiences. Use quality, age-appropriate songs.
### Part 3 – Creative Expression and Active Listening
The final part of each lesson focuses on:
- **Active listening exercises** that help kids think about music
- **Creative composition activities** where students make their own music
- **Cultural connections** that show different kinds of music
Grade 4 students can engage with more advanced listening activities. They can create surprisingly complex original music when given proper frameworks and encouragement.
## Tip #3: Use Active Learning and Student Leadership
> *“Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers.” –* Arthur Chickering.
Grade 4 music lessons must go beyond just instruction. Students need to be decision-makers and problem-solvers in their musical learning.
Real active learning ways for Grade 4:
- **Student conductors:** Let students take turns leading rhythm activities
- **Peer teaching:** Have students explain concepts to classmates
- **Musical problem-solving: “**How can we make this sound more exciting?”
- **Performance choices:** Students vote on tempo, dynamics, or instruments
- **Composition partnerships:** Team music-creation projects
This approach changes students from passive listeners into active participants. They take ownership of their musical learning.
## Tip #4: Build Complete Musical Skills
We’ve studied music curricula from around the world. We’ve looked at the Australian National Curriculum, US Common Core Arts Standards, and the UK National Curriculum. We’ve also reviewed programs from various US states, New Zealand, and Canadian provinces.
Here’s what we found: every good music program has three basic parts:
### \#1 – Students Must Actively SING and PLAY Music
Grade 4 students are ready for more advanced musical challenges:
- Singing in harmony or rounds
- Playing multiple instruments in one lesson
- Group work where students play different parts at the same time
- Performance opportunities that show growth
### \#2 – Students Must Build Listening and Analysis Skills
Fourth-graders can engage with music on a deeper level:
- Finding musical elements (tempo, dynamics, instruments)
- Comparing different musical styles and types
- Understanding cultural contexts of music
- Making informed judgments about musical quality
### \#3 – Students Must Create Their Own Music
This is often the hardest area for teachers. But it’s crucial for Grade 4 students:
- Structured improvisation activities
- Composition projects using familiar frameworks
- Technology-assisted music creation
- Team songwriting experiences
#### **The Art vs. Music Education Comparison**
Consider this: In art class, we celebrate when a Grade 4 student creates an original drawing. We praise their creativity even if it’s not perfect. We don’t expect them to copy the Mona Lisa!
Yet in music, we often focus mainly on playing existing songs. Performance skills definitely matter. However, Grade 4 students also need opportunities to create original music. They thrive when given supportive frameworks for composition.
## Tip #5: Don’t Start from Scratch for Grade 4 Music Lessons
You’ve probably heard the saying “reinvent the wheel.” According to Wikipedia, this means trying to duplicate something that already exists. Usually, you get worse results than the original method.
Many teachers find themselves creating Grade 4 music curricula from scratch. They spend hundreds of hours:
- Searching for age-appropriate songs
- Creating activities that align with curriculum standards
- Developing sequences that build skills step by step
- Finding quality backing tracks and resources
What many teachers don’t appreciate is that before students can excel at singing, listening, or composing, they need a solid foundation in the **[elements of music](https://funmusicco.com/elements-of-music-the-complete-guide-for-australian-teachers/)**. In Grade 4, students are ready to manipulate elements like form, harmony, dynamics, and tempo with greater sophistication—building on the fundamentals they’ve developed in earlier years. However, its totally overwhelming to cover all of this if you’re developing it all yourself!
### The solution? Don’t do it all yourself.
The internet has countless music education resources. But starting with random Google searches actually increases your workload. It doesn’t reduce it. What you need is a complete, professionally-designed [Grade 4 music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/grade-4/). One that you can use step-by-step.
You can certainly adapt materials for your specific students and situation. But having a solid foundation saves you hundreds of hours. It also ensures complete curriculum coverage.
## Making Grade 4 Music Lessons Work for Everyone
Teaching Grade 4 music lessons well requires several key elements. You need to understand your students’ growth stage. You need to provide steady structure with engaging variety. You also need to balance all essential musical skills within a manageable timeframe.
The strategies outlined above have helped thousands of teachers worldwide. They’ve created music programs that students absolutely love. These programs also meet rigorous curriculum standards.
With the right framework and resources, you can feel confident and prepared. You’ll walk into your Grade 4 music classroom ready to teach. Your students will have meaningful musical experiences every single lesson.
Ready to transform your Grade 4 music teaching? Check out our complete [Grade 4 Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/grade-4/) and stop starting from scratch!
[Preview the Fun Music Company Grade Four Curriculum Today](https://funmusicco.com/fun-music-company-music-curriculum/grade-4/)
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[Click here for more information »](https://funmusicco.com/fun-music-company-music-curriculum/grade-4/)
**Categories:** Grade 3-4
---
### [17: The ONE teaching secret that changed everything!](https://funmusicco.com/17-the-one-teaching-secret-that-changed-everything/)
**Published:** November 5, 2020
**Author:** Janice Tuck
**Content:**
# The ONE music teaching secret that changed everything!
**What if you could master one thing this week, a little strategy or tip and have it become a major shift to help you teach for the rest of your teaching life?**
**In this episode, Janice shares a simple concept which anyone could use to shake up the learning.**
**Categories:** Weekly Spark Podcast
---
### [How to Teach Music in Primary School (When You're Not a Music Teacher)](https://funmusicco.com/how-to-teach-music-in-primary-school-when-youre-not-a-music-teacher/)
**Published:** April 10, 2026
**Author:** Janice Tuck
**Content:**
How to Teach Music in Primary School
(When You’re Not a Music Teacher)
**The short answer:**
Teaching music in primary school without a music background is entirely achievable — and the key is structure, not musical skill. If you’ve just been handed the music timetable and aren’t sure where to start, you’re in the right place. Generalist classroom teachers deliver excellent music lessons every day, all over the world — not because they’re trained musicians, but because they have a clear framework, the right activities, and content that’s been designed with them in mind. This guide walks you through exactly that: what to teach, how to structure your lessons, and where to find resources that do the heavy lifting for you.
**You’ve been handed music on the timetable.** Maybe it came with a box of instruments you’re not sure how to use, or maybe it came with nothing at all — just an expectation that you’ll figure it out. Sound familiar?
If you’re a generalist classroom teacher who has been asked to deliver music lessons, you’re not alone. It happens in schools all over the world. And the good news? You don’t need a music degree to do this well.
The secret — and it really is this simple — is that **great music lessons are built on structure, not skill**. When you have a clear framework, the right starting-point activities, and content that’s been designed with teachers like you in mind, you can walk into a music lesson with confidence.
Here’s exactly how to get started.
## Why Structure Matters More Than Musical Ability
Think about a lesson you teach brilliantly — whether that’s mathematics, reading, or science. What makes it work? Most likely it’s a clear sequence: an engaging opener, a focused teaching point, some guided practice, and a wrap-up. Music lessons work exactly the same way.
What trips up non-music teachers isn’t a lack of talent — it’s a lack of sequence. When you’re unsure what comes next, the lesson loses momentum and students pick up on that quickly. But give yourself a repeatable structure and a set of go-to activities, and suddenly music becomes one of the most rewarding sessions of the week.
A reliable lesson framework looks like this:
- **Warm-up (3–5 mins):** A movement activity or simple rhythm game to focus attention and signal that music time has begun.
- **Main activity (15–20 mins):** Your core musical experience — singing, playing instruments, or listening with purpose.
- **Secondary activity (5–10 mins):** A quieter listening activity or similar activity held in reserve. If the main activity is going well and students are fully engaged, skip it or save it for next week. If things aren’t clicking — and every teacher knows that feeling — bring this forward, extend it, and use it to regain momentum.
- **Reflection (3–5 mins):** A brief check-in: What did we learn? What did we notice? This is where musical vocabulary starts to stick.
That’s it. Once you internalise that rhythm, teaching music becomes much more achievable.
## Activities That Work Without a Musical Background
The activities below have all been used successfully by classroom teachers with no formal music training. They’re organised by year level — though you’ll know your students best, so use your judgement on what fits where.
### Singing and Movement
#### ***Best for Kindergarten and Early Years***
Young children are natural movers, and that’s your greatest asset in the early years classroom. At this age, music and movement are almost inseparable — children absorb rhythm, pitch, and musical patterns through their bodies long before they can articulate what they’re hearing.
**Singing doesn’t require a perfect voice** — it requires enthusiasm and consistency. Start with songs that have predictable patterns and actions so students can join in quickly without needing to read music or understand theory. Call-and-response activities work beautifully here: you clap a pattern, students clap it back. Simple, effective, and endlessly repeatable.
The main challenge with early years is keeping transitions smooth and maintaining pace. Have your next activity ready before you need it, and keep instructions short. If a song is working, it’s absolutely fine to do it again — repetition at this age is learning, not laziness.
Tip: build a small repertoire of 4–5 songs the class knows well. That sense of shared musical memory is genuinely powerful, and gives you a reliable anchor at the start or end of any lesson.
### Boomwhackers
#### ***Best for Grades 1–4***
By Grades 1–4, students are ready to start making deliberate musical choices — and **Boomwhackers** are the perfect vehicle for that. These colour-coded pitched tubes let students play melodies and harmonies without reading a single note of music, which makes them ideal for non-specialist teachers and students alike.
Display colour-coded notation on a screen, point to the colours in sequence, and students play the melody. It genuinely works from the very first lesson. As students progress through Grades 1–4, you can introduce more complex patterns, part work, and ensemble pieces that require real listening and coordination.
The challenge at this level is managing the enthusiasm — Boomwhackers are exciting, and students will want to play constantly. Clear signals for “play” and “rest” are essential. Establish those in the first lesson and reinforce them every time.
They’re also brilliant for ensemble work: different students hold different tubes and play their note when it appears. Instant orchestra, minimal preparation.
[**Discover free Boomwhacker activities here**](https://funmusicco.com/boomwhackers/)**[ → ](https://funmusicco.com/boomwhackers/)**
### Bucket Drumming
#### ***Best for Grades 5–6***
Older students bring a different energy to music — they want to feel capable, and they respond strongly to activities that feel genuinely impressive. **Bucket drumming** delivers exactly that. All you need are upturned buckets and drumsticks. No tuning, no sheet music, no theory prerequisites.
At Grades 5–6, students can handle greater rhythmic complexity and longer sequences, and they relish the challenge of layering parts and playing in a tight ensemble. The physicality of drumming also suits this age group well — it’s active, loud (in a controlled way), and deeply satisfying when a piece comes together.
The key is teaching patterns in small, manageable chunks. Introduce one bar at a time. Layer parts gradually. The challenge at this level is less about engagement — bucket drumming tends to take care of that — and more about channelling energy productively. Clear expectations around when to play and when to stop are essential, and worth spending time on in the first lesson.
[**Explore free bucket drumming resources here →** ](https://funmusicco.com/what-is-bucket-drumming/)
### Guided Listening
#### ***Suitable for All Year Levels***
**Guided listening** works across every year level, but what it looks like shifts significantly as students get older. The activity stays the same; the questions and vocabulary you use grow with them.
In the early years, keep it sensory and physical: Can you tap the beat? Does the music make you want to move fast or slow? Is it happy or sad?
In Grades 1–4, start introducing simple musical language: loud and soft, fast and slow, verse and chorus.
By Grades 5–6, students can begin to discuss structure, instrumentation, and how the music makes them feel and why — conversations that develop genuine critical thinking alongside musical understanding.
The common thread at every level is purposeful focus. Give students one specific thing to listen for before the music starts. That single instruction transforms passive hearing into active listening — a skill that carries well beyond the music classroom.
Keep a short playlist of contrasting pieces — something fast and rhythmic, something slow and lyrical, something from a different cultural tradition. Even five minutes of purposeful listening once a week builds musical understanding significantly across a school year.
## What to Do When You Feel Out of Your Depth
Every teacher — music specialist or not — has moments of doubt in front of a class. Here are a few reframes that help:
**You don’t need to know the answer — you need to model curiosity.**
*“I wonder what that instrument is called? Let’s find out together.”* Students respond beautifully to a teacher who’s learning alongside them.
**Simple done consistently beats complex done occasionally.**
A five-minute rhythm routine at the start of every lesson is worth more than an elaborate one-off activity.
**Use a structured program.**
The biggest thing that separates confident non-specialist music teachers from anxious ones isn’t experience — it’s having a resource that tells them exactly what to do next.
## How to Set Up a Consistent Weekly Music Session
If you’re teaching music once a week, consistency is your best friend. Students benefit enormously from predictable routines, and you’ll spend far less mental energy on preparation when the structure is already in place.
A reliable weekly session might look like this:
- A familiar warm-up song or rhythm activity (the same one for several weeks)
- One core activity: drumming, Boomwhackers, singing, or listening
- A secondary activity held in reserve in case you need it
- A brief cool-down: a reflection question, or a quiet listening moment
Once students know the routine, transitions become smoother, engagement deepens, and you’ll find yourself actually enjoying music time rather than dreading it.
For a comprehensive guide to planning your music sessions from scratch, the [Elementary & Primary Music Lesson Plans guide](https://funmusicco.com/elementary-primary-music-lesson-plans-guide/) covers everything you need — including what to include in your lesson plans, how to structure a term of music, and how to align lessons with curriculum outcomes.
## Getting the Right Support in Place
One of the most common things we hear from classroom teachers who’ve been handed the music program is: *“I wish I’d had this sooner.”*
The Fun Music Company’s [K–6 Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) was built specifically for this situation. It’s used by thousands of teachers worldwide — many of them generalists with no formal music background — who wanted to deliver genuinely excellent music lessons without spending their evenings planning them.
Every lesson is planned. Every activity is explained step by step. The program covers singing, playing, listening, and composing — all four areas of music education — across every year level from Kindergarten to Year 6.
[**Download free sample lessons from the K–6 Curriculum Program and see exactly what a fully structured music lesson looks like.→** ](https://funmusicco.com/primary-school-music-curriculum-resources-sample/)
## Frequently Asked Questions
How do I keep students engaged during music lessons?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-05-05T02:51:15+00:00#### [How do I keep students engaged during music lessons?](#collapse-4-38652)
Engagement in music comes from active participation. The moment students switch from watching to doing, attention sharpens considerably. Keep activities short and varied, introduce new challenges in small steps, and build in moments where students can hear the result of their collective effort — a full piece played together, a rhythm passed around the circle. That sense of group achievement is a powerful motivator.
What instruments do I need to get started?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-05-05T02:50:43+00:00#### [What instruments do I need to get started?](#collapse-4-38649)
You don’t necessarily need traditional instruments at all. Body percussion and bucket drumming require nothing more than bodies and upturned buckets. Boomwhackers are an affordable and highly effective option for pitched activities. If your school has any instruments already — even a basic class set of rhythm sticks or shakers — you can start there and build gradually.
How much time do I need to prepare a music lesson?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-05-05T02:50:04+00:00#### [How much time do I need to prepare a music lesson?](#collapse-4-38647)
With the right resources, preparation time can be as little as 10–15 minutes per lesson. The key is having a program that tells you exactly what to teach, in what order, with all the materials included. Teachers who struggle with preparation are usually trying to design lessons from scratch — and that’s a problem of resourcing, not ability.
What if I can’t sing in tune?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-05-05T02:49:31+00:00#### [What if I can’t sing in tune?](#collapse-4-38645)
Pitch-perfect singing is not a requirement for teaching music effectively. What matters is your willingness to participate. Students take their cue from their teacher’s attitude, not their vocal range. If you sing enthusiastically and without apology, your class will follow. You can also use recordings to model singing and focus your role on facilitating rather than performing.
Do I need to be able to read music to teach primary school music?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-05-05T02:49:04+00:00#### [Do I need to be able to read music to teach primary school music?](#collapse-4-38642)
No. Most of the activities that work best in primary school music — body percussion, bucket drumming, Boomwhackers, singing, and guided listening — don’t require the teacher to read music notation at all. A structured program that sequences activities clearly is far more valuable than a music qualification.
**Categories:** Lesson Plans, Primary School Music
---
### [Music Crossword Puzzles: The Ultimate Collection](https://funmusicco.com/music-crossword-puzzles-the-ultimate-collection/)
**Published:** July 24, 2026
**Author:** Janice Tuck
**Content:**
# Music Crossword Puzzles: The Ultimate Collection for All Ages
### **Music crossword puzzles are a fun, low-prep way to reinforce music vocabulary in the classroom.**
This free collection includes 20 music crossword puzzles across six categories — General Music, Elements of Music, Music Theory, Musical Instruments, Classical Composers, and Modern Music Artists — grade-banded for Grades 1-2, 3-4, and 5-6, plus two Challenge Level puzzles for advanced students. Every puzzle is playable online or available as a printable PDF.
Have you ever needed a five-minute filler that actually teaches something? Or a sub plan that doesn’t leave you dreading Monday?
Music crosswords are one of those rare classroom resources that work on every level — they’re quick to set up, fun for students, and quietly reinforcing all that musical vocabulary you’ve worked hard to teach. Whether it’s a warm-up while you take the roll, an early finisher task, or a full lesson filler on a day you need one, a good crossword does a lot of heavy lifting for very little prep.
The tricky part is finding crosswords that are actually *right* for your class — not too babyish, not impossibly hard, and not testing words your students have never even heard of. That’s exactly why we built this collection. Every puzzle here is grade-banded, so you can grab the right level in seconds, and every single one is playable right here on the page or ready to print as a PDF for whenever you need pencils on paper instead.
Let’s get into it!
## Age-Appropriate Music Crossword Design
Crosswords ask more of a young student than a word search does. Where a word search only requires visual scanning, a crossword requires reading a clue, understanding what it means, retrieving the right word from memory, and spelling it correctly, letter by letter. That extra layer means grade-appropriate design matters even more here — a puzzle pitched at the wrong level can turn a fun five minutes into a frustrating one. Our crossword collection is carefully calibrated to avoid that, with each grade band built around what students can realistically read, understand, and spell at that stage.
## Easy Level (Grades 1-2): Foundation Building
Young solvers need crosswords that support them, not test them. Our Grades 1-2 puzzles use compact 8×8 to 10×10 grids with just 5-6 clues, and every single one includes a visible word bank — so students are matching and spelling familiar words rather than guessing blind.
Clues are always simple, direct definitions (“This is a…”), never wordplay or riddles, and answers stay in the 3-5 letter range using vocabulary students already encounter in everyday musical experiences, like SONG, BEAT, and DRUM. This approach builds early confidence with crosswords as a format, rather than risking a first experience that feels impossible.
## Moderate Level (Grades 3-4): Skill Development
As reading fluency grows, students are ready for a bit more independence. Our Grade 3-4 puzzles step up to 10×10 or 12×12 grids with 8-10 clues, and the word bank becomes optional rather than automatic — useful for mixed-ability classes, droppable for a bit more challenge.
Clues are still direct definitions, sometimes reframed as fill-in-the-blank sentences, and can introduce subject-specific vocabulary like MELODY, HARMONY, and TIMBRE as long as it’s been pre-taught rather than sprung on students cold. Answers typically run 4-7 letters, occasionally longer where the vocabulary demands it.
## Challenge Level (Grades 5-6): Precision and Depth
Older students can handle real precision. Our Grades 5-6 puzzles use larger 12×12 to 15×15 grids with 10-14 clues and no word bank at all — solvers need to know the vocabulary, not just recognise it in a list. Rather than introducing wordplay or riddles, difficulty is raised through tighter, more exact definitions and more sophisticated terminology, including theoretical concepts like MODULATION, POLYPHONY, and ACCIDENTAL. Answers commonly reach 5-9 letters, reflecting the more advanced musical language students encounter as their studies deepen.
For students ready to go further still, our two standalone Challenge Level puzzles push beyond the Grades 5-6 band entirely — one with a large-format grid of genuinely advanced vocabulary spanning unusual instruments, sophisticated theory, and composers, and one with a gentle introduction to cryptic-style clues, using simple double meanings rather than true cryptic convention.
## **1. General Music Crossword Puzzles**
Our general music crossword collection covers the everyday vocabulary that every student encounters early in their musical journey — the foundational words and concepts that come up in almost every lesson, regardless of what else you’re teaching that term. These puzzles are a great starting point for any class working through this collection for the first time.
#### **General Music Crossword #1**
Perfect for young learners, featuring 6 simple music words in a compact grid with a full word bank.
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2026/07/MusicCrossword_Level1__01.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/crossword1)
##### Student Device Link:
[**funmusicco.com/crossword1**](https://crosswordlabs.com/embed/general-music-level-1)
#### **General Music Crossword #2**
Intermediate level featuring 9 music terms, with an optional word bank for mixed-ability classes.
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2026/07/MusicCrossword_Level2_01.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/crossword2)
##### Student Device Link:
[**funmusicco.com/crossword2**](https://crosswordlabs.com/embed/general-music-moderate)
#### **General Music Crossword #3**
Challenge level with 12 general music terms in a larger grid, no word bank — built for confident solvers.
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2026/07/MusicCrossword_Level3__01.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/crossword3)
##### Student Device Link:
[**funmusicco.com/crossword3**](https://crosswordlabs.com/embed/2026-07-22-10)
## **2. Elements of Music Crossword Puzzles**
Our Elements of Music crossword collection reinforces the building blocks that every piece of music is made from — pitch, dynamics, duration, timbre, texture, and form. These puzzles pair naturally with our [Elements of Music guide](https://funmusicco.com/elements-of-music-the-complete-guide-for-australian-teachers/), giving students a hands-on way to practise the exact vocabulary they’ve just learned.
#### **Elements of Music Crossword #1**
Perfect for young learners, featuring 6 simple clues exploring high/low, fast/slow, and long/short. With a full word bank.
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2026/07/MusicCrossword_Level1__02.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/crossword4)
##### Student Device Link:
[**funmusicco.com/crossword4**](https://crosswordlabs.com/embed/elements-of-music-level-1)
#### **Elements of Music Crossword #2**
Featuring 6 curriculum-matched terms — dynamics, timbre, beat, rhythm, melody, and tempo.
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2026/07/MusicCrossword_Level2_02.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/crossword5)
##### Student Device Link:
[**funmusicco.com/crossword5**](https://crosswordlabs.com/embed/elements-of-music-level-2)
#### **Elements of Music Crossword #3**
Challenge level covering all 12 core elements of music vocabulary in a larger grid — built for confident solvers.
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2026/07/MusicCrossword_Level3__02.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/crossword6)
##### Student Device Link:
[**funmusicco.com/crossword6**](https://crosswordlabs.com/embed/elements-of-music-level-3)
## **3. Music Theory Crossword Puzzles**
Dive deeper into how music is actually written down with our **Music Theory crossword** collection. From the first lines and spaces students learn to read, through to symbols, intervals, and the more advanced concepts of scales and key changes, these puzzles build the technical vocabulary students need to read, discuss, and analyse music with confidence.
#### **Music Theory Crossword #1**
Perfect for young learners, featuring six clues introducing the very first notation concepts — notes, bars, and rests — with a full word bank.
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2026/07/MusicCrossword_Level1__03.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/crossword7)
##### Student Device Link:
[**funmusicco.com/crossword7**](https://crosswordlabs.com/embed/music-theory-level-1-3)
#### **Elements of Music Crossword #2**
Featuring nine clues covering sharps, flats, chords, and other notation terms. Help students at this important stage cover important music theory concepts.
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2026/07/MusicCrossword_Level2_03.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/crossword8)
##### Student Device Link:
[**funmusicco.com/crossword8**](https://crosswordlabs.com/embed/music-theory-level-2)
#### **Elements of Music Crossword #3**
Challenge level with ten advanced theory terms, including scales, modulation, and polyphony, in a larger grid with no word bank.
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2026/07/MusicCrossword_Level3__03.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/crossword9)
##### Student Device Link:
[**funmusicco.com/crossword9**](https://crosswordlabs.com/embed/music-theory-level-3)
## 4. Musical Instruments Crossword Puzzles
Our **Musical Instruments crossword** collection introduces students to the wide world of instruments, from the everyday classroom favourites through to orchestral standards and unusual instruments from musical traditions around the globe. These puzzles help students recognise instrument names, build a mental map of how instruments are played, and discover instruments they may never have encountered before.
#### Musical Instruments Crossword #1
Perfect for young learners, featuring 6 familiar classroom instruments with a full word bank.
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2026/07/MusicCrossword_Level1__04.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/crossword10)
##### Student Device Link:
[**funmusicco.com/crossword10**](https://crosswordlabs.com/embed/2026-07-22-398)
#### **Musical Instruments Crossword #2**
Featuring nine orchestral and band instruments, increasing student vocabulary.
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2026/07/MusicCrossword_Level2_04.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/crossword11)
##### Student Device Link:
[**funmusicco.com/crossword11**](https://crosswordlabs.com/embed/musical-instruments-level-2)
#### **Musical Instruments Crossword #3**
Challenge level with twelve instruments, including unusual and world instruments such as the didgeridoo and sitar.
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2026/07/MusicCrossword_Level3__04.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/crossword12)
##### Student Device Link:
[**funmusicco.com/crossword12**](https://crosswordlabs.com/embed/musical-instruments-level-3)
## **5. Classical Composers Crossword Puzzles**
Our **Classical Composers crossword collection** introduces students to the individuals behind the music, spanning centuries of musical history. These puzzles feature both celebrated names and lesser-known pioneers, including women composers whose contributions are too often left out of the traditional canon — giving students a fuller, more accurate picture of who has shaped classical music.
#### **Classical Composers Crossword #1**
Perfect for young learners, featuring 6 recognisable composer names, with a full word bank.
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2026/07/MusicCrossword_Level1__05.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/crossword13)
##### Student Device Link:
[**funmusicco.com/crossword13**](https://crosswordlabs.com/embed/classical-composers-level-1)
#### **Classical Composers Crossword #2**
Featuring 9 composers across the Baroque, Classical, and Romantic eras of music.
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2026/07/MusicCrossword_Level2_05.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/crossword14)
##### Student Device Link:
[**funmusicco.com/crossword14**](https://crosswordlabs.com/embed/classical-composers-level-2)
#### **Classical Composers Crossword #3**
Challenge level with 12 composers spanning every major era of classical music.
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2026/07/MusicCrossword_Level3__05.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/crossword15)
##### Student Device Link:
[**funmusicco.com/crossword15**](https://crosswordlabs.com/embed/classical-composers-level-3)
## **6. Modern Music Artists Crossword Puzzles**
Our **Modern Music Artists crossword collection** connects students to more recent musical history, spanning decades of genuinely influential artists across pop, rock, soul, and jazz. These puzzles are deliberately curated toward long-established names with lasting significance, rather than anyone currently trending, so the vocabulary stays relevant and appropriate for the classroom for years to come.
#### **Modern Music Artists Crossword #1**
Perfect for young learners, featuring 6 widely recognisable artists and groups, with a full word bank.
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2026/07/MusicCrossword_Level1__06.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/crossword16)
##### Student Device Link:
[**funmusicco.com/crossword16**](https://crosswordlabs.com/embed/modern-music-artists-level-1)
#### **Modern Music Artists Crossword #2**
Featuring 9 influential artists spanning jazz, soul, and classic rock, including Ella Fitzgerald and Whitney Houston.
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2026/07/MusicCrossword_Level2_06.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/crossword17)
##### Student Device Link:
[**funmusicco.com/crossword17**](https://crosswordlabs.com/embed/modern-music-artists-level-2)
#### **Modern Music Artists Crossword #3**
Challenge level with 12 artists across genres and generations, including artists such as Aretha Franklin, and Bob Dylan.
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2026/07/MusicCrossword_Level3__06.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/crossword18)
##### Student Device Link:
[**funmusicco.com/crossword18**](https://crosswordlabs.com/embed/modern-music-artists-level-3)
## **7. Challenge Level Crossword Puzzles**
For students ready to go beyond grade-level expectations, our Challenge Level crosswords push further in two different directions — one testing the breadth of advanced musical vocabulary, and one introducing a gentler style of cryptic-style clue-solving. These make an excellent option for gifted extension, staffroom fun, or any keen student looking for a genuine challenge.
#### **Large Challenge Level Crossword**
A large-format puzzle with 16 advanced clues spanning unusual instruments, sophisticated music theory, and notable composers — built for students ready to test take their musical vocabulary to the next level.
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2026/07/MusicCrossword_Level3__07.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/crossword19)
##### Student Device Link:
[**funmusicco.com/crossword19**](https://crosswordlabs.com/embed/challenge-level-music-crossword)
#### **Cryptic Challenge Level Crossword**
A lighter take on cryptic-style clues, with 10 clues built around simple double meanings rather than true cryptic crossword convention — a fun way to introduce students to thinking a little more laterally about language.
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2026/07/MusicCrossword_Level3__08.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/crossword20)
##### Student Device Link:
[**funmusicco.com/crossword20**](https://crosswordlabs.com/embed/cryptic-music-crossword-2)
## **Tips for Using Music Crossword Puzzles Effectively**
To get the most out of these puzzles, a few simple strategies go a long way:
**Pre-Teach the Vocabulary:** Crosswords work best as reinforcement, not first exposure. Where possible, introduce or revisit the relevant terms before handing out a puzzle, so students are recalling rather than guessing from scratch.
**Pair Up Younger Students:** For Grades 1-2 especially, solving in pairs turns a crossword into a natural conversation about musical vocabulary, and gives less confident readers some built-in support.
**Follow Up with Discussion:** Once a puzzle’s complete, ask students to pick one word and use it in a sentence, or explain what it means in their own words. This turns a completed grid into a genuine vocabulary-building moment rather than just a finished worksheet.
**Use as a Quick Assessment:** A completed (or incomplete) crossword is a handy, low-pressure way to spot which terms have really landed and which need revisiting before you move on.
## **Conclusion: Making Music Vocabulary Stick**
Music crossword puzzles are a small tool with an outsized impact. They ask students to do more than just recognise a word — to read a clue, retrieve the right term, and spell it correctly — which makes them a really effective way to reinforce musical vocabulary, not just fill five spare minutes.
Whether you’re introducing your youngest students to their first musical words or challenging your most capable students with advanced theory and repertoire, there’s a puzzle in this collection built for exactly that moment. Download the ones you need today, and watch how quickly a familiar list of words turns into vocabulary your students actually own.
## **Take Your Music Program Beyond Crosswords**
These crossword puzzles are a great addition to any music classroom, but they’re just one piece of what a truly comprehensive music program can offer. Crosswords reinforce vocabulary — but building musical skills and understanding over a full school year takes consistent, sequential teaching that develops week by week.
If you’re looking to go beyond individual worksheets and give your students a complete, standards-aligned music education, the Fun Music Company Curriculum Program brings together everything you need — interactive lessons, performance activities, listening guides, assessment tools, and yes, plenty of puzzles too — all designed to work together as one cohesive program.
Ready to see what a full curriculum could do for your classroom? Preview the [**Fun Music Company Curriculum**](https://funmusicco.com/fun-music-company-music-curriculum/) below and discover the difference a complete, prepared program can make for you and your students.
### ***“Having access to your music program has made the teaching and planning of my music classes SO much easier!”***
This was what Liz, a music teacher from a small Catholic school in Sydney wrote to us in an email recently. This is typical of the hundreds of responses we get every week from teachers across Australia using the Fun Music Company Curriculum Program.
**Imagine having an entire year of music lessons already planned, prepared, and ready to teach** — no more Sunday night scrambles or piecing together resources from different places. That’s exactly what teachers at over 350 schools across Australia are experiencing right now.
Our curriculum program gives you complete, sequential lesson plans for every week of the school year, with videos, worksheets, interactive resources, and everything you need to walk confidently into your music room — whether you’re a specialist or a classroom teacher who’s been asked to teach music.
**Ready to see what a week of music lessons looks like in your grade level?**
Download a free sample pack below and take it for a test drive in your classroom.
First Name First
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Please select a grade for your sample:KindergartenGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6
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We value your privacy and would never spam you. We may email you valuable ideas for music teaching once or twice a week, however you can unsubscribe at any time. Check details of our privacy policy [here](https://funmusicco.com/privacyandlegal/).
**Categories:** Worksheets and Puzzles
---
### [Primary School Music Resources: The Complete Guide for Primary School Teachers](https://funmusicco.com/primary-music-resources/)
**Published:** July 22, 2026
**Author:** Janice Tuck
**Content:**
# Primary School Music Resources: The Complete Guide for Primary School Teachers
Whether you’re a specialist music teacher building out a full-year program, or a classroom generalist who’s just been handed music with no training at all, finding the right **primary school music resources** shouldn’t mean hunting across a dozen different websites. This page is your starting point — a complete library of **primary music resources** built specifically for the K–6 classroom, covering everything from ready-to-teach lesson plans and instrument activities to worksheets, seasonal content, and curriculum guidance.
We’ve organised **music resources for primary schools** by what you actually need to do this week — teach a lesson, plan a term, find an activity for a specific instrument, or figure out where to start if music isn’t your specialty. Everything below links through to detailed, classroom-tested content, used by over 12,000 teachers in 149 countries.
If you’re looking for something specific, jump to the section that matches what you need. If you’re building out a program from scratch, start from the top and work down — it’s designed to be read in order.
## Getting Started: What Does a Primary School Music Program Need?
A solid **primary school music curriculum** doesn’t need to be complicated, but it does need structure. At minimum, an effective **music program for primary schools** covers four things across the year: a consistent framework for building skills term-on-term (rather than one-off unrelated lessons), a mix of activity types — singing, instrumental, listening and composing — so no single skill is over-relied on, content that scales across year levels rather than staying flat from Kindergarten to Grade 6, and enough ready-to-teach material that planning doesn’t eat into actual teaching time.
Many schools patch this together from free resources scattered across the internet, which works for a term or two before the gaps start showing — usually around consistency across year levels, or a shortage of material once the “fun” seasonal lessons run out. If you’re at that point, or starting from scratch, our [full K–6 music curriculum program](/fun-music-company-music-curriculum/) is built to solve exactly this — structured, sequential, and mapped across all six primary year levels.
If you’re not ready for a full curriculum yet and just need resources to fill specific gaps, the sections below will get you there.
## New to Teaching Music? Start Here
If you’re a classroom teacher with no music training who’s suddenly responsible for teaching it, you’re not alone — it’s one of the most common situations primary teachers find themselves in, and it doesn’t require a music degree to do well. The skills that matter most are confidence, a bit of structure, and knowing where to find material that’s already been figured out for you.
Our guide, [How to Teach Music in Primary School (When You’re Not a Music Teacher)](/how-to-teach-music-in-primary-school-when-youre-not-a-music-teacher/), walks through exactly this — practical, no-training-required approaches to teaching music in primary schools, without needing to be a specialist.
Once you’ve got the basics down, the sections below cover specific lesson plans, instruments, and activities you can bring straight into the classroom.
## Lesson Plans & Ready-to-Teach Activities
Once the basics are sorted, the fastest way to fill a term is with lesson plans that are already structured and ready to teach — no need to build a sequence from scratch. Our [Elementary & Primary Music Lesson Plans Guide](/elementary-primary-music-lesson-plans-guide/) is the best starting point, covering a full range of ready-to-use lessons across year levels, from single-session activities to multi-week sequences.
If you’re covering someone else’s class rather than teaching your own, our [substitute music lesson plans](/5-outstanding-substitute-music-lesson-plans/) are built specifically for that — no prior context needed, just pick one up and teach it.
From here, the next few sections break lesson content down by instrument and activity type, so you can go straight to what you need.
## Instrument-Based Resources
Different instruments suit different year levels and different comfort zones — some teachers gravitate to rhythm-based instruments, others to melodic ones, and plenty of schools are working with whatever is already sitting in the cupboard.
### **Boomwhackers**
Boomwhackers are one of the most forgiving places to start, especially with younger grades — colour-coded and pitch-mapped, so there’s no note-reading required to get a class playing together. Our [Boomwhackers for the Classroom guide](/boomwhackers/) covers everything from first lesson to full songs and games.
### **Bucket Drumming**
Bucket drumming works brilliantly for upper primary, turning something as simple as a stack of buckets into a genuine rhythm section. Start with [What Is Bucket Drumming?](/what-is-bucket-drumming/) for the full walkthrough.
### **Ukulele**
The Ukulele is one of the few instruments where you can create real musical experiences with students without being an expert yourself — our [complete guide to teaching Ukulele](/how-to-teach-ukulele-in-the-classroom-a-complete-guide-for-primary-and-elementary-teachers/) walks through everything from first chord to first ensemble.
### **Xylophones and tuned percussion**
Xylophones and other tuned percussion are a natural next step once students are comfortable with Boomwhackers, introducing pitch and note-reading gradually. Tuned percussion is a major focus of the **SING & PLAY** strand within our full curriculum program — where it’s sequenced alongside Boomwhackers and built into songs across every grade level. If you’re working with xylophones regularly, our [complete curriculum program](/fun-music-company-music-curriculum/) is the fastest way to get a structured, grade-by-grade sequence rather than piecing it together lesson by lesson.
### **GarageBand**
GarageBand brings composition into the classroom on iPads, letting students build their own drum patterns and song structures without needing an instrument at all. See our [GarageBand Lesson Plans and Composition guide](/garageband-lesson-plans-garageband-composition/).
## Songs & Singing Activities
Singing is one of the most accessible entry points into music for any classroom — no instruments required, and it works from Kindergarten right through to Grade 6.
### Folk Songs & Singing Games
Traditional folk songs and singing games are a cornerstone of primary music teaching, and for good reason — they’re built on simple, repetitive patterns that make them easy to teach and genuinely fun for students to learn, while introducing rhythm, pitch, and often a window into a different culture at the same time. Our [Folk Songs for the Classroom](/folk-songs-for-the-classroom/) collection rounds up commonly used classroom folk songs — including favourites like [A Ram Sam Sam](/a-ram-sam-sam/), Tideo, Zum Gali Gali and Charlie Over the Ocean — each with its own lesson ideas, actions and background.
### Choir Warmups
If you’re running a choir or just want your class genuinely warmed up before a singing lesson, a good warmup routine makes a real difference to tone, focus and enthusiasm. Our [Choir Warmups Collection](/choir-warmups/) covers physical warmups, breathing exercises, vocal warmup songs and tongue-twisters suited to all ages of choir.
## Worksheets & Theory Resources
Worksheets are one of the most reliable ways to reinforce music theory without eating into playing and singing time — useful for independent work, cover lessons, or simply consolidating a concept the class just learned.
Our [Music Theory Worksheets](/music-theory-worksheets/) collection covers everything from note-naming and clefs through to key signatures, intervals and harmony, with both American and European terminology options so the worksheets match how your students are actually taught.
For a quieter, independent activity — ideal for cover lessons or the last five minutes of class — our [Music Word Search Puzzles: The Ultimate Collection](https://funmusicco.com/music-word-search-puzzles-the-ultimate-collection/) is a popular option that builds musical vocabulary while keeping the class settled.
For another quiet option, make sure you check out our [Music Crossword Puzzle Collection](https://funmusicco.com/music-crossword-puzzles-the-ultimate-collection/).
## Seasonal & Special Occasion Lessons
Seasonal lessons are a great way to keep energy high around holidays and school events, without losing sight of real music learning underneath the fun.
- **[Christmas Music Lessons](/christmas-music-lessons-for-primary-or-elementary-students/)** — ready-made lesson plans for K–6, including full SING & PLAY arrangements.
- **[Halloween Music Lessons](/halloween-music-lessons-elementary/)** — structured listening lessons built around classical pieces like *Night on Bald Mountain*, tailored by grade level.
- **[Easter Music Lesson Plans](/easter-music-lesson-plans/)** — SING & PLAY arrangements suited to the term’s end-of-year concert season.
- **[Valentine’s Day Music Lessons](/valentines-day-music-lesson/)** — listening games and a ukulele play-along, split by age group.
- **[St Patrick’s Day Music Lesson Ideas](/creating-a-st-patricks-day-music-lesson/)** — an introduction to Irish musical heritage through performance-based activities.
Each of these is designed to slot into a single lesson with minimal extra prep — ideal for the week a seasonal concert or event lands on your calendar.
## Music Appreciation & Teaching Approaches
Beyond playing and singing, helping students genuinely understand and respond to music — across genres, eras and cultures — is its own essential skill, and it’s often the part of a program that gets squeezed out when time is short.
Our [Developing a Music Appreciation Curriculum](/music-appreciation-curriculum/) guide walks through how to structure a listening program from scratch, including how it’s built into our own curriculum across 140 listening lessons spanning K–6. If you want practical activities to start with straight away, [Music Appreciation Activities for Primary & Elementary Students](/introducing-music-appreciation-to-elementary-and-primary-students/) has five ready-to-use ideas, from painting-to-music through to world music exploration.
If you’re interested in a specific teaching methodology rather than building your own approach from scratch, [What Is Kodály?](/what-is-kodaly-a-guide-to-kodaly-music-education/) is a complete guide to the Kodály method — folk-song-based, built around solfège and hand signs, and one of the most widely used approaches in primary music education worldwide. This is also the natural home for anyone searching more broadly around teaching *methods* and pedagogies, rather than day-to-day lesson content.
## Ready for a Complete Curriculum?
Everything on this page works well as a standalone resource — grab what you need, when you need it, and build your own program at your own pace. But if you’re finding yourself constantly patching lessons together term after term, or you’d simply rather have the whole year mapped out and ready to go, that’s exactly what the [Fun Music Company Music Curriculum](/fun-music-company-music-curriculum/) is for.
It’s a complete, sequential K–6 program — SKILLS, SING & PLAY, COMPOSE and CONNECT — built by former classroom music teachers and used by thousands of teachers across the world. Every instrument, song and activity referenced on this page fits somewhere inside it, already sequenced so you’re not left guessing what comes next.
If you’re not ready for that step yet, no problem — bookmark this page and come back to it whenever you need a specific resource.
[](/fun-music-company-music-curriculum/)
**Categories:** Primary School Music, Worksheets and Puzzles
---
### [How to Teach Grade Two Music Lessons](https://funmusicco.com/teach-grade-two-music/)
**Published:** November 4, 2024
**Author:** FunMusicCo
**Content:**
# How to Teach Grade Two Music Lessons
## Ever wondered how to write and teach an effective Grade 2 music lesson program?
### ### This blog post will show you how to:
### Make activities educational AND enjoyable for Grade 2 music lessons
### Match your curriculum needs for teaching Grade 2 Music Lessons.
### Keep the children engaged in grade 2 music.
### Without spending hours and hours planning.
## Getting started Teaching Grade Two Music.
Teaching Year 2 students can be a challenging journey. It can be difficult to find the perfect balance between progression and meeting curriculum needs.
In this post, I’ve listed out the **5 most powerful tips** for teaching grade two music and what to keep in mind.
I’m not going to sugarcoat it. Teaching music and writing a full music teaching curriculum for Grade 2 is hard! From the outset it requires lots of commitment, energy, hard work, and practice. It may take many hundreds of hours in researching and planning content.
Many worldwide State and National Curriculum documents exist. However, governments leave curriculum planning and programming up to school leaders and teachers. It is often up to the teacher to decide how curricula should be translated into the classroom.
Most teachers create their own music teaching resources, or share with colleagues.
However, this creates a few problems:
- Inconsistency between what’s taught in schools.
- Quality control with resources found online.
- Unnecessary workload for teachers.
If you’re serious about teaching grade two music lessons, this article can show you how to get started. For a comprehensive framework on [creating effective primary music lesson plans](https://funmusicco.com/elementary-primary-music-lesson-plans-guide/) across all elementary grades, check out our complete planning guide.
If you enjoy those initial ideas, we can steer you in the right direction of stream-lining the process.
## About the Authors
The five tips in this blog post come straight from the joint-founders of the Fun Music Company, **Janice & Kevin Tuck.**
The Fun Music Company has served over 12,000 K-6 teachers over the past two decades. They have served teachers in 149 countries across the world. They make it possible to teach FUN music classes in any school, even if teachers have little or no prior knowledge.
## Tip #1. Learn about and understand Grade Two children
Composer Carl Orff once wrote:
> “Tell me, I forget. Show me, I remember. Involve me, I understand.”
This quote emphasizes the importance of active learning and engagement. It is really important in developing understanding when teaching music.
In the second grade children are in a phase where they’re trying to make sense of both the larger world and their personal lives.
They crave structure, order, and a sense of safety in their everyday environments.
They thrive on the predictable patterns. Series’ of books, familiar TV shows, and set routines offer comfort. They crave something known in a world that’s full of mysteries.
Despite their eagerness to learn, second-graders can become risk-averse. They can also be frustrated when things don’t go according to plan.
A grade 2 teacher plays a crucial role. They model how to laugh off their own errors and ease anxiety around getting everything “just right.”
Therefore, integrating these insights into a grade 2 music programs should include :
- Creating a consistent (somewhat predictable yet detailed) music course outline which progresses every lesson.
- Active and practical musical engagement activities that offer success in every lesson.
- Content that has progression of detail and develops a range of musical skills.
- Include active listening which develops a musical knowledge base.
- Offer a ”light”, FUN, “play-like” approach emphasizing creativity and improvisation.
## Tip #2. Create a consistent outline that gives structure in every Grade Two music lesson.
**Grade two children crave routine.** They thrive on structure, and repetition. This, with just a little variety thrown in to spice things up will keep grade 2 students loving their music lessons!
Therefore, find a consistent outline for your classes that works. The Fun Music Company curriculum has a consistent structure that is repeated consistently, with different activities placed into it for variety.
*Here is a typical outline from a Fun Music Company Curriculum lesson for grade two:*
### Routine Part 1 – Warmup exercise, activity or game
Everyone who has ever exercised knows the importance of warming up. Not warming up properly and launching into intense exercise or sport can cause injury. However, warming up in a teaching context is more about giving students something:
- Which is ***fun***, that will “hook” them into the learning.
- Something that they can achieve right away.
- Something that progresses over time, so that they don’t get bored.
Finding the right combination of these things isn’t easy! It has taken us years and years here at the Fun Music Company to find the right combination of teaching ideas, such as this one for grade two music classes.
### Routine Part 2 – Active Singing and Playing Music
For students to benefit from music lessons, they must *SING* and *PLAY* music.
For years, parents believed in the Mozart Effect. This was the idea that children would get neurological benefits from listening to classical music. That has since been found to be fanciful at best. However, what has been found over and over again is that active involvement in singing and playing music is truly beneficial.
For this reason, any music program must be built on a foundation of children singing and playing music. This should be quality music, chosen by professional educators. This is why the Fun Music Company curriculum program for grade two is built with singing and playing at the core.
### Routine Part 3 – Active Music Listening or Creative Activity.
The third part of the lesson structure is where students will:
**Actively LISTEN and engage with music.**
and/or
**Create their OWN music.**
These elements of the curriculum can, and should have a lot of variety. However, placing it inside a structure will be really beneficial for grade two music classes.
In Grade two, these activities nearly always appear at the end of lessons. This is when students have already had a good warmup through engaging actives and involvement in singing and playing.
## Tip #3. Use Active learning and Practical strategies in teaching Grade 2 Music Lessons.
> *“learning is an active process. We learn by doing. Only knowledge that is used sticks in your mind.”* Dale Carnegie.
Music, of course is an active subject. It goes without saying that students will not remember things where they don’t actively engage and DO them.
However, this is more than just having students play instruments and sing.
Yes, singing and playing IS active learning. However, real active learning is where students are **involved** in the learning learning process, rather than passively taking on information.
So students need to make decisions. They need to actively be involved in discussions and questions such as:
***How can we make this performance better?***
***What does it sound like when I play an instrument in this particular way?***
***What should we do to make a piece of music that will express a particular feeling or emotion?***
Yes, this CAN be done in Grade two music lessons. This might seem difficult, but it isn’t really. If you have the framework, and you’re not starting from scratch, these kind of questions flow naturally.
One of the most active and practical strategies we’ve found at the Fun Music Company is using [Boomwhacker](https://funmusicco.com/boomwhackers/) pitched percussion tubes in Grade 2 lessons. Every child gets an instrument, every child has a part to play, and the whole class is making music together within minutes — which is exactly the kind of active, inclusive experience that Grade 2 students thrive on.
By this age, students are ready to move beyond simply following colours on screen and begin reading colour-coded notation on a musical staff, making Boomwhackers a genuinely powerful tool for building music literacy through doing rather than just listening. We have a full collection of [Boomwhacker songs](https://funmusicco.com/boomwhacker-songs-for-your-k-6-music-classroom/) and [Boomwhacker games and activities](https://funmusicco.com/boomwhacker-games-and-activities-for-k-6-music-classes/) designed for K–6 classrooms — all free to explore with your class.
## Tip #4 Develop a range of musical skills in grade two music students
### Creativity and improvisation are critical for a well rounded education in grade two music.
Here at the Fun Music Company, we have spent the last fifteen years studying music curricula. We’ve looked at the Australian National curriculum. Firstly in its original form, and then in its current generation. We have also dived deep into the state-based curricula in Australia.
We’ve also looked internationally at every curriculum program we’ve encountered. We’ve looked in detail at the US Common Core Arts Standards, and the National Curriculum of England and Wales. We’ve worked with other curricula from US states, New Zealand, and Canadian provinces.
These curricula all require students to understand and work with the fundamental [el](https://funmusicco.com/elements-of-music-the-complete-guide-for-australian-teachers/)[ements](https://funmusicco.com/elements-of-music-the-complete-guide-for-australian-teachers/)[ of](https://funmusicco.com/elements-of-music-the-complete-guide-for-australian-teachers/)[ music](https://funmusicco.com/elements-of-music-the-complete-guide-for-australian-teachers/)—concepts like pitch, rhythm, dynamics, tempo, and timbre. In Grade 2, students are ready to explore these elements more consciously, moving from basic beat and simple melodies to understanding how different musical elements combine to create expression.
Every music curriculum in the world can boil down to three basic areas:
**\#1 – Students should actively SING and PLAY music.**
**\#2 – Students should develop their listening and aural skills.**
**\#3 – Students should compose and create their own music.**
In our experience, it is #3 that presents the biggest challenge for many teachers.
It is partly the nature of music and the traditions around music education. Think about the difference in expectations of the general population between music and visual art.
In the tradition of music, students are expected to stand on a stage and give a concert. They are judged, rightly or wrongly, on how proficient they are at reproducing music that someone else has created.
As a parent, if we go to a concert at our child’s school, we’d expect to hear a certain thing. We’d hear folk songs, popular songs and performances of Beethoven’s Fur Elise on the piano.
In visual art, if we went to a school exhibition our expectations would be different. We would NOT expect to see reproductions of the Mona Lisa, or Van Goh’s starry night. In fact, if we did we’d question if the teacher was doing this right thing!
We would want to see the children’s original work. If a tiny child in kindergarten makes a few squiggles on the page and says its a person … their parents will say “That’s beautiful!!” … keep going!
If a child makes a scratchy sound on an instrument parents will tell them to stop!
We can’t change that overnight. However, what we CAN do is make sure that music lessons at school contain more creative activity.
In grade two music lessons, we must include a good proportion of creative and improvisation activities. This way, students will start to become comfortable creating their own music.
Creative and improvisational activities in Grade Two music:
- 
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## Tip #5 – Don’t reinvent the wheel teaching grade two music lessons.
You’ve heard the metaphor before. According to Wikipedia, to reinvent the wheel is to
*“attempt to duplicate – most likely with inferior results – a basic method that has already been created or optimised by others.”*
It might seem an overstatement that teachers are asked to reinvent the wheel in developing grade two music lessons – but unfortunately, it isn’t!
It seems crazy that teachers are expected to create their own lesson plans. They spend hundreds, if not thousands of hours searching the internet. They spend hours writing and rewriting lessons. They spend hours finding songs that suit their students. They spend hours going through the curriculum, trying to find activities that work.
That is why THE most important tip in this article is this one:
**Don’t do it all yourself.**
There are hundreds and thousands of webpages on the internet about teaching music lessons. Even a search for ‘grade two music lessons’ will give you hundreds of pages.
However, starting with free searches on Google will take you more time, not less. What you need is a [complete grade two music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/grade-2/), that you go through step-by-step.
Sure, you can adapt and change things for your particular needs. However, you need the basic framework and structure set, so that you can walk in and teach.
So check out the Fun Music Company [grade two music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/grade-2/) and stop reinventing the wheel for no reason!
[Click here to learn more about the Grade Two Music Curriculum »](https://funmusicco.com/fun-music-company-music-curriculum/grade-2/)
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-2/)
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-2/)
**Categories:** Grade K-2
---
### [15+ Free Classroom Music Activities and Lesson Plans for the Classroom](https://funmusicco.com/15-free-classroom-music-activities-and-lesson-plans/)
**Published:** July 22, 2009
**Author:** FunMusicCo
**Content:**
# ## 15+ Free Classroom Music Activities and Lesson Plans for Primary or Elementary School
**\*\*New to music lesson planning?\*\*** Start with our comprehensive [guide to creating elementary and primary music lesson plans](https://funmusicco.com/elementary-primary-music-lesson-plans-guide/) to understand how to structure effective lessons. Then come back here for specific activities and resources to use in your classes!
Here are 15 more amazing resources for teaching classroom music, suitable for use by specialist and non-specialist teachers. We keep adding to these all the time, so check back here often!
## ### Resources for Music Education
**[Complete Guide to Elementary and Primary Music Lesson Plans](https://funmusicco.com/elementary-primary-music-lesson-plans-guide/)**
This is a step-by-step guide to creating music lesson plans for primary school music.
[**A Teacher’s Comprehensive Guide to the Elements of Music**](https://funmusicco.com/elements-of-music-the-complete-guide-for-australian-teachers/)
This is a complete run-down of the important elements of music, as specified by curriculum authorities around the world.
[**Developing a Music Appreciation Curriculum**](https://funmusicco.com/music-appreciation-curriculum/)
This is a comprehensive guide to creating a listening program for primary school students.
## **Teaching Kindergarten Music? Here are the best resources we have:**
Kindergarten is one of the most rewarding — and most unique — age groups to teach music. Five-year-olds learn through movement, repetition, and play, so the approaches that work for older grades simply don’t apply.
We’ve put together dedicated guides specifically for Kindergarten music teachers:
**[Kindergarten Music Lesson Plans: How to Create Engaging K Music Lessons](https://funmusicco.com/kindergarten-music-lesson-plans/)** A complete, practical guide to structuring your kindergarten music lessons from scratch — including how to build in repetition, use themes young children relate to, and sequence activities to hold short attention spans. Start here if you need to plan a lesson this week.
**[Kindergarten Music Lessons: The Complete Guide to Early Years Musical Education](https://funmusicco.com/kindergarten-music-lessons-early-years-musical-education/)** Everything you need to know about teaching music to children aged 3–6. Covers singing, movement, instruments, classroom management, parent engagement, and how to build a consistent music program across the year. Ideal if you’re building a long-term approach rather than a single lesson.
**[Kindergarten Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/kindergarten-music-curriculum/)** If you’re looking for a ready-made, done-for-you kindergarten music curriculum with full lesson plans, activities, and resources — explore our complete Grade K program, used by thousands of teachers in over 100 countries.
## ### Classroom music teaching resources using little or no instruments
**[Poison Rhythm Game](https://funmusicco.com/poison-rhythm-game/)**
This is a fun aural clapping game for just about any age group. The teacher claps a series of patterns, and the students echo. Then the teacher claps the “poison rhythm” which the students have learned in advance. If they clap, they’re out! Its loads of fun and educational at the same time.
[](https://funmusicco.com/poison-rhythm-game/)
[](https://funmusicco.com/musical-pizza/)
[**Musical Pizza**](https://funmusicco.com/musical-pizza/)
A music composition lesson plan where students will create their own rhythms. They will use the concept of word association. Pizza ingredients put together terrific rhythm patterns!
[**Musical Tic-Tac-Toe**](https://funmusicco.com/musical-tic-tac-toe/)
This is a flexible idea which is usable in many different grade levels. The concept is simple. The teacher writes a tic-tac-toe board on the screen. Then a students needs. to “earn” the right to place a O or X on the board. They do this by identifying whatever musical symbol or concept the class is working on!
[](https://funmusicco.com/poison-rhythm-game/)
## ### Classroom music resources using bucket drumming
Bucket drumming is one of the most engaging activities you can bring into an upper primary music class — and these resources will help you get started with confidence.
**[What Is Bucket Drumming? The Complete Classroom Guide](https://funmusicco.com/what-is-bucket-drumming/)**
New to bucket drumming, or want a complete overview? This guide covers what it is, why it works so well in primary schools, what equipment you need, and how to get started — all in one place.
**[Bucket Drumming for Beginners: Your First Lesson Guide](https://funmusicco.com/bucket-drumming-for-beginners/)**
Everything you need to run your very first bucket drumming lesson — from setting up the room and distributing sticks, to teaching correct grip and keeping the class under control.
**[The Best Buckets to Use for Bucket Drumming in Schools](https://funmusicco.com/best-buckets-for-bucket-drumming-in-schools/)**
Not sure which buckets to buy? This guide covers the best sizes, materials, and where to source them in Australia and the USA — including budget-friendly options for schools.
**[Free Bucket Drumming Sheet Music and Beats Library](https://funmusicco.com/bucket-drumming-beats-library/)**
A free library of original bucket drumming pieces with printable sheet music, audio backing tracks, and teaching notes — no music reading experience required.
[](https://funmusicco.com/lesson-plan-for-bucket-drumming/)
**[The Fun Music Company Bucket Drumming Program](https://funmusicco.com/bucket-drumming-program/)**
The complete structured program for teaching bucket drumming in Grades 5–6, with animated demonstrations, lesson plans, and a classroom management system that actually works.
## ### Other untuned percussion classroom music resources
**[The Importance of Aural Training](https://funmusicco.com/the-importance-of-aural-training/)**
While most teachers know of echo clapping to be a standard “attention grabber”, music teachers can extend this simple habit into an amazingly effective way of getting students to listen better while teaching the aural/ listening component to any music curriculum.
**[Grade One Composing Lesson](https://funmusicco.com/gradeonecomposingsamplelesson/?utm_source=blogarticle&utm_medium=textlink&utm_campaign=15FreeActivities)**
A composition lesson with simple questions and answers suitable for early grades.
[**Homework and Hotdogs Rhythm Activity**](https://funmusicco.com/homework-and-hotdogs/?utm_source=blogarticle&utm_medium=textlink&utm_campaign=15FreeActivities)
A fantastic little rhythm piece which is great fun for percussion instruments.
## Classroom music resources using tuned percussion
**[Moving from Singing into Playing](https://funmusicco.com/moving-from-singing-to-playing/?utm_source=blogarticle&utm_medium=textlink&utm_campaign=15FreeActivities)**
Learn how students can quickly move from singing a song through to learning some simple tuned percussion parts in grade two in a few easy steps.
[**Fun Action Song for Grade One**](https://funmusicco.com/it-all-begins-with-singing/)
Learn this wonderful fun action song called “Kye Kye Kule” to inspire grade one students to sing and play their first classroom instruments.
[**Grade Three Tuned Percussion Lesson**](https://funmusicco.com/curriculum-mini-workshop-grade-three/?utm_source=blogarticle&utm_medium=textlink&utm_campaign=15FreeActivities)
A fun way to introduce xylophones, glockenspiels and how to play simple repetitive patterns called ostinati.
## Classroom music worksheets
[**Ultimate Music Word Search Collection**](https://funmusicco.com/music-word-search-puzzles-the-ultimate-collection/)
Check out this amazing collection of word searches – that are both printable and able to be shared and used on student devices.
**[Music Crossword Puzzles: The Ultimate Collection](https://funmusicco.com/music-crossword-puzzles-the-ultimate-collection/)**
20 free printable crossword puzzles covering instruments, theory, and composers — grade-tiered for K-6 classrooms.
[**Emergency Pack Worksheets**](https://funmusicco.com/music-lesson-contingency-planning/)
This Fun Music ebook provides crosswords and find-a-word puzzles to leave in the classroom for a substitute lesson or a quick five minute filler.
## Listening activities for the classroom
[**Musical Who Am I?**](https://funmusicco.com/musical-who-am-i-questions/)
A fun beginning idea for grade three students to get into learning about some early rock and roll artists.
[**Grade Four Listening Lesson**](https://funmusicco.com/louisarmstronglisteninglesson/?utm_source=blogarticle&utm_medium=textlink&utm_campaign=15FreeActivities)
A music listening and appreciation lesson based on “What a Wonderful World” by Louis Armstrong. It’s a lesson designed to teach more than just the music.
## Classroom music resources using boomwhackers
Boomwhackers are one of the most versatile and engaging instruments you can bring into a primary music classroom — and we’ve put together a complete set of resources to help you get the most out of them.
**[Boomwhackers for the Classroom: Everything You Need to Get Started](https://funmusicco.com/boomwhackers/)**
New to Boomwhackers, or looking to brush up? This comprehensive guide covers what they are, how to play them correctly (including the three main playing methods), how to set up your classroom, and two free complete lesson plans for Kindergarten and Grade 2 you can use tomorrow.
**[Boomwhacker Songs for Your K–6 Music Classroom](https://funmusicco.com/boomwhacker-songs-for-your-k-6-music-classroom/)**
A carefully curated collection of Boomwhacker songs suitable for every year level from Kindergarten to Grade 6, with guidance on choosing the right songs for each age and stage.
**[Boomwhacker Games and Activities for K–6 Music Classes](https://funmusicco.com/boomwhacker-games-and-activities-for-k-6-music-classes/)**
Fun, ready-to-use Boomwhacker games and activities that work across all primary year levels — great for keeping students engaged while building real musical skills.
## Technology and software resource
**[Using the GarageBand Beat Sequencer](https://funmusicco.com/how-to-teach-the-ipad-beat-sequencer/)**
We show you how to get students started in Garageband on iPads then move onto using the beats Sequencer tool within a few easy steps in this blog video post**.**
[**Lesson Plan for GarageBand Manual Drums**](https://funmusicco.com/garageband-for-ipad-lesson/)
A complete lesson for GarageBand using iPads where students learn to create their own drum pattern using a function of the GarageBand software called the “manual drums”.
## Ukulele resources
[**Ukulele Playing Exercises**](https://funmusicco.com/ukulele-melody/)
if you’ve ever wanted to get your students started with playing melody and chord patterns on their ukuleles, you can do it in minutes with these three fun beginning activities!
## Looking for more?
These activities work great on their own, but they’re even more powerful when integrated into a complete lesson planning system. If you’re looking to move beyond individual activities to a comprehensive curriculum approach, check out our [elementary and primary music lesson plans guide ](https://funmusicco.com/elementary-primary-music-lesson-plans-guide/)to learn how to structure your entire teaching year.
## **More classroom music resources:**
If you’re serious about teaching the K-6 Music Curriculum to its full potential and learn more about how all these smaller teaching ideas build into a full music curriculum, you might want to join our signature program called the [Fun Music Company Curriculum Program](https://funmusicco.com/fun-music-company-music-curriculum/). It’s all laid out step by step and you don’t have to do any extra preparation to get it started with your classes. You can learn more by watching this video:
### [Click here to learn more and join the Fun Music Company Curriculum Program »](https://funmusicco.com/fun-music-company-music-curriculum/)
**Categories:** Music Education Articles, music lesson plans, music teacher resources
**Tags:** music activities, Music Lesson Planning, music lesson plans, Music Lessons, Music Resources
---
### [Music Word Search Puzzles: The Ultimate Collection](https://funmusicco.com/music-word-search-puzzles-the-ultimate-collection/)
**Published:** May 28, 2025
**Author:** FunMusicCo
**Content:**
# Music Word Search Puzzles: The Ultimate Collection for All Ages
## Looking for engaging music word search puzzles?
You've found the perfect collection! Whether you're a music teacher, parent, or student, our comprehensive selection of music word searches offers something for every skill level and musical interest.
Music education becomes exciting when learning feels like play. **Music word search puzzles** provide an excellent way to reinforce musical vocabulary, familiarize students with instrument names, and introduce young learners to famous composers—all while developing critical thinking and pattern recognition skills.
If you’re after another format for vocabulary reinforcement, our [music crossword puzzles](https://funmusicco.com/music-crossword-puzzles-the-ultimate-collection/) collection offers the same K-6 grade-tiered approach with a different puzzle style.
Our carefully crafted **music word search printable** collection caters to three distinct age groups: Grades 1-2 (ages 5-7), Grades 3-4 (ages 8-10), and Grades 5-6 (ages 10-12). Each puzzle is designed with age-appropriate vocabulary, grid sizes, and difficulty levels to ensure an optimal learning experience.
## ## Why Music Word Searches Are Perfect for Learning
**Word search for music** activities offer unique educational benefits that traditional worksheets simply can’t match. These puzzles combine visual scanning, pattern recognition, and vocabulary reinforcement in a format that students genuinely enjoy. Research shows that puzzle-based learning enhances retention rates while reducing the stress often associated with formal testing.
Music teachers particularly appreciate how **music word search puzzles** can serve multiple purposes in the classroom. They work excellently as warm-up activities, substitute teacher materials, early finisher tasks, or homework assignments. The self-directed nature of word searches allows students to work at their own pace while building confidence in musical terminology.
For younger students, **music word searches** provide an introduction to musical concepts without the pressure of complex theoretical understanding. Students in grades 1-2 can focus on basic instrument recognition and simple musical terms, while older students tackle more sophisticated vocabulary including music theory concepts and composer names.
## ## Age-Appropriate Word Search Design
Understanding developmental differences is crucial for creating effective educational materials. Our **music word search puzzles** are carefully designed to match cognitive abilities and reading skills at each grade level, ensuring optimal challenge without frustration.
## Easy Level (School Grades 1-2): Foundation Building
Young learners need gentle introduction to word recognition patterns. Our beginner puzzles feature 3-5 letter words using simple, familiar vocabulary that aligns with sight words children are learning to recognize. Each puzzle contains 5-8 hidden words in compact 8×8 grids with words placed only horizontally and vertically—no diagonal or backward challenges that might overwhelm developing visual scanning skills.
The larger font sizes and clear spacing help young eyes track letters effectively, while familiar musical terms like “SONG,” “BEAT,” and “PLAY” connect directly to their everyday musical experiences. This approach builds confidence and establishes positive associations with word puzzle solving.
## Moderate Level (Grades 3-4): Skill Development
As reading fluency improves, students can handle more complex challenges. Our intermediate puzzles feature **4-8 letter words** with **11-15 hidden terms** in **10×10 or 12×12 grids**. We introduce diagonal word placement while maintaining horizontal and vertical options, creating varied scanning patterns that strengthen visual processing skills.
Vocabulary expands to include subject-specific musical terminology like “MELODY,” “RHYTHM,” and “HARMONY.” These puzzles begin introducing backward words for students ready for additional challenge, while the moderate difficulty level maintains engagement without causing frustration.
## Challenge Level (School Grades 5-6): Challenges and Fun!
Advanced students can tackle sophisticated vocabulary and complex pattern recognition. Our challenging puzzles feature **5-12 letter words** with **16-20 hidden terms** in **different shaped grids**. Words appear in all directions—horizontal, vertical, diagonal, and backward—requiring advanced scanning strategies and sustained concentration.
Sophisticated musical vocabulary includes theoretical concepts like “COUNTERPOINT,” “ENHARMONIC,” and “APPOGGIATURA.” These puzzles develop advanced pattern recognition while introducing students to professional musical terminology they’ll encounter in more advanced music study.
## ## 1. General Music Word Searches
Our general **word search about music** collection covers fundamental musical concepts that every student should know. These puzzles include basic music theory terms, common musical expressions, and essential vocabulary that forms the foundation of musical literacy.
### General Music Word Search #1
#### **General Music Word Search #1**
Perfect for young learners, featuring 6 simple music words in an 8×8 grid with horizontal and vertical placement only.
##### Download PDF
[](< https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_01_E.pdf>)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch1/)
##### Student Device Link:
[**funmusicco.com/wordsearch1**](https://wordsearchlabs.com/embed/941582)
#### **General Music Word Search #2**
Intermediate level featuring 10 music terms in a 10×10 grid with horizontal, vertical, and diagonal directions.
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_02_M.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch2/)
##### Student Device Link:
[**funmusicco.com/wordsearch2**](https://wordsearchlabs.com/embed/942898)
#### **General Music Word Search #3**
Challenging level with 12 general music terms in a 12×12 grid, including backward and diagonal words.
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_03_C.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch3/)
##### Student Device Link:
[**funmusicco.com/wordsearch3**](https://wordsearchlabs.com/embed/943606)
### General Music Word Search #2
#### **General Music Word Search #4**
This slightly more difficult worksheet for the youngest grades has 8 general music terms in an 8×8 grid.
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_04_E.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch4/)
##### Student Device Link:
[**funmusicco.com/wordsearch4**](https://wordsearchlabs.com/embed/941592)
#### **General Music Word Search #5**
This intermediate level worksheet has 10 mixed music terms in 10×10 grid with horizontal, vertical, and diagonal directions.
##### Download PDF
[](< https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_05_M.pdf>)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch5/)
##### Student Device Link:
[**funmusicco.com/wordsearch5**](https://wordsearchlabs.com/embed/942904)
#### **General Music Word Search #6**
This challenge level worksheet has 15 mixed music terms in a larger grid, including backward and diagonal words.
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_06_C.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch6/)
##### Student Device Link:
[**funmusicco.com/wordsearch6**](https://wordsearchlabs.com/embed/943622)
## ## 2. Musical Instrument Word Searches
The **musical instruments word search** series introduces students to the vast world of orchestral, band, and world instruments. These puzzles help students recognize instrument names while learning about different instrument families and their roles in musical ensembles.
### Musical Instruments Word Search #1
**Word Search #7
Musical Instruments**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_07_E.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch7/)
##### Student Device Link:
[**funmusicco.com/wordsearch7**](https://wordsearchlabs.com/embed/941614)
**Word Search #8
Musical Instruments**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_08_M.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch8/)
##### Student Device Link:
[**funmusicco.com/wordsearch8**](https://wordsearchlabs.com/embed/942908)
**Word Search #9
Musical Instruments**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_09_C.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch9/)
##### Student Device Link:
[**funmusicco.com/wordsearch9**](https://wordsearchlabs.com/embed/943712)
### Musical Instruments Word Search #2
**Word Search #10
Musical Instruments**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_10_E.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch10/)
##### Student Device Link:
[**funmusicco.com/wordsearch10**](https://wordsearchlabs.com/embed/941616)
**Word Search #11
Musical Instruments**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_11_M.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch11/)
##### Student Device Link:
[**funmusicco.com/wordsearch11**](https://wordsearchlabs.com/embed/942916)
**Word Search #12
Musical Instruments**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_12_C.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch12/)
##### Student Device Link:
[**funmusicco.com/wordsearch12**](https://wordsearchlabs.com/embed/943718)
## ## 3. Instruments of the Orchestra Word Searches
Our **instruments of the orchestra word search** puzzles are particularly valuable for music education, as they systematically introduce students to the four main orchestral families: strings (violin, viola, cello, double bass), woodwinds (flute, oboe, clarinet, bassoon), brass (trumpet, horn, trombone, tuba), and percussion (timpani, cymbals, xylophone).
Understanding orchestral instruments builds essential musical literacy, helps students identify sounds in classical recordings, and provides foundation knowledge for those interested in joining school orchestras or bands. These word searches transform abstract instrument names into memorable, searchable vocabulary that students can confidently use when discussing symphonic music or choosing their own instruments to learn.
### Instruments of the Orchestra Word Search
**Word Search #13
Instruments of the Orchestra**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_13_E.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch13/)
##### Student Device Link:
[**funmusicco.com/wordsearch13**](https://wordsearchlabs.com/embed/942638)
**Word Search #14
Instruments of the Orchestra**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_14_M.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch14/)
##### Student Device Link:
[**funmusicco.com/wordsearch14**](https://wordsearchlabs.com/embed/942918)
**Word Search #15
Instruments of the Orchestra**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_15_C.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch15/)
##### Student Device Link:
[**funmusicco.com/wordsearch15**](https://wordsearchlabs.com/embed/943720)
## ## 4. Instruments of Popular Music Word Searches
These next **instruments of popular music word searches** connect students to the contemporary musical landscape they encounter daily. These puzzles feature instruments central to rock, pop, jazz, and folk music including electric guitar, bass guitar, drums, keyboard, saxophone, harmonica, and synthesizer. By incorporating popular music instruments, students bridge the gap between traditional music education and their personal musical interests, making learning more relevant and engaging. Understanding popular music instrumentation helps students analyze their favorite songs, participate in contemporary ensembles, and make informed decisions about which instruments to pursue. These word searches validate students’ musical preferences while expanding their instrumental vocabulary beyond classical boundaries.
### Instruments of Popular Music Word Search
**Word Search #16
Instruments of Popular Music**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_16_E.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch16/)
##### Student Device Link:
[**funmusicco.com/wordsearch16**](https://wordsearchlabs.com/embed/942648)
**Word Search #17
Instruments of Popular Music**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_17_M.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch17/)
##### Student Device Link:
[**funmusicco.com/wordsearch17**](https://wordsearchlabs.com/embed/942922)
**Word Search #18
Instruments of Popular Music**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_18_C.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch18/)
##### Student Device Link:
[**funmusicco.com/wordsearch18**](https://wordsearchlabs.com/embed/943728)
## ## 5. Composers Word Searches
Our **composer word search collection** introduces students to the great masters of classical music and contemporary artists who have shaped musical history. These comprehensive puzzles feature both male and female composers representing every major era of classical music, from the Baroque period through contemporary times.
Students encounter pioneering women composers like Clara Schumann, Fanny Mendelssohn, and Amy Beach alongside household names like Bach, Mozart, and Beethoven. By including diverse voices from different historical periods—Baroque masters like Vivaldi and Handel, Classical giants like Haydn and Mozart, Romantic innovators like Chopin and Brahms, Impressionist pioneers like Debussy and Ravel, and modern composers like Copland and Glass—these word searches provide students with a balanced perspective on musical history. This inclusive approach to composer recognition helps students understand that musical creativity has flourished across all demographics and time periods, making these puzzles an excellent gateway to comprehensive music appreciation and cultural literacy.
### Great Composers Word Search
This set contains composers from all eras of classical music.
**Word Search #19
Great Composers**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_19_E.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch19/)
##### Student Device Link:
[**funmusicco.com/wordsearch19**](https://wordsearchlabs.com/embed/942668)
**Word Search #20
Great Composers**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_20_M.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch20/)
##### Student Device Link:
[**funmusicco.com/wordsearch20**](https://wordsearchlabs.com/embed/942926)
**Word Search #21
Great Composers**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_21_C.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch21/)
##### Student Device Link:
[**funmusicco.com/wordsearch21**](https://wordsearchlabs.com/embed/943736)
### Modern Composers Word Search
This set contains composers from the last 100 years.
**Word Search #22
Composers**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_22_E.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch22/)
##### Student Device Link:
[**funmusicco.com/wordsearch22**](https://wordsearchlabs.com/embed/942700)
**Word Search #23
Composers**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_23_M.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch23/)
##### Student Device Link:
[**funmusicco.com/wordsearch23**](https://wordsearchlabs.com/embed/942950)
**Word Search #24
Composers**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_24_C.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch24/)
##### Student Device Link:
[**funmusicco.com/wordsearch24**](https://wordsearchlabs.com/embed/943746)
## ## 6. Popular Music Word Searches
Connect with students through contemporary music with our **bands and pop music word search** collection. These puzzles bridge the gap between classical music education and popular culture, featuring iconic bands, solo artists, and modern music terminology that resonates with today’s learners.
Our comprehensive collection includes dedicated **famous bands word searches** showcasing legendary groups like The Beatles, Queen, Rolling Stones, and contemporary acts like Coldplay and Radiohead, alongside **solo artists word searches** celebrating individual performers from Elvis Presley and Madonna to modern stars.
### Bands Word Search
This set contains popular band names from the 1960s through to today.
**Word Search #25
Bands**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_25_E.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch25/)
##### Student Device Link:
[**funmusicco.com/wordsearch25**](https://wordsearchlabs.com/embed/942868)
**Word Search #26
Bands**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_26_M.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch26/)
##### Student Device Link:
[**funmusicco.com/wordsearch26**](https://wordsearchlabs.com/embed/942938)
**Word Search #27
Bands**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_27_C.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch27/)
##### Student Device Link:
[**funmusicco.com/wordsearch27**](https://wordsearchlabs.com/embed/943790)
### Solo Artists Word Search
This set contains the names of popular solo artists (male and female) from the 1970s through to today.
**Word Search #28
Solo Music Artists**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_28_E.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch25/)
##### Student Device Link:
[**funmusicco.com/wordsearch28**](https://wordsearchlabs.com/embed/942874)
**Word Search #29
Solo Music Artists**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_29_M.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch26/)
##### Student Device Link:
[**funmusicco.com/wordsearch29**](https://wordsearchlabs.com/embed/942956)
**Word Search #30
Solo Music Artists**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_30_C.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch27/)
##### Student Device Link:
[**funmusicco.com/wordsearch30**](https://wordsearchlabs.com/embed/943798)
## ## 7. Music Theory Word Searches
Dive deeper into musical understanding with our specialized **music theory word search** collection. These puzzles reinforce theoretical concepts essential for serious music study, from basic note relationships to complex harmonic progressions. Music theory represents one of the most crucial areas where word search activities prove invaluable, as the field contains an extensive vocabulary of precise technical terms that students must master to communicate effectively about music.
Music theory vocabulary presents unique challenges because it encompasses complex concepts that require exact terminology. Students must distinguish between closely related terms like “diminished” versus “augmented,” understand the precise meanings of dynamic markings from “pianissimo” to “fortissimo,” and correctly identify pitch relationships such as “major third,” “perfect fifth,” and “tritone.” These **music theory word searches** help students internalize spelling patterns and recognize theoretical terms instantly, building the foundation for accurate musical communication. When students can quickly identify and recall terms like “enharmonic,” “modulation,” and “cadential,” they develop confidence in theoretical discussions and written analysis.
Using correct terminology for describing pitch, dynamics, tempo, and harmonic relationships is fundamental to musical literacy. Our word search activities reinforce this precision by requiring students to visually process and recognize theoretical vocabulary repeatedly. Whether identifying basic concepts like “scale degree” and “key signature” or advanced terms like “Neapolitan sixth” and “secondary dominant,” these puzzles ensure that complex musical language becomes familiar and accessible. Regular engagement with **music theory word search** activities helps transform intimidating theoretical jargon into comfortable, usable vocabulary that students can confidently employ in performance, composition, and analytical contexts.
### Music Theory Word Search #1
**Word Search #31
Music Theory**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_31_E.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch31/)
##### Student Device Link:
[**funmusicco.com/wordsearch31**](https://wordsearchlabs.com/embed/942880)
**Word Search #32
Music Theory**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_32_M.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch32/)
##### Student Device Link:
[**funmusicco.com/wordsearch32**](https://wordsearchlabs.com/embed/942960)
**Word Search #33
Music Theory**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_33_C.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch33/)
##### Student Device Link:
[**funmusicco.com/wordsearch33**](https://wordsearchlabs.com/embed/943802)
### Music Theory Word Search #2
**Word Search #34
Music Theory**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_34_E.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch34/)
##### Student Device Link:
[**funmusicco.com/wordsearch34**](https://wordsearchlabs.com/embed/942890)
**Word Search #35
Music Theory**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_35_M.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch35/)
##### Student Device Link:
[**funmusicco.com/wordsearch35**](https://wordsearchlabs.com/embed/943600)
**Word Search #36
Music Theory**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_36_C.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch36/)
##### Student Device Link:
[**funmusicco.com/wordsearch36**](https://wordsearchlabs.com/embed/943808)
## ## 8. **Italian music terms Word** Searches
Explore the beautiful language of music with our **Italian music terms word search** collection. Since Italian forms the foundation of musical expression worldwide, these puzzles help students master the international vocabulary that musicians use to communicate tempo, dynamics, and style. Italian musical terminology has been the global standard for centuries, from opera houses to concert halls, making fluency in these terms essential for any serious music student.
Our comprehensive **Italian music terms word search** collection offers two distinct versions to accommodate different learning approaches and skill levels. Version 1 provides traditional word search format with all Italian terms clearly listed, allowing students to focus on visual recognition and spelling patterns of terms like “allegro,” “crescendo,” and “sforzando.” Version 2 presents an advanced challenge where students receive English meanings such as “gradually getting louder” or “very fast tempo,” and must locate the corresponding Italian terms within the puzzle grid. This innovative dual approach transforms passive vocabulary recognition into active translation skills.
The two-version system particularly benefits music educators by offering differentiated instruction within the same activity. Beginning students can build confidence with Version 1’s direct term recognition, while advanced students tackle Version 2’s translation challenges that mirror real-world musical scenarios where performers must instantly connect Italian markings to their practical meanings. Whether students are learning that “piano” means “soft” or discovering that “ritardando” indicates “gradually slowing down,” these varied word search formats ensure comprehensive mastery of the Italian vocabulary that forms music’s universal language.
### Italian Terms Word Search #1
**Word Search #37
Italian Terms
Find the Italian Term**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_37_A.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch37/)
##### Student Device Link:
[**funmusicco.com/wordsearch37**](https://wordsearchlabs.com/embed/943826)
**Word Search #38
Italian Terms
With English Clues**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_38_C.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch38/)
##### Student Device Link:
[**funmusicco.com/wordsearch38**](https://wordsearchlabs.com/embed/943814)
### Italian Terms Word Search #2
**Word Search #39
Italian Terms
Find the Italian Term**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_39_A.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch39/)
##### Student Device Link:
[**funmusicco.com/wordsearch39**](https://wordsearchlabs.com/embed/943834)
**Word Search #40
Italian Terms
With English Clues**
##### Download PDF
[](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_40_C.pdf)
##### Whiteboard Presentation
[](https://funmusicmembers.com/wordsearch40/)
##### Student Device Link:
[**funmusicco.com/wordsearch40**](https://wordsearchlabs.com/embed/943832)
## ## Tips for Using Music Word Search Puzzles Effectively
To maximize the educational value of these **music word search puzzles printable** resources, consider these proven strategies:
**Pre – Activity Discussion:** Before distributing puzzles, briefly discuss the theme. For instrument puzzles, show pictures or play sound clips. For composer puzzles, share interesting biographical facts or play famous compositions.
**Collaborative Learning:** Allow students to work in pairs, especially for younger learners. This promotes discussion about musical terms and provides natural scaffolding for struggling readers.
**Extension Activities:** After completing puzzles, use found words as writing prompts. Students can create sentences using musical vocabulary or research unfamiliar terms they discovered.
**Assessment Tool:** Use completed puzzles to assess vocabulary recognition and provide targeted instruction for terms students couldn’t locate.
## ## Conclusion: Making Music Education Engaging
Music word search puzzles represent just one tool in the comprehensive music educator’s toolkit, but they’re remarkably effective at building vocabulary, reinforcing concepts, and maintaining student engagement. This collection provides ready-to-use resources that save valuable preparation time while delivering educationally sound content.
Whether you’re introducing preschoolers to their first musical instruments or challenging middle school students with complex theoretical concepts, the right **word search music** puzzle can transform learning from a chore into an adventure. Download these free resources today and watch your students develop deeper appreciation for the rich vocabulary that makes musical communication possible.
Remember that consistent exposure to musical terminology through engaging activities like these word searches builds the foundation for lifelong musical literacy. Every word a student recognizes brings them one step closer to fully participating in our shared musical culture.
## ## Take Your Music Program Beyond Word Searches
While these **music word search printable** resources provide excellent supplementary activities, they represent just the beginning of what’s possible in comprehensive music education. Word searches build vocabulary recognition, but a truly effective music program requires consistent, sequential instruction that develops skills progressively over time.
If you’re looking to transform your music classroom with engaging, standards-aligned curriculum that goes far beyond individual worksheets, consider exploring the **Fun Music Company Curriculum program**. Our complete program includes interactive lessons, performance activities, listening guides, assessment tools, and yes—plenty of word searches too—all designed to work together as a cohesive educational experience. Ready to see how a full curriculum can revolutionize your music teaching? [Preview the Fun Music Company Curriculum](https://funmusicco.com) and discover the difference that systematic, engaging music education can make for both you and your students.
[](/fun-music-company-music-curriculum/)
***“Having access to your music program has made the teaching and planning of my music classes SO much easier!”***
This was what Liz, a music teacher from a small Catholic school in Sydney wrote to us in an email recently. This is typical of the hundreds of responses we get every week from teachers across Australia using the Fun Music Company Curriculum Program.
The Fun Music Company prepared curriculum program helps specialist music teachers, classroom teachers, or anyone asked to teach music in a primary school.
*see note below \*1*
First Name First
Email
Δ
We value your privacy and would never spam you. We may email you valuable ideas for music teaching once or twice a week, however you can unsubscribe at any time. Check details of our privacy policy [here](https://funmusicco.com/privacyandlegal/).
***“Janice … you look tired. Are you okay?”*** It was those words that caused me to re-think my approach to teaching and start creating prepared music programs that wouldn’t require hours and hours of preparation. That is why I’ve been working hard for more than 18 years to create one of Australia’s most popular music curriculum programs.
It doesn’t matter if you’re a music specialist, like Andrea, who said ***“I have been teaching music for 35 years and this is a dream come true”*** or someone like Jodie, who said she ***“finds it really great, because she has no musical background”***. This program can help you!
**Janice Tuck**
Music Teacher and Creative Director of the Fun Music Company.
**Categories:** Worksheets and Puzzles
---
### [5 Outstanding Substitute Music Lesson Plans](https://funmusicco.com/5-outstanding-substitute-music-lesson-plans/)
**Published:** May 14, 2025
**Author:** FunMusicCo
**Content:**
# 5 Outstanding Music Substitute Lesson Plans That ANYONE Can Teach (Even Non-Music Teachers!)
Have you ever received that dreaded early morning phone call? You’re sick. Your child is sick. Or maybe there’s a family emergency. You need substitute music lesson plans immediately.
Or perhaps you’re on the other side. You’re a substitute teacher. The phone rings. They need you to cover a music class today. Panic sets in. You have NO IDEA how to teach music!
As music teachers, we often find ourselves in a unique predicament when it comes to absences. Most substitute teachers don’t have musical training, which means our carefully crafted curriculum can grind to a halt when we’re away.
But what if I told you there’s a solution that doesn’t involve “*just play a movie*” or “*have them do a worksheet*“?
Today, I’m sharing five outstanding **music substitute plans**.
ANY teacher can implement these successfully. Even those with zero musical experience! These easy music sub plans have been classroom-tested. They engage students in meaningful musical learning. No need for your substitute to read music. No instrument playing required. No singing to lead. Just simple, effective lessons anyone can teach.
Let’s dive into these **music class sub plans** that will save your sanity the next time you need to be away!
## Lesson #1: Instrument Families
### Suitable for grades 1-2
One of the most fundamental concepts in music education is understanding instrument families. This substitute music lesson makes it accessible for any substitute music teacher. It doesn’t even matter if they can’t tell a clarinet from a trombone!
## What Makes This Plan Perfect for Substitutes:
This elementary music sub plan is brilliantly simple but incredibly effective. It’s structured around three short videos that introduce string, woodwind, and brass instruments. After each video segment students complete a simple comprehension activity. This builds their knowledge of orchestral instruments step by step.
The genius of this plan is in its organisation. Students watch a video about a specific instrument family (for example, strings), then immediately fill in blanks on their worksheet about what they’ve just learned. This gives your substitute clear stopping points and ensures students are actively engaged in their learning.
## How It Works:
1. The substitute plays the first video introducing string instruments
2. Students complete the first section of their comprehension sheet
3. This pattern repeats for woodwinds and brass
4. Students then match instruments to their family groups on a diagram
5. If time allows, extension activities include discussing less common instruments
The best part? Your substitute doesn’t need to provide any of the musical content themselves. It’s all delivered through the videos, and the answers to the comprehension questions are included in the lesson plan. Talk about easy music lesson plans for substitute teachers!
## Why Students Love It:
Students are naturally fascinated by instruments. These videos show closeups of professional musicians playing each instrument. Visual and auditory components keep students engaged. The matching activity at the end is simple but effective. It solidifies their understanding of instrument categories. Students love seeing how the instruments work up close!
### Substitute Music Lesson Resources
Please find the resources required for this lesson below.
Bookmark the link for use in your classroom, and share it with your substitute teacher.
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/substitutelesson1/)
[
### PDF Worksheet](https://funmusicco.com/wp-content/uploads/2025/05/SubstituteMusicLessons_Worksheet_InstrumentFamilies.pdf)
## Lesson #2: A Brief History of the Piano
### Suitable for grades 3-4
This fascinating music substitute lesson plan takes students on a time journey. They discover how modern pianos evolved. It’s perfect for grades 3-4. The plan introduces important music history concepts. Your substitute needs no specialized knowledge. Anyone can teach this engaging piano history lesson. Students love learning about these historical instruments!
## What Makes This Plan Perfect for Substitutes:
The entire lesson revolves around one video. It covers the history of the piano. Worksheet activities follow. They reinforce what students have learned. Your substitute simply plays the video. Then they guide students through comprehension questions. Finally, they supervise a fun crossword puzzle. That’s all there is to it! No musical knowledge needed.
## How It Works:
1. Students watch a short, engaging video about how the piano developed
2. The class completes comprehension questions together (with answers provided in the lesson plan)
3. Students work independently on a crossword puzzle with clues from the video
4. If time allows, extension activities include creating a poster advertising the “new invention” of the piano
The worksheet includes a code-breaking activity at the end where students decode a famous piano composition title (“Moonlight Sonata”), which adds an element of fun and challenge for early finishers.
## Why Students Love It:
The video brings music history to life. It demonstrates how early keyboard instruments actually sounded. Students hear the difference compared to modern pianos. They’re fascinated to learn about the piano’s origins. The piano was once a groundbreaking technological innovation! Hands-on activities keep students engaged. They remain interested throughout the entire class period. Even non-musical students enjoy this historical approach.
### Substitute Music Lesson Resources
Please find the resources required for this substitute music lesson below.
This lesson is ideal for Grade 3 or 4 music classes that require a sub lesson.
Bookmark the link for use in your classroom, and share it with your substitute teacher.
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/substitutelesson2/)
[
### PDF Worksheet](https://funmusicmembers.com/wp-content/uploads/2026/06/SubstituteMusicLessons_PianoWorkshet.pdf)
## Lesson #3: The History of The Beatles (Grades 4-6)
### Suitable for grades 4-6
This **substitute music lesson plan** introduces students to The Beatles. They were one of music’s most influential bands. The plan works perfectly for upper elementary students. It appeals to grades 4-6 as they develop their own musical tastes. Students begin forming opinions about music at this age. They’re also starting to understand how music shapes culture. No prior Beatles knowledge required!
## What Makes This Lesson Plan Perfect for Substitutes:
The lesson centers on one video. It shows The Beatles’ rise to fame. It features their most popular songs. It explains their cultural impact. Your substitute needs zero musical knowledge. They simply play the video. Then they guide the discussion questions. The activities that follow are straightforward. Everything is prepared and ready to use. Anyone can teach this Beatles lesson successfully.
## How It Works:
1. Students watch a comprehensive overview video about The Beatles
2. The class completes guided comprehension questions about key facts from the video
3. Students engage in discussion questions comparing fan reactions in the 1960s to today’s music fans
4. Students complete a word search featuring Beatles song titles they heard in the video
This is one of the best **music substitute plans** available. This is because it integrates music history with cultural context. Students learn how music reflects society. They see how it shapes culture too. The discussion questions encourage critical thinking. Your substitute needs no special knowledge about music. They don’t need to know anything about The Beatles, as the lesson plan provides all necessary information. Everything is explained clearly. ***It’s truly substitute-friendly!***
## Why Students Love It:
Even students who may not be familiar with The Beatles are captivated by scenes of “Beatlemania” and the band’s appearance on The Ed Sullivan Show. The lesson connects historical music to their own experiences as modern music fans, and the word search activity reinforces their new knowledge of Beatles songs in a fun way.
### Substitute Music Lesson Resources
Please find the resources required for this sub music lesson below.
This lesson is written for Grade 4 music classes – however it would function effectively as a sub music lesson for any grade from grades 4-6.
Bookmark the link for use in your classroom, and share it with your substitute teacher.
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/substitutelesson4/)
[
### PDF Worksheet](https://funmusicco.com/wp-content/uploads/2025/05/SubstituteMusicLessons_Worksheet_Beatles.pdf)
## Lesson #4: Gotye – The Making of “Eyes Wide Open”
### Suitable for grades 5-6
This innovative **music substitute lesson plan for upper elementary** introduces older students to the creative process behind modern songwriting and production. It’s perfect for grades 5-6 and provides fascinating insights into how contemporary musicians create the songs we hear on the radio.
## What Makes This Lesson Plan Perfect for Substitutes:
This lesson revolves around a behind-the-scenes video where Australian musician Gotye explains how he created his song “Eyes Wide Open.” The video does all the teaching, making this one of the most easy music sub plans for non-specialist teachers to implement successfully.
## How It Works:
1. The substitute introduces Gotye as a Grammy-winning artist
2. Students watch a fascinating video showing how Gotye sampled sounds from “the musical fence” in outback Australia
3. Students complete comprehension questions about the songwriting and production process
4. The class listens to the final song without visuals, focusing on identifying the instruments they hear
5. Students watch the music video and discuss how it enhances or changes their perception of the song
The lesson plan includes thoughtful discussion questions about meaning, creative choices, and how sampling contributes to the song’s message—all of which can be facilitated without musical expertise.
## Why Students Love It:
This lesson gives students a peek behind the curtain of music production—something rarely covered in elementary music classes. They’re fascinated by how ordinary sounds can be transformed into music through sampling and how professional musicians combine traditional instruments with technology. The environmental message of the song also provides rich material for discussion.
### Substitute Music Lesson Resources
Please find the resources required for this sub music lesson below.
This lesson is written for Grade 5-6 music classes, but could even be used in middle or junior high school.
Bookmark the link for use in your classroom, and share it with your substitute teacher.
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/substitutelesson7/)
[
### PDF Worksheet](https://funmusicco.com/wp-content/uploads/2025/05/SubstituteMusicLessons_Worksheet_Gotye.pdf)
## But What About The Little Ones?
**Kindergarten music sub plans** require special consideration. Young learners need activities that:
- Incorporate movement
- Have clear, simple directions
- Maintain engagement through variety
While our older students can sit and focus on videos and worksheets for longer periods, our kindergarten and first-grade students need more dynamic activities that channel their natural energy and shorter attention spans.
Fortunately, our final lesson plan is specially designed with these youngest musicians in mind!
## Lesson #5: Musical Adventure (Kindergarten)
Finding appropriate **kindergarten music sub plans** can be particularly challenging, but this Musical Adventure lesson provides the perfect solution. It’s specially designed for our youngest students and incorporates movement, listening, and creative expression in a structured, easy-to-follow format.
## What Makes This Lesson Plan Perfect for Substitutes:
This lesson is entirely video-guided, making it one of the most foolproof music sub plans for non music teachers. The substitute simply plays each video segment and follows along with the activities, requiring no musical knowledge or special skills.
## How It Works:
1. Activity 1: Students play a listening game with “Fireworks” music, guessing what the music represents
2. Activity 2: Students learn “Cows in the Kitchen,” a fun song with movements and animal sounds
3. Activity 3: Students listen to “Flight of the Bumblebee” and draw pictures showing how the music moves
4. Activity 4 (optional): Students learn a body percussion pattern to accompany “Hickory Dickory Dock”
Each activity is introduced by a video, with clear instructions for both the substitute and the students. The lesson provides natural transitions between activities and accommodates different attention spans and energy levels.
## Why Students Love It:
This lesson engages all learning modalities—visual, auditory, and kinesthetic—keeping kindergarten students fully engaged throughout the class period. The animal sounds in “Cows in the Kitchen” are great fun, while the drawing activity for “Flight of the Bumblebee” allows for creative expression. The body percussion patterns are simple enough for success while still being challenging and fun.
### Substitute Music Lesson Resources
Please find the resources required for this kindergarten substitute music lesson below.
A kindergarten lesson plan requires more, shorter segments. Therefore we have provided a complete kindergarten substitute music lesson plan.
Download the PDF files linked below and share them with your substitute teacher, and bookmark the presentation for use in the classroom.
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/substitutelesson6/)
[
### Teacher's Lesson Plan](https://funmusicco.com/wp-content/uploads/2025/05/SubstituteMusicLessons_lessonplan_KindergartenSubLesson.pdf)
[
### PDF Worksheet for CONNECT activity](https://funmusicco.com/wp-content/uploads/2025/05/SubstituteMusicLessons_Worksheet_KindergartenConnect.pdf)
## How to Prepare These Plans for Your Substitute
To make these emergency music sub plans truly ready for any absence, follow these simple steps:
1. Create a dedicated sub binder with clear section dividers for each lesson plan
2. Pre-print all worksheets needed for each class you teach
3. Write clear instructions for accessing the presentation and videos, including our link provided
4. Add class lists and seating charts to help your substitute manage the classroom effectively
The best part about these easy music lesson plans for substitute teachers is that they can be prepared well in advance and kept ready for unexpected absences. Unlike some music activities that might be tied to your current curriculum, these standalone lessons will work at any point in the school year.
## Why These Lesson Plans Stand Out
What makes these music teacher substitute lesson plans particularly effective is that they’re designed specifically with non-musician substitutes in mind. They don’t require any special musical knowledge or skills, yet they still provide meaningful, standards-based music education.
Unlike many substitute music lesson plans that are essentially busywork, these lessons:
- Teach core musical concepts
- Engage multiple learning styles
- Provide clear structure for the substitute
- Include all necessary materials
- Offer extension activities for classes that move quickly
Most importantly, they allow your music program to continue even when you’re absent, rather than having your curriculum come to a complete halt every time you’re away.
Take Your Music Program Beyond Substitute Plans
These substitute lessons work great for emergencies. But what about the rest of the year? A complete curriculum ensures consistent music education. Your students deserve high-quality lessons all year long. Whether you’re teaching or not.
The Fun Music Company offers a comprehensive **[Music Curriculum Program](https://funmusicco.com/fun-music-company-music-curriculum/)**. It provides everything for an entire year. All lessons are engaging and standards-aligned. You’ll get step-by-step lesson plans. Ready-to-use presentations are included. Student worksheets come prepared. Assessment tools make evaluation simple. You’ll save countless hours of preparation time. Yet you’ll still deliver exceptional music education.
Many lessons are designed to be substitute-friendly. The principles from these emergency plans extend across the entire program. Your music program can thrive every day of the year!
### ***“Having access to your music program has made the teaching and planning of my music classes SO much easier!”***
This was what Liz, a music teacher from a small school wrote to us in an email recently. This is typical of the hundreds of responses we get every week from teachers across the world using the Fun Music Company Curriculum Program.
The Fun Music Company prepared curriculum program helps specialist music teachers, classroom teachers, or anyone asked to teach music in an elementary school.
Download your sample pack now!
To see what is included in the Fun Music Company Curriculum program, the easiest first step is to download the **sample pack** below.
This will give you a tiny taste of the hundreds of engaging lesson activities in the program, and you can then get in touch with us and learn more about the program.
### ***“Having access to your music program has made the teaching and planning of my music classes SO much easier!”***
This was what Liz, a music teacher from a small Catholic school in Sydney wrote to us in an email recently. This is typical of the hundreds of responses we get every week from teachers across Australia using the Fun Music Company Curriculum Program.
**Imagine having an entire year of music lessons already planned, prepared, and ready to teach** — no more Sunday night scrambles or piecing together resources from different places. That’s exactly what teachers at over 350 schools across Australia are experiencing right now.
Our curriculum program gives you complete, sequential lesson plans for every week of the school year, with videos, worksheets, interactive resources, and everything you need to walk confidently into your music room — whether you’re a specialist or a classroom teacher who’s been asked to teach music.
**Ready to see what a week of music lessons looks like in your grade level?**
Download a free sample pack below and take it for a test drive in your classroom.
First Name First
Email
Please select a grade for your sample:KindergartenGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6
Δ
We value your privacy and would never spam you. We may email you valuable ideas for music teaching once or twice a week, however you can unsubscribe at any time. Check details of our privacy policy [here](https://funmusicco.com/privacyandlegal/).
***“Janice … you look tired. Are you okay?”*** It was those words that caused me to re-think my approach to teaching and start creating prepared music programs. I wanted to create something that wouldn’t require hours and hours of preparation. That is why I’ve been working hard for more than 18 years to create one of Australia’s most popular **music curriculum programs**.
It doesn’t matter if you’re a music specialist, like Andrea, who said ***“I have been teaching music for 35 years and this is a dream come true”*** or someone like Jodie, who said she ***“finds it really great, because she has no musical background”***. This program can help you!
**Janice Tuck**
Music Teacher and Creative Director of the Fun Music Company.
**Categories:** Lesson Plans, Worksheets and Puzzles
---
### [Elementary & Primary Music Lesson Plans Made Easy](https://funmusicco.com/elementary-primary-music-lesson-plans-guide/)
**Published:** February 13, 2024
**Author:** FunMusicCo
**Content:**
# How do you create effective, easy to use primary and elementary music lesson plans?
### What are the essential steps to creating elementary and primary music lesson plans?
### What curriculum, learning outcomes, and assessments should be in elementary and primary music lesson plans?
### How can you create all the elementary and primary music lesson plans you need, and still have time to breathe?
**How do busy teachers create elementary and primary music lesson plans without spending countless hours after school?** That’s the question I’ve been answering for music educators across Australia, the USA, UK, and Canada for over two decades.
I’m Janice Tuck, creative director here at The Fun Music Company. Whether you’re searching for **primary school music lesson plans** (the term used in Australia and the UK) or **elementary music lesson plans** (common in the USA and Canada), you’re in the right place. This guide will show you how to create effective, curriculum-aligned music lesson plans for elementary and primary students—and still have time to breathe. I’ll break down the essential steps, reveal what actually needs to be in your lesson plans, and show you how to teach engaging music lessons starting tomorrow.
Author: **Janice Tuck**
Music teacher and creative director
of the ***Fun Music Company***.
## What is in a music lesson plan?
A music lesson plan for primary or elementary students is a document that outlines what is going to happen in a lesson.
In its traditional form, it would include:
1. A statement of the learning outcome for the lesson.
2. Lists of the resources and supplies needed for the lesson.
3. A list of activities that the students will complete.
4. Guidelines for the amount of time required for each activity in the lesson plan
5. A guide for assessing the students learning and seeing how they meet the learning outcome.
6. Statements showing how the lesson supports the needs of state and/or national curriculum requirements.
7. A space for evaluation and reflection of the lesson and planning. This, should in theory, make for a more successful lesson from this topic in the future.
Now my question to anyone is:
***How many teachers actually have time to create such a document for every single lesson they teach?***
Not many, that is for sure!
*When surveyed, 92%\* of Australian teachers stated they didn’t have time to prepare adequately for their lessons.*
*Also … 86% of teachers reported they didn’t have time to create a lesson planning document for every lesson.*
## Does this lesson planning process cause stress?
Most teachers are typically required to teach throughout most of the day. However, if they’re fortunate, they may get one or two non-contact hours each week. During these limited hours, they must fit in all their marking, planning, assessments, phone calls, and correspondence. Alternatively, they might take their planning home, leading to long hours spent in the evening and on weekends. Consequently, they end up feeling tired and burned out.
In light of this, it is no surprise that a [recent survey](https://www.educationsupport.org.uk/resources/for-organisations/research/teacher-wellbeing-index/)\* of over 3,000 teachers revealed that 78% are experiencing stress. Moreover, 36% report that they are suffering from burnout.
So… in short: the chance of teachers making a comprehensive primary or elementary music lesson plan (like the one above) for every single lesson they teach is very unlikely!
We believe that this lesson type of planning process is unnecessary. Plus we believe it is actually CAUSING the stress that finds teachers leaving the profession!
It’s a myth that any music teacher should be preparing each lesson to this degree. Instead what music teachers need is a simple lesson planning system. A system which saves time on preparation and does not create more work and stress!
## What is the #1 piece of advice regarding primary and elementary music lesson plans?
We have spent the past two decades of talking and learning from the best music educators in the world.
***What is the #1 piece of advice we’ve learned?***
CONNECTION and RAPPORT with students is the most important skill that any music teacher can possess.
We believe all music teachers should have time in each lesson to think about their students and what their needs are.
Our wish is that any teacher should be able to show up and teach. They should have a step-by-step consistent program with the activities set. Then the planning is easily handled! It shouldn’t matter how much experience they have.
That’s exactly why we make our primary music lesson plans simple and easy to use. They require little if any preparation time from the teacher.
## What SHOULD be in your primary and elementary music lesson plans?
**What are the critical parts of a music lesson plan?**
1 – A statement of the learning outcome for the lesson.
2 – The lesson activities
That is it. The rest of it should be handled by the overall program of lessons, not on an individual lesson basis.
**Links to curriculum?** That needs to be handled by the structure of the overall program that is put in place. A balance of activities linked to all the curriculum outcomes achieves this.
**What about assessments?** These can and should be handled by the framework of the overall program. Students in primary/elementary music should be assessed once or twice per school term. These assessments should be done in the easiest possible manner. To do more than that takes away time from valuable learning opportunities and FUN in every class.
The rest of it is either unnecessary, or can be handled by consistent repetition.
For example, creating a list of supplies for the grade level is often redundant. The instruments and resources we need for a grade are often the same for each lesson. Instead, organise the teaching space so that all instruments and resources are available when you need them.
### Critical piece #1
## Statement of the learning outcome for the music lesson plan
This is a critical piece of the puzzle. In doing anything from making dinner to running for a leadership position, the first step is always to set an outcome.
A learning outcome is just an intention. However, if a teacher is doing this themselves they have to think “ok … where do I start with creating a learning outcome?”
So they may start by looking at a curriculum document such as the Australian curriculum. Here they will find a content statement such as this:
> *“Manipulate elements of music to communicate ideas, perspectives and/or meaning when composing and practising for performance”*
>
> (from Australian curriculum v9, Music, Years 3 and 4)
However, this can leave any person feeling confused and vague about what to actually do!
### A curriculum content statement is not a lesson outcome!
The content statement above is not intended to be an outcome for ONE lesson. Instead, it’s intended to be a part of an overall structure of the curriculum.
For this reason The Fun Music Company spend many hours thinking about these content statements. We spend hours and hours thinking up ideas that focus on sections of the content statements. Then, we create a music lesson plan around it.
We then look at the entire program of lessons and work out whether we have covered the content statement appropriately.
For example in the COMPOSE section of Grade 3 we have a lesson for this curriculum statement were the learning outcome is:
**“Students will work together in small groups to create an untuned percussion piece which tells a story using dynamics.”**
So our curriculum statement requires that students manipulate an element of music, and they are doing this in this lesson by using dynamics.
They are also communicating perspectives and/or meanings through the means of telling a story.
There are similar lessons through our program for each of the elements of music: pitch, melody, rhythm etc.
### Teachers should not have to think up lesson outcomes!
It is our firm belief that teachers shouldn’t have to come up with their own lesson outcomes. Instead, they should be able to choose from a range of them, and go and teach the lesson! Total lesson preparation time: 5 minutes.
If a teacher has to come up with an idea for a lesson based on the curriculum outcome it will take anywhere from 3 to 4 HOURS to come up with a lesson idea and write the lesson plan.
And what teacher has time for an extra 3-4 hours of out-of-school preparation every night after the school bell rings?
### Critical piece #2:
## The lesson activities of the music lesson plan
*(Stepping AWAY from the curriculum to the common sense corner for a moment)*
Before I get into the lesson activities and how they are structured … I just want to take a moment to step AWAY from the curriculum, and think about what we are doing and why.
**Music.** That is the subject we are involved in.
As the great, late Richard Gill has said… *“Music is important, and music is good.”*
If you have not seen it, take a moment to watch Richard’s famous Ted-x talk from 2011:
Richard Gill was one of my mentors, a wonderful man and advocate for music education.
Richard passionately believed that children should be involved in SINGING and PLAYING music.
In this speech above, and in many of his speeches he said:
*“Music is the RIGHT of every child, no matter where, and what the circumstance.”*
### Children have to be engaged in music, and this requires focus.
Therefore, what we believe here at the Fun Music Company is that all music lessons should include singing and playing music actively.
So while the curriculum is very important, the means by which they need to access the curriculum must always include singing and playing, and children actively involved in music making.
Richard also says in his famous speech above:
*“Through singing, is how we engage every child” “Singing is how we teach children to be literate, to read and write”*
*“Through singing, is how we teach children to analyse.”*
So while the curriculum is important, we have to make sure that we involve the singing and playing of music every single lesson. Also singing and playing is in the curriculum anyway, so its not like we’re doing anything different or contrary to the curriculum.
That is why in our Fun Music Company [curriculum program](https://funmusicco.com/fun-music-company-music-curriculum/) we involve the singing and playing at every level, in every lesson.
## How we create elementary and primary music lesson plans at the Fun Music Company
So to plan our lessons, this is the basic structure that we work on when we create music lesson plans for the [Fun Music Company curriculum](https://funmusicco.com/fun-music-company-music-curriculum/).
1\. A *SKILLS* warmup. (aligned to the curriculum.)
2\. Singing and playing music (aligned to the curriculum.)
3\. *COMPOSE* or *CONNECT* activities (aligned to the curriculum.)
At times, the *COMPOSE* or *CONNECT* activity can more than cover the entire lesson time, however there is still singing and playing instruments at the heart of what we do.
At times, the singing and playing music could take more of the lesson if needed – however the *COMPOSE* or *CONNECT* activity is always there.
This is a screenshot of an outline from our NEW [Fun Music Company curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) V2.0, from Grade 2:
In this lesson the students do a quick *SKILLS* warmup. They then get into singing and playing with a great song called Bow Wow Wow. Finally they do a *COMPOSE* activity developing sound and silence.
Here is a PDF of the lesson plan for the *COMPOSE* lesson guide for grade 2, so you can see how the sequence of lessons links to the curriculum.
[](https://funmusicco.com/wp-content/uploads/2024/02/Grade2_ComposeLessonPlanGuide.pdf)
## Frequently asked questions about primary or elementary music lesson plans
What’s the fastest way to create music lesson plans for elementary and primary students?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-01-20T01:10:24+00:00#### [What’s the fastest way to create music lesson plans for elementary and primary students?](#collapse-5-35981)
The fastest approach is using a prepared curriculum program rather than creating lessons from scratch. With ready-made lesson plans that include learning outcomes, activities, and curriculum alignment, teachers can prepare a full lesson in under 5 minutes instead of 3-4 hours.
Can primary music lesson plans work without instruments or resources?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-01-20T01:09:59+00:00#### [Can primary music lesson plans work without instruments or resources?](#collapse-5-35979)
Yes! Effective music education can happen with minimal resources. Many activities use body percussion, voice, and everyday classroom items. The Fun Music Company designs lessons that work regardless of available instruments, making music education accessible for all schools.
What curriculum requirements do elementary music lesson plans need to meet?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-01-20T01:09:08+00:00#### [What curriculum requirements do elementary music lesson plans need to meet?](#collapse-5-35977)
Music lesson plans should align with your state or national curriculum standards (such as Australian Curriculum v9, NSW Creative Arts Syllabus, or US state standards). Rather than linking each individual lesson to curriculum, effective programs balance activities across all curriculum outcomes throughout the year.
How often should music lessons be taught in primary and elementary schools?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-01-20T01:08:27+00:00#### [How often should music lessons be taught in primary and elementary schools?](#collapse-5-35975)
Most primary and elementary schools schedule music lessons once per week. The Fun Music Company curriculum is designed around this weekly structure, with each lesson building on previous concepts while remaining engaging and manageable for busy teachers. Schools can and do choose different structures, and that is ok – teachers can still work with programs like the Fun Music Company curriculum with more or less than one lesson per week.
Do I need to be a music specialist to create primary school music lesson plans?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-01-20T01:06:20+00:00#### [Do I need to be a music specialist to create primary school music lesson plans?](#collapse-5-35973)
No! Both specialist music teachers and generalist classroom teachers can successfully teach music with the right resources. The key is having ready-to-use, curriculum-aligned lesson plans that require minimal musical background and preparation time.
What should be included in music lesson plans for elementary students?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-01-20T01:05:17+00:00#### [What should be included in music lesson plans for elementary students?](#collapse-5-35971)
An effective music lesson plan needs just two critical components: (1) A clear statement of the learning outcome, and (2) The lesson activities. Everything else—curriculum links, assessments, and resource lists—should be handled by your overall program structure, not on an individual lesson basis.
How long does it take to create elementary and primary music lesson plans?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-01-20T00:58:43+00:00#### [How long does it take to create elementary and primary music lesson plans?](#collapse-5-35967)
Creating comprehensive lesson plans from scratch can take 3-4 hours per lesson. However, with a structured curriculum program like The Fun Music Company’s approach, lesson preparation time drops to just 5 minutes. The key is having pre-planned learning outcomes and activities that align with curriculum requirements.
Are primary and elementary music lesson plans the same thing?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-01-20T00:58:02+00:00#### [Are primary and elementary music lesson plans the same thing?](#collapse-5-35965)
Yes! Primary music lesson plans and elementary music lesson plans refer to the same thing—just with different regional terminology. “Primary” is used in Australia, the UK, and New Zealand, while “elementary” is common in the USA and Canada. Both cover music education for students aged approximately 5-11 years (Kindergarten through Grade 6).
I don’t have much technology in my classroom. Can I still use this program?[Developer Two](https://funmusicco.com/author/developer02/ "Posts by Developer Two")2026-02-27T20:04:06+00:00#### [I don’t have much technology in my classroom. Can I still use this program?](#collapse-5-23323)
We always get questions like: ***I don’t have an interactive whiteboard – can I still use this?*** and ***Can I use my iPad?***.. and all those sort of technology-related questions.
Well … for this one … we are pleased to announce that the answer is **yes!**
Yes, you can use it, no matter what technology you happen to have in your classroom.
We’ve set this up as an online system. It is set up as a type of webpage that you access in the classroom. Its fully setup online, so there is nothing to download or install or anything for these programs, you simply login to our new members area, choose the module you want and away you go.
Its setup to work on any device, and yes, even iPads!
For this program, all you need is a screen, and some sort of device that can access the internet attached to it. A computer with any internet browser will do it or any sort of iPad or tablet device.
## **How to teach a usable primary or elementary music lesson right now**
As we’ve described in this article, the two single most important factors in creating any primary music lesson plan are:
**1. having an outcome in mind**
and
**2. having a set of fun planned activities that help you progress towards your specific class’s curriculum and learning needs.**
Becoming an impactful music teacher is not about being the most skilled musician or singer or having all the answers upfront. It’s about having a systematized approach, being prepared to try new ideas and putting the needs of your students first.
So start by downloading our free **music curriculum sample pack** by entering your details below.
If you’re looking to add an instrument program to your lesson planning, [teaching ukulele](https://funmusicco.com/how-to-teach-ukulele-in-the-classroom-a-complete-guide-for-primary-and-elementary-teachers/) is one of the best options for primary and elementary classrooms. Also if you have access to Boomwhacker pitched percussion tubes, we have lots of ideas for [boomwhackers in the classroom](https://funmusicco.com/boomwhackers/) at the Fun Music Company.
Also, if buckets and drumsticks are more accessible for your school, our [bucket drumming lesson plan](https://funmusicco.com/lesson-plan-for-bucket-drumming/) is a fantastic, low-cost way to get an entire class playing together.
### ***“Having access to your music program has made the teaching and planning of my music classes SO much easier!”***
This was what Liz, a music teacher from a small Catholic school in Sydney wrote to us in an email recently. This is typical of the hundreds of responses we get every week from teachers across Australia using the Fun Music Company Curriculum Program.
**Imagine having an entire year of music lessons already planned, prepared, and ready to teach** — no more Sunday night scrambles or piecing together resources from different places. That’s exactly what teachers at over 350 schools across Australia are experiencing right now.
Our curriculum program gives you complete, sequential lesson plans for every week of the school year, with videos, worksheets, interactive resources, and everything you need to walk confidently into your music room — whether you’re a specialist or a classroom teacher who’s been asked to teach music.
**Ready to see what a week of music lessons looks like in your grade level?**
Download a free sample pack below and take it for a test drive in your classroom.
First Name First
Email
Please select a grade for your sample:KindergartenGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6
Δ
We value your privacy and would never spam you. We may email you valuable ideas for music teaching once or twice a week, however you can unsubscribe at any time. Check details of our privacy policy [here](https://funmusicco.com/privacyandlegal/).
***“Janice … you look tired. Are you okay?”*** It was those words that caused me to re-think my approach to teaching and start creating prepared music programs that wouldn’t require hours and hours of preparation. That is why I’ve been working hard for more than 18 years to create one of Australia’s most popular music curriculum programs.
It doesn’t matter if you’re a music specialist, like Andrea, who said ***“I have been teaching music for 35 years and this is a dream come true”*** or someone like Jodie, who said she ***“finds it really great, because she has no musical background”***. This program can help you!
**Janice Tuck**
Music Teacher and Creative Director of the Fun Music Company.
\* Teacher well-being survey by Education support UK. https://www.educationsupport.org.uk/resources/for-organisations/research/teacher-wellbeing-index/
**Categories:** Lesson Plans, Primary School Music
---
### [The Importance of Music Lessons](https://funmusicco.com/the-importance-of-music-lessons/)
**Published:** April 30, 2014
**Author:** FunMusicCo
**Content:**
# The Importance of Music Lessons
Its time for another issue of Music Teachers’ Q and A. In this episode we cover a very important issue: the importance of music lessons.
Today’s question came from Doug, from the USA, and he said:
> “I am a general music teacher who teaches 6,7,8 and high school students. My question is: How can I motivate my students to take my classes seriously? A lot of the kids feel music class is not as important as their core subjects.”
Here is our thoughts on this topic on video:
Music education is fundamental to our work as educators. We must communicate its significance to students, parents, and colleagues.
## Research on the importance of music lessons.
There is a lot of research showing there are extra benefits of music education.
We have discussed many of these topics on this website, including:
[How Does Music Stimulate Left and Right Brain Function](https://funmusicco.com/how-does-music-stimulate-left-and-right-brain-function-and-why-is-this-important-in-music-teaching/)
However it is more that just music being only good for academic intelligence.
In order to become happy, confident people, we have to do a whole spectrum of things in life.
Howard Gardner has a theory of multiple intelligence’s. In his 1892 book called “frames of mind” Gardner identifies that there are several different modalities of intelligence, including:
- musical-rhythmic
- visutal-spatial
- verbal-linguistic
- logical-mathematical
- bodily-kinesthetic
- interpersonal
- intrapersonal
- naturalistic
And music is a skill that develops many of these modes of intelligence – all at once!
## What makes one skill more important than another?
Why create a hierarchy of importance in school subjects? Sir Ken Robinson addresses this question powerfully in one of the most engaging TED Talks ever recorded. If you haven’t seen it yet, you can watch it here.
**Categories:** Music Teachers Q and A
**Tags:** music advocacy, Music Teaching
---
### [What Does Music Mean To A Generation That's Never Bought An Album?](https://funmusicco.com/what-does-music-mean-to-a-generation-thats-never-bought-an-album/)
**Published:** May 22, 2026
**Author:** Janice Tuck
**Content:**
# What Does Music Mean To A Generation That’s Never Bought An Album?
Most students today have never bought an album in their life. Instead, they press play and music appears out of thin air. It just exists. And that one simple shift in how music is experienced has created a gap in understanding that every music teacher needs to know about.
In today’s episode, I explore why music teachers are uniquely placed to have one of the most important conversations happening in schools right now, and it starts with one simple question you can ask your class today.
In this episode I talk about:
- The “record store” moment that explains everything about how this gap happened.
- The YouTube video that gets taken down and why the child had no idea why.
- The school concert, the upload, and the letters that can follow.
- The one simple question that opens the whole conversation with any class.
- Why music teachers and not just lawyers or tech experts, are exactly the right people to have this conversation.
And finally, what happens when students truly understand that music is made by real people who deserve to be valued for their work, and how that changes everything about how they listen, create, and engage with music.
The Spark for Music Teachers is ten minutes of mindset and energy designed especially for anyone teaching music in schools. If this episode resonated with you, you’ll find more just like it wherever you listen to podcasts.
And , if you enjoy this podcast, please give us a five star rating and review on iTunes, subscribe wherever you listen to podcasts, and if you know anyone who is struggling with this right now, feel free to share it with them too.
**Additional Resources:**
If you enjoy this podcast, please give us a five star rating and review on iTunes, subscribe wherever you listen to podcasts, and if you know anyone who is struggling with this right now, feel free to share it with them too.
**Additional Resources:**
If you’d like to read further about Copyright, you can read more in our [Copyright guide for music teachers](https://funmusicco.com/play-alongs-pop-songs-and-copyright/).
Get my weekly emails and free resources from the [music teaching resources archive](https://funmusicco.com/music-teaching-resources-archive/).
**Categories:** Weekly Spark Podcast
---
### [Boomwhackers for the Classroom: Everything You Need to Get Started](https://funmusicco.com/boomwhackers/)
**Published:** March 6, 2026
**Author:** Janice Tuck
**Content:**
# Boomwhackers for the Classroom – Everything You Need to Get Started
**Boomwhackers are colour-coded hollow plastic tubes used in primary school music classrooms worldwide.** Each tube produces a distinct musical pitch when struck — longer tubes for lower notes, shorter tubes for higher notes — with a colour-coding system that allows students and teachers with no prior musical background to play ensemble music together from the very first lesson.
Invented in the 1990s by Craig Ramsay, Boomwhackers are now one of the most widely used pitched percussion instruments in K–6 music education, valued for their accessibility, durability, and ability to teach genuine musical concepts including pitch, rhythm, notation, and ensemble playing.
***Got some of these plastic tubes lying around in your classroom?***
***Has someone helpfully suggested to you when looking for activities for primary school music.. why don’t you try Boomwhackers?***
Whether you’ve never used Boomwhackers before or you’ve had a set gathering dust in the storeroom for years, this guide is going to give you everything you need to get started with confidence. We’re talking about what they are, how they work, how to play them correctly (yes, there are wrong ways — and they’ll cost you in damaged instruments!), and how to actually use them in a real classroom.
Plus, we’ll share some free Boomwhacker resources you can use tomorrow — and show you how the Fun Music Company Curriculum takes all the planning off your plate entirely.
Let’s dive in.
## What Are Boomwhackers?
Boomwhackers are colour-coded, hollow plastic tubes that produce a musical pitch when struck. Each tube is a different length — longer tubes produce lower notes, shorter tubes produce higher notes. The magic is in the colours: every note in the musical scale is assigned its own colour, which means students (and teachers!) don’t need to know anything about music notation to start making music together.
They were invented in the 1990s by Craig Ramsay, a musician and educator who wanted to create an instrument that was genuinely accessible — something that could turn any group of people into an instant ensemble, regardless of musical background. **He succeeded brilliantly.**
### Here’s why Boomwhackers work so well with children:
- **No prior experience needed**. Any child who can identify a colour can play a Boomwhacker part.
- **They’re kinaesthetic.** Children are physically making music — moving their bodies, hitting the tubes, responding to sound. It’s active learning at its best.
- **They’re inclusive.** Every student in the class gets a part. There’s no ‘I can’t do this’ with Boomwhackers.
- **They scale from simple to complex.** A kindergarten class can do basic colour-matching rhythms; a Grade 6 class can perform full ensemble arrangements. The same instrument, years of curriculum potential.
- **They’re durable and affordable.** A decent set of Boomwhackers can last years with proper care — making them one of the best value classroom music investments available.
For teachers who feel nervous about music — whether that’s because you’re a generalist classroom teacher covering music, or a specialist who hasn’t used Boomwhackers before — this is the instrument that makes music teaching feel genuinely achievable.
Here at the Fun Music Company we have a full collection of **[Boomwhacker songs](https://funmusicco.com/boomwhacker-songs-for-your-k-6-music-classroom/)**, **[Boomwhacker games and activities](https://funmusicco.com/boomwhacker-games-and-activities-for-k-6-music-classes/)** , and a complete [**boomwhacker lesson plan**](https://funmusicco.com/boomwhacker-lesson-plans/) guide designed specifically for K–6 classroom use — so wherever you’re starting from, we’ve got you covered.”
## The Boomwhacker Colours
With Boomwhackers, the colour is everything. Once your students are familiar with the Boomwhacker colours, they can read colour charts, follow colour-coded arrangements, and play ensemble music much more effectively.
Here’s the complete Boomwhacker colour chart for the standard diatonic set (C major scale):
### The Standard Diatonic Set Colour Chart
ColourNoteSolfègeHex Code \***Red****C**Do**\#EB2427****Orange****D**Re**\#F6851F****Yellow****E**Mi**\#FBED1B****Light Green****F**Fa**\#6BBE46****Dark Green****G**Sol**\#0C9648****Purple****A**La**\#80539F****Magenta****B**Ti**\#E14197****Red****C**Do**\#EB2427**
*\* These are not “official” Boomwhacker Colour Hex Codes. You may have noticed these hex codes are hard to find online. That’s because, according to Rhythm Band Instruments (the manufacturers of Boomwhackers), there are no official digital hex codes — the plastic manufacturing process doesn’t translate directly to screen colour values. The codes in this chart are the closest we have found to a digital representations of the physical tubes, and are the best available reference for creating your own colour-coded materials.*
### Chromatic Set Colour Chart
ColourNoteSolfègeHex Code \***Red-Orange****C#/Db**Di/Ra**\#EF4D27****Orange-Yellow****D#/Eb**Ri/Me**\#FFC000****Mid-Green****F#/Gb**Fi/Se**\#6BBE46****Blue****G#/Ab**Si/Le**\#1500FF****Violet-Purple****A#/Bb**Li/Te**\#C800FF**
### A Quick Note on the High C Boomwhacker
You’ll notice that high C is the same colour as low C — red. This is intentional! It reinforces the musical concept that notes with the same letter name belong together (octave equivalence). It can confuse students at first, but it’s actually a wonderful teaching moment: ‘same colour, same note name — but an octave apart.
Which leads to a fun teaching opportunity…
## Boomwhackers and the Science of Sound: A Cross-Curriculum Opportunity
Here’s something most teachers don’t realise: Boomwhackers aren’t just a music tool. For older students, they’re a hands-on gateway into the science of sound — and the connection is built right into the instrument itself.
Try this activity with your class. Hold the low C (large red tube) and the high C (small red tube) up side by side, and ask students:
***“What do you notice about these two tubes?”***
They’ll immediately spot that one is longer than the other. Push it a little further:
***“How much longer, do you think?”***
Give students time to look, measure, and discuss. Eventually someone will notice — or you can reveal — that the high C tube is exactly half the length of the low C tube. That’s not a coincidence. That’s physics.
When a tube (or a string, or a column of air) is halved in length, it vibrates at exactly double the frequency — and double the frequency produces a note that is precisely one octave higher. This is one of the most elegant and consistent relationships in all of acoustics, and your students are holding the proof of it in their hands.
If you have access to a guitar, violin, or any other string instrument, you can take this even further. Show students how pressing a finger at the halfway point of a string — the 12th fret on a guitar — produces a note exactly one octave higher than the open string. The same principle, a different instrument, the same result.
### Curriculum Connection with Science
This activity links naturally to science strands covering sound, vibration, and waves in upper primary. It’s a genuine cross-curriculum moment that gives music class academic weight — and gives science class a memorable, concrete example. For teachers who need to justify music time to school leadership, this kind of explicit curriculum connection is gold.
## Recommended Boomwhackers for the Classroom
If you’re buying Boomwhackers for the first time — or advising your school on what to purchase — here’s the straightforward guide. There are several sets available, and it’s easy to over-invest in equipment you don’t actually need.
### **The standard diatonic set of Boomwhackers**
If you’re buying Boomwhackers for the first time — or advising your school on what to purchase — here’s the straightforward guide. There are several sets available, and it’s easy to over-invest in equipment you don’t actually need.
**The standard diatonic set covers C–C (a full major scale).**
The 8-Note C Major Diatonic Set is the one to buy first, and for most classroom teachers, it’s the only set you’ll ever need. It covers all eight notes of the C major scale (C, D, E, F, G, A, B, and high C) — the white keys on a piano — and it’s the set that every Boomwhacker song, activity, and curriculum resource is built around.
One set gives you eight pitches. For a class of 25–30 students, aim for **five to six sets** so that multiple students can share each pitch and the whole class can play simultaneously. The more you can have the better. We would recommend even getting up to eight up to ten sets of this set, prior to purchasing any chromatic or extension tubes.
### The Chromatic Set: Useful, But Not Essential
The 5-Note Chromatics Set adds the sharps and flats — C#, D#, F#, G# and A# — which are the black keys on a piano. Combined with the diatonic set, you have a full chromatic octave if you add these.
This is a worthwhile addition if you want to expand your repertoire to songs that require sharps or flats, or if you’re working with more advanced students on harmony and chord work. But most schools don’t need it to start — the diatonic set covers the vast majority of classroom songs and activities, and it’s significantly easier to manage with a full class.
***Buy the diatonic set first. Add the chromatic set ONLY later if the need arises.***
### Bass Boomwhackers: Amazing to See, But Not a Priority
The Bass Diatonic Set produces notes a full octave lower than the standard set — and when you see them played, they’re genuinely spectacular. The tubes are enormous (up to 50 inches long!) and the sound is rich and resonant. Students love them.
That said, they’re not required for the majority of classroom activities, and the cost and storage demands are significant. If you’re building a Boomwhacker program from scratch, bass tubes are a nice addition further down the track — not a day-one purchase.
### A Better Way to Get Bass Notes: Octavator Caps
Here’s the tip that experienced Boomwhacker teachers know: if you want to add bass notes to your classroom without the expense and storage challenge of full bass tubes, get Octavator Caps instead.
Octavator Caps are black plastic caps that fit over the open end of a standard Boomwhacker tube. Capping a tube lowers the pitch by exactly one octave — so your standard C tube becomes a bass C, your G tube becomes a bass G, and so on. They’re inexpensive, easy to store, and they turn your existing diatonic set into a two-octave instrument in seconds.
Quick summary — what to buy: Start with 5-6 diatonic sets. Add Octavator Caps for bass notes. Add the chromatic set if and when your program grows. Bass tubes are a bonus, not a necessity.
## Where to Buy Boomwhackers
*A quick note on this: we have professional relationships with the suppliers listed below, but we receive no commissions or referral fees from them. We mention them simply because they’re the most reliable options we know, and we want to save you the hassle of searching.*
In Australia: We recommend [**Optimum Percussion**](https://www.optimumpercussion.com.au/education/boomwhackers/boomwhackers/). They’re the most well-known and reputable supplier of percussion instruments for Australian schools, and they ship to every state. If you’re a school purchasing officer, they’re the easiest and most reliable place to start.
In the USA: Go straight to [**Rhythm Band Instruments**](https://rhythmband.com/collections/boomwhackers/boomwhacker-sets) — the manufacturers of Boomwhackers. Buy direct from them if you can, or alternatively through one of their many retail partners. Buying direct from the manufacturer means you’re getting the genuine article, and their school ordering process is well established.
Internationally and elsewhere: Boomwhackers are also widely available through Amazon.com and most music education retailers. If you’re outside Australia or the USA, check with your local school music supplier first — Boomwhackers are stocked widely enough that you likely won’t need to import them.
## How to Play Boomwhackers: The 3 Main Methods
This is the section most teachers don’t think to look up — until they’ve got a class full of bent, dented tubes and students complaining their hands hurt!
Here’s a direct answer: Boomwhackers are light plastic tubes, and they can be damaged surprisingly easily by students playing them too hard. Before you hand out a single tube, take five minutes to teach these playing methods properly. Your Boomwhackers will last years instead of months.
### Here is a description of how to play boomwhackers on video:
### Method 1: Play-in-the-Hand (The Standard Method)
Hold the Boomwhacker in one hand and tap it gently into the open palm of your other hand. This is the most common classroom method — it’s easy to teach, easy to control, and works well for seated activities.
The most common issue? Students hitting too hard.
When students say ‘my hand hurts!’ — you’ll know they’re hitting too hard!
That should be obvious, but sometimes it isn’t to nine year old school students!
Remind students that the goal is always to produce a clear, musical tone, not the loudest possible sound. Remind them: a gentle strike produces a lovely, resonant tone. A hard strike produces a thud — and eventually a dent.
### *What about playing on knees, thighs or other body parts?*
You do what works for your classroom. Students can sit in chairs and play on their knees, or stand and hit their thighs. Likely, you’ll get the same issue… *“My knees hurt!”* Which, of course needs the same response ***“Don’t play so loud!”***
**Boomwhacker Playing Method #1**
Playing into the other hand
### Method 2: Playing Boomwhackers on the Carpet
Sitting on the floor and striking the Boomwhacker against the carpet is a great option for younger students or activities where everyone needs to be at the same level.
There are actually two variations of this carpet method:
1\. Tap the end of the tube onto the carpet (the more obvious approach).
2\. Place the back edge of the tube in contact with the carpet and strike the full length of the tube flat against the carpet (the lever method).
The lever method is actually much better for the longevity of your Boomwhackers — students physically cannot bend the tubes this way. The trade-off is that it’s a trickier technique to teach younger children, so you may choose the simpler tap method and compensate by being strict about not hitting too hard.
One important warning: avoid hard floors. Carpet absorbs impact — hard floors don’t, and repeated striking on hard surfaces will dent and warp your Boomwhackers quickly.
**Boomwhacker Playing Method #2**
Playing on carpet
**Hitting the end on the carpet**
**Hitting the entire edge on the carpet
(The lever method)**
### Method 3: Over a Chair Back
For performances and ensemble work, students can stand behind chairs and strike the Boomwhacker against the top of the chair back. This looks fantastic in a performance setting — you get a neat row of students, each in position, with their tube ready to play.
This method only works if your chairs have the right kind of padded or rounded back rest (hard plastic chair backs aren’t ideal). And as with every method: be strict about hitting too hard. Light plastic tubes struck against a hard surface repeatedly will dent and lose their tone over time. But played carefully and musically? They sound great this way.
**Boomwhacker Playing Method #3**
Playing on a chair back
## How to Use Boomwhackers in Your Classroom
Now that you know how they work and how to play them, let’s talk about the practical side of actually running a Boomwhacker class. This is where a lot of teachers get overwhelmed — but with a clear system, it’s very manageable.
### Organising Students by Colour Group
The most effective classroom setup is to assign students to a colour group. Each group is responsible for one pitch. When their colour appears in the music, they play. We advise having students playing the same pitch to sit together. As well as making it easier to manage, it’s also easier to hand out and collect the boomwhackers if the students are sitting together in groups.
Most boomwhacker songs will use between 4 and 6 pitches. That means you’ll want to have 4 to 6 groups in your class, with 5 to 8 students in each group.
### Establishing Classroom Management Rules with Boomwhackers
***Safety First!***
Establish your rules before a single tube leaves the storage area:
- Boomwhackers are musical instruments, not weapons. They are never to be swung, thrown, or used to hit another person.
- We play gently — our goal is a musical tone, not a loud bang.
- Boomwhackers stay in your hands until the teacher says to put them down.
- When we’re not playing, the Boomwhacker rests on our lap or on the floor in front of us.
Most experienced Boomwhacker teachers spend the first few minutes of the very first lesson explicitly teaching and practising these rules. It pays dividends for every lesson that follows.
If you’d like to see how all of these elements come together in practice, we’ve put together a complete [boomwhacker lesson plan](https://funmusicco.com/boomwhacker-lesson-plans/) that walks you through a full K–6 lesson from start to finish.
## Boomwhackers and the Australian Curriculum
Boomwhackers are one of the most practical instruments available to Australian primary teachers for delivering the requirements of the Australian Curriculum v9: The Arts (Music). Across all year-level bands from Foundation to Year 6, the curriculum requires students to develop skills in making and responding to music — and Boomwhackers support both strands in ways that are accessible to specialist and generalist teachers alike.
### Foundation and Years 1–2
At Foundation level, the Australian Curriculum requires students to explore and express musical ideas through play and structured activity. Boomwhackers are ideally suited to this stage — the colour-coding system removes the barrier of music notation entirely, allowing even the youngest students to participate in ensemble music-making immediately. Students experience pitch relationships, steady beat, and simple melodic patterns through direct physical engagement, which aligns with the curriculum’s emphasis on kinaesthetic and aural learning in the early years.
In Years 1 and 2, as students begin developing more structured musical understanding, Boomwhackers support the introduction of colour-coded notation alongside traditional staff notation — building the bridge between sound and symbol that underpins music literacy development throughout the primary years.
### Years 3–4 and Years 5–6
As students progress into the middle and upper primary years, the Australian Curriculum expects increasing sophistication in music-making, including ensemble performance, rhythmic complexity, and an understanding of musical structure and form. Boomwhackers remain a valuable tool at these levels — particularly for ensemble work, cross-curricular science connections (the physics of sound and tube length), and as a bridge instrument while students develop skills on more complex tuned percussion.
The Fun Music Company Curriculum sequences Boomwhacker use deliberately across all six year levels, ensuring that each stage of the Australian Curriculum is addressed with age-appropriate activities and progressively more demanding musical content.
### For Generalist Classroom Teachers
One of the most significant advantages of Boomwhackers in the Australian primary context is that they are genuinely teachable by non-specialist teachers. The colour-coded system means that a classroom teacher without a music background can deliver a structured, curriculum-aligned music lesson without needing to read music or play an instrument. For many Australian primary schools — where music is taught by generalist classroom teachers rather than music specialists — this makes Boomwhackers one of the most practical curriculum delivery tools available.
## Do Boomwhackers Actually Work? What Teachers and Research Tell Us
It’s a fair question. Boomwhackers look like fun — but do they deliver real musical learning outcomes?
The evidence from classroom practice and music education research consistently says yes, when they are used as part of a structured, sequenced program rather than as a novelty activity.
### **Pitch and tonal awareness**
Because every Boomwhacker is tuned to a specific pitch, students are constantly hearing and producing accurate intervals and melodic relationships. Research into colour-coded pitched percussion instruments consistently shows improvements in pitch discrimination and tonal memory in early primary students — outcomes that carry over into singing accuracy and instrumental music learning.
### Rhythmic development
Ensemble Boomwhacker playing requires students to listen, count, and respond in time with others. This active rhythmic engagement — particularly when combined with movement and conducting cues — has been shown to improve steady beat internalisation, which is one of the strongest predictors of broader music literacy development.
### **Music notation literacy**
The Fun Music Company’s approach of displaying colour-coded notation alongside traditional staff notation from Kindergarten onwards creates an exposure-based pathway to music reading. Students who have spent two to three years tracking colour-coded scores are measurably better prepared to transition to traditional notation than students who have had no structured notation exposure.
### **Engagement and inclusion**
In Australian primary classrooms, where students arrive with widely varying musical backgrounds and experiences, Boomwhackers consistently produce high levels of engagement across ability levels. Every student has a part. No student is excluded by inability to read music or play a technically demanding instrument. This inclusive quality is not incidental — it is one of the primary reasons Boomwhackers have become a fixture in K–6 music programs worldwide.
## Free Boomwhacker Resources and Activities
The best way to understand what Boomwhackers can do in a classroom is to see them in action. We’ve put together two free complete lessons — one for Kindergarten and one for Grade 2 — so you can try this with your own students right away.
Each one includes a video you can watch to fully understand the activity, plus everything you need to teach this in the classroom.
## Free Activity #1: ‘A Sailor Went to Sea’ — Kindergarten
***What if you could teach young children to read music without them even realising they’re learning?*** That’s exactly what this Kindergarten activity does.
When we work with Kindergarten students, we want them playing instruments and making music right away. But here’s the challenge — they can’t read music yet. So how do we get a whole class playing together in an ensemble?
This is where our Fun Music Company ‘Boomwhacker Beatz’ come in. These are fun animated faces that bounce on screen at exactly the moment each child needs to play their note. Students watch the screen, and when they see their colour bounce — they play. It’s that simple.
But here’s what makes it genuinely clever: we don’t just show the animation. We also display traditional music notation alongside it, with colour-coded notes that match the Boomwhackers.
So while your Kindergarten students are watching those bouncing faces and having a wonderful time, they are simultaneously being exposed to real music notation. They’re seeing notes on a staff. They’re seeing how rhythms work. They’re beginning to make connections between what they hear, what they see on screen, and what they play — all without any pressure, and without even realising they’re learning to read music.
This is what educators call **exposure-based learning**. Kindergarten students aren’t expected to decode sheet music — but those neural pathways are forming, and that early exposure pays dividends as they move through the program.
***‘A Sailor Went to Sea’*** is a fun traditional song that Kindergarten students love. The free resource includes the complete lesson plan, the introduction video, and the full performance video with Boomwhacker Beatz — everything you need to run this lesson tomorrow.
### Resources for the Sailor Went to Sea Lesson
Please find the resources required for this music lesson below.
Download the PDF lesson plan guide, then bookmark the link for use in your classroom.
### Resources for this lesson
[
### PDF Lesson Plan](https://funmusicco.com/wp-content/uploads/2026/03/SingAndPlayLessonSample_SailorWentToSeaTuned.pdf)
[
### Online classroom presentation](https://funmusicmembers.com/sailorwenttoseasample-1/)
## Free Activity #2: ‘La Cucaracha’ — Grade 2
**What if just two notes is all you need to get your Grade 2 students playing in a real ensemble?**
Once students move beyond Kindergarten, the approach to Boomwhackers evolves with them. Grade 2 students no longer rely on the animated Beatz to know when to play — they’re ready to read the actual colour-coded notation on the staff. And ‘La Cucaracha’ is a perfect example of how to challenge them at exactly the right level.
The tuned percussion part for this arrangement uses just two notes. On the surface, that sounds very simple — and that’s entirely intentional. Here’s why it works so well at Grade 2:
- The two-note part is accessible for every student in the class, including those who find music difficult or lack confidence. No one gets left behind.
- The way students are learning it is more sophisticated than it looks. They’re reading colour-coded notation on a staff. They’re tracking rhythm. They’re playing alongside singing parts and other percussion, which means they’re listening, responding, and contributing to a full ensemble sound
- They’re experiencing what it genuinely feels like to be a musician — not just tapping a tube, but making music with other people.
This is the beauty of a well-sequenced program. The parts are manageable, but the experience is rich. Students build confidence through success, while the musical and cognitive demands grow steadily with each year level.
The free resource for ‘La Cucaracha’ includes the complete lesson plan and instructional videos for the tuned percussion part — ready to use with your class straight away.
### Resources for the *La Cucaracha* Lesson
Please find the resources required for this music lesson below.
Download the PDF lesson plan guide, then bookmark the link for use in your classroom.
### Resources for this lesson
[
### PDF Lesson Plan](https://funmusicco.com/wp-content/uploads/2026/03/SingAndPlayLessonSample_LaCucarachaTuned.pdf)
[
### Online classroom presentation](https://funmusicmembers.com/la-cucaracha-sample-1/)
These two lessons give you a real feel for how Boomwhacker music works across year levels — from the Kindergarten introduction right through to independent ensemble playing in the junior years. If you love what you see and want that same quality and sequencing for every year level from Kindergarten through to Grade 6, read on.
## Take Your Boomwhacker Teaching Further with the [Fun Music Company Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/)
[](https://funmusicco.com/fun-music-company-music-curriculum/)
What you’ve seen in this article is just a glimpse of what’s possible. The [Fun Music Company Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) has Boomwhackers woven through the entire K–6 sequence — and the thinking behind it goes much deeper than simply picking songs and playing them.
### Every Pitched Percussion Part is in Boomwhacker Colours
**Every single piece of tuned percussion music in the curriculum from Kindergarten to Grade 2 — is written in Boomwhacker colours.** That means your students always have a visual reference they recognise, whether they’re playing Boomwhackers, resonator bells, xylophones, or any other pitched instrument. The colour system isn’t just a Boomwhacker feature — it’s woven through the entire program as a consistent musical language.
### A Genuine Sequence — One Note at a Time
Here’s what sets the Fun Music Company approach apart from simply handing students a set of tubes and hoping for the best: we have really thought about sequencing.
- Kindergarten students start with just one note. One colour. One pitch. That’s all — and it’s exactly right for that age and stage.
- Grade 1 students build to two notes, then three.
- By Grade 2, students are reading colour-coded notation on a staff and playing as part of a full ensemble, as you’ve seen with La Cucaracha.
- Grades 3, 4, 5 and 6 continue to build — more pitches, more complex rhythms, more sophisticated ensemble arrangements — all the way through upper primary. Throughout Grades 3-6 students will start to move away from the Boomwhackers to more complex instruments, but can still come back to the Boomwhackers at different times.
- Every step is intentional. Every song is chosen because it achieves something specific at that year level. Nothing is random, and nothing is thrown in just to fill space.
### Get a Feel for It First — Free Boomwhacker Activity Sample Pack
If you’d like to explore the curriculum before committing, we’ve put together a free **Boomwhacker Activity Sample Pack** — a carefully selected collection of activities drawn from across the K–6 program so you can see the sequencing and quality for yourself.
[***Download the Free Boomwhacker Activity Sample Pack →***](https://funmusicco.com/boomwhacker-lessons-sample/)
### Ready for the Full Program?
The Boomwhacker content is just one part of a comprehensive K–6 music curriculum that covers singing, movement, composition, listening, and ensemble performance — all sequenced and ready to teach.
Whether you’re a music specialist or a generalist classroom teacher, the curriculum gives you everything you need to deliver confident, engaging music lessons every single week.
[***Explore the Fun Music Company Curriculum Program →***](https://funmusicco.com/fun-music-company-music-curriculum/)
> *“The Fun Music Co is the GOLD STANDARD in music education! I look forward to teaching with these programs and can’t wait to see what you create next!”*
> *— Fun Music Company Teacher*
## Frequently Asked Questions About Boomwhackers
What age group are Boomwhackers suitable for?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-03-05T22:53:40+00:00#### [What age group are Boomwhackers suitable for?](#collapse-6-37289)
Boomwhackers are ideal for Kindergarten to Grade 2 students. With the right activities, even preschoolers can enjoy simple colour-matching rhythms, but they find their sweet spot in early primary or elementary school.
Older primary or elementary students (Grades 3-6) certainly can use boomwhackers, and we do incorporate them within the SING & PLAY and COMPOSE elements of the Fun Music Company programs at this age. However, they should be supplemented with other instruments and activities at those age groups, and not over-used.
Do I need to know how to read music to use Boomwhackers?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-03-05T22:55:13+00:00#### [Do I need to know how to read music to use Boomwhackers?](#collapse-6-37292)
Absolutely not! That’s one of the biggest advantages of Boomwhackers. The colour-coded system means students follow along with their colour, rather than needing to decode traditional notation. If you can identify colours, you can teach with Boomwhackers.
How many Boomwhackers do I need for a class of 30?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-03-05T22:57:18+00:00#### [How many Boomwhackers do I need for a class of 30?](#collapse-6-37294)
For a class of 30, you’ll ideally want at least five to six sets of the diatonic set (8 tubes, C–C). That way groups of six students can play one pitch simultaneously.
How do I stop students from hitting the Boomwhackers too hard?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-03-05T22:58:18+00:00#### [How do I stop students from hitting the Boomwhackers too hard?](#collapse-6-37296)
This is every Boomwhacker teacher’s number one challenge! The key is framing it musically from the very start: tell students their job is to create a beautiful sound, not a loud one. Practising soft vs. loud together as a class helps. The carpet method also naturally reduces the likelihood of hard hits.
Can Boomwhackers go out of tune?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-03-05T22:59:07+00:00#### [Can Boomwhackers go out of tune?](#collapse-6-37298)
Yes — and this is one of the most important things to explain to students. Boomwhackers produce their pitch based on their exact tube length. Dents, bends, and damage change the tube shape and alter the pitch over time. Looking after them carefully means they’ll stay in tune for years.
What’s the best way to store Boomwhackers?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-03-05T23:00:17+00:00#### [What’s the best way to store Boomwhackers?](#collapse-6-37300)
Store Boomwhackers in buckets or containers or hanging vertically in a designated spot. Avoid storing them squashed in a box where they can bend. Many teachers use a large open container or hang them on hooks sorted by colour, which also makes them quicker to distribute in class.
Are there Boomwhacker lesson plans available for non-specialist teachers?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-03-05T23:00:55+00:00#### [Are there Boomwhacker lesson plans available for non-specialist teachers?](#collapse-6-37302)
Yes! The Fun Music Company Curriculum Boomwhacker Materials are designed specifically with generalist and non-specialist teachers in mind. Every lesson plan is fully scripted and colour-coded, so no music reading experience is needed.
Are Boomwhackers aligned to the Australian Curriculum?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-28T00:27:18+00:00#### [Are Boomwhackers aligned to the Australian Curriculum?](#collapse-6-38300)
Yes. Boomwhackers support the requirements of the Australian Curriculum v9: The Arts (Music) across all year-level bands from Foundation to Year 6. They are particularly well suited to the curriculum’s emphasis on ensemble music-making, aural skill development, and the progressive introduction of music notation. The colour-coded system provides a practical and accessible pathway to the music literacy outcomes required by the curriculum at each stage.
Can Boomwhackers be used by generalist classroom teachers with no music background?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-28T00:27:49+00:00#### [Can Boomwhackers be used by generalist classroom teachers with no music background?](#collapse-6-38302)
Yes — this is one of their greatest strengths in the Australian primary school context. The colour-coding system means that a teacher who cannot read music or play an instrument can still deliver a structured, curriculum-aligned Boomwhacker lesson. A clear lesson plan and access to colour-coded resources is all that is needed to get started.
How do Boomwhackers support music literacy development?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-28T00:28:27+00:00#### [How do Boomwhackers support music literacy development?](#collapse-6-38305)
When colour-coded Boomwhacker notation is displayed alongside traditional staff notation from an early age, students begin building the connection between sound and written symbol before they are formally taught to read music. This exposure-based approach — used throughout the Fun Music Company Curriculum from Kindergarten onwards — means students arrive at formal music reading with significantly more familiarity with how notation works than students who have had no structured notation experience.
## Ready to Bring Boomwhacker Music to Your Classroom?
Boomwhackers are one of those rare classroom instruments that work for absolutely everyone — students love them, teachers love them, and they produce genuinely musical results even in the very first lesson.
Start with the free resources above, get familiar with the colour chart and the three playing techniques, and you’ll be amazed at what your class can create. And when you’re ready for a full, sequenced program that takes all the planning work off your hands?
[***Explore how you can make Boomwhacker teaching easy and fun with the Fun Music Company Curriculum →***](https://funmusicco.com/fun-music-company-music-curriculum/)
**Categories:** Boomwhacker
---
### [28: Why motivation doesn't work](https://funmusicco.com/28-why-motivation-doesnt-work/)
**Published:** March 4, 2021
**Author:** Janice Tuck
**Content:**
# Why Motivation Doesn’t Work
Here’s a motivational idea: What if you were to give out sweets to every child who came to your class. Would that work?
You probably know already that giving out sweets is what is called an extrinsic motivator – it’s when you’re trying to motivate another person from the outside.
The other type of motivation is intrinsic motivation – the motivation that comes from within someone.
That is what the subject of this episode is all about. How you can take advantage of the extrinsic and intrinsic motivators in your teaching, and an idea for a wonderful intrinsic motivator we have as music teachers, that other teachers just don’t have.
If you’re looking for new and different ideas for music education to capture some of your students attention, then check out some of the following pages for more information on each of these areas:
- [Resources for teaching Ukulele](https://funmusicco.com/teaching-ukulele-lesson-plans/?utm_source=podcast&utm_medium=descriptionlink&utm_campaign=motivation)[](https://funmusicco.com/teaching-ukulele-lesson-plans/?utm_source=podcast&utm_medium=descriptionlink&utm_campaign=motivation)
- [Resources for teaching Bucket Drumming](https://funmusicco.com/junk-percussion/?utm_source=podcast&utm_medium=descriptionlink&utm_campaign=motivation)[](https://funmusicco.com/junk-percussion/?utm_source=podcast&utm_medium=descriptionlink&utm_campaign=motivation)
- [Resources for using Boomwhackers in the music classroom](https://funmusicco.com/boomwhackers/)[](https://funmusicco.com/boomwhacker-activities/?utm_source=podcast&utm_medium=descriptionlink&utm_campaign=motivation)
**Categories:** Weekly Spark Podcast
---
### [Ukulele Lesson Plans for Primary School Teachers](https://funmusicco.com/ukulele-lesson-plans/)
**Published:** June 25, 2026
**Author:** Janice Tuck
**Content:**
# Ukulele Lesson Plans: What to Teach, When to Teach It, and How to Make It Work
Here’s a scenario that plays out in schools all over the world.
A teacher gets access to a class set of ukuleles — maybe they’ve just been purchased, maybe they’ve been sitting in a cupboard for years. They’re excited. They do some research, find a few YouTube videos, maybe download a chord chart, and walk into their first lesson with a plan.
They teach the C chord. Then G. Then Am. Then F. And the students are enjoying it — which is great. But somewhere along the way, things start to unravel. The lessons feel rushed. Students are technically on the right chord but their strumming is inconsistent. Some are still fumbling with the transition from C to G while others are ready to move on. And the teacher isn’t quite sure what to consolidate, what to introduce next, or whether melody playing fits in anywhere at all.
This is what happens without a structured lesson plan — not because the teacher is doing anything wrong, but because ukulele has more moving parts than it first appears. There’s technique, chord playing, melody playing, ensemble work, theory, and listening activities — and without a clear framework for how they fit together and when to introduce each element, it’s easy to end up covering some things and missing others entirely.
This page lays out that framework. We’ll walk you through what a well-structured ukulele lesson actually looks like, how to plan across year levels, and how to keep a program moving forward with real, audible progression.
If you’re just getting started and want a broader overview first, our **[complete guide to teaching ukulele in the classroom](https://funmusicco.com/how-to-teach-ukulele-in-the-classroom-a-complete-guide-for-primary-and-elementary-teachers/)** covers everything from choosing instruments to setting up your program.
## Why the Resource You Choose Changes Everything
Many teachers use YouTube as a core resource for teaching ukulele.
Every day, teachers post on forums and social media asking for ukulele ideas, and the most common response they get is *“just go on YouTube and do a song with your class.”* And while YouTube has its place, that phrase — *just go on YouTube* — should give us pause. Because our students can go on YouTube at home. They all have phones and computers and unlimited access to whatever’s on there. So if what we’re doing in the classroom is the same thing they could find on a screen at home, we have to ask ourselves: what are we actually bringing to the table as teachers?
What we do in the classroom has to be better. It has to be structured, purposeful, and something students genuinely cannot replicate on their own. That’s what a proper lesson plan gives you — and it’s exactly what the rest of this page is about.
## The Two Pillars of a Ukulele Lesson
When it comes to the core musical content of a ukulele lesson, there are two distinct pillars — and a complete program needs both.
### Pillar 1: Chord Playing
Chord playing is where most ukulele programs begin, and for good reason. Strumming chords is immediately satisfying for students — they can produce a full, musical sound from their very first lessons, and that early sense of achievement is a powerful motivator.
But chord playing is more layered than it first appears. Before students can successfully move between chords, they need to develop solid foundational technique — correct posture, how to hold the instrument, how to position the fretting hand, and how to develop a consistent strumming action. Rushing past these foundations in the excitement of getting to actual songs is one of the most common reasons ukulele programs run into trouble. Students who haven’t consolidated their technique will struggle when chord transitions get more demanding — and the gap between students who have it and those who don’t becomes increasingly difficult to manage in a classroom setting.
A well-structured chord playing sequence moves students through individual chords with enough consolidation time at each stage before introducing the next. It’s not about how quickly you can get through C, G, Am and F — it’s about how confidently and consistently students can use them.
### Pillar 2: Melody Playing
This is where many ukulele programs stop short — not because teachers are doing anything wrong, but simply because most resources focus almost exclusively on chord playing and leave melody out altogether.
Melody playing opens up a completely different dimension of the instrument. Students learn to read and follow notation, play individual notes on the fretboard, and engage with music theory in a way that’s directly connected to what they’re doing with their hands. It also introduces an element of individual challenge that chord playing doesn’t always provide — there’s something genuinely compelling about working out a melody note by note, and students who might coast through chord strumming often find themselves deeply focused during melody work.
Bringing both pillars into your lessons also means you have natural variety built into every session — something that makes a significant difference to student engagement over a full term or year.
## What Does This Look Like in an Actual Ukulele Lesson Plan?
Both pillars don’t exist in isolation — they sit inside a three-part lesson structure that gives every session a clear beginning, middle, and end.
### Part 1: Skills Warm-Up
Every lesson begins with a short skills warm-up — typically five to ten minutes of focused attention on the physical foundations of playing. Posture, how to hold the instrument, fretting hand position, strumming technique.
This isn’t just a settling activity. Good technique is the foundation everything else is built on, and it needs regular, deliberate attention — especially in the early stages of a program. Students who develop poor habits early (hunching over the instrument, gripping the neck too tightly, strumming from the elbow instead of the wrist) will carry those habits forward, and they become increasingly difficult to correct the longer they’re left.
A consistent warm-up routine also has a practical classroom management benefit: it gives students something purposeful to do the moment instruments are in their hands, which significantly reduces the random plucking and noise that can derail the start of a lesson.
### Part 2: Core — Chord Playing and Melody Playing
This is where the main musical learning happens. Depending on where your class is in the program, the core of the lesson will focus on chord playing, melody playing, or — as students develop — bringing both together in ensemble activities. We covered both pillars in detail above.
### Part 3: Connect, Compose, or Consolidate
The final part of the lesson shifts from playing to reflecting, exploring, or extending. This might be a **Connect** activity — listening to a piece of music featuring the ukulele and exploring its cultural context, such as the instrument’s Hawaiian origins or its place in different musical traditions. It might be a **theory worksheet** connecting what students are playing to their broader music understanding. Or it might include simple **composing activities**, where students use the chords and melodic ideas they’ve learned to create something of their own.
This third part is what lifts ukulele teaching from an instrument skill into a genuine music education experience — and it’s what aligns your ukulele program with the broader Fun Music Company curriculum framework.
## What Year Level Should You Teach Ukulele?
This is a question we get asked a lot — and we have a clear position on it.
**The ukulele is best suited to Grades 5 and 6.** This is the year level where students have the hand size, the finger strength, and the attention span to make real, satisfying progress on the instrument. They can hold it comfortably, press down strings cleanly, and sustain focus through the kind of careful, repetitive practice that building technique actually requires. The results at this level can be impressive — and the sense of achievement students feel when they can play a full ensemble piece is something that sticks with them.
Grade 3 and 4 teachers do use our program successfully, and we fully support that. Students at this level can engage meaningfully with the instrument — it just takes a little longer to establish the foundations, and expectations around how far they’ll progress in a given term should be adjusted accordingly. If you’re in a Grade 3 or 4 classroom and you’re keen to get started, there’s nothing stopping you.
We’d gently suggest holding off in Kindergarten through Grade 2. It’s not about the students’ enthusiasm — that’s rarely in short supply — but about the physical reality of small hands on a full-sized instrument. The ukulele requires a level of hand span and finger strength that most children under eight or nine simply haven’t developed yet, and pushing too early can lead to frustration rather than the enjoyment and success that a good ukulele program should deliver.
The sweet spot is Grades 5 and 6. That’s where the magic happens.
If you’re still at the stage of deciding whether to start a program at all, our guide to [**How to Start a Ukulele Program in Your Primary School**](https://funmusicco.com/start-ukulele-program-school/) covers instrument selection, budgeting, and classroom setup in detail
## Try a Free Ukulele Lesson Plan
The best way to understand how this framework works in practice is to see a complete lesson in action.
We’ve put together a full sample lesson from the Fun Music Company **Ukulele Curriculum System** — and it’s free to access. No sign-up required, just click and explore.
The sample lesson covers all three parts of the lesson structure:
**Skills Warm-Up** — students begin with open string strumming exercises using the C chord, building the physical foundations before any new content is introduced.
**Core — Chord Playing** — the chord pathway works through learning the F chord, consolidating it across two practice exercises, combining F and C7 chords. Then we bring everything together in a song called *Rockin to the Rhythm*.
**Extension and Consolidation** — the lesson closes with a theory worksheet to consolidate the lesson content.
It’s a single lesson — but it gives you a clear picture of how a complete, structured ukulele program fits together from start to finish.
### Resources for this ukulele lesson plan
[
### Online classroom presentation](https://funmusicmembers.com/ukulele-sample-lesson/)
## The Complete Ukulele Curriculum Program
If that sample lesson gave you a sense of what’s possible, the full Fun Music Company Ukulele Curriculum System takes it all the way.
The complete program includes 40 fully structured lessons, covering everything in the right sequence — from the very first time your students pick up an instrument through to confident ensemble performance. Every lesson follows the three-part structure you’ve seen here: a skills warm-up, core chord and melody content, and a Connect, compose, or consolidate activity to round things out.
Everything is delivered on screen, ready to load on your classroom whiteboard and teach. Animated chord diagrams, bouncy-ball timing for melody work, backing tracks, printable worksheets, and a complete assessment framework across four ten-lesson blocks — it’s all included.
You don’t need to plan a thing. You don’t need to source resources or wonder what comes next. You just open the lesson and teach.
And because it’s part of the broader Fun Music Company curriculum membership, your ukulele program doesn’t sit in isolation — it connects to a complete K–6 music curriculum covering every area of the Australian music curriculum, including bucket drumming and boomwhacker programs, composition, music theory, and much more.
[](/teaching-ukulele-with-ukulele-curriculum-program/)
### [Click here to check out the complete Ukulele Curriculum System »](/teaching-ukulele-with-ukulele-curriculum-program/)
**Categories:** Ukulele
---
### [How to Start a Ukulele Program in Your Primary School](https://funmusicco.com/start-ukulele-program-school/)
**Published:** July 15, 2026
**Author:** FunMusicCo
**Content:**
# How to Start a Ukulele Program in Your Primary School: A Complete Guide
If you’re thinking about starting a ukulele program at your school, you’re not alone — and you’ve picked one of the smartest instruments a primary school could choose. But “where do I even start?” is a completely fair question, whether you’re a music coordinator building a case for the budget committee, a specialist teacher planning your first unit, or a generalist classroom teacher who’s just been asked to make this happen.
The good news is that starting a ukulele program doesn’t have to be complicated, expensive, or something only a music specialist can pull off. With the right instruments, a simple structure, and a bit of planning up front, any primary school can have a thriving ukulele program running within a term.
This guide walks you through everything you need to know — from why ukulele works so well in a classroom setting, through to instrument selection, program structure, and the practical (and sometimes overlooked) considerations like copyright. By the end, you’ll have a clear plan for getting started, whatever stage you’re at.
And once your program is up and running, our companion guide, [**How to Teach Ukulele in the Classroom: A Complete Guide**](https://funmusicco.com/how-to-teach-ukulele-in-the-classroom-a-complete-guide-for-primary-and-elementary-teachers/), walks you through exactly how to teach it, lesson by lesson.”
## Why Ukulele?
Not every instrument is a natural fit for a whole-class primary setting. Ukulele is — and it’s worth understanding exactly why, especially if you’re making the case to a principal or budget holder.
### It’s affordable at scale.
A class set of ukuleles costs a fraction of a class set of most other instruments. For schools working with tight budgets, that matters — you can outfit an entire class without the spend that keyboards, guitars, or orchestral instruments would demand.
It’s the right size for young hands.
The soprano ukulele is small, light, and easy for little fingers to manage. Students can hold it comfortably, reach the frets, and produce a clean sound far sooner than they could on most other instruments — which means less frustration and more music-making, right from the first lesson.
It builds real musical skill.
Ukulele isn’t just a “fun extra” — it teaches chord shapes, strumming patterns, rhythm, and ensemble playing, all of which transfer directly to broader musical understanding. Students who learn ukulele are building genuine musicianship, not just a party trick.
It aligns naturally with the curriculum.
Ukulele lends itself well to the Australian Curriculum’s music strands — students can explore, perform, compose, and respond, all through an instrument they can actually take home and keep practising on. That’s a rare combination.
It doesn’t require a music specialist to get started.
With the right program and support, a generalist classroom teacher can deliver an effective ukulele program — you don’t need years of musical training to give your students a genuinely rich experience.
## What You Need to Get Started
The good news is that a ukulele program doesn’t require a long shopping list. Here’s what you actually need before your first lesson.
A class set of soprano ukuleles.
For a typical class of 25–30 students, you’ll want enough instruments that students aren’t waiting around to have a turn — ideally one ukulele per student, though sharing across two lessons a week can work if budget is tight. Student-grade soprano ukuleles for school use typically sit in an affordable price bracket per instrument, though it’s worth getting a current quote from a few suppliers, as pricing varies by brand, timber, and whether you’re buying direct or through an education supplier.
If you’d like specific brand recommendations or retailer suggestions for your location, the [Fun Music Company helpdesk](https://funmusicco.com/contact) is happy to help — just get in touch.
### Spare strings.
Strings break, especially in the first few months while students are learning how much pressure to use. A small stock of spares means a snapped string doesn’t take an instrument out of action for a week.
### A tuner.
A simple clip-on tuner (or a tuning app) makes it realistic to get a whole class set in tune quickly, even if you’re not confident tuning by ear yourself.
### A storage solution.
This is one area where schools sometimes overthink things before they’ve even started. You don’t need a purpose-built rack on day one — ukuleles stored upright in boxes, in a cupboard, or leaning carefully against a wall will do the job while you’re getting your program off the ground. What matters far more than the storage itself is having a clear routine: a set process for how and when students collect and return their instrument, so that care becomes part of the habit from lesson one. You can always upgrade to a proper rack once the program is established and you’ve got a sense of the numbers you’re working with long-term.
### A simple instrument-assignment system.
More on this in the next section, but it’s worth knowing upfront: giving each ukulele a number and assigning it to a specific student (rather than “grab whichever one”) heads off a surprising number of classroom management headaches before they start.
## Choosing the Right Ukuleles for a Class Set
Not all ukuleles are created equal — and for a classroom setting, the right choice isn’t necessarily the same instrument you’d recommend to an adult learner buying their first ukulele.
### Soprano vs concert.
**Soprano ukuleles** are the standard choice for primary classrooms, and for good reason: they’re the smallest and lightest size, which makes them manageable for young students, particularly in the early years.
**Concert ukuleles** are slightly larger with a fuller sound and a bit more room between the frets, which some upper primary students find easier to play accurately — but they come at a higher cost and aren’t as forgiving for the smallest hands in the room.
For most whole-school programs a soprano class set is the more practical and cost-effective choice, with concert ukuleles occasionally considered as an upgrade option for senior students who’ve outgrown the soprano.
### Geared tuners vs friction pegs.
This is one of the most important — and most overlooked — decisions for a school setting. Friction pegs (the traditional wooden peg style) are usually cheaper, but far more prone to slipping out of tune, which becomes a real problem when you’re trying to keep an entire class set in tune across a busy teaching day.
**Geared tuners** (mechanical, similar to a guitar’s) hold their tuning far more reliably and are much easier for students and teachers to adjust accurately. For a school set that needs to survive constant handling by 25-plus students a week, geared tuners are worth the small additional cost.
### Durability considerations.
School instruments take a different kind of punishment than a ukulele kept at home — they’re picked up, put down, dropped, and handled by dozens of different students every week. Laminate wood construction (rather than solid wood) is generally the better choice for school sets: it’s more resistant to changes in temperature and humidity, and more forgiving of the occasional knock, without the risk of cracking that solid wood instruments carry. It won’t have quite the same tonal richness as a solid wood instrument, but for a classroom set, durability should take priority over tone quality.
As mentioned above, if you’d like specific brand or retailer recommendations suited to your budget and location, the [Fun Music Company helpdesk](https://funmusicco.com/contact) is there to help.
## Structuring Your Program
Once you’ve got your instruments sorted, the next question is how the program actually runs week to week. Here’s what to think through.
### Year levels.
Ukulele works well as a program from Year 3 onwards, once students have the hand size and fine motor coordination to manage chord shapes comfortably.
That said, there’s no single “correct” starting point — some schools introduce it earlier with simplified one-finger chords, others hold off until Year 5 to align it more closely with a broader instrumental program.
The right entry point depends on your students and your existing music curriculum, not a fixed rule.
### Lesson frequency.
A once-a-week lesson is the most common structure and works well for building steady progress without overwhelming a crowded timetable. Some schools run a short daily practice block in addition to the main lesson during the early weeks, which can help students build finger strength and muscle memory faster — but it’s entirely optional, not a requirement for a program to succeed.
### Integrating with your broader music curriculum.
Ukulele doesn’t need to sit apart from the rest of your music program — it can be a vehicle for teaching the same skills and concepts you’re already covering elsewhere: rhythm, pitch, ensemble playing, and composition. Framing it as part of the whole curriculum, rather than a stand-alone ‘extra,’ helps it feel cohesive rather than like one more thing competing for time.
For a closer look at what that actually looks like week to week, see our guide to [Ukulele Lesson Plans for Primary School Teachers](https://funmusicco.com/ukulele-lesson-plans/).
### Classroom management: the two things that matter most.
The single biggest cause of a school ukulele set slipping out of tune isn’t the weather or the strings — it’s students who haven’t yet been taught what the tuning pegs do. A simple first-day rule solves most of this before it starts: no one touches the tuning pegs until they’ve been shown how. Make tuning something you or a trained student “tuning monitor” does, at least in the early weeks, and you’ll save yourself a lot of retuning time later on.
The second is **instrument ownership**. With a class set — especially one built up over time from different brands or colours — “I want the red one” disputes are a genuine first-day risk if you don’t plan for it.
The fix is simple: number each ukulele, assign one to each student (however you’d like to allocate them), and keep a register per class so every student always knows which instrument is theirs. It also means that if an instrument develops a fault, you know exactly which one it is and who’s been playing it — which makes maintenance far easier to track.
## Copyright Considerations for Your School Ukulele Program
This is a section that often gets overlooked when schools are setting up a new program — but it’s worth understanding from the start, because it protects both you and your school.
**Why it matters.** It’s natural to want your students playing songs they already know and love. But most popular songs are protected by copyright, and using them in a school context — printing chord sheets, distributing lyrics, performing at assemblies or concerts — can require licensing that many schools aren’t aware they need. This isn’t about being overly cautious for the sake of it; it’s simply good professional practice, the same as you’d apply to photocopying a textbook or screening a film.
**What you can use freely.** Traditional and folk songs that have passed into the public domain are completely free to teach, print, and perform without any licensing concerns. There’s a wealth of genuinely good material in this category — songs that have stood the test of time precisely because they work so well for group singing and simple accompaniment, which makes them ideal for a beginner ukulele program.
**Originally composed material is another safe and often overlooked option.** Music written specifically for educational use — where the composer has designed it for classroom teaching and cleared it for that purpose — sidesteps the copyright question entirely while still giving students engaging, age-appropriate repertoire to build their skills on.
**What about popular songs?** If your school does want to use current or well-known songs — for a class activity, a concert, or just because students are excited about them — the responsible approach is to check whether your school already holds a relevant music licence and to understand what that licence does and doesn’t cover. This is a genuinely nuanced area, particularly once resources move online, so if you’d like the full picture — including why YouTube play-alongs are riskier than they look — we’ve written a detailed guide: [Play-Alongs, Pop Songs and Copyright: What Every Music Teacher Should Understand](https://funmusicco.com/play-alongs-pop-songs-and-copyright/).
### The takeaway for your program.
You don’t need to avoid music your students love — but building your core program around public domain and purpose-written material means you can teach, print, and perform with complete confidence, without needing to navigate a licensing question every time you plan a lesson.
## Frequently Asked Questions
How do we know if our students are ready, or if we should wait?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-07-02T06:39:11+00:00#### [How do we know if our students are ready, or if we should wait?](#collapse-7-39047)
There’s no single readiness test — it comes down to hand size, fine motor development, and your existing music program. Most schools find success starting anywhere from Year 3 onwards, with many choosing to introduce it in Years 5–6 specifically. If you’re unsure what’s right for your context, the [Fun Music Company helpdesk](https://funmusicco.com/contact) is happy to talk it through.
What if our budget only allows for a partial class set to start with?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-07-02T06:38:35+00:00#### [What if our budget only allows for a partial class set to start with?](#collapse-7-39045)
That’s completely workable. Many schools begin with a smaller set and rotate pairs or small groups through activities, or build up to a full class set over a year or two as budget allows. Starting smaller and expanding later is a perfectly reasonable way to introduce the program.
Will a ukulele program be noisy or disruptive to other classes?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-07-02T06:37:44+00:00#### [Will a ukulele program be noisy or disruptive to other classes?](#collapse-7-39043)
Ukulele is a relatively quiet, gentle-sounding instrument compared to options like boomwhackers or percussion, which makes it a comfortable fit even in schools with classrooms close together. As with any instrument program, a bit of noise management routine (like agreed “quiet hands” signals) helps keep things focused and on task.
Why ukulele rather than recorder or another classroom instrument?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-07-02T06:37:16+00:00#### [Why ukulele rather than recorder or another classroom instrument?](#collapse-7-39041)
Ukulele offers a few advantages over some traditional classroom instruments: it’s genuinely engaging for students, builds chord and rhythm skills that transfer to broader musicianship, and — unlike recorder — carries less of an “everyone finds this a bit painful to listen to” reputation in a shared learning space. That said, many schools run both as part of a broader instrumental program; it doesn’t need to be one or the other.
How much time does a ukulele program take to plan and run?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-07-02T06:36:41+00:00#### [How much time does a ukulele program take to plan and run?](#collapse-7-39039)
A once-a-week lesson is the standard structure, and with a ready-made curriculum, planning time is minimal — teachers are following a structured program rather than building lessons from scratch. This is one of the areas where a good curriculum resource makes the biggest difference to teacher workload.
How much does it cost to set up a class set?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-07-02T06:36:11+00:00#### [How much does it cost to set up a class set?](#collapse-7-39037)
Costs vary depending on brand, quality, and supplier, but ukulele remains one of the most affordable whole-class instrument options available. Beyond the initial instrument purchase, ongoing costs are minimal — mainly the occasional replacement string. If you’d like a clearer picture for your school’s budgeting, the [Fun Music Company helpdesk](https://funmusicco.com/contact) can help you get a current quote.
Do we need a music specialist to run a ukulele program?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-07-02T06:35:34+00:00#### [Do we need a music specialist to run a ukulele program?](#collapse-7-39035)
No — with the right program and support materials, a generalist classroom teacher can deliver an effective ukulele program. You don’t need a music degree or years of playing experience to get real results with your students; you just need a clear, well-structured curriculum to follow.
## Want a Ukulele Program That’s Ready to Teach, Lesson by Lesson?
Everything covered in this guide — instrument selection, program structure, classroom management, copyright-safe repertoire — comes together in a complete, ready-to-teach solution with [**The Fun Music Company Ukulele Curriculum**](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/).
Instead of piecing together your own program from scratch, you get a structured, sequential curriculum designed specifically for primary school classrooms — built by a team with 30+ years of experience taking music programs into schools just like yours. Whether you’re a specialist teacher or a generalist stepping in to lead this for the first time, the curriculum guides you lesson by lesson, so you’re never left wondering what comes next.
Starting from the very first lessons, students learn to play chords and melodies, tune their own instrument, and play in time with their classmates — progressing at a genuinely achievable pace, with every lesson mapped to the Australian Curriculum.
**[See the Complete Ukulele Curriculum →](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)**
If your school is thinking beyond ukulele alone, it’s worth knowing that ukulele is just one part of a much bigger picture. **The Fun Music Company’s full K–6 Music Curriculum** includes the complete ukulele program as part of the membership — alongside bucket drumming, boomwhackers, and 200+ lessons covering every area of the primary music curriculum. For schools wanting a genuinely whole-school solution rather than a single-instrument program, this is the option that covers everything, with ukulele already built in.
**[Explore the Full K–6 Music Curriculum →](https://funmusicco.com/fun-music-company-music-curriculum/)**
**Categories:** Ukulele
---
### [How to Teach Ukulele in the Classroom: A Complete Guide for Primary and Elementary Teachers](https://funmusicco.com/how-to-teach-ukulele-in-the-classroom-a-complete-guide-for-primary-and-elementary-teachers/)
**Published:** February 1, 2026
**Author:** Janice Tuck
**Content:**
# How to Teach Ukulele in the Classroom: A Complete Guide for Primary and Elementary Teachers
## World Ukulele Day — and there’s never been a better time to bring the ukulele into your classroom.
Whether you’ve been thinking about it for a while, or you’ve just stumbled across a set of ukuleles in a cupboard somewhere and wondered what on earth to do with them — this guide is for you. We’re going to walk you through everything: why the ukulele is such a powerful classroom instrument, how to get a program started at your school, and exactly how to teach it — step by step.
But first, a personal note from someone who knows exactly what it feels like to stare down a set of ukuleles and have no idea where to begin.
***A personal note from Janice Tuck***
I still remember the moment like it was yesterday.
I was a young teacher on one of my first assignments — a small country school in Australia where I’d been sent to teach “arts.” That meant dance, drama, music, and visual art, all rolled into one. Just the way things were for teachers in small schools back then, and still are for many around the world.
So there I was, rummaging through cupboards in the art room, trying to figure out what I had to work with. And then a colleague opened a dusty cupboard and said:
***“Can’t you just use these?”***
It was a class set of (somewhat broken) ukuleles.
I’d never even held a ukulele before. I was a trained classical clarinet player — I knew wind instruments, I knew how to conduct a band — but a ukulele? I didn’t even know what notes the strings were tuned to.
So I closed the cupboard door. It was too much to deal with.
It was almost a year before I opened it again. And when I did, I discovered something important — something that eventually led to everything we do here at the Fun Music Company. But I’ll save that part of the story for later in this guide.
**For now, just know this: if I could go from not knowing how to hold a ukulele, to building an entire curriculum program around teaching it… *so can you.***
##### **Janice Tuck**
Creative Director,
The Fun Music Company
This guide is going to show you exactly how — even if you’ve never played ukulele yourself. Let’s start with the basics — why the ukulele deserves a place in your classroom in the first place.
## Why the Ukulele Is the Perfect Classroom Instrument
If you’re already thinking about bringing the ukulele into your classroom, your instincts are good. The ukulele is one of the best instruments a primary or elementary teacher can choose — and there are some very practical reasons why.
**It’s the right size for young hands.** Unlike a guitar, the ukulele is small, lightweight, and easy for children to hold and manage. From the lower primary years right through to upper elementary, students can grip it comfortably and move their fingers around the fretboard without strain. That matters more than you might think — when an instrument feels awkward or uncomfortable, kids disengage fast.
**It’s affordable.** A decent classroom set of ukuleles doesn’t need to cost the earth. Compared to most other instruments you could introduce into a music program, the ukulele is one of the most budget-friendly options available. And as many teachers already know, once you have a set, they tend to last a long time — which we’ll talk more about in the next section.
**It sounds good, quickly.** This is a big one. Many instruments require weeks or months of practice before a student can produce anything that sounds remotely musical. The ukulele isn’t like that. Students can be playing recognisable songs — and enjoying it — within their very first lessons. That early sense of success and achievement is incredibly powerful for keeping kids engaged and motivated.
**It naturally encourages singing.** There’s something about the ukulele that makes people want to sing along. It’s warm, it’s cheerful, and it fits beautifully alongside the voice. For classroom teachers, that connection between instrument and singing is a huge bonus — it opens up opportunities across the curriculum, not just in dedicated music lessons.
**It’s genuinely fun.** This might sound simple, but don’t underestimate it. Students get excited about the ukulele in a way that they don’t always with other instruments. There’s something about its size, its sound, and the fact that it feels approachable that brings an energy to the classroom. And when students are having fun, they’re learning.
These are the reasons the ukulele has become one of the most popular instrument choices in primary and elementary music programs around the world — and why it deserves a place in yours.
## How to Start a Ukulele Program at Your School
So you’re convinced. The ukulele is a great fit for your classroom. Now comes the part that stops a lot of teachers in their tracks — actually getting started.
The good news is, it’s usually easier than you think. And in many cases, you might already be closer to starting than you realise.
### First question: Do you already have ukuleles?
You’d be surprised how many schools do. Ukuleles are durable instruments — they last a long time — which means that once a school has a set, they tend to stick around. Sometimes for years. Sometimes quietly gathering dust in a cupboard while nobody remembers they’re there.
So before you do anything else, have a look around. Check the music room, the art room, the storage cupboards. You might find a set already waiting for you — even if some of them need a bit of repair or a new set of strings. A ukulele that needs restringing is a far cry from needing to purchase a whole new set, and a local music shop will usually sort that out cheaply and quickly.
### If you don’t have ukuleles yet — or need to replace a set
For a basic classroom set, soprano ukuleles are the most common choice for primary and elementary students. They’re the right size for younger hands, they’re affordable, and they’re widely available. You don’t need anything fancy — you just need instruments that will stay in tune and produce a decent sound. Avoid anything marketed as a “toy ukulele.” They look similar but the quality difference is significant, and your students will notice.
### Getting buy-in from your school
If you need funding, or you need to convince an administrator that a ukulele program is worth the investment, you’re not alone — and you’re not starting from scratch. The conversation is usually easier than teachers expect, because the case for ukulele in the classroom is a strong one. It’s affordable compared to most other instrument programs. It’s accessible to all ability levels. And it delivers real musical outcomes.
The tricky part is often knowing how to frame that conversation — especially if you’re not naturally a “sell this idea to the administration” kind of person. That’s exactly why we created the [**Ukulele Letter Pack**](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/#UkuleleLetterPack) — a set of ready-to-use template letters you can customise and send. There’s one for a school administrator suggesting a ukulele program, one requesting funding, one for parents explaining what’s happening in music class, and even one for potential sponsors or community organisations. It takes the awkwardness out of the process entirely.
### Setting yourself up for success
Once you’ve got your instruments sorted and any necessary approvals in place, there are a few practical things worth thinking about before your first lesson. How will you store the ukuleles? How will you hand them out and collect them without it turning into chaos? What are your classroom expectations going to be?
These might sound like small details, but getting them sorted in advance makes a huge difference to how smoothly your first lessons run. If you’d like a more detailed walk through of classroom setup and management, our free **[How to Get Started Teaching Ukulele](https://funmusicco.com/teaching-ukulele-lesson-plans/)** ebook covers all of this — and it’s yours to download right [here](https://funmusicco.com/teaching-ukulele-lesson-plans/).
And if you’d like an even deeper walk-through — covering instrument selection, budgeting, and copyright considerations for your program — our complete guide, **[How to Start a Ukulele Program in Your Primary School](https://funmusicco.com/start-ukulele-program-school/)**, takes you through it step by step.
Now that you’ve got your program set up — let’s talk about how to actually teach it. But first, there’s something important we want to address. Something that a lot of teachers are already doing to prepare for ukulele lessons — and that we’d strongly encourage you to stop doing.
## Why YouTube Is NOT the Answer for Classroom Ukulele Teaching
Before we get into the step-by-step teaching content, we need to talk about something. Something that a huge number of teachers are already doing when it comes to ukulele — and something that, with the best intentions in the world, is actually holding them and their students back.
They’re using YouTube.
Now, YouTube isn’t the enemy. It’s a wonderful platform, and for personal learning — practising on your own, picking up a few chords at home — it can be a great starting point. But for teaching ukulele in a classroom? It’s the wrong tool for the job. And here’s why.
### The inconsistency problem
Open YouTube and search “how to teach ukulele to kids.” You’ll get thousands of results. Hundreds of teachers, musicians, parents, and hobbyists, all with their own way of doing things. Some are excellent. Many are not. And there is absolutely no way for you — or your students — to know the difference before you’re already in the middle of a lesson that isn’t working.
One video will teach students to hold the ukulele one way. The next will teach them differently. One will start with the C chord. Another will start with A minor. One will use standard notation. Another will use tablature. Another will skip notation entirely. The sequence jumps around, the terminology is inconsistent, and by the time your students have watched three or four different creators, they’re confused — and so are you.
This isn’t a criticism of the people making those videos. Many of them are talented musicians. But talented musicians and effective classroom teachers are two very different things — and YouTube has no way of filtering for the difference.
### The ads problem
Let’s be practical for a moment. YouTube videos are covered in ads. Ads that interrupt. Ads that pop up mid-lesson. Ads that are completely unrelated to what you’re trying to teach — and sometimes, ads that are entirely inappropriate for a classroom full of young children.
Every time an ad interrupts, you lose the flow of the lesson. Every time you have to fumble to skip something, you lose your students’ attention. It’s not a dealbreaker on its own, but it adds up — and it adds unnecessary stress to what should be an enjoyable experience.
### The bigger problem — and this one matters
Here’s the question that every music teacher should be asking themselves:
***If my students can just learn ukulele from YouTube at home, why do they need to come to school to learn it?***
That’s not a comfortable question. But it’s an important one.
When a teacher stands in front of a class and essentially plays a YouTube video as their lesson, they are — whether they intend to or not — sending a message.
The message is: This is easy. This is something anyone can learn at home. This is something every kid with a screen already has access to.
And once that message lands, it’s hard to take it back. Why wait for music class? Why listen to the teacher? The same content is sitting right there on their phone at home.
But when a teacher walks into class with a structured, professionally designed curriculum — something the students can’t simply replicate on their own — the dynamic changes completely. Suddenly, the classroom is where the magic happens. The teacher is the one with access to something special. And the students actually need to be there to get it.
That’s the difference between using YouTube as a teaching tool and having a real ukulele program. And it’s a difference your students will feel, even if they can’t quite put it into words.
### There is a better way.
A properly designed ukulele curriculum gives your students a consistent, sequential learning experience. Every lesson builds on the last. The progression makes sense. The resources are created specifically for classroom use — no ads, no inconsistency, no guessing about whether the next video is going to be any good.
That’s exactly what we set out to build here at the Fun Music Company — and it’s what we’ll be looking at in the next sections of this guide.
## How to Teach Ukulele Step by Step
Now we get to the good part. You’ve got your ukuleles. You’ve got the support of your school. You understand why a structured curriculum matters more than cobbling together lessons from random online sources. So — how do you actually teach this thing?
The key is to think about ukulele instruction in three pillars. Each one builds on the last, and together they take your students from complete beginners to confident, engaged musicians. Miss one out, and you’ll find your program has gaps — and your students will too.
### Pillar 1: Learning Chords
Chords are where almost every ukulele program begins — and for good reason. Learning to play chords is the foundation of everything else. It’s where students get their first taste of actually making music on the instrument, and that feeling of success is what keeps them coming back.
The basic idea is simple: start with the easiest chords first, and build from there. Your first chord should be one that uses minimal finger placement — something a beginner can get their head (and their fingers) around quickly. From there, you introduce new chords one at a time, giving students plenty of time to practise changing between them before adding another one to the mix.
### A few things to keep in mind as you teach chords:
The way students hold the ukulele matters enormously at this stage. If they’re looking down at their hands, hunching over the neck, or holding the instrument at an awkward angle, they’re going to struggle — and they’re going to get frustrated. Right from the start, make holding the ukulele correctly a priority. The free ebook we mentioned earlier has some great tips on this, but the short version is: ukulele held vertically against the body, right forearm acting as a “seatbelt,” neck angled up. Once good posture becomes a habit, everything else gets easier.
Students also need to be looking up — at you, or at a screen, or at whatever visual guide you’re using — not down at their fingers. This is one of the biggest problems Janice encountered when she first started teaching ukulele, and it’s one of the main things the Fun Music Company Ukulele Curriculum System was specifically designed to solve. When students are watching something engaging on a screen that keeps them in time, they naturally lift their heads, their posture improves, and their playing improves with it.
Don’t rush this pillar. Chords take time. But the payoff is worth it — because once students have a handful of chords under their belt, they can start playing real songs. And that’s a powerful moment.
### Pillar 2: Melody Playing
Here’s where a lot of ukulele programs fall short — and where yours can really stand out.
Many teachers focus almost entirely on chords and strumming. And chords are important, absolutely. But if that’s all your students ever do on the ukulele, they’re missing a huge chunk of what the instrument can do — and, more importantly, they’re missing out on one of the most engaging parts of learning it.
**Melody playing** is where students pick out individual notes and play tunes. It might sound like a small step up from chords, but the effect on student engagement is dramatic. Playing a melody feels like a challenge — like a puzzle to solve. Students are motivated to get it right in a way that’s almost like a game. They want to nail it. They want to hear the tune come out correctly. That intrinsic motivation is incredibly powerful in the classroom.
Melody playing also opens up music theory in a way that chords alone don’t. When students are reading notes, following a sequence, and understanding how individual notes relate to each other, they’re building a foundation that will serve them well beyond the ukulele — whether they go on to guitar, piano, or any other instrument.
If your ukulele program doesn’t include melody playing, it’s worth asking why. It’s not harder to teach than chords. It just requires the right resources — and the right sequence.
### Pillar 3: Ensemble Playing
The third pillar is where everything comes together — and where the real magic happens in the classroom.
Ensemble playing means your students are playing together. Not just practising individually, but actually making music as a group. Playing songs together. Playing in different parts. Listening to each other. Responding to what’s happening around them.
And at the heart of that ensemble experience? **Singing**.
The ukulele is a natural accompaniment instrument. It’s warm, it’s cheerful, and it sits beautifully alongside the human voice. When students learn to play simple chords while singing along — really singing, not just mumbling — something clicks. They’re not just playing an instrument anymore. They’re making music. The kind of music that fills a room, that other people want to listen to, that feels genuinely alive.
This is where the ukulele program goes from being a solo practice exercise to being a genuine musical experience. Students start to understand what it actually means to be a musician — not just someone who can play an instrument, but someone who can play with other people, and someone who can bring their voice into it too. That connection between voice and instrument is one of the most important things a young musician can develop — and the ukulele makes it feel natural rather than forced.
Ensemble work also gives your program a sense of purpose and direction. Students aren’t just learning chords and melodies in isolation — they’re working toward something. A performance. A class concert. A moment where they can show what they’ve achieved. That goal-oriented structure keeps students motivated throughout the program, and it gives the whole thing a satisfying shape.
## Ukulele Lesson Plan Ideas for Primary and Elementary Classrooms
Now that you know what to teach and why, let’s look at what that actually looks like in practice.
The three sample lessons below are taken directly from the Fun Music Company **[Ukulele Curriculum System](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)**. Each one maps to one of the three pillars we covered above — chord playing, melody playing, and ensemble — so you can see exactly how each skill area is built in a structured, step-by-step way.
For a detailed breakdown of how to structure your ukulele lessons from warm-up through to consolidation, see our **[Ukulele Lesson Plans guide](https://funmusicco.com/ukulele-lesson-plans/)**.
These are real lessons from the program. Try them out and see for yourself how straightforward ukulele teaching can be — even if you’ve never picked up a ukulele before.
## Ukulele Lesson Plan Idea #1 – Chord Playing
### Chord Playing: F and C7 Chords
This lesson focuses on one of the most important skills in ukulele playing — changing between chords smoothly. Students learn the finger positions for the F and C7 chords, then practise switching between them with enough time to think and adjust before the next change comes.
It sounds simple. And that’s the point. The first time students successfully change chords on their own, without rushing and without fumbling, is a genuinely exciting moment in the classroom. That’s exactly what this lesson is designed to give them.
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/ukulelesamplechordsfandc7/)
[
### PDF Worksheet](https://funmusicco.com/wp-content/uploads/2026/02/UkuleleChordPlayingExample.pdf)
## Ukulele Lesson Plan Idea #2 – Melody Playing
### Melody Playing: C, D, E, F, G
This lesson introduces students to playing individual notes — moving gently through C, D, E, F, and G, one finger position at a time. It’s not about speed. It’s about accuracy and control, and learning that each small movement of the fingers produces a different note.
For many students, this is the first time they realise they can play a tune on an instrument — not just strum along, but actually pick out a melody note by note. That moment of recognition, “I’m playing a song!” is one of the things that makes ukulele teaching so rewarding. And this lesson is where it starts.
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/ukulele-program/ukulele-sample-melody-11/)
[
### PDF Worksheet](https://funmusicco.com/wp-content/uploads/2026/02/UkuleleMelodyExample.pdf)
## Ukulele Lesson Plan Idea #3 – Ensemble Playing
### Ensemble: *I Hear You Knockin’*
This is the one students will talk about after class.
***I Hear You Knockin’*** brings all three pillars together in one lesson. There’s a chord part. There’s a melody part. And students sing along — which, as we talked about earlier, is where ensemble playing really comes alive.
The song itself does a lot of the heavy lifting here. It’s easy to sing, it’s fun, and it’s the kind of song where students actually want to join in — you won’t be dragging anyone along. In the classroom, it sounds like a proper band. Students are playing different parts, listening to each other, and making music together in a way that feels genuinely exciting rather than like a lesson.
This is what a ukulele program looks like when it’s working.
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/ukulele-sample-ensemble-piece/)
[
### PDF Sheet Music](https://funmusicco.com/wp-content/uploads/2026/02/IhearYouKnockinSheetMusic.pdf)
## Common Questions Teachers Ask About Teaching Ukulele
What if my school already has ukuleles but they’re in bad shape?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-02-01T06:05:03+00:00#### [What if my school already has ukuleles but they’re in bad shape?](#collapse-8-36092)
This is more common than you’d think. Most schools that have ukuleles have had them for a while, and they’ve often been sitting in a cupboard getting dusty. Some will just need new strings — which is a quick, cheap fix. Others may need a bit more work. Our free ebook, [How to Get Started Teaching Ukulele](https://funmusicco.com/teaching-ukulele-lesson-plans/), has a section on assessing and repairing existing instruments so you can work out exactly what you’re dealing with before you spend a cent.
How long does it take for students to learn to play ukulele?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-02-01T06:02:44+00:00#### [How long does it take for students to learn to play ukulele?](#collapse-8-36090)
Within the first few lessons, students will be playing their first chord. Within a term or semester, most students will be playing multiple chords, simple melodies, and participating in group songs. The Fun Music Company Ukulele Curriculum System is structured as 40 lessons across four blocks of ten, which gives you a clear progression from absolute beginner through to confident ensemble playing — all within a single school year.
Can I use YouTube videos to teach ukulele in my classroom?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-02-01T06:02:05+00:00#### [Can I use YouTube videos to teach ukulele in my classroom?](#collapse-8-36088)
We’d strongly advise against it. We covered this in detail earlier in this article, but the short version is: YouTube videos are inconsistent, full of ads, and — most importantly — they send the message that ukulele is something students can learn at home on their own. That undermines the value of what you’re doing as a teacher. A structured curriculum keeps the learning in the classroom where it belongs, and keeps you in the role of the expert.
How many ukuleles do I need to start a program?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-02-01T06:01:26+00:00#### [How many ukuleles do I need to start a program?](#collapse-8-36086)
Ideally, one for every student. But if that’s not where you are right now, you can start smaller and work up. Some teachers begin with one ukulele per pair, rotating who plays and who observes or practices finger positions on the table. The important thing is to have a plan for how students will progress once you do have a full set. If you’re working on getting more instruments, our [Ukulele Letter Pack](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/#ukuleleletterpack) has template letters for administrators, parents, and potential sponsors that make that conversation much easier.
How old do children need to be to start learning ukulele?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-02-01T05:59:33+00:00#### [How old do children need to be to start learning ukulele?](#collapse-8-36084)
The ukulele is one of the best instruments for younger students because of its size and simplicity. Soprano ukuleles — the smallest and most common — sit comfortably in the hands of children from about age six onwards, which makes them a great fit for primary and elementary classrooms from Year 1 or Grade 1 up through to Year 6 or Grade 6. With some adjustments, even younger students can begin exploring basic chord shapes and strumming.
Can I teach ukulele if I’ve never played one myself?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-02-01T18:47:44+00:00#### [Can I teach ukulele if I’ve never played one myself?](#collapse-8-36082)
Absolutely. You don’t need to be a ukulele player to teach ukulele in the classroom. What you need is a structured program that walks you through exactly what to teach, in what order, and how. The Fun Music Company Ukulele Curriculum System is designed specifically for this — every lesson comes with instructional videos, classroom presentation slides, and teacher guides so you always know what’s happening next. Plenty of the teachers using our program have never picked up a ukulele before. They teach it successfully every week.
## Ready to Teach Ukulele in Your Classroom?
If you’ve made it this far, you already know more about teaching ukulele than you did when you started reading. You know why the ukulele is such a powerful classroom instrument. You know the three pillars that make a ukulele program actually work — chords, melody, and ensemble. You know why a structured curriculum beats cobbling together YouTube videos. And you know that you don’t need to be a musician yourself to make this happen.
The only thing left is to take the first step.
Here’s how:
### [Step 1: Download the free ebook.](https://funmusicco.com/teaching-ukulele-lesson-plans/)
If you’re not quite ready to jump into a full program — or if you just want to get the lay of the land before committing — start here. [How to Get Started Teaching Ukulele](https://funmusicco.com/teaching-ukulele-lesson-plans/) walks you through everything from finding (or buying) your first set of ukuleles, to setting up your classroom, to getting your school on board. It’s practical, it’s straightforward, and it’s completely free.
[](https://funmusicco.com/teaching-ukulele-lesson-plans/)
### [Step 2: Try the Ukulele Curriculum System. ](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
If you’re ready to actually start teaching — this is where you want to be. The Fun Music Company Ukulele Curriculum System gives you 40 structured lessons, classroom presentation slides, worksheets, and instructional videos. Everything you need to take your students from absolute beginners to confident ensemble players — all within a single school year. No guesswork. No gaps. No stress.
[](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
### [Step 3: Go for the full program.](https://funmusicco.com/fun-music-company-music-curriculum/)
If ukulele is just the beginning — and for most schools, it is — the full [Fun Music Company Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) gives you everything. The complete ukulele curriculum system, plus all of our other music programs, [lesson plans](https://funmusicco.com/elementary-primary-music-lesson-plans-guide/), and resources. One subscription. One place. Everything you need to teach music with confidence, all year round
**Categories:** Ukulele
---
### [You Don't Need a Smart Board to Teach Great Music Lessons — Here's Why](https://funmusicco.com/no-smart-board-music-lessons/)
**Published:** July 1, 2026
**Author:** Janice Tuck
**Content:**
##### *Image is AI-generated — see note below.*
# You Don’t Need a Smart Board to Teach Great Music Lessons … Here’s Why
## Although it might look like programs like the Fun Music Company Curriculum are entirely driven from the classroom screen, that isn’t necessarily true.
If you’ve watched one of our lesson videos, or flicked through the members area, you’d be forgiven for thinking the whole curriculum lives on a smart board. Songs play out on screen. Activities are presented with slides and visuals. It looks polished, sequenced, screen-led.
So if you don’t have a smart board in your classroom — or you have one but it’s temperamental, shared, or you’d just rather not build your whole lesson around it — it’s a completely reasonable question to ask: *can I actually use this?*
**Here’s the honest answer: yes, and it was designed that way from the start.**
Every screen-based element in the curriculum — the videos, the presentations, the on-screen prompts — was built as a layer of convenience on top of the teaching, not as the teaching itself. Before any of it was filmed or slid onto a screen, it was written to work as a lesson a teacher could deliver directly, with nothing but their voice, some basic instruments, and a printed page. The screen makes it easier. It was never what made it work.
And if you’re reading this, you’re probably one of two kinds of teacher. Maybe you don’t have reliable access to a smart board in your classroom, and you need to know the curriculum will still hold up. Or maybe you *do* have one, but something in you resists leaning on it — you’d rather the lesson come from you, not a screen. Both are completely valid starting points, and what follows applies either way.
So here’s exactly how it works without one.
## Instructional Videos Are Not There to Replace You
The primary reason every instructional video in the curriculum exists is to show you an example of how the lesson could be taught. That’s it. It’s a reference, not a requirement.
The video is there for *your* preparation, not the classroom. Watch it ahead of time — during a prep period, the night before, whenever suits you — and use it to understand the shape of the activity: how it’s introduced, how it builds, what it’s aiming for. Then teach it yourself, in your own words, in your own way, shaped by your own classroom and your own students. You know your kids. You know what lands with them and what doesn’t. The video was never meant to override that judgement — it’s a starting point, not a script you’re expected to project.
In fact, most of the time, it should be skipped entirely in the lesson itself. You’ve done the preparation. You don’t need the video playing in the room for the lesson to be legitimate — you teaching it *is* the lesson.
That said, there’s one situation where playing the video to the class works well: when you’re short on preparation time. On those weeks, it’s completely fine to say to your class, “Let’s see what Janice has to say about this one today” — and let the video carry the lesson for that session. That’s not a compromise or a lesser version of teaching it. It’s just a different, equally valid way to deliver the same content, for the weeks you need it.
And if you don’t have a smart board at all, that’s not a barrier here either — a laptop is enough. Sit the kids on the floor in front of it, play the video, done. It doesn’t need to be projected or polished to work; the students just need to see it, and a laptop screen does that job fine.
Either way — teaching it yourself from your own preparation, or playing it on a laptop on a busy week — the important thing hasn’t changed: the video was never what made you a real music teacher. You were, before you ever pressed play.
## Play-Along Tracks Don’t Need a Screen at All
Here’s the good news on this one: play-along tracks were never a screen problem in the first place. They’re audio. A smart board was only ever the delivery method — never the requirement.
The best approach is to teach the pattern aurally first, before the track ever plays. Clap it, sing it, call-and-response it with the class until the rhythm or melody is in their bodies, not just something they’re watching go by on a screen. This is actually stronger teaching than screen-led play-along ever was — students who’ve internalised a pattern before playing along stay locked in, rather than just following along passively with what’s in front of them.
Once they’ve got it, play the track. That’s it. A laptop or phone plugged into a speaker on the side of the room does exactly the same job as a smart board would — the students don’t need to see anything, they need to hear it and play. If anything, removing the screen here works in your favour: nothing competing for their attention, no glare, no fiddling with a projector cable five minutes before the bell. Just the music and the room.
In practice:
- **Teach the pattern first, screen or no screen.** This step matters regardless of your setup — it’s what makes the play-along land.
- **Play the audio from whatever’s on hand.** Laptop, phone, Bluetooth speaker — the track doesn’t care what it’s coming out of.
- **Skip the visual entirely if there’s nothing to show.** Play-along tracks were built to be heard, not watched. You’re not missing a feature by leaving the screen off.
If instructional videos were the section where the smart board felt necessary but wasn’t, this one’s simpler still: for play-along tracks, a smart board was never really part of the equation at all.
## Full PDFs Mean You’re Never Actually Winging It
This is the piece that quietly does the most work in this whole article: every single activity in the curriculum has a full written PDF behind it. Not a summary. Not a bullet-point cheat sheet. The complete step-by-step — what to teach, how to sequence it, what to watch for — laid out on the page.
That matters here because the real fear underneath “I don’t have a smart board” is rarely just about the screen. It’s the worry that without it, you’ll be standing in front of a class improvising, hoping you remember the activity correctly, hoping it holds together. The PDF removes that worry entirely. It’s your lesson plan and your safety net — sitting on a clipboard or a desk, not projected anywhere — while you’re still the one deciding how it comes to life in the room.
In practice, this means:
- **Print it or pull it up on your own device.** Either way, it’s there for you to glance at mid-lesson if you lose your place — no different to a teacher referring to any lesson plan.
- **You’re following the same structure the video shows, just on paper.** Nothing is missing by working from the PDF instead of the screen. It’s the same content, same sequencing, same detail — just in a format built for the teacher, not the classroom.
- **It works for every activity, not just some.** Whether it’s a warm-up, a play-along, a composition task or a listening activity, the full step-by-step exists for all of it. There’s no part of the curriculum that only “works” if it’s on a screen.
So if a smart board being unavailable has ever felt like it might expose gaps in your preparation — it won’t. The preparation was already done for you, in writing, well before you walked into the room.
## The Smart Board Was Never the Thing Making It Work
So let’s come back to where we started. It might look, from the outside, like this curriculum needs a screen to function — the videos, the on-screen prompts, the polish of it all. But look closer at any of it, and the same thing is true every time: the video is a reference you can skip or use as needed, the play-along track is audio that never needed a screen in the first place, and the full instructions mean you’re never actually guessing your way through a lesson.
None of that changes whether you’ve got a smart board, a laptop, or nothing but a printed page and your own voice.
If you’ve been holding back from starting — or holding back from feeling fully confident with what you’re already doing — because your classroom doesn’t have the tech you assumed you’d need, consider this your permission to stop waiting. You were never missing the thing that makes a lesson work. You *are* the thing that makes a lesson work. The screen was only ever going to be a convenience, if you had one at all.
**See it for yourself.** Grab a free sample lesson pack for your grade and try one activity exactly as described in this article — no screen, just you, the PDF, and your class.
### ***“Having access to your music program has made the teaching and planning of my music classes SO much easier!”***
This was what Liz, a music teacher from a small Catholic school in Sydney wrote to us in an email recently. This is typical of the hundreds of responses we get every week from teachers across Australia using the Fun Music Company Curriculum Program.
**Imagine having an entire year of music lessons already planned, prepared, and ready to teach** — no more Sunday night scrambles or piecing together resources from different places. That’s exactly what teachers at over 350 schools across Australia are experiencing right now.
Our curriculum program gives you complete, sequential lesson plans for every week of the school year, with videos, worksheets, interactive resources, and everything you need to walk confidently into your music room — whether you’re a specialist or a classroom teacher who’s been asked to teach music.
**Ready to see what a week of music lessons looks like in your grade level?**
Download a free sample pack below and take it for a test drive in your classroom.
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### [music composition lesson plan for grade one](https://funmusicco.com/how-to-create-a-grade-1-music-composition-lesson-plan/)
**Published:** August 26, 2022
**Author:** Janice Tuck
**Content:**
# How do you teach music composition to Grade 1 students?
**Quick answer:**
A Grade 1 music composition lesson introduces students to creative music-making through sound exploration and simple sequencing. Students don’t need to read standard notation — instead, they use iconic notation (their own invented symbols) to record musical ideas. A well-structured lesson moves from a sound stimulus to organising sounds in sequence, then to performing and recording the result. No musical background is required to teach this effectively.
Teaching composition to Grade 1 students is one of those things that sounds much harder than it actually is — once you know the approach.
Most teachers assume that composition means musical theory, notation, and skills they simply don’t have. But at Grade 1, composition means something completely different: it means giving children a framework, a stimulus, and permission to put sounds together in their own way.
I wasn’t a composer when I started teaching. I had no musical composition training, and no idea where to begin when the curriculum told me students needed to “create their own music.” It took me a long time — years of trial and error in actual classrooms — to work out an approach that genuinely works with six and seven year olds.
This article shares that approach. It’s practical, step by step, and designed to work whether you’re a music specialist or a generalist classroom teacher picking up music for the first time.
If you’re looking for a broader overview of how to structure your Grade 1 music lessons across all four strands, our [guide to teaching Grade 1 music lessons](/how-to-teach-grade-1-music-lessons/) is a good starting point. This article focuses specifically on the *COMPOSE* strand.
## Why composition belongs in Grade 1 — and what it actually looks like
There’s a common assumption in primary music that composition is something students work up to — something for the older grades, once they can read notation and play with some control. It’s understandable. But it gets composition exactly backwards.
Think about how art works in Grade 1. You don’t hand a child a paintbrush and say: *“Replicate this painting exactly.”* You give them paper, a colour prompt, and the freedom to create. Anything they make, you respond to with genuine interest and encouragement.
Music should work the same way. When we only teach students to reproduce other people’s music, we leave out the most important part: the experience of making something that is entirely their own.
The Australian Curriculum v9 reflects this. The Years 1–2 creating and making strand requires students to:
> *“Select and combine elements of music when composing and practising music for performance.”*
> — AC9AMU2C01
The US National Core Arts Standards describe a similar expectation at this level: students should be generating and developing musical ideas for a specific purpose.
Neither of these statements requires students to know what a quaver is. Neither asks them to read a score. What they ask for is the experience of making musical choices — selecting sounds, putting them in an order, and performing the result.
That is well within what a Grade 1 student can do, and well within what any teacher can facilitate.
### What Grade 1 composition is not:
- Writing music in standard notation
- Composing a melody from scratch
- Producing a performance-ready piece
- Something that requires the teacher to be a musician
### What Grade 1 composition is:
- Structured sound exploration with a concrete stimulus
- Making musical choices: selecting sounds and arranging them in sequence for a reason
- Recording those choices in a simple, invented way
- Performing the result as a class
For a full breakdown of what the Australian Curriculum requires at Years 1 and 2 across all four strands, see our [Years 1–2 music curriculum guide](https://funmusicco.com/australian-curriculum-music-v9-years-1-2-explained-for-primary-teachers/).
## The two-stage framework for Grade 1 composition
Before we look at each stage in detail, it helps to understand why this framework is structured the way it is.
Young students need a bridge between the music they experience as listeners and the music they can make as creators. That bridge is sound — familiar, everyday sound that they already have opinions about and responses to. The framework moves in two stages: first, exploring and sequencing sounds; then, recording those sequences using their own invented symbols.
Stage 1 builds the creative idea. Stage 2 captures it. Together, they give students a complete, age-appropriate composition experience.
### Stage 1: Sound exploration — from stimulus to sequence
The first stage of a Grade 1 composition lesson begins not with instruments, but with listening.
The most effective stimulus for this age group is something students already have a strong mental image of: animals, weather, environments, movement — any concept that carries a natural sound association. Animals work particularly well because children at this age have an immediate, confident response to them. They know what a dog sounds like. They know what a butterfly sounds like. That prior knowledge is exactly what you need to get them composing without hesitation.
Here is how Stage 1 unfolds in practice.
### **Step 1 — Introduce the stimulus**
Present four or five sounds on the whiteboard, each represented by a picture. Animals are ideal: a dog, a cat, a lion, a butterfly. Ask students to describe the sound each one makes. Not to make the sound yet — just to describe it. Is it long or short? Loud or soft? High or low? You are doing two things simultaneously: building vocabulary around the elements of music, and generating ideas for the composition.
### **Step 2 — Explore the sounds as a class**
Invite students to make each sound together, one at a time. Keep it structured. This is not a free-for-all — you are leading them through each sound in sequence, listening carefully as a group, and making observations. What does the lion sound different from the butterfly? How?
This guided exploration is critical. It teaches students that musical choices have reasons behind them, and that different sounds create different effects.
### **Step 3 — Create a sequence**
Now ask students to choose an order for the sounds. Which animal comes first? Which comes last? Why? Put the pictures in the order the class decides on. This is the composition — a sequence of sounds arranged for a purpose, in this case to tell a short musical story.
The role of the teacher here is to facilitate the decision-making, not to make the decisions. Accept every suggestion seriously. Ask questions that push thinking: *“If we put the lion at the end, what does that feel like? What if the butterfly came last instead?”* Students are learning that composition involves choices, and that different choices create different results.
### **Step 4 — Perform the composition**
Perform the sequence together as a class. Move through each animal sound in the agreed order. Then perform it again. Then ask: does anyone want to change anything? This iterative process — create, perform, reflect, refine — is the foundation of compositional thinking, and students are doing it naturally at this stage without any technical knowledge required.
Watch the Stage 1 lesson in action below. In this four-minute video, you’ll see exactly how to introduce the animal sounds stimulus, guide students through the sequencing process, and bring the composition to life as a class performance.
[](https://funmusicmembers.com/curriculum-1-sample-1/)
### **A note on musical terminology**
You will notice in Stage 1 that standard musical terms — note names, time signatures, rest values — are not introduced. This is deliberate.
At Grade 1, introducing technical vocabulary before students have had the experience of making music gets in the way of the creative process. The concepts of loud and soft, long and short, high and low are entirely sufficient at this stage, and students engage with them far more naturally when they arise from the activity itself rather than being introduced as definitions to memorise.
Terminology follows experience. This is one of the key principles behind the approach — and one of the reasons it works for teachers who are not music specialists. You don’t need to know the correct musical term for everything that happens in the room. You need to ask good questions and respond to what students create with genuine curiosity.
## Stage 2: Iconic notation — from sound to symbol
Once students have created and performed their sound sequence, the natural next question is: how do we remember it?
This is where iconic notation comes in — and it is one of the most powerful and underused tools in early years music education.
### What is iconic notation?
Iconic notation is a system of invented symbols that students create themselves to represent the sounds they have made. There is no right or wrong way to do it. A student might draw a big jagged line to represent a lion’s roar, a tiny dotted squiggle for a butterfly, a series of short dashes for a dog’s bark. The symbol just needs to make sense to the person who drew it — and communicate something to others in the class.
Standard music notation took centuries to develop and requires years of dedicated study to read fluently. Iconic notation requires none of that. What it does require is exactly the thinking that underpins all notation: the idea that a sound can be captured as a symbol, and that symbol can be used to reproduce the sound later.
This is the developmental foundation for music literacy. Students who invent their own notation in Grade 1 have a far more intuitive understanding of why standard notation exists by the time they encounter it in the later grades. The symbol always comes after the sound — not before it.
### Why iconic notation works at Grade 1
Children at this age are at a significant developmental moment in their relationship with symbols. They are learning to read and write — to understand that a mark on a page represents something in the real world. Iconic notation taps directly into that developing understanding and applies it to music.
It also gives students genuine ownership of their composition. When a child draws their own symbol for a sound, that composition belongs to them in a way that writing someone else’s notation never could. This sense of ownership is one of the most powerful drivers of engagement and creative confidence at this age.
And practically speaking, iconic notation makes composition activities completely self-contained. Students don’t need to know how to read music. They don’t need to know what a crotchet is. They need a piece of paper, something to draw with, and a sound to represent.
### How to introduce iconic notation in the classroom
Stage 2 builds directly on the sequence students created in Stage 1. The class has already decided on an order for their animal sounds. Now the task is to write it down.
### **Step 1 — Pose the problem**
Ask students: *“How could we remember our composition if I wasn’t here to show you? What if a different class wanted to perform it?”* This creates a genuine reason to develop a recording system, rather than asking students to do something abstract.
### **Step 2 — Invite suggestions**
Ask students how they might draw each sound. What does a lion’s roar look like as a picture? What does a butterfly sound look like? Take several suggestions and discuss them as a class. Are some symbols clearer than others? Why?
This discussion is compositional thinking in action. Students are making decisions about representation, clarity, and communication — the same decisions that drove the development of standard notation.
### **Step 3 — Create a class notation system**
Agree on a symbol for each animal sound together. Draw them on the board in the sequence the class composed in Stage 1. This is your class score. It might look nothing like standard notation — and that is exactly the point.
### **Step 4 — Perform from the notation**
Now perform the composition using the symbols as a guide. Point to each symbol in sequence. Can students reproduce the sounds from the symbols alone? If not, refine the symbols together until they work. This iterative process — write, perform, reflect, revise — mirrors professional compositional practice far more closely than most teachers realise.
### **Step 5 — Individual or small group notation**
Once the class has worked through the process together, students can create their own notation for a short composition using instruments. This is where the animal squares approach comes in: students are given four squares on a page, each representing one sound, and use their instruments to create a four-sound sequence — then draw their own symbols to record it.
In this five-minute video, watch exactly how to move from the class composition into individual instrument work and iconic notation. You’ll see how students record their musical ideas on paper without any standard notation knowledge — and how the teacher responds to what they create.
[](https://funmusicmembers.com/compose-grade-one-sample-lesson/)
### What instruments work best for Stage 2?
Small, untuned percussion instruments are ideal: shakers, tapping sticks, hand drums, woodblocks. The key is that all instruments in the room should be similar in size and shape, with no instrument that draws special attention or creates a status issue among students. When every child has the same instrument, the focus stays on the compositional decisions rather than on who has the most exciting thing to play.
At this stage, tuned instruments such as xylophones or glockenspiels can also work well for exploring pitch — for example, representing a high-pitched butterfly sound with high notes and a low-pitched lion’s roar with low notes. If you have access to tuned percussion, Stage 2 is an excellent place to introduce that connection between pitch and symbol.
## Making it work in the room: classroom management for Grade 1 composition
Composition lessons have a reputation for being chaotic. With six and seven year olds, instruments in the room, and an invitation to be creative, it can feel like a recipe for noise and lost time. In practice, the opposite is true — when the lesson is well-structured, Grade 1 students can be remarkably focused during composition activities, because they are doing something that feels meaningful to them.
These practical tips will help you keep the lesson purposeful and on track.
### Seat students away from instruments before you begin
This is the single most important classroom management decision you will make in a composition lesson. Before students enter the room — or before instruments are distributed — have students seated in a clear space away from any instruments. A mat area or open floor space works well.
The reason is simple: a six year old in arm’s reach of a percussion instrument will play it. This isn’t misbehaviour, it’s developmental. But it means that any instruction you give before instruments are in hand is the instruction that actually lands. Once the instruments come out, your management task becomes significantly harder.
Establish the compositional idea, introduce the stimulus, and complete Stage 1 entirely before any instrument is touched.
### Set clear time limits for free exploration
When students first receive instruments, give them a defined, short period — sixty to ninety seconds — to explore the sound freely. Name it explicitly: *“You have one minute to explore what your instrument can do. After that, we’ll use it together.”*
This does two things. It removes the irresistible novelty of a new instrument before the structured activity begins, and it gives students a legitimate outlet for their natural curiosity. Skipping this step and going straight into structured activity almost always results in students sneaking in their own exploration at the wrong moment.
Use a visual or auditory signal — a raised hand, a single strike of a drum, a countdown — to bring the class back together after the exploration period. Practise this signal before instruments are distributed so students know exactly what it means when it comes.
### Keep individual composition time short and purposeful
At Grade 1, open-ended creative time without structure quickly becomes unfocused. Rather than saying *“now make your own composition,”* give students a clear, bounded task: four sounds, in four squares, in any order they choose. The constraint is what makes the creativity possible — students know exactly what they are working toward.
Five to seven minutes is typically sufficient for individual or pair composition at this age. If students finish early, invite them to practise performing their composition from their notation, or to try a different order for their sounds and see how it changes.
### Use the class composition as a model before going individual
Students who are uncertain about what composition means — which at Grade 1 is most of them, at first — need to see the process modelled before they attempt it independently. The class composition in Stage 1 serves this purpose exactly. By the time students move to individual work in Stage 2, they have already been through the entire process once as a group: they chose sounds, arranged them, performed them, and recorded them.
Never skip Stage 1 in favour of going straight to individual work. The class composition is not a warm-up — it is the model that makes independent work possible.
### Respond to every composition as a genuine creative act
This is less a management tip and more a teaching principle — but it has a direct effect on how the lesson runs. When students know that their composition will be heard, responded to, and taken seriously, they invest in the work. When they suspect it might be dismissed or corrected, they disengage or play it safe.
At Grade 1, every composition is valid. Your role is not to evaluate whether it sounds good by adult musical standards. Your role is to ask genuine questions about the choices students made: *“Why did you put that sound first? What happens if you play this one louder? What does your composition feel like?”*
Students who feel heard as composers are students who stay on task, engage with the notation step, and bring real energy to the performance.
### Plan your transition back to the whole group
Before students move to individual or pair work, tell them explicitly how the lesson will end: *“At the end, three or four people will perform their composition for the class.”* This gives students a clear sense of where the lesson is going, and it gives you a natural, purposeful way to bring the group back together.
When you call time, invite volunteers to perform from their notation. Point to their symbols as they play. Ask the class what they notice. This closing performance loop — create, notate, perform, share — completes the compositional cycle and gives the lesson a satisfying conclusion that students will remember.
## Building a Grade 1 composition program across the school year
A single composition lesson — even a great one — only takes students so far. What makes the real difference at Grade 1 is returning to composition regularly, with each experience building on the one before it. This progression is what the curriculum actually requires, and it is what turns a collection of individual activities into a genuine compositional education.
Here is what that progression looks like across a school year.
### Term 1: Establishing the framework
The first term is about establishing the two-stage framework — sound exploration followed by iconic notation — and building student confidence with the process. The stimulus at this stage should be concrete and immediately familiar: animals, weather, environments, everyday sounds from the world students already know well.
The goal is not sophisticated musical output. The goal is familiarity with the compositional process itself: that we choose sounds, arrange them in a sequence for a reason, perform the result, and record what we did. Students who have worked through this process two or three times by the end of Term 1 have already developed more compositional thinking than many adults give six year olds credit for.
Keep the class composition central in this term. Individual and pair work comes later, once the process is truly understood.
### Term 2: Introducing the elements of music
Once students are comfortable with the framework, the second term introduces a more deliberate focus on the elements of music — dynamics, tempo, and pitch — as tools that composers use to create different effects.
This does not mean teaching the elements as definitions. It means building them into the compositional choices students are already making. Instead of simply choosing which animal comes first, students now consider: should the lion be loud or soft? Should the butterfly move quickly or slowly? Can we use high sounds for one animal and low sounds for another?
These questions give students a richer vocabulary for their compositional decisions without adding technical complexity. The iconic notation now begins to capture not just the sequence of sounds, but something about how those sounds should be performed — a big symbol for loud, a small symbol for soft, a jagged line for fast movement, a smooth curve for slow.
### Term 3: Moving to instruments with intention
By Term 3, students are ready to compose directly on instruments rather than starting with voice and body sounds. Small untuned percussion remains the most accessible choice — but where tuned instruments are available, this is the term to introduce them into the composition process more deliberately.
A simple pitched composition activity works well here: students use two or three notes on a xylophone or glockenspiel to create a short melodic idea, record it in their own notation, and perform it for the class. The constraint of two or three notes — rather than the full instrument — keeps the task manageable and the creative decisions meaningful.
This is also the term where pair and small group composition becomes genuinely productive. Students have enough experience with the process to collaborate without the activity falling apart, and working with a partner introduces a new compositional challenge: negotiating musical ideas with someone else.
### Term 4: Performing and sharing compositions
The final term brings the year’s composition work to a natural conclusion: students perform their compositions for an audience. This does not need to be a formal concert. It can be as simple as each pair performing their composition for another pair, or the class sharing their work with a buddy class from another year level.
The performance element matters because it completes the compositional cycle the curriculum describes. Students are not just composing and notating — they are practising music for performance, which is exactly what AC9AMU2C01 requires. Having a real audience, however small and informal, transforms the experience from a classroom exercise into a genuine musical act.
Across the four terms, students move from class composition with a concrete stimulus, through deliberate engagement with the elements of music, to instrumental composition and collaborative work, and finally to performance and sharing. Each term is a self-contained set of experiences that also builds directly toward the next.
This is what a composition program looks like — not a series of disconnected activities, but a coherent progression that develops creative confidence, musical thinking, and compositional skill across an entire year.
## What this means for your planning
Mapping this progression yourself — identifying the right stimuli, sequencing the activities, planning how to introduce the elements of music at the right moment, and building toward performance — takes significant time and expertise. It is also the part of music planning that most teachers, specialist and generalist alike, find most demanding.
The [Fun Music Company Grade 1 curriculum](https://funmusicco.com/fun-music-company-music-curriculum/grade-1-music-curriculum/) includes a fully planned COMPOSE unit with twenty composition lessons built into the forty-lesson sequence. Each lesson is ready to open and teach, with the progression already mapped across the year and the stimuli, activities, and notation approaches all provided.
## Frequently asked questions about Grade 1 music composition
How does Grade 1 composition connect to the Australian Curriculum v9?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-06-25T04:34:43+00:00#### [How does Grade 1 composition connect to the Australian Curriculum v9?](#collapse-9-38959)
The Australian Curriculum v9 for Music includes a dedicated creating and making strand at every year level. At Years 1 and 2, the content statement for this strand requires students to “select and combine elements of music when composing and practising music for performance” (AC9AMU2C01).
The two-stage framework in this article addresses this content statement directly. In Stage 1, students select sounds and combine them into a sequence — meeting the “select and combine” requirement through a concrete, age-appropriate activity. In Stage 2, students practise their composition and develop a recording system for it, connecting to the “practising music for performance” component of the statement. No standard notation is required to meet this curriculum requirement at Years 1 and 2, and the achievement standard for this band does not reference notation literacy. Creative decision-making, sequencing, and performance are sufficient — and well within reach of every Grade 1 student.
For a complete breakdown of all four strands at Years 1 and 2, including the achievement standard and what it looks like in practice, see our [Australian Curriculum v9 Years 1–2 guide](/australian-curriculum-music-v9-years-1-2-explained-for-primary-teachers/).
What instruments work best for Grade 1 composition activities?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-06-25T04:34:11+00:00#### [What instruments work best for Grade 1 composition activities?](#collapse-9-38957)
Small, untuned percussion instruments are the most practical choice for Grade 1 composition: shakers, tapping sticks, hand drums, woodblocks, and similar items. The key consideration is consistency — all instruments in the room should be similar in size, shape, and volume, so that no single instrument creates a distraction or becomes a status object among students. When every child has the same thing, the focus stays on the compositional decisions.
Where tuned instruments such as xylophones or glockenspiels are available, they can be introduced effectively in Stage 2, particularly when the composition activity involves exploring pitch. Limiting students to two or three notes — rather than the full range of the instrument — keeps the creative task manageable and the decision-making meaningful. If your school has limited percussion resources, body sounds and vocal sounds work equally well at this stage, and require no equipment at all.
How long should a Grade 1 composition activity take?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-06-25T04:33:31+00:00#### [How long should a Grade 1 composition activity take?](#collapse-9-38955)
A complete Grade 1 composition lesson using the two-stage framework fits comfortably into a standard forty-five to fifty minute music lesson. Stage 1 — introducing the stimulus, exploring sounds as a class, and creating and performing the class composition — typically takes fifteen to twenty minutes. Stage 2 — introducing iconic notation, completing the class score, and moving to individual or pair instrument work — takes a further twenty to twenty-five minutes, with the final five minutes reserved for sharing and performance.
If you are working with shorter lesson blocks, Stage 1 alone makes a complete and satisfying lesson in its own right, with Stage 2 following in the next session. The two stages are designed to work together, but each is coherent as a standalone experience.
Do I need to be a musician to teach Grade 1 composition?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-06-25T04:32:50+00:00#### [Do I need to be a musician to teach Grade 1 composition?](#collapse-9-38953)
No. Teaching Grade 1 composition does not require musical training, the ability to play an instrument, or any knowledge of music theory. What it requires is the ability to ask good questions, respond to students’ creative ideas with genuine curiosity, and facilitate a structured process.
The two-stage framework described in this article — sound exploration followed by iconic notation — is designed specifically to be accessible to any teacher, regardless of musical background. The stimuli are everyday sounds that students already know. The notation is invented by students themselves. The teacher’s role is to guide the decision-making process, not to provide musical expertise. Generalist classroom teachers who follow a well-structured approach can deliver effective and genuinely creative composition lessons with confidence.
What is iconic notation in primary music?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-06-25T04:32:02+00:00#### [What is iconic notation in primary music?](#collapse-9-38951)
Iconic notation is a system of invented symbols that students create themselves to represent sounds. Rather than using standard music notation — which requires years of dedicated study to read and write — students draw their own marks on paper that capture something about the sound they have made: its shape, its length, its volume, its character. A loud, low sound might become a thick, heavy line. A fast, fluttery sound might become a series of small dots. There is no universal system and no correct answer. What matters is that the symbol communicates the sound to the person performing it.
Iconic notation is developmentally significant because it builds the conceptual foundation for standard notation: the understanding that a mark on a page can represent a sound in time. Students who have invented their own notation system have already grasped the core idea behind all music literacy, which makes the transition to standard notation in the later grades considerably more intuitive.
## Ready to take the work out of planning Grade 1 composition?
The [Fun Music Company Grade 1 program](https://funmusicco.com/fun-music-company-music-curriculum/grade-1-music-curriculum/) includes 20 fully planned composition lessons, sequenced across the year and ready to teach — no preparation required.
Joining the full K-6 curriculum program includes our [Composition Masterclass](https://funmusicco.com/composition-workshop/): a 90-minute training that walks you through how composition is taught across the full K–6 sequence, so you can teach every grade with confidence.
**Categories:** Classroom Music, Creative, Grade K-2
**Tags:** Compose, Grade One Compose, Music Composition, Music Composition Grade one, Teaching Music Composition
---
### [How to teach Grade 1 Music Lessons](https://funmusicco.com/how-to-teach-grade-1-music-lessons/)
**Published:** August 17, 2023
**Author:** Janice Tuck
**Content:**
## Teaching grade 1 music lessons?
This article gives an overview of a typical grade 1 music lesson plan. Then it shows you how it can be implemented.
# How to teach grade 1 music lessons
***Creating a music lesson plan is difficult enough!***
***Getting a lesson to fit curriculum requirements is even harder!***
Firstly, you need a clear sense of the curriculum requirements. Then you need to turn it into an enjoyable lesson for your students.
If you’re looking for a comprehensive framework for elementary music lesson planning across all grades, our [lesson planning guide](https://funmusicco.com/elementary-primary-music-lesson-plans-guide/) walks you through the essential strategies and curriculum requirements.
## What is the purpose of a lesson Plan?
Any lesson plan is a simple **list of activities**. It should also have an idea of where it fits into your program.
It needs to be easy to read, so you can glance at it and be ready to teach. It can also act as a reference to hand on to a substitute teacher.
Personally I like to plan by creating a list of links on my computer. That way every resource I will need will only be one click away!
### Here’s an example of a first grade lesson plan:
## How to prepare for grade 1 music lessons
There are only a few really important things to prepare:
- **Your computer and display screen.** Make sure your computer is charged or plugged in and has a speaker attached. To teach music it is important that you have good quality sound equipment. This means it doesn’t distort when the speaker is turned up. The children need to be able to hear it to play along with. Your classroom screen should be visible from the whole room.
- **Plan where your children will sit when they enter the room.** When your grade one classes come into the classroom, make sure you have planned where they will sit. This area should be away from any instruments. In this place the children can listen to your instructions without distraction. Grade 1 classes can become overly enthusiastic when moving around the classroom. At these times you can bring them back to their sitting spot and calm them down again.
- **Sort out your instruments.** Every music classroom in the world is equipped differently. You will need small percussion instruments such as shakers and tapping sticks. Make sure that all the instruments you choose are similar in size and shape. This way there are no special choices which can slow down a lesson.
- **Read and think about their age.** If teaching grade 1 is new to you, take the time to learn about it. Spend a few minutes reading about this age group and their tendencies. We recommend research based documents such as [this one](https://www.responsiveclassroom.org/sites/default/files/ET1intro.pdf). This is a guide from the [Northeast foundation for children](https://www.responsiveclassroom.org/sites/default/files/ET1intro.pdf).
### By doing this you’ll understand things such as:
- Children in this age group have a tendency to rush through activities.
- Children at this stage can be highly susceptible to criticism.
- The best ways to varying the pace of instruction.
- Why keeping segments of the lesson short can be a good idea.
## What you do need and what you don’t need for teaching Grade 1 music lessons:
You don’t need massive amounts of musical skill
You don’t need hours of specialised training or conferences.
You DO need to be thoughtful and caring for grade one students.
You DO need to be prepared to have fun and be upbeat and happy.
## How to create an impactful Grade 1 music lesson
Begin by structuring your lesson content around the four key content areas.
### 1. Skills.
> *Music is a more potent instrument than any other for education because rhythm and harmony find their way into the inward places of the soul.*
> *– Plato*
The idea of developing skills appears in every curriculum program. The skills worked on in grade one include:
- Keep a steady beat.
- Identifying musical sounds and non-musical sounds.
- Developing an ability to replicate a rhythm.
- Develop an idea of pitch.
In the video below I show you how to work on beat and rhythm skills. We do this with a simple echo rhythm activity.
Regularly repeat warm up activities like this one. This will cover this area of the curriculum.
This video shows you the [echo rhythm activity for grade 1](https://funmusicco.com/echo-rhythm-grade-one/).
### 2. Singing and playing.
> “A happy child is a child who sings.” – Unknown/Anonymous
**Children should be involved** in music making in all grade 1 music lesson plans. This is where they develop the love and enjoyment for music. They also have fun, and enjoy being a part of their class community.
The [Fun Music Company Curriculum program](https://funmusicco.com/fun-music-company-music-curriculum/) starts with **singing**. This is a foundation to move quickly into **playing instruments.**
Not every grade one child will want to sing. Some will sing, some will do actions. Some won’t want to do anything at all at first!
It is up to educators to provide enthusiasm and structure. This will make it safe and accessible for children to participate.
[The video below](https://funmusicco.com/it-all-begins-with-singing/) has a strategy to catch the children’s attention:
- How to get them singing.
- How to get them taking part.
- How to get them ready to play instruments.
One of the best instrument groups you can introduce at Grade 1 are [Boomwhackers](https://funmusicco.com/boomwhackers/). These colour-coded pitched percussion tubes are ideal at this age. Very little musical knowledge is required, every child gets to participate, and students can be making real ensemble music within minutes of picking them up for the first time.
In Grade 1 Boomwhackers are a wonderful bridge between singing and playing: students can sing a melody, then participate in the ensemble with their colour-coded tubes, hearing and feeling the connection between the two. We have a full collection of [Boomwhacker songs](https://funmusicco.com/boomwhacker-songs-for-your-k-6-music-classroom/) and [Boomwhacker ](https://funmusicco.com/boomwhacker-games-and-activities-for-k-6-music-classes/)[games](https://funmusicco.com/boomwhacker-games-and-activities-for-k-6-music-classes/)[ and activities](https://funmusicco.com/boomwhacker-games-and-activities-for-k-6-music-classes/) designed for exactly this age group — all free to try with your class.
## 3. Creativity.
> “Let music belong to everyone.” Zoltan Kodaly
**What? Letting grade 1 students *COMPOSE THEIR OWN MUSIC?***
Actually … YES!
Suppose in an art class we gave a child a paint brush and then said:
*“You can paint, but you must only use these colours. You also must exactly replicate this picture!”*
This is exactly what we’re doing in music class when we say:
*“Here is how to perform three blind mice on the piano”*
There is no creativity in this type of lesson. It is replicating what someone else has done before.
In art lessons for Grade 1 we would not do that! We would give them a blank sheet of paper. We might prompt the students with an idea, and then we would let them create. Anything they created we would praise and reward.
So in music we need to re-think our approach. We must encourage children to create their own music, within set frameworks.
Most teachers aren’t trained in the area of composition. Most teachers aren’t composers, however you don’t need to be.
Just follow some simple ideas [like this one](https://funmusicco.com/safe-and-creative-space-grade-one-composition/).
### 4. Listening and connecting.
> “How beautiful would it be if our schools and our education program showed how music is a combination of many different cultures, and cultures are an expression of many kinds of music? There’s a lot for our students, not only from a musical perspective, but also from a global perspective and in showing them how they fit in as part of a bigger world.”
>
> – Dr. Miguel Cardona, U.S. Secretary of Education (Source: NAfME interview, July 2021)
**Music is a way to expose our children to cultural experiences. This is extremely important.**
Children should listen, but not just listen. They should analyse, respond, and express preferences.
The CONNECT part of a music lesson provides a listening experience. It also helps them understand and connect with music and its purpose.
The Australian Curriculum for Grade 1 states that students should:
> *“Respond to music and consider where and why people make music.”*
The US Common Core Arts Standards states that students should:
> *“Demonstrate and identify how music concepts are used in various styles of music.”*
This means we should have students listen to a wide variety of music. This music should be from different cultures and backgrounds. Students should understand its specific purpose, and not just listen to it.
Children at grade one don’t have to write essays. Just begin with a [simple listening activity and worksheet](https://funmusicco.com/listening-activity-for-grade-one/).
## Making it all easy …
This all seems like a lot of work, doesn’t it!
That is why we’ve taken the hard yards for you. We have created a complete [Grade 1 Music Curriculum.](https://funmusicco.com/fun-music-company-music-curriculum/grade-1-music-curriculum/)
This program has everything needed to be successful in teaching grade 1 music. Fun songs, games, creativity lessons and listening activities. All structured in a series of lessons you can prepare in an instant.
Designed for the curriculum, so you can focus on the children. [Click here to learn more about it. »](https://funmusicco.com/fun-music-company-music-curriculum/grade-1-music-curriculum/)
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-1-music-curriculum/)
**Categories:** Grade K-2
---
### [Three keys for setting up a successful ukulele program in your school](https://funmusicco.com/three-keys-for-setting-up-a-successful-ukulele-program-in-your-school/)
**Published:** February 19, 2021
**Author:** Janice Tuck
**Content:**
# # Three keys for setting up a successful ukulele program in your school
*“Hey (insert your name here) why don’t you do some ukulele playing with the (insert difficult class)?”*
How many of you have heard that sort of thing before? I don’t know why you’re here, but you’ve found yourself on a page with an article that says it includes three keys for setting up a ukulele program in your school.
All too often a ukulele program can be suggested as something to do, yet if you go into it without some planning and preparation, it can be add more stress to your week, instead of helping!
That is not what we’re in the business of at the Fun Music Company! We aim to create materials and software that really help music teachers, and allows them to focus on the most important thing, which is the education of and the connection to their students. When it comes to ukulele, there is lots of advice around, and many wonderful teachers and experts who can help you.
However we believe that there are just **three keys** to getting started with ukulele in the classroom, and if you think about these things first, then you’ll be off to a great start!
### Key #1 – Start with passion and excitement for the instrument and the music.
Instead of jumping straight into practical things, like how you hang up or store the ukuleles, we want to start “up stream” a little, and think about you, the teacher.
Yes, you, the teacher … makes an enormous difference. I would have to say that this is the NUMBER ONE thing that is going to make a difference whether or not you’re successful. It’s not the instruments you have, it’s not the classroom, it’s not the enthusiasm of the students. Its not the situation you’re teaching in or the resources you have available. It’s YOU.
By YOU … I’m not talking about your skills or experience. You can never have picked up a ukulele before, and you can have success. The skills and experience you have matters very little.
What does matter is your attitude, your beliefs and your mood every day.
How you are in the classroom, how you show up each day – whether you’re in a happy, controlled, balanced mood (or not!) – that is the thing that will determine your success.
If you walk into the classroom to teach ukulele, and your internal self talk is “I don’t want to do this … I don’t even like this instrument … This isn’t going to work”…
well guess what?
It won’t work. You’ll have a lousy time.
However, this is something that you are 100% in control of. The three things mentioned: your attitude, your beliefs and your mood every day are 100% within your control.
Yes, things will happen. Kids will misbehave, they will break strings, twiddle with tuning pegs and interrupt at the wrong times. It will happen! You may not have the best instruments, or the most budget. It’s life!
But the thing that matters is what you bring into the classroom – and the most important thing is your attitude, your beliefs and your mood.
If you’re enthusiastic about the ukulele, then your enthusiasm will be infectious! The kids will pick up on it and pretty soon they’ll carry you along with them when you have the occasional bad day. The thing is, you’ve got to control it from day one! Remember that you are in control of those things, and make sure that you think about your self-talk.
So here are a few ideas for improving your enthusiasm and passion for the ukulele.
Play ukulele! Lots! One of the best things you can do is simply pick up the ukulele and play! Watch videos and learn to play songs. Get yourself a program and play along, find books and resources, and play with the students. Play songs that they like and request! Get inspired! You don’t have to be perfect! Just play privately, in your own time. No-one has to hear you, but the more you play, the more you’ll enjoy.
Watch great ukulele players and share with the students. There are so many wonderful ukulele players and teachers on youtube. Look up Jake Shimabukuro on youtube – and you’ll find things like his amazing performance of “bohemian rhapsody”. It’s amazing to see what a ukulele can do! We don’t have to be virtuosos like that of course – because we have this wonderful thing called the internet where we can see and share videos of the world’s greatest musicians.
Think about how grateful you are to have this opportunity. Think about it – you’ve got an opportunity to play an instrument with such a wonderful culture of inclusivity and connection. There are ukulele clubs all around the world, and you have an opportunity to share this culture with another generation of students who may not have experienced it. Thinking just a little gratitude every morning for the opportunity can change your attitude and mood for the day.
Again, there is a reason we wrote this as #1 of our three keys – as it is that important. What attitudes, beliefs and mood you bring to the classroom is going to be the most important factor in your success.
### Key #2 – Think about your classroom management in advance.
Yes, we need to talk about classroom management. You can’t go in on day one, have the kids in a circle on the floor, and unbox your brand new ukuleles and give them to them.. not without it being a bit challenging!
Have you ever heard the old “five P’s” phrase that one of my old university teachers used to say “Prior Preparation Prevents Poor Performance”? But it’s not preparation you need in terms of lots of time thinking about songs and exercises. Yes, you need to think about that, but more importantly you need to think about your procedures for classroom management and anticipate the challenges that will come up for the students, and how you’ll handle them.
**Storage and getting instruments off the rack.** Firstly, think about how the ukuleles are stored in your room, and make sure that you have a procedure in place for how and when students are allowed to pick one up, and how they must put them back.
Students need to respect instruments, and this is a key thing to make sure happens on day one of lessons.
Yes, you might not be able to get the perfect rack setup or built yet – so even if you start with them leaning against a wall or in their boxes, at least have your plan worked out before you step into the classroom on day one.
**The tuning pegs.**
Do you know the number one reason ukuleles go out of tune? It’s not the weather, and it’s not usually the strings. The reason is the children! Sometimes its genuinely naughty ones who do it to be annoying, but often it will be children who simply don’t know what the tuning pegs do. So on the first day, before a child touches a ukulele this is a really important thing to emphasize. Until they’re taught how… students should not touch the tuning pegs!
**Ukulele management and colours.**
Most school sets have multiple colours of ukulele, and sometimes multiple brands and different styles, purchased at different times. That’s ok – its not a perfect world, and isn’t going to be! We have to work with what we have, and what we can get.
However this can be a cause of problems in the classroom. “I want the red one!”…. “I don’t want a pink one!” It can and probably will happen on the first day. And there is every possibility that a child will be upset and create a poor linkage in their mind to ukulele lessons. And this is the very first day!! That is absolutely NOT what we want.
We have seen many teachers use an assignment system, where each ukulele is numbered, and they have a process on the first day (which can be random, or not) to assign each student their ukulele. The numbers are recorded on a register for each class, and the student knows exactly which ukulele is “theirs” for the ukulele classes. That way you can make sure that each child gets a colour that they’re happy with on day one, and they will know where to find it.
This also makes it easier to track down issues with particular ukuleles, and makes sure that you can be totally organised.
It may take you a few years to get your classroom management system for ukulele system sorted into something that works for you and your school. Don’t expect that you’ll be perfect on day one, but at least if you think about it and make it a focus then you’ll have a greater chance of success.
### Key #3 – Get yourself the support and resources you need.
Once you have your own attitude sorted out and some ideas for how you’ll manage things in the classroom, you need to get yourself the best resources and programs to help you.
Here at the Fun Music Company we’ve spent the last three years developing our [***Ukulele Curriculum System***](/teaching-ukulele-with-ukulele-curriculum-program/), which is a complete program for teaching ukulele in the classroom.
We did this because we knew that the first two things on this list is more than enough for the teacher to handle. We don’t want teachers to be spending time trawling the internet, trying to find exercises, backing tracks and songs.
Teachers need to spend the time caring for themselves, resting, enjoying life, playing the ukulele and focusing on the wonderful opportunity of teaching the ukulele.
So that is why we do what we do – we’re here to support you and make your life easier with our programs. We have everything you need from the exercises and songs, through to support from our community of teachers. We have even published a [complete guide to teaching ukulele in the classroom](https://funmusicco.com/how-to-teach-ukulele-in-the-classroom-a-complete-guide-for-primary-and-elementary-teachers/).
If you’re ready to think about how to structure your individual lessons, our [Ukulele Lesson Plans guide](https://funmusicco.com/ukulele-lesson-plans/) walks you through exactly what to teach, when to teach it, and how to keep a program moving forward with real progression.
Enjoy this wonderful journey of teaching the ukulele, and I look forward to welcoming you personally into our community of teachers using this program!
**Categories:** Ukulele
**Tags:** Ukulele
---
### [What's Changing in the Western Australian Music Curriculum — and What It Means for Your Classroom](https://funmusicco.com/whats-changing-in-the-western-australian-music-curriculum-and-what-it-means-for-your-classroom/)
**Published:** May 14, 2026
**Author:** Janice Tuck
**Content:**
# What’s Changing in the Western Australian Music Curriculum — and What It Means for Your Classroom
If you’re a music teacher in Western Australia — whether you’re a specialist or a classroom generalist — you may have heard that the music curriculum is being updated. Perhaps you’ve seen the documents circulating, or received communication from your school about familiarisation. Either way, we’ve done the reading so you don’t have to, and we’re here to walk you through exactly what’s changing, what it means in practice, and what you need to do (and not do) right now.
The short version? The changes are sensible, the structure is cleaner, and you have plenty of time to prepare.
## When is this happening?
The revised Western Australian Music Curriculum has been released by the [School Curriculum and Standards Authority (SCSA)](https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-arts/music2) for familiarisation in 2026, with full implementation from 2027. That means this year is about getting familiar with the changes — not about overhauling your teaching practice overnight. You have time to understand what’s coming, and to prepare thoughtfully.
## What’s actually changing?
The revised curriculum has been updated from Australian Curriculum version 8.4 to version 9, contextualised for the Western Australian setting. The changes are best described as a refinement rather than a reinvention. The content that good music teachers have always delivered is still there — it’s just been organised more clearly and expressed more precisely.
**Here’s a breakdown of the key changes:**
### The strands have been renamed
The biggest structural change is the renaming of the curriculum strands. The old curriculum organised music under two areas — **Making** (with sub-sections for Ideas, Skills and Performance) and **Responding**. The new curriculum uses three cleaner strands:
- **Explore** — listening, analysing, responding to music and reflecting on performances
- **Create** — composing, improvising and recording music ideas
- **Perform** — rehearsing and performing music
If you’re a Fun Music Company user, you’ll recognise these immediately. Three of our four curriculum pillars — CONNECT, COMPOSE, and SING & PLAY — map directly onto this new structure, just as they did with the old one. Our fourth pillar, SKILLS, covers the next important change.
### The Elements of Music are now an Addendum
Previously, the elements of music (rhythm, pitch, dynamics, tempo, form, timbre and texture) were listed as a standalone Skills strand. In the revised curriculum, they sit in a dedicated Elements of Music Addendum — a supporting document that runs alongside all three strands and specifies which elements should be taught at each year level.
This is actually a more accurate reflection of how good music teaching works. The elements of music aren’t a separate thing you teach in isolation — they’re the vocabulary that runs through everything. The new structure makes that explicit.
### Content descriptions are simpler and clearer
One of the most practical improvements in the revised curriculum is that the content descriptions themselves are shorter and easier to read. Where the old curriculum sometimes packed multiple ideas into a single statement, the new descriptions are focused and specific. For example, the **Perform** strand for Year 3 now simply reads:
> “Engage with teacher-directed rehearsal strategies to develop a class/group performance of own and others’ music”
>
> “Develop performance skills that demonstrate the elements of music”
This is clear, actionable, and easy to plan from.
### Reflection is now an explicit requirement from Year 3
One genuinely new addition worth noting is that reflecting on performances and compositions becomes a standalone content description from Year 3 onwards, sitting within the Explore strand. From Year 3, students are expected to reflect on their own and others’ work, with this becoming increasingly specific through to Year 6 — by Years 5 and 6, students are identifying specific strengths and areas for improvement.
This doesn’t require new lessons — it’s something most good teachers are already doing. But it’s worth making the reflective process more visible and deliberate in your planning.
### Stage presence is now named in Years 5 and 6
Another small but meaningful addition — “confident stage presence” is now explicitly named as part of the performance skills descriptor in Years 5 and 6. Again, this is something great teachers already develop in their students, but it’s now formally recognised in the curriculum. Worth a mention in your lesson notes and assessment conversations.
### Cultural context is more precisely described
The Explore strand now gives more specific guidance on the cultural focus at each year level. Rather than a general requirement to explore music from different cultures, the progression is now clearly mapped: Year 3 explores why people make music across cultures; Year 4 specifically addresses music and connection to Country/place; Year 5 looks at how music continues and revitalises culture; and Year 6 examines factors that influence musical styles. This is a helpful clarification that makes planning more purposeful.
## What doesn’t change?
Quite a lot, reassuringly. The fundamental content of music education in Western Australia remains consistent — students still sing, play, compose, listen and respond. The elements of music are the same. The expectation that students engage with music from a wide range of cultures, times and places is the same. The progression from playful exploration in Pre-primary through to sophisticated musical understanding by Year 6 is the same.
If you’ve been teaching music well under the current curriculum, you’re already doing most of what the revised curriculum asks for.
### What should you do now?
For 2026, your focus should be on familiarisation. Read through the new scope and sequence documents from SCSA, note the strand name changes, and start thinking about how your current planning maps across. You don’t need to rewrite your units from scratch — you need to understand the new language and structure so that when 2027 arrives, the transition is smooth.
You can access all the familiarisation documents directly from the [SCSA curriculum browser](https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-arts/music2).
Our Fun Music Company Scope and Sequence for the current Western Australian Curriculum is still the document you should be working from this year, and it remains fully aligned with what is currently mandated.
In the meantime, if you’d like to see how the [Fun Music Company program](https://funmusicco.com/fun-music-company-music-curriculum/) works in your classroom, we’d love to send you a sample lesson.
[](https://funmusicco.com/fun-music-company-music-curriculum/)
## What we’re doing at Fun Music Company for Western Australian teachers
We know that curriculum updates land differently depending on where you are in your teaching week. So we want to be clear: we’ve read every document, we’ve mapped every change, and we’re already working on updates to make sure our program continues to be the easiest possible path to full curriculum alignment for WA teachers.
Here are a couple of the specific things we’re working on:
### New material being added to the *SKILLS* unit
The revised Elements of Music Addendum is more specific than the old Skills strand in several places, and we’re adding new activities to make sure every element is explicitly covered at the right year level.
One example: the Addendum now specifically lists the distinction between speaking voice and singing voice as a Pre-primary requirement. It might sound like a small thing, but it’s a foundational skill — and we’re adding a dedicated echo singing activity to address it directly, so your youngest students have a clear, playful way into that concept from day one.
Another example: the Addendum now specifies exactly which intervals should be introduced at each year level — for instance, major second, minor third and major third at Year 5, moving to perfect fifth and perfect octave at Year 6. We’re updating our interval recognition activities to reflect this precise progression, so that when your students are singing and matching pitch, they’re working on exactly the right intervals for their year level.
These are the kinds of small, careful updates that don’t change the feel of the program — but mean you can point to the curriculum with complete confidence.
### Updated Scope and Sequence on the way
Our updated Fun Music Company Scope and Sequence for the revised Western Australian Curriculum is currently being prepared. We’ll publish it as soon as we have the copyright licence in place from the School Curriculum and Standards Authority — working with the SCSA in the proper manner is important to us, and we want to make sure everything is done right.
In the meantime, the current Scope and Sequence remains fully valid for 2026, and non-members can download a sample grade from that from [this page](https://funmusicco.com/music-scope-and-sequence-for-western-australian-schools/). Curriculum members can access a full version for every grade inside our members area.
If you’re on our mailing list, we’ll let you know as soon as the new version is available.
## A final word
Curriculum updates can feel overwhelming, especially when you’re already managing a full teaching load. But this one is genuinely one of the more teacher-friendly revisions we’ve seen — cleaner structure, clearer language, and no dramatic shifts in what’s expected. The SCSA has done a thoughtful job of refining rather than reinventing, and that’s good news for everyone in a Western Australian music classroom.
We’ll keep you updated as more resources become available. As always, we’re here to make music teaching a little easier.
##### Western Australian Curriculum content descriptions referenced in this article are © School Curriculum and Standards Authority 2025. The SCSA does not endorse this publication or product.
**Categories:** Curriculum Australia
---
### [Music and the Brain: What the Neuroscience Shows](https://funmusicco.com/how-does-music-stimulate-left-and-right-brain-function-and-why-is-this-important-in-music-teaching/)
**Published:** May 16, 2012
**Author:** Kevin Tuck
**Content:**
# **Music and the Brain: What the Neuroscience Actually Shows**
*This article was originally published in May 2012 and has been substantially revised in May 2026. The original version drew on the left brain/right brain framework that was widely used in popular science writing at the time. Since then, neuroscience research has moved on considerably — including a landmark 2013 study that directly challenged the left/right brain personality model. This revision updates the content to reflect what the research actually shows, while preserving the original comments from readers who found the earlier version useful.*
Of all the arguments made in favour of music education, one of the most enduring is that music is uniquely good for the brain. Teachers have sensed it, parents have believed it, and researchers have spent decades trying to understand exactly why.
The intuition is well founded. Music does do something distinctive to the brain — something that most other activities do not. But the explanation for why that is has changed significantly as neuroscience has developed, and the popular framework that shaped much of the early writing on this topic — the idea that music engages the “left brain” and the “right brain” in complementary ways — has not held up well under scrutiny.
That is not a reason to abandon the broader argument. If anything, what modern neuroscience has revealed about how music affects the brain is more interesting and more relevant to music educators than the old framing ever was. The story is not about two hemispheres working in parallel. It is about an entire network of brain systems — auditory, motor, linguistic, emotional — firing together in a way that almost no other human activity produces.
This article explains what that means, why it matters for music education, and what the research actually shows.
## **The Left/Right Brain Model: What It Got Right and Where It Fell Short**
The idea that the brain has two distinct hemispheres with different specialisations is not wrong. It is well established that certain functions are lateralised — meaning they tend to be processed predominantly on one side of the brain. Language processing, for instance, is strongly left-lateralised in most people. Visuospatial processing tends to draw more heavily on the right hemisphere. These are genuine findings, supported by decades of neuroscience research.
Where the model ran into trouble was in the leap from those specific findings to a broader personality theory — the popular notion that some people are fundamentally “left-brained” (analytical, logical, sequential) while others are “right-brained” (creative, intuitive, artistic). That idea took hold in popular culture during the 1970s and 1980s and remained influential for decades. It shaped a great deal of educational thinking, including early writing about music and brain development.
The problem is that it does not reflect how the brain actually works. In 2013 — the same year the original version of this article was gaining traction online — researchers at the University of Utah published a study in *PLOS ONE* that examined brain imaging data from 1,011 people between the ages of seven and 29. They divided each brain into over 7,000 regions and looked for evidence that individuals consistently favour one hemisphere over the other. They found none. There was no evidence in the brain imaging data that people are either left-brained or right-brained as a matter of personality or cognitive style (Nielsen et al., 2013).
This does not mean the hemispheres are identical or interchangeable. Lateralisation of specific functions is real. But the idea that a person’s fundamental character — their creativity, their analytical ability, their artistic sensibility — is determined by which hemisphere dominates is not supported by the evidence. It was a compelling popular narrative that the data simply did not back up.
For music educators, this matters because some of the arguments built on that framework — that music uniquely bridges the analytical left brain and the creative right brain, producing a kind of cognitive balance unavailable through other activities — rest on a model that neuroscience has since moved away from. The core claim that music is distinctively good for brain development remains well supported. But it needs a different, more accurate explanation.
## **What Modern Neuroscience Actually Shows: Music and the Whole Brain**
When neuroscientists study what happens in the brain during musical activity — playing an instrument, singing, even listening attentively — what they find is not two hemispheres taking turns. They find something considerably more complex and, for music educators, considerably more interesting.
Music engages multiple brain networks simultaneously. Research over the past two decades has established that musical activity draws on the auditory system, the motor system, the language networks, the emotional and reward systems, and the executive function networks — often all at once, and in ways that are tightly interconnected rather than sequential (Thaut et al., 2021; Speranza et al., 2022).
To understand why this matters, it helps to consider what each of these systems is doing during music-making.
The auditory networks are processing pitch, rhythm, timbre, and the relationships between sounds — tracking melody, anticipating what comes next, detecting when something is slightly off. This is not passive reception. Active musical listening and performance involve continuous predictive processing, where the brain is constantly forming and updating expectations about what the music will do.
The motor networks are engaged whenever music involves movement — which, in active music-making, is always. Playing an instrument requires precise, coordinated physical control. Singing requires breath management, laryngeal control, and articulatory movement. Even rhythmic listening activates motor areas of the brain, which is why people naturally move in response to music and why a steady beat has such a powerful effect on physical coordination.
The language networks are recruited because music and language share deep structural similarities. Both involve sequences of sounds organised by rules, both require the brain to track patterns across time, and both draw on overlapping neural resources. Research has consistently found connections between musical training and language processing — a relationship explored in detail in the companion article on this site, *[The Research Behind Primary School Music Education: What the Evidence Actually Says](https://funmusicco.com/research-behind-primary-school-music-education/).*
The emotional and reward systems — including the limbic system and the brain’s dopamine pathways — respond to music in ways that are well documented and remarkably consistent across cultures. Music can induce genuine emotional responses, trigger memories, and activate the same reward circuitry involved in other deeply pleasurable experiences. This is not incidental to music’s value. It is central to why music has been part of human life across every culture and every period of recorded history.
What makes this picture significant for music educators is the word *simultaneously*. Most activities engage one or two of these systems at a time. Reading engages language and visual processing. Sport engages motor systems and some executive function. Music, particularly active music-making, engages all of them together — and in doing so, creates unusually rich and widespread patterns of neural activity.
As Hallam’s comprehensive research synthesis notes, the breadth of this engagement is one of the key reasons musical training is associated with development across so many different domains — not because music magically transfers skills to unrelated areas, but because the neural systems it trains are the same systems that underpin a wide range of cognitive and social functions (Hallam, 2015).
### **Why Music is Uniquely Powerful for Brain Development**
Understanding that music engages multiple brain networks simultaneously raises a natural question: does that engagement actually change the brain, or does it simply reflect the fact that music is a complex activity?
The answer, supported by a substantial body of research, is that sustained musical training does produce measurable changes in brain structure and function. The brain is not a fixed organ. It is plastic — meaning it reshapes itself in response to experience, forming new connections and strengthening existing ones through repeated use. Musical training is one of the more powerful drivers of this neuroplasticity that researchers have identified.
Studies using brain imaging have found structural differences between trained musicians and non-musicians in multiple brain regions — including areas involved in auditory processing, motor control, and the connections between them. These are not small or incidental differences. They reflect the cumulative effect of years of practice that requires the brain to coordinate listening, movement, memory, and emotional response in real time (Hallam, 2015).
Importantly, this is not simply a matter of musicians being born with different brains. Longitudinal research — studies that follow participants over time rather than comparing groups at a single point — has found that musical training itself drives these structural changes. The brain adapts to the demands that music-making places on it. The more precise and sustained that training, the more extensive the adaptation.
This has a direct implication for how we think about music in primary schools. The neural systems being trained through music — auditory discrimination, motor timing and coordination, pattern recognition, emotional regulation, sustained attention — are not music-specific. They are general-purpose cognitive tools that children use across every area of their learning and their lives. When music education is well taught and sustained over time, it is not merely teaching children to sing or play an instrument. It is exercising the brain in ways that few other school activities replicate.
This is also why the quality and consistency of music education matters so much. Neuroplasticity is driven by repeated, effortful engagement — not by occasional exposure. A well-structured, regular music program gives the brain the sustained practice it needs to produce lasting change. A fragmented or infrequent program is less likely to do so. The research does not support the idea that any music education is automatically beneficial. It supports the idea that good music education, delivered consistently, produces genuine and lasting effects on the developing brain.
## **The Early Childhood Window: What the Research Shows About Starting Young**
Of all the findings in the neuroscience of music and brain development, one of the most practically significant for primary school educators concerns the timing of musical training. The research suggests that the brain is particularly receptive to the effects of musical experience during early childhood — and that starting music young produces some specific structural changes that are more difficult to achieve through later training.
The most compelling evidence for this comes from a 2013 study by Steele, Bailey, Zatorre and Penhune, published in the *Journal of Neuroscience* from Concordia University in Montreal. The researchers tested 36 adult musicians, splitting them into two groups: those who had begun musical training before the age of seven, and those who had begun after. Crucially, both groups had the same number of years of training and experience — which meant any differences between them could not simply be explained by the early starters having practised for longer.
What the researchers found was striking. Musicians who had started before age seven showed enhanced white matter in the corpus callosum — the bundle of nerve fibres that connects the left and right hemispheres and plays a central role in coordinating communication across the brain. Furthermore, the younger a musician had started, the greater the connectivity. The early starters also showed more accurate motor timing on a movement task, and this advantage persisted even after two days of additional practice (Steele et al., 2013).
The researchers interpreted this as evidence for a sensitive period in brain development — a window during which the brain is particularly responsive to musical training, and during which that training produces structural changes that have lasting effects on motor coordination and interhemispheric communication.
It is worth noting the careful qualification offered by co-author Dr Virginia Penhune at the time of the study’s publication. “It’s important to remember that what we are showing is that early starters have some specific skills and differences in the brain that go along with that,” she said. “But these things don’t necessarily make them better musicians.” The research identifies specific neurological advantages associated with early training — it is not a claim that children who start music before seven will outperform those who start later in every respect, or that later starters cannot achieve high levels of musical ability.
What the finding does suggest, however, is that early childhood represents a genuine window of heightened neurological responsiveness to musical experience. The brain structures that musical training strengthens — particularly those involved in motor timing, coordination, and interhemispheric communication — appear to be more malleable during this period than they will be later. This aligns with the broader neuroscientific understanding of sensitive periods in development, where particular types of experience have greater structural impact at certain points in a child’s growth than they will have if the same experience occurs later.
For primary school music educators, and particularly for those working in Foundation Year and the early primary years, this research provides a strong neurological basis for starting music early and taking it seriously from the very beginning of a child’s schooling. It also reinforces the value of the preschool and early childhood music programs that Fun Music Company has developed — a topic explored in more depth in the companion article, [*Why Starting Music Early Matters: What the Research Shows.*](https://funmusicco.com/why-starting-music-early-matters-what-the-research-shows/)
## **What This Means for Music Education**
The neuroscience of music and brain development is a genuinely exciting field, and it has grown substantially in the two decades since the left/right brain framing dominated popular writing on this topic. But research findings are only useful to music educators if they translate into something practical — a clearer sense of what good music education looks like, and why it matters.
Several things emerge clearly from the evidence reviewed in this article.
The first is that active music-making is what drives the neurological benefits. The research consistently distinguishes between passive music listening and active musical participation — singing, playing an instrument, moving to rhythm, engaging with musical structure. Passive listening has some documented benefits, particularly for mood and emotional regulation. But the structural brain changes associated with musical training — the enhanced auditory processing, the motor coordination, the interhemispheric connectivity — are associated with active, sustained, effortful engagement with music. This is a meaningful distinction for how music programs are designed and delivered.
The second is that consistency and duration matter. Neuroplasticity is driven by repeated experience over time. The brain changes associated with musical training do not emerge from occasional exposure. They are the product of regular, structured practice that accumulates over months and years. This has direct implications for how music is scheduled and resourced in primary schools. A music program that runs consistently throughout a child’s primary schooling is neurologically different from one that is delivered sporadically or treated as a lower priority when other demands arise.
The third is that the early years are particularly valuable. The Steele et al. (2013) findings on sensitive periods suggest that Foundation Year and the early primary years represent a window of heightened neurological responsiveness that is worth taking seriously. This does not mean that music education in the later primary years is without value — the evidence does not support that conclusion. But it does suggest that the years before age seven carry a particular neurological significance that educators and school leaders should be aware of when making decisions about when and how music programs are structured.
The fourth — and perhaps most important for generalist classroom teachers who may feel uncertain about their own musical ability — is that the benefits described in this article are associated with well-taught, structured music education, not with any specific level of musical virtuosity in the teacher. What matters is that children are actively engaged with music, that the engagement is regular and sustained, and that it is delivered through a coherent program that builds skills and confidence progressively over time. The RAMSR research discussed in our companion article on the research behind primary school music education demonstrated this clearly: generalist teachers, properly trained and supported, can deliver music and rhythm programs that produce measurable neurological and developmental benefits.
None of this is an argument for music education as a cognitive training tool — a means to an end rather than a worthwhile discipline in its own right. Music deserves its place in primary schools because it is a fundamental part of human experience, because it develops skills and sensibilities that no other subject replicates, and because children have a right to musical education regardless of what it does or does not do for their performance in other areas.
But for those who want to understand what the neuroscience actually shows, the answer is clear. Music is not uniquely good for the brain because it balances two complementary hemispheres. It is uniquely good for the brain because it exercises an unusually wide range of interconnected neural systems — simultaneously, repeatedly, and from an early age. That is a more accurate account of the evidence. And it is, if anything, a more compelling one.
Hallam, S. (2015). [*The power of music: A research synthesis of the impact of actively making music on the intellectual, social and personal development of children and young people.*](https://archive.org/details/the-power-of-music-susan-hallam) International Music Education Research Centre (iMerc).
Nielsen, J.A., Zielinski, B.A., Ferguson, M.A., Lainhart, J.E., & Anderson, J.S. (2013). [*An evaluation of the left-brain vs. right-brain hypothesis with resting state functional connectivity magnetic resonance imaging.*](https://doi.org/10.1371/journal.pone.0071275) *PLOS ONE, 8*(8).
Speranza, L., Pulcrano, S., Perrone-Capano, C., di Porzio, U., & Volpicelli, F. (2022). [*Music affects functional brain connectivity and is effective in the treatment of neurological disorders.*](https://doi.org/10.1515/revneuro-2021-0135) *Reviews in the Neurosciences, 33*(7), 789–801.
Steele, C.J., Bailey, J.A., Zatorre, R.J., & Penhune, V.B. (2013). [*Early musical training and white-matter plasticity in the corpus callosum: Evidence for a sensitive period.*](https://doi.org/10.1523/JNEUROSCI.3578-12.2013) *Journal of Neuroscience, 33*(3), 1282–1290.
Thaut, M.H., Trimarchi, P.D., & Parsons, L.M. (2021). [*Human brain basis of musical rhythm perception: Common and distinct neural substrates for meter, tempo, and pattern.*](https://doi.org/10.3389/fnhum.2021.789467) *Frontiers in Human Neuroscience, 15.*
**Categories:** Academic Style, Music Education Research
**Tags:** Music Research, music research made easy, research brain and music, research for music education, research music education
---
### [Why Starting Music Early Matters: What the Research Shows](https://funmusicco.com/why-starting-music-early-matters-what-the-research-shows/)
**Published:** May 12, 2026
**Author:** Janice Tuck
**Content:**
Does Starting Music Early Really Matter?
Here’s What the Research Shows.
Does it really matter when children start music education? Or does it all even out in the end?
It’s a fair question — and one that gets asked more often than you might expect, usually at budget time or timetabling time, when music is one of the first things to get squeezed. The argument goes: children will have plenty of opportunity to engage with music later, so why prioritise it in the early years?
The short answer, based on a growing body of research, is that timing does matter — and that the early primary years represent a genuine developmental window for music education that can’t simply be replicated later. This article looks at what the evidence actually says, what it means for teachers working with students from Foundation Year through to Year 6, and why a consistent, sequential music program from the very beginning makes a meaningful difference.
For a broader overview of the research landscape, see the [research behind primary school music education](https://funmusicco.com/research-behind-primary-school-music-education/).
## The Brain in Early Childhood: Why the Window Matters
One of the most significant pieces of research to emerge in recent years came from a 2013 study published in the Journal of Neuroscience. Researchers examined 36 highly skilled adult musicians, all of whom had done comparable amounts of practice and training over their lifetimes. The one key difference was when they had started: half had begun musical training before the age of seven, and half had started after.
When the researchers looked at brain structure, they found a clear and meaningful difference. The musicians who had started before age seven had significantly more extensive development of the corpus callosum — the bundle of nerve fibres that connects the brain’s two hemispheres and coordinates communication between them. And crucially, this structural difference persisted into adulthood, even though both groups had eventually accumulated similar levels of musical experience.
What this tells us is not that late starters can’t become skilled musicians — clearly they can. What it tells us is that certain aspects of brain development in response to musical training are most pronounced when that training begins early, during a period when the brain is still forming and highly responsive to structured learning.
This connects to the broader concept of sensitive periods in child development — windows of time during which the developing brain is particularly receptive to certain types of input. These windows don’t slam shut; learning remains possible throughout life. But the efficiency and depth of certain kinds of learning is greatest during these early years.
In plain terms: **children who receive structured music education in their early primary years are building neural foundations that will support not just their musical development, but their cognitive development more broadly.**
## Music, Language, and Literacy: The Connection That Starts Early
One of the most consistently supported findings in music education research is the connection between early musical experience and language and literacy development. This isn’t coincidental — music and language share significant neural pathways in the brain, and training one appears to strengthen the other.
Research from Liverpool University confirmed that musical training increases blood flow in the left hemisphere of the brain — the region associated with both music processing and language processing. As the researchers noted, the areas of the brain that process music and language are thought to be shared, and even a short period of musical training produced measurable changes in how those shared mechanisms functioned.
What this means in practical terms is that singing, rhythm work, and musical games in the early primary years aren’t just enjoyable activities — they’re actively developing the phonological awareness that underpins early reading. Phonological awareness — the ability to identify and manipulate the sound structures of language — is one of the strongest predictors of reading success, and music is one of the most natural and engaging ways to build it.
A 2015 meta-analysis by Gordon, Fehd and McCandliss, published in Frontiers in Psychology, examined thirteen studies involving over 900 children and found that music training did produce measurable gains in phonological awareness. The authors noted that the effect grew stronger with more hours of musical training — which is a compelling argument for consistency and frequency in your music program, particularly in the early years.
Susan Hallam’s landmark synthesis The Power of Music (2015), commissioned by the Music Education Council (UK), draws on decades of neuroscience, psychology, and education research to conclude that musical training strengthens verbal memory, language skills, and literacy performance, as well as elements of spatial reasoning and mathematical ability. Critically, Hallam notes that these benefits are most associated with well-taught, sustained, and participatory music-making — not incidental or passive exposure.
**For a deeper look at how music affects the developing brain, see our article on [music and the brain](https://funmusicco.com/how-does-music-stimulate-left-and-right-brain-function-and-why-is-this-important-in-music-teaching/).**
## Social and Emotional Development: The Benefits That Often Get Overlooked
Much of the public conversation about early music education focuses on cognitive benefits — brain development, literacy, academic transfer. These are real and worth discussing. But some of the most consistent and meaningful benefits of music in the early primary years sit in a different domain: social and emotional development.
Group music-making — singing together, playing instruments together, moving together in response to sound — creates a very particular kind of shared experience. Children are listening, responding, adjusting, and contributing simultaneously. These are precisely the skills that underpin cooperative learning, turn-taking, and the ability to function as part of a group.
For Foundation and Year 1 and 2 students in particular, this matters enormously. Children at this stage are still developing self-regulation — the ability to manage impulses, wait, and respond appropriately to social cues. Music provides a structured, enjoyable context for practising these skills in a way that feels natural rather than instructional.
**Regular, well-structured music sessions in the early years also contribute to:**
- **Emotional regulation**: rhythm and predictable musical structure provide a calming, grounding framework that many students find genuinely settling.
- **Confidence and belonging**: singing and playing together creates shared experiences that help students feel part of a group, particularly valuable for students who may struggle socially in other contexts.
- **Listening and attention:** active music-making demands genuine listening — not passive hearing, but focused, intentional attention. This transfers across the curriculum.
- **Resilience:** learning a song or a musical skill takes repetition and patience. Students who experience that process — and succeed — build a genuine sense of capability.
These benefits don’t appear once and disappear. They compound. Students who enter Years 3 and 4 with several years of regular music experience behind them have a fundamentally different musical — and social — foundation to build on.
## What ‘Starting Early’ Actually Looks Like in a Primary Classroom
It’s worth being clear about what the research is — and isn’t — saying here. ‘Starting music early’ doesn’t mean enrolling five-year-olds in private instrument tuition, or expecting Foundation Year students to read music notation. The research points to something more accessible and more suited to the classroom context.
What matters is active, participatory musical engagement, delivered consistently, from early in primary school. That means:
- Singing regularly as a class — not performance, but shared musical experience
- Movement integrated with music, connecting sound to physical response
- Rhythm work that builds awareness of beat, pattern, and structure
- Simple pitched instruments like boomwhackers or glockenspiels introduced early and revisited often
- Listening activities that develop focused, attentive hearing
What the research consistently identifies as important is not complexity or formal instruction — it is **frequency and quality**. A short, well-structured music session each week, delivered with enthusiasm and clear learning intent, does more for early musical development than an occasional deep dive or a passive viewing experience.
This is especially relevant for generalist classroom teachers who may feel uncertain about their musical confidence. You don’t need to be a trained musician to deliver effective early years music education — you need a structured program, a willingness to engage, and consistency. The Australian Curriculum music strand is built around exactly this. Here at the Fun Music Company, we’ve broken down what is expected in a [Foundation Year Music Curriculum](https://funmusicco.com/australian-curriculum-music-foundation-year/), and the program is more accessible than many teachers expect.
## Why Years 3–6 Teachers Have a Stake in This Too
The case for early music education isn’t just relevant to teachers working in Foundation, Year 1, and Year 2. It matters to everyone across the primary school, because what happens in the early years shapes what’s possible in the upper primary years.
Students who arrive in Year 3 with three or four years of consistent music experience behind them — who know how to listen, hold a steady beat, follow a musical cue, and engage with group performance — are ready to build on that foundation in meaningful ways. They can explore musical concepts with greater depth, take on more complex repertoire, and participate in ensemble work with genuine engagement.
Students who haven’t had that experience don’t arrive in Year 3 unable to learn music. But their teacher is working from a much earlier starting point — often spending significant lesson time on foundations that could have been laid years earlier, while also trying to meet the demands of the Years 3–4 curriculum.
This is the compounding effect of early music education. It’s not that the window closes — it’s that the foundation laid in the early years determines how quickly and how deeply the upper primary program can go. A school that treats F–2 music as optional, supplementary, or something to be covered ‘when there’s time’ is, in effect, making Years 5 and 6 music harder than it needs to be.
### Frequently Asked Questions
I’m not a music specialist — can I still deliver this effectively?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-05-12T01:14:57+00:00#### [I’m not a music specialist — can I still deliver this effectively?](#collapse-10-38843)
Yes — and this is probably the most important question for most primary teachers to hear answered clearly. The benefits described in this article are associated with quality music education in a classroom context, not with individual tuition from a specialist. What makes the difference is structure, consistency, and active participation — all of which are achievable with the right program and support. See our [complete guide to teaching music as a non-specialist](https://funmusicco.com/how-to-teach-music-in-primary-school-when-youre-not-a-music-teacher/) for practical guidance.
Does it have to be formal instrument instruction?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-05-12T01:14:15+00:00#### [Does it have to be formal instrument instruction?](#collapse-10-38841)
No. The research supports the benefits of active music-making broadly — singing, rhythm and movement activities, and ensemble playing all contribute meaningfully to the developmental outcomes described in this article. Formal instrument tuition can add depth and rigour, but it’s not a prerequisite for the kind of early music education that produces measurable benefits. A well-structured K–6 classroom music program, delivered by a confident and prepared teacher, is exactly what the research is pointing to.
How much music is enough in the early primary years?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-05-12T01:13:54+00:00#### [How much music is enough in the early primary years?](#collapse-10-38839)
The research doesn’t point to a single magic number, but consistency matters more than volume. Regular, shorter sessions — even 20–30 minutes once or twice a week — appear to be more effective than occasional longer blocks, because consistency builds the repeated practice that develops phonological awareness, rhythmic understanding, and musical memory. The key is that sessions are active and participatory, not passive.
Does it matter if we haven’t started early? Is it too late?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-05-12T01:13:21+00:00#### [Does it matter if we haven’t started early? Is it too late?](#collapse-10-38837)
No — it’s not too late. Children who come to music education later absolutely can develop musical skills, and the social and emotional benefits of music-making are available at any age. What changes is the ease and depth of certain developmental outcomes, particularly those linked to brain structure and language development. The practical implication is not that late is hopeless, but that early is genuinely valuable — and that if your school hasn’t prioritised music in the early years, there’s real reason to start now rather than waiting.
## Put the Research Into Practice
Understanding why early music education matters is one thing. Having a practical, structured program that makes it easy to deliver consistently — from Foundation Year all the way through to Year 6 — is another.
The [Fun Music Company K–6 Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) is built around exactly the principles the research supports: sequential, active, participatory music-making that grows in depth and complexity as students progress through primary school. Whether you’re a music specialist or a generalist classroom teacher, the program is designed to be genuinely usable — with complete lesson plans, interactive presentations, and all the support you need to deliver music with confidence every week.
[](https://funmusicco.com/fun-music-company-music-curriculum/)
### [Explore the K–6 Curriculum Program →](https://funmusicco.com/fun-music-company-music-curriculum/)
## References
Hallam, S. (2015). The Power of Music. International Music Education Research Centre (iMerc), commissioned by the Music Education Council. Available at: [archive.org/details/the-power-of-music-susan-hallam](https://archive.org/details/the-power-of-music-susan-hallam)
Gordon, R. L., Fehd, H. M., & McCandliss, B. D. (2015). [Does music training enhance literacy skills? A meta-analysis.](https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2015.01777/full) Frontiers in Psychology, 6, 1777.
Steele, C. J., Bailey, J. A., Zatorre, R. J., & Penhune, V. B. (2013). [Early musical training and white-matter plasticity in the corpus callosum: evidence for a sensitive period.](https://pubmed.ncbi.nlm.nih.gov/23325263/) Journal of Neuroscience, 33(3), 1282–1290.
Dumont, E., Syurina, E. V., Feron, F. J. M., & van Hooren, S. (2017).[ Music interventions and child development: a critical review and further directions.](https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2017.01694/full) Frontiers in Psychology, 8, 1694.
Spray, A., & Mayer, G. (2014). Music and language share the same pathways in the brain. Annual Conference of the British Psychological Society. University of Liverpool.
*Research citations in this article are used for educational reference. All studies are published, peer-reviewed works, or commissioned research syntheses. Fun Music Company is not affiliated with the researchers or institutions cited.*
**Categories:** Music Education Research
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### [The Research Behind Primary School Music Education: What the Evidence Actually Says](https://funmusicco.com/research-behind-primary-school-music-education/)
**Published:** May 8, 2026
**Author:** Kevin Tuck
**Content:**
# The Research Behind Primary School Music Education: What the Evidence Actually Says
If you spend any time in conversations about music education, you will encounter two recurring claims made with great confidence by people on opposite sides of the debate.
The first: music education makes children smarter. It improves reading, boosts mathematical ability, raises IQ, and produces better academic outcomes across the board. Advocates of this position cite research freely — though the specific studies are rarely named.
The second: none of that matters, because music deserves a place in every child’s education for its own sake. It is a fundamental human experience, a core component of culture, and a discipline with its own rigorous body of knowledge. No further justification should be required.
Both positions contain genuine truth. Both are also, in different ways, incomplete.
What is less common — in staffroom conversations, in curriculum debates, and in the material published by music education organisations — is a careful look at what the peer-reviewed research actually shows. Not a selective reading of the studies that support a predetermined conclusion, but an honest engagement with the evidence, including the parts that complicate the picture.
That is what this article attempts to do.
The research on music education is substantial, genuinely interesting, and more nuanced than either side of the debate typically acknowledges. Some of the most confidently repeated claims about cognitive benefits turn out to rest on contested evidence. And some of the more consistent findings — particularly around student wellbeing — receive far less attention than they deserve.
What follows is not a case for or against music education. It is an attempt to read the evidence fairly.
## The Academic Transfer Debate: What the Research Actually Shows
The claim that music education produces measurable benefits in other academic areas — literacy, mathematics, general intelligence — is probably the most widely repeated argument in favour of music in schools. It is also the most contested.
The most comprehensive attempt to synthesise the evidence on this question is Professor Susan Hallam’s *The Power of Music* (Hallam, 2015), a research synthesis commissioned by the Music Education Council in the United Kingdom and published by the International Music Education Research Centre. Drawing on evidence from neuroscience, psychology, and education, Hallam concludes that there is considerable evidence that musical training sharpens the brain’s early encoding of sound, leading to enhanced verbal memory, language skills, and literacy performance, as well as some elements of spatial reasoning and mathematical ability.
It is a substantial and carefully argued body of work, and it remains the most cited synthesis in the field. But Hallam herself is careful to note that the quality of teaching is critical — and that when teaching is poor, benefits may not materialise at all. The evidence, in other words, is not a blanket endorsement of music education in any form. It is an endorsement of well-taught, sustained, participatory music-making.
On the more specific question of literacy, a 2015 meta-analysis by Gordon, Fehd and McCandliss, published in *Frontiers in Psychology*, examined thirteen studies involving 901 children to test whether music training directly transfers benefit to literacy skill development. Their findings were cautiously positive — music training did appear to produce gains in phonological awareness, the ability to identify and manipulate the sound structures of language that underpins early reading. However, the effect size was small, and no significant transfer effect emerged for reading fluency. The authors concluded that the relationship between music training and literacy is real but modest, and grows stronger with increased hours of training (Gordon, Fehd & McCandliss, 2015).
The more challenging finding for advocates of the academic transfer argument comes from a 2020 meta-analysis by Sala and Gobet, which examined a larger body of evidence and reached a more sceptical conclusion: that engagement in music shows no meaningful impact on non-music cognitive skills or academic achievement. This finding generated considerable debate, and has been disputed by other researchers on methodological grounds. But it cannot simply be dismissed. It is peer-reviewed, it is rigorous, and it reflects a genuine difficulty in the research — that many studies in this area have design problems that make their conclusions difficult to rely on.
A 2017 systematic review by Dumont and colleagues, which examined 46 studies on music interventions for primary school children, found the picture similarly complex. While the review identified suggestive beneficial effects of music on child development, the authors were explicit that clear conclusions could not be drawn, and called for better-designed research before stronger claims could be made (Dumont et al., 2017).
What emerges from an honest reading of this literature is not that the academic transfer case is false — but that it is far from settled. Study design problems are common. Many studies compare music education groups against passive control groups rather than against other active interventions, which inflates the apparent benefit of music. The duration of programs, the quality of teaching, the age at which music education begins, and whether children are actively making music or passively listening all appear to influence outcomes significantly. Researchers who control carefully for these variables tend to find more modest effects than those who do not.
Anyone presenting the academic transfer case as established fact is going further than the evidence supports.
## Where the Evidence Is More Consistent
While researchers continue to debate the extent to which music education transfers benefits to other academic domains, a separate and growing body of evidence has been building a more consistent case — one that has received considerably less attention in public discussions about music in schools.
That case is not about test scores or measurable academic outcomes. It is about something that most primary teachers would argue matters just as much, and that has become increasingly difficult to ignore in the years since the COVID-19 pandemic disrupted the social fabric of school communities across Australia and around the world.
It is about how music education affects the wellbeing of children.
## The Wellbeing Evidence
In 2025, researchers Jason Goopy and Stephanie MacArthur from Edith Cowan University in Western Australia published a scoping review in *Research Studies in Music Education* that examined what the accumulated evidence actually shows about music learning and the wellbeing of school-aged children and adolescents. Working from nine academic databases and screening 423 sources down to 30 that met rigorous inclusion criteria, they synthesised the findings across three themes: individual wellbeing, social wellbeing, and educational wellbeing (Goopy & MacArthur, 2025).
The headline finding was striking in its consistency. Of the 30 sources analysed, all but one reported that music learning supported wellbeing. That kind of agreement across a body of research is relatively uncommon, and it stands in notable contrast to the divided literature on academic transfer.
**Individual Wellbeing: Confidence, Self-Esteem, and Self-Efficacy**
The most commonly reported individual outcomes in the Goopy and MacArthur review were improvements in confidence, self-esteem, and self-efficacy — the belief in one’s own capacity to succeed at a task. These are not trivial outcomes. For children who struggle academically, or who come from backgrounds where their abilities are rarely affirmed, the experience of learning a skill, practising it, and performing it in front of others can be genuinely transformative.
This finding aligns with the work of Dr Emily Dollman, Head of Music Education and Pedagogy at the University of Adelaide’s Elder Conservatorium of Music, whose 2023 research chapter in *New Research and Possibilities in Wellbeing Education* (Springer) examined the value of music education for child development and wellbeing with particular attention to participatory music learning and its effects across different socioeconomic contexts. Dollman notes that the rapid development of the neuro-musical field over the past two decades has deepened understanding of music’s contribution to children’s physical, cognitive, and socio-emotional development — and that these benefits have relevance for school communities regardless of demographic (Dollman, 2023).
**Social Wellbeing: Belonging, Connection, and Cohesion**
The social wellbeing findings in the Goopy and MacArthur review centred on a sense of belonging, of being connected, and of strengthened relationships with peers. Making music together — whether in a classroom, an ensemble, or an informal group setting — requires children to listen to each other, to synchronise, to contribute to something larger than their individual effort. The research suggests this process has measurable social benefits.
Dollman’s work gives this finding particular weight in an Australian context. Writing in the aftermath of COVID-19 disruption to school communities, she argues that music ensembles — both instrumental and choral — are demonstrably effective at strengthening social cohesion and rebuilding the peer networks that pandemic-era schooling eroded. The documented rise in anxiety, depression, and reduced attention span among Australian students following prolonged disruption to face-to-face learning makes this finding more than academically interesting (Dollman, 2023).
**Educational Wellbeing: Motivation, Engagement, and Accomplishment**
The third theme in the Goopy and MacArthur review is worth distinguishing carefully from the academic transfer claims discussed earlier. The educational wellbeing outcomes reported in the literature are not about music improving scores in other subjects. They are about how music learning affects a child’s broader relationship with school itself — their motivation to learn, their level of engagement, and their sense of accomplishment.
These are meaningful distinctions. A child who arrives at school more motivated, more engaged, and with a stronger sense that they are capable of achieving things is likely to perform better across the curriculum — but the mechanism is not a direct cognitive transfer from music to mathematics. It is something more fundamental: a shift in how the child experiences being a learner.
This is also where Australian research on rhythm and movement in early childhood becomes relevant. A randomised controlled trial conducted by Bentley and colleagues at Queensland University of Technology, published in *Developmental Science* in 2023, followed 213 children across eight preschools in disadvantaged Queensland communities. The program — Rhythm and Movement for Self-Regulation (RAMSR) — was delivered by generalist teachers, not music specialists, and involved structured rhythm and movement sessions over eight weeks. The results showed measurable improvements in executive function, self-regulation, and school readiness that were sustained at follow-up after children had transitioned into their first year of formal school (Bentley et al., 2023).
The RAMSR findings are significant for several reasons. The RCT design is methodologically stronger than most studies in this field. The program was delivered by generalist classroom teachers, which speaks directly to the reality of music education in many Australian primary schools. And the outcomes — self-regulation and school readiness — sit squarely in the educational wellbeing domain rather than the contested academic transfer territory.
## What This Means for the Quality of Music Education
The wellbeing evidence is encouraging. But it comes with an important qualification that runs consistently through the research, and that deserves to be stated plainly rather than buried in a footnote.
The benefits documented in this literature are not automatic. They do not flow from music education in any form, delivered in any way, by anyone. They are associated with music education that is sustained, participatory, and well taught.
Hallam’s synthesis is explicit on this point. The quality of teaching is identified as a critical variable — and Hallam notes that when teaching is poor, benefits may not materialise, and negative outcomes are possible (Hallam, 2015). The RAMSR research similarly found that fidelity of implementation mattered — that the program produced its outcomes when it was delivered consistently and as designed (Bentley et al., 2023). Goopy and MacArthur note that the characteristics of music programs associated with positive wellbeing outcomes include sustained engagement over time, active participation rather than passive exposure, and attention to the social dimensions of music-making (Goopy & MacArthur, 2025).
This has practical implications for how music is valued and resourced in primary schools. A single lesson delivered occasionally by a reluctant generalist teacher working from an unfamiliar resource is unlikely to produce the outcomes described in this research. Nor is passive music listening, however enjoyable. What the evidence points toward is regular, active, well-structured music-making — ideally embedded in a coherent curriculum that builds skills and confidence progressively over time.
It also has implications for how we train and support the teachers who deliver music in primary schools. The RAMSR findings are notable precisely because they demonstrate that generalist teachers — not music specialists — can deliver effective music and rhythm programs when they are properly trained and supported. The barrier is not always the teacher’s musical ability. It is often the absence of a clear, structured framework that makes the task feel manageable.
None of this is an argument for lowering expectations of what music education should look like. It is an argument for taking seriously what the research consistently shows: that the benefits associated with music education depend on conditions that require genuine commitment from schools — in curriculum time, in teacher support, and in the value placed on music as a discipline worth teaching well.
## **Music for Its Own Sake — and for the Evidence**
At the beginning of this article, we noted two positions that tend to dominate conversations about music education. The first: that music deserves its place in schools because of what it does for academic outcomes. The second: that music needs no such justification, because it is valuable in its own right.
Having looked carefully at the research, we would suggest these positions are less opposed than they first appear.
The academic transfer case is genuinely contested. The most honest reading of the evidence is that some cognitive benefits — particularly in phonological awareness and verbal memory — appear in well-designed studies, but that effect sizes are often modest, findings are inconsistent across the literature, and strong claims about music raising academic achievement broadly are not well supported. Researchers who have examined this question carefully, including Sala and Gobet (2020), have found the evidence unconvincing. That finding deserves acknowledgement, not dismissal.
The wellbeing case, however, is more consistent than the public debate about music education typically reflects. The evidence that sustained, participatory music education supports children’s confidence, sense of belonging, motivation to learn, and capacity for self-regulation is meaningful, it is growing, and it holds up reasonably well across different research designs and contexts. It is not a perfect literature — Goopy and MacArthur (2025) note that most existing studies rely on qualitative methods and that the field would benefit from more rigorous quantitative measurement tools. But the direction of the evidence is clear, and it points toward something that primary teachers across Australia already understand from experience: that music does something for children that is difficult to replicate in any other part of the curriculum.
That something — the confidence of a child who has learned to play an instrument, the social cohesion of a class that makes music together, the engagement of a student who has found in music a reason to care about being at school — may not show up easily in standardised assessments. But it is real, it is documented, and it matters.
The case for music as a core part of primary education does not need to rest on contested claims about academic transfer. The evidence for its value is compelling enough without them.
### References
Bentley, L.A., Eager, R., Savage, S., Nielson, C., White, S.L.J., & Williams, K.E. (2023). [*A translational application of music for preschool cognitive development: RCT evidence for improved executive function, self-regulation, and school readiness.*](https://doi.org/10.1111/desc.13358). Developmental Science.
Dollman, E. (2023). [*The value of music education for child development and wellbeing in the post COVID-19 landscape.*](https://doi.org/10.1007/978-981-99-5609-8_7). In White, M.A., McCallum, F., & Boyle, C. (Eds.), New Research and Possibilities in Wellbeing Education. Springer, Singapore.
Dumont, E., Syurina, E.V., Feron, F.J.M., & van Hooren, S. (2017). [*Music interventions and child development: A critical review and further directions.*](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5626863/). Frontiers in Psychology.
Goopy, J., & MacArthur, S.L. (2025). [*Music learning and school-aged children’s and adolescents’ wellbeing: A scoping review.*](https://doi.org/10.1177/1321103X251323562). Research Studies in Music Education.
Gordon, R.L., Fehd, H.M., & McCandliss, B.D. (2015). [*Does music training enhance literacy skills? A meta-analysis.*](https://doi.org/10.3389/fpsyg.2015.01777). Frontiers in Psychology.
Hallam, S. (2015). [*The power of music: A research synthesis of the impact of actively making music on the intellectual, social and personal development of children and young people.*](https://archive.org/details/the-power-of-music-susan-hallam). International Music Education Research Centre (iMerc).
Sala, G., & Gobet, F. (2020). [*Cognitive and academic benefits of music training with children: A multilevel meta-analysis.*](https://doi.org/10.3758/s13421-020-01060-2). Memory & Cognition, 48(8), 1428–1441.
**Categories:** Academic Style, Music Education Research
---
### [44: The wisdom of gratitude](https://funmusicco.com/44-the-wisdom-of-gratitude/)
**Published:** November 26, 2021
**Author:** Janice Tuck
**Content:**
# The wisdom of gratitude for music teachers
Have you ever had a time where you just wake up and you don’t know how to do what you’re supposed to do and teach your classes? Or have beyond just one day, have you ever experienced a period of time where it feels like motivation left the building or you’re a bit lost, or something has happened and you’re left wondering how the heck you’re going to be able to face your music classes or your day-to-day ever again?
If you’re feeling stuck and unmotivated, tired or sad let’s walk through a solution that might help you troubleshoot and get back on track! My hope is that this one action will be the thing you take on board so you can always return to the classroom anytime you’re feeling stressed, uninspired, overwhelmed, burnt out, overtired, depressed or unmotivated in general and will help you step up and serve your students, even in the hardest times!
After listening let me know your biggest takeaways, by writing a review or comment…*I can’t wait to read it!*
Get a FREE teaching [ukulele guide and lessons](https://funmusicco.com/teaching-ukulele-lesson-plans/).
Get boomwhacker materials at our [complete guide to Boomwhackers](https://funmusicco.com/boomwhackers/).
Get my free [music teachers resource weekly emails](https://funmusicco.com/music-teaching-resources-archive/).
**Categories:** Weekly Spark Podcast
---
### [Elements of Music: The Complete Guide for Australian Teachers](https://funmusicco.com/elements-of-music-the-complete-guide-for-australian-teachers/)
**Published:** February 10, 2026
**Author:** Janice Tuck
**Content:**
# Elements of Music: The Complete Guide for Australian Teachers
If you’ve ever felt confused about the elements of music—wondering whether there are six, seven, or even eight elements, and why different curriculum documents seem to contradict each other—you’re not alone. This confusion is one of the biggest challenges facing music educators across Australia, especially generalist primary teachers who are expected to teach music without specialist training.
The good news? Once you understand what the elements of music actually are and how they work together, teaching music becomes significantly more manageable. Even better, there’s a clear, logical framework that cuts through the curriculum confusion and makes these concepts easy to grasp—and even easier to teach.
In this comprehensive guide, we’ll explore what the elements of music are, clarify the differences between various Australian curriculum documents, and show you practical, proven ways to teach these concepts to students from Kindergarten through to Grade 6 using the [Fun Music Company Curriculum approach](https://funmusicco.com/fun-music-company-music-curriculum/).
## What Are the Elements of Music? A Clear Framework
### How Many Elements of Music Are There?
Before we dive into curriculum documents and terminology debates, let’s establish a clear understanding of what the elements of music actually are.
At the Fun Music Company, we’ve developed a framework that makes sense of all the various terms and definitions you’ll encounter. It’s based on a simple principle: understanding the difference between elements of a **single sound** versus elements of **multiple sounds** (i.e., **music** itself!).
Here’s how it breaks down:
***Elements of a SINGLE SOUND******Related Elements of Multiple Sounds (MUSIC)*****PITCH****Melody, Harmony****DURATION****Beat, Rhythm, Tempo, Meter, Form****VOLUME****Dynamics****TIMBRE****Instruments, Voices, Orchestration**
This framework helps clarify why different curriculum documents list different numbers of elements. Some focus on the fundamental properties of sound (pitch, duration, volume, timbre), while others include the musical concepts that emerge when these fundamental elements combine and interact (melody, harmony, rhythm, form, etc.).
Understanding this distinction is crucial because it helps you see that terms like “expression,” “key signature,” or “performing media” aren’t separate elements—they’re either ways of combining the fundamental elements or specific terminology for describing them.
Let’s break down each fundamental element:
### Pitch
**Pitch** is how high or low a sound is. When multiple pitches are organised in sequence, we get **melody**. When multiple pitches sound simultaneously, we create **harmony**. Understanding pitch is fundamental to all musical learning.
### Duration
Duration refers to how long a sound lasts. From this single element emerge several musical concepts:
- **Beat**: the steady pulse underlying music
- **Rhythm**: patterns of long and short sounds
- **Tempo**: how fast or slow the beat moves
- **Meter**: the organization of beats into patterns
- **Form**: the overall structure created by organizing musical sections over time
### Volume
**Volume** is simply how loud or soft a sound is. In music, we call the use of volume **dynamics**—the variations in loudness that bring expression and meaning to performance.
### Timbre
**Timbre** (pronounced “TAM-ber”) is the quality or color of a sound—what makes a trumpet sound different from a violin, even when playing the same pitch. When we talk about different timbres in music, we’re discussing **instruments**, **voices**, and **orchestration** (how different sound sources are combined).
## A Framework for Teachers, Not Students
This framework encompasses everything you need to teach about the elements of music, regardless of which curriculum document you’re working with.
It’s important to note that this table is our **teacher** framework—a technical explanation that helps educators understand the logical structure behind the elements.
In the Fun Music Company Curriculum **we don’t introduce this table to students until Grade 6**. Instead, students build this understanding progressively through hands-on experiences from Kindergarten onwards, only seeing the complete framework once they’ve internalized these concepts through years of active music-making.
## The Australian Curriculum Confusion: Why Different States List Different Elements
If you’ve looked at curriculum documents from different Australian states and territories, you’ve probably noticed they don’t all agree on how many elements of music exist or even what to call them. This isn’t your imagination—there genuinely are differences.
Here’s a quick comparison:
**Australian Curriculum v9** lists six elements: Duration/time (including beat, rhythm), Pitch, Dynamics and expression, Form or structure, Timbre and Texture.
The **NSW Creative Arts Syllabus** lists eight elements: Duration, Pitch, Texture, Performing media, Timbre, Dynamics, Expression, Structure.
The **Victorian Curriculum** includes seven elements: Duration (including tempo, rhythm and metre), Pitch, Tone colour/timbre, Texture, Structure/form, Dynamics, Articulation.
The **Western Australian Curriculum** references ten concepts: Dynamics, Expression, Form/Structure, Key, Key signature, Pitch, Rhythm, Texture, Timbre, Tonality.
***It’s no wonder teachers feel overwhelmed!***
How can we confidently teach music when the very foundations—the basic terminology—seem to shift depending on which state you’re in?
Here’s the important thing to understand: these differences largely reflect different approaches to organizing and naming the same fundamental concepts. Some include broader categories (like “expression”), some separate concepts that others group together (like “dynamics” and “expression”), and some include music theory terminology (like “key signature” and “tonality”) alongside the basic elements.
The practical reality is this: when you understand that the the four fundamental elements of a single sound—pitch, duration, volume, and timbre—and how they combine to create musical concepts like melody, rhythm, harmony, and orchestration, you have everything you need to teach music effectively, regardless of which specific curriculum document you’re following.
At [The Fun Music Company](/aboutus1/), we’ve spent over 15 years working with hundreds of Australian schools to make music teaching manageable for generalist teachers, so that is why we’ve looked extensively into this issue of language around the elements of music.
## Understanding the Australian Curriculum v9 Elements
Since the Australian Curriculum v9 provides the national framework, let’s look specifically at how it defines the elements of music:
> ***“Duration/time (including beat, rhythm), pitch, dynamics and expression, form or structure, timbre and texture.”***
Notice how this definition groups related concepts together. Duration encompasses beat and rhythm. Dynamics includes expression. These groupings reflect our fundamental framework perfectly.
### How These Map to Our Framework:
- **Duration/time (including beat, rhythm)** = Our DURATION element, which creates beat, rhythm, tempo, meter, and form
- **Pitch** = Our PITCH element, which creates melody and harmony
- **Dynamics and expression** = Our VOLUME element (dynamics), where expression emerges from how we manipulate volume and other elements
- **Timbre and texture** = Our TIMBRE element, where texture describes the effect of orchestration—how different timbres layer and combine
- **Form or structure** = An aspect of our DURATION element—how musical material is organized over time
Understanding these connections helps you see that you’re not dealing with completely different concepts across curricula—just different ways of organizing and describing the same musical fundamentals.
## Teaching the Elements of Music Naturally Through Experience
Understanding the elements of music as a framework is one thing — but for primary students, that understanding needs to be built through doing, not defining. The most effective way to help children internalise the elements is through carefully chosen instruments and activities that make each element tangible and immediate.
**Pitch** is perhaps the most abstract element for young students to grasp, because you can’t see it or touch it. This is where [Boomwhackers](https://funmusicco.com/boomwhackers/) are particularly powerful — the colour-coded tubes make pitch visible and physical. Students quickly discover that longer tubes produce lower sounds and shorter tubes produce higher ones, turning an abstract concept into something they can hold in their hands and hear for themselves.
**Beat and rhythm** are best introduced through body percussion and movement before any instrument enters the picture. Clapping, patting, and stamping give students a felt sense of the steady pulse that underpins all music — and that physical understanding transfers directly when they pick up drums, sticks, or any classroom percussion instrument. Our [bucket drumming program](https://funmusicco.com/bucket-drumming-program/) is one of the most effective ways we’ve found to develop beat and rhythm skills in upper primary students.
**Dynamics and volume** come alive through singing and playing — asking students to perform the same phrase loudly, then softly, then somewhere in between. Simple as it sounds, this kind of controlled contrast is one of the most effective ways to develop expressive awareness in young musicians.
**Timbre** develops naturally as students are exposed to a variety of instruments and voices over time. Rather than teaching it as a concept in isolation, the most effective approach is simply to ensure students encounter a wide range of sounds across their K–6 experience — and are regularly asked to describe, compare, and respond to what they hear. In the Fun Music Company Curriculum, timbre listening games appear throughout the SKILLS section, giving students repeated, structured opportunities to develop their ear for tone colour across every year level.
For upper primary students, [bucket drumming](https://funmusicco.com/what-is-bucket-drumming/) is one of the most effective ways to develop these concepts in practice — playing in ensemble requires students to internalise steady beat, read rhythmic patterns, and respond to dynamic changes in real time.
## How Children Learn the Elements: A K-6 Progression
One of the biggest mistakes in music education is trying to teach all the elements of music at once, or teaching them abstractly without adequate experiential foundation. Children need to build their understanding progressively, starting with concrete experiences and gradually developing more sophisticated conceptual understanding.
Here’s how we approach teaching the elements of music across the primary years:
### Foundation Phase: Kindergarten to Grade 2
In the early years, we focus on one element at a time, always through direct experience rather than abstract discussion. Young children don’t learn musical concepts well through explanation—they learn by doing, experiencing, and gradually internalizing patterns.
[**Kindergarten**](https://funmusicco.com/fun-music-company-music-curriculum/kindergarten-music-curriculum/) begins with the most fundamental element: steady beat. This is the heartbeat of all music, and establishing a strong sense of beat is critical for everything that follows. We gradually introduce rhythm (patterns of sound and silence), pitch (high and low sounds), and dynamics (loud and soft). Every experience is hands-on, active, and playful.
[**Grade 1**](https://funmusicco.com/fun-music-company-music-curriculum/grade-1-music-curriculum/) deepens beat work and expands rhythmic vocabulary. We introduce tempo (fast and slow) and continue developing dynamic awareness. Pitch exploration extends into simple melodies, helping students understand how individual pitches connect to create musical lines.
[**Grade 2**](https://funmusicco.com/fun-music-company-music-curriculum/grade-2/) introduces timbre—exploring different sound qualities and instruments. We continue reinforcing beat, rhythm, pitch, melody, tempo, and dynamics. Critically, we still focus on one element at a time, ensuring solid understanding before combining concepts.
### Development Phase: Grades 3-4
This is where musical understanding becomes more sophisticated. Students begin controlling and manipulating the elements they’ve experienced in earlier grades.
[**Grade 3** ](https://funmusicco.com/fun-music-company-music-curriculum/grade-3-music-curriculum/)focuses on developing conscious control over dynamics, tempo, pitch, melody, rhythm, and timbre. Rather than just experiencing these elements, students learn to deliberately manipulate them for specific musical effects. We introduce specific skills exercises that help students *control* their use of these elements. Lessons may begin combining two elements—for example, exploring how dynamics and tempo work together.
[**Grade 4**](https://funmusicco.com/fun-music-company-music-curriculum/grade-4/) reinforces rhythm, dynamics, tempo, pitch, and melody while introducing two major new concepts. First, we explore form—how music is structured and organised. Second, we introduce harmony through major and minor tonalities, helping students understand how pitches can work together vertically, not just in melodic sequences.
### Mastery Phase: Grades 5-6
Upper primary students are ready for deeper, more nuanced understanding of how the elements work together to create musical expression and meaning.
[**Grade 5**](https://funmusicco.com/fun-music-company-music-curriculum/teaching-grade-5-music-lessons/) involves sophisticated manipulation and combination of rhythm, melody, dynamics, tempo, and timbre. We introduce meter—understanding how beats group into patterns of twos, threes, and fours. Most importantly, students learn how combining and manipulating elements creates expression and communicates musical ideas. This is where composition work becomes particularly powerful.
[**Grade 6**](https://funmusicco.com/fun-music-company-music-curriculum/grade-6/) brings everything together. Students work with all the elements in our framework, exploring advanced form concepts and—crucially—orchestration. They understand how choosing and combining different instruments and voices (timbres) creates texture and affects the overall musical impact. By this stage, students can consciously manipulate all elements to create sophisticated musical compositions and performances.
This progressive approach ensures students build genuine understanding. They don’t just memorise definitions of musical terms—they develop deep, experiential knowledge of how music actually works.
## Grade 2 Example: Teaching Pitch Through “Stairs”
One of the challenges with teaching pitch to young students is that it’s an abstract concept. What does it mean for a sound to be “higher” or “lower”? How do we help seven-year-olds grasp this fundamental element?
The answer lies in connecting the abstract musical concept to concrete, physical experiences they already understand.
In our Grade 2 composition lesson about stairs, students create a class composition that explores the element of pitch. Stairs provide the perfect visual and kinaesthetic metaphor for understanding pitch:
- Moving UP the stairs = pitch going higher
- Moving DOWN the stairs = pitch going lower
- Going up two steps at a time = bigger jumps in pitch
- Moving up slowly, step by step = smaller, gradual changes in pitch
As students create their composition together, they make genuine musical decisions about pitch direction and pitch movement. They might use instruments like xylophones or chime bars to bring their stair composition to life, actually experiencing how pitch works rather than just discussing it theoretically.
The crucial element here is that students are DOING it—they’re actively manipulating pitch to communicate their musical ideas about stairs. They’re experiencing firsthand how changing pitch creates different musical effects and meanings.
This is exactly what the Australian Curriculum means by “manipulate elements of music to communicate ideas.” Students aren’t just learning vocabulary or identifying pitch in someone else’s music. They’re using pitch as a creative tool.
This approach makes the abstract element of pitch tangible, memorable, and—most importantly—genuinely understood. Students who create compositions exploring pitch develop musical understanding that goes far deeper than those who only learn definitions or labels.
### “Stairs” Pitch Lesson Resources
Please find the resources required for this lesson below.
Download the PDF lesson plan to review the lesson, then bookmark the link for use in your classroom.
### Resources for this lesson
[
### PDF Lesson Plan](< https://funmusicco.com/wp-content/uploads/2026/02/LessonPlanSample_Stairs.pdf>)
[
### Online classroom presentation](https://funmusicmembers.com/compose-lesson-sample-stairs/)
## Grade 5 Example: Teaching Rhythm Manipulation Through “Musical Chefs”
By upper primary, students are ready for more sophisticated composition work—projects they can really sink their teeth into, that challenge them and give them time to develop their ideas over multiple lessons.
One of our most successful approaches for this age group uses an analogy that resonates strongly with students: **cooking shows.**
We tell students that the musical elements—rhythm, pitch, dynamics, tempo, timbre, and so on—are like ingredients in cooking. When they become composers, they become CHEFS, combining those various musical ingredients to create something delicious!
Just as a chef needs to understand how different flavours work together, composers need to understand how different musical elements work together to create effective music.
Here’s where it gets really engaging: we give students a “mystery box” of musical ingredients, just like on cooking competition shows. Students might be given specific musical elements they must work with—perhaps a particular rhythm pattern, certain pitches, or specific dynamic contrasts—and they need to create a composition using these ingredients creatively.
In one specific lesson within this project, students focus on the musical element of rhythm. They learn how to take a given rhythm pattern and manipulate it in multiple ways:
- Change the tempo—make it faster or slower
- Add repetition—repeat certain parts of the pattern
- Vary the dynamics—play it loud, then soft, then building back up
- Change the instrumentation—use different sounds or timbres
- Break it apart and rearrange the pieces into new patterns
This skill—taking musical material and transforming it creatively—is essential for composers. Professional composers do this constantly. They don’t always create completely new material from scratch; they take a musical idea and develop it, transform it, play with it, and shape it into something new.
That’s exactly what Grade 5 students learn in this lesson. They’re not just understanding rhythm as an abstract concept—they’re actively manipulating rhythm as a compositional tool.
The beauty of extended composition projects like this is that students have time to really explore, experiment, and refine their ideas. Over four or five lessons, they can try different approaches, receive feedback, make changes, and genuinely develop their composition skills in depth.
This is far more valuable than a quick five-minute composition activity. By the end of a project like Musical Chefs, students have created substantial work, and they’ve developed real understanding of how musical elements can be manipulated to create different effects and communicate different ideas.
### Grade 5 Composition Lesson Resources
Find the resources required for this Grade 5 lesson below.
Download the PDF lesson plan to review the lesson, then bookmark the link for use in your classroom.
### Resources for this lesson
[
### PDF Lesson Plan](< https://funmusicco.com/wp-content/uploads/2026/02/LessonPlanSample_ComposingRhythmElement.pdf>)
[
### Online classroom presentation](< https://funmusicmembers.com/compose-rhythm-element-lesson-sample-1/>)
## Beyond Composition: Elements Throughout the Curriculum
While we believe composition is the most powerful way to teach the elements of music—because it puts students in the creative driver’s seat—it’s important to recognise that elements appear throughout all aspects of music learning.
In the Fun Music Company curriculum, students encounter and work with musical elements across all our program components:
***SKILLS*** lessons focus on developing technical control over the elements. Students learn to control their dynamics when singing, maintain steady beat and tempo, manipulate pitch accurately, and develop the physical coordination needed to execute musical elements with precision.
***SING & PLAY*** activities reinforce elements through performance. When students learn songs and instrumental parts, they’re constantly working with rhythm, pitch, dynamics, tempo, and form. They experience how these elements combine to create complete musical works.
***CONNECT*** lessons help students identify and analyse how professional composers and musicians use elements. They learn to recognise melodic patterns, identify different instruments and timbres, notice dynamic contrasts, and understand how form structures organise musical ideas.
But it’s in ***COMPOSE*** where students truly internalise these concepts, because they’re making the creative decisions themselves. They’re not just observing or following—they’re actively manipulating the elements to bring their own musical ideas to life.
This comprehensive approach—experiencing elements through performance, analysing them in others’ music, and creatively manipulating them through composition—ensures students develop robust, multi-dimensional understanding that serves them throughout their musical lives.
If you want to deepen your understanding of teaching composition, our [composition workshop training](/composition-workshop/) provides comprehensive professional development
## Making the Elements of Music Easy to Teach
Whether you’re a music specialist or a generalist primary teacher approaching music with uncertainty, teaching the elements of music doesn’t have to be overwhelming.
The key is having:
1. **A clear framework** that makes sense of curriculum terminology
2. **Age-appropriate progression** that builds understanding systematically
3. **Engaging, practical activities** that make abstract concepts concrete
4. **Composition experiences** that put students in the creative driver’s seat
When you have these elements in place (pun intended!), teaching music becomes not just manageable but genuinely enjoyable—for both you and your students.
The curriculum may use different terminology across states. Documents may list six, seven, or eight elements. But when you understand that it all comes down to four fundamental properties of sound—pitch, duration, volume, and timbre—and how these combine to create music, you have clarity.
When you approach teaching through progressive, hands-on experiences rather than abstract definitions, you help students build genuine musical understanding.
And when you give students opportunities to compose—to actively manipulate the elements themselves—you transform them from passive recipients of musical knowledge into active creators who truly understand how music works.
## Ready to Transform Your Music Teaching?
The composition lessons featured in this article—the **Grade 2 Stairs** lesson exploring pitch and the **Grade 5 Musical Chefs** rhythm manipulation project—are just two examples from the complete [**Fun Music Company Curriculum**](https://funmusicco.com/fun-music-company-music-curriculum/).
Our curriculum takes students on a comprehensive journey from Kindergarten through Grade 6, with carefully sequenced lessons that build understanding of all the musical elements progressively. Every lesson is planned out for you, with videos, worksheets, and all the resources you need to teach confidently—whether you’re a music specialist or a generalist teacher with no musical background.
The ***COMPOSE*** component alone includes age-appropriate composition activities for every grade level, from simple sound exploration in Kindergarten through to sophisticated extended projects in upper primary. Students progressively develop their ability to manipulate musical elements to express their own creative ideas—exactly what the Australian Curriculum requires.
But it’s more than just composition. The complete curriculum includes ***SKILLS***, ***SING & PLAY***, and ***CONNECT*** components that work together to develop well-rounded musical understanding and capability.
Want to see how the Fun Music Company curriculum could work in YOUR classroom?
### ***“Having access to your music program has made the teaching and planning of my music classes SO much easier!”***
This was what Liz, a music teacher from a small Catholic school in Sydney wrote to us in an email recently. This is typical of the hundreds of responses we get every week from teachers across Australia using the Fun Music Company Curriculum Program.
**Imagine having an entire year of music lessons already planned, prepared, and ready to teach** — no more Sunday night scrambles or piecing together resources from different places. That’s exactly what teachers at over 350 schools across Australia are experiencing right now.
Our curriculum program gives you complete, sequential lesson plans for every week of the school year, with videos, worksheets, interactive resources, and everything you need to walk confidently into your music room — whether you’re a specialist or a classroom teacher who’s been asked to teach music.
**Ready to see what a week of music lessons looks like in your grade level?**
Download a free sample pack below and take it for a test drive in your classroom.
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**Categories:** Australian Curriculum v9, Curriculum Australia, Elements Of Music
---
### [What is Kodaly? A Guide to Kodály Music Education](https://funmusicco.com/what-is-kodaly-a-guide-to-kodaly-music-education/)
**Published:** May 22, 2025
**Author:** Janice Tuck
**Content:**
# # What is the Kodály Method?
A Complete Guide to Kodály Music Education
**The Kodály method is a music education philosophy developed by Hungarian composer Zoltán Kodály that teaches children music through singing, sequential skill-building, and folk song.** It is one of the most widely used approaches to primary school music education in the world, and a foundational influence on music curriculum design in Australian schools. Central to the method is the belief that music literacy — the ability to read, write, and think in music — is a right for every child, not just those with natural talent or specialist training.
The Kodály method represents one of the most widely recognized approaches to music education, built on distinctive principles about how children learn music naturally. From its origins in 1920s Hungary to its global presence today, this teaching philosophy has shaped countless music programs worldwide.
In this comprehensive guide, we’ll explore the rich history behind the Kodály approach, examine its core principles and teaching techniques, look at how it works in practice, and consider both its strengths and limitations. Whether you’re a music educator exploring different teaching methods, a parent curious about your child’s music program, or simply someone interested in music education philosophy, this exploration will give you a thorough understanding of what makes the Kodály method distinctive.
## The Origins and History of the Kodály Method of Music Education
### Who Was Zoltán Kodály?
Zoltán Kodály (1882-1967) was far more than just a composer — he was a visionary who transformed music education worldwide. Born in Kecskemét, Hungary, Kodály grew up surrounded by the rich folk traditions that would later inspire both his compositions and his educational philosophy.
As a young man, Kodály pursued formal musical training at the Franz Liszt Academy of Music in Budapest, where he later became a professor. His musical journey took a significant turn when he began collaborating with fellow Hungarian composer Béla Bartók in 1905, collecting and studying thousands of folk songs throughout Hungary and neighboring regions.
But it wasn’t until 1925 that Kodály’s passion for music education was truly ignited. While walking near a school, he overheard children singing—and what he heard deeply concerned him. The poor quality of both the music selection and the children’s singing sparked something in Kodály that would eventually revolutionize music education not just in Hungary, but around the world.
**Zoltán Kodály**
(1930s photograph, public domain)
### The Birth of a Kodály Music Method
What we now call the “Kodály method” wasn’t actually created by Kodály himself as a comprehensive, step-by-step approach. Rather, Kodály articulated key principles and philosophies about how music should be taught, and his colleagues and students then developed these ideas into a structured Kodály method of teaching music.
In the early 1930s, Kodály began advocating for reform in Hungary’s music education system. He believed that:
- Music education should start as early as possible
- Only music of the highest quality should be used in teaching
- Singing should be the foundation of music education
- Musical literacy was a right for all children, not just the privileged few
By 1945, after World War II, Hungary’s new government began implementing Kodály’s ideas in public schools. The first music primary school, where Kodály music was taught daily, opened in 1950. The success of these schools was remarkable, demonstrating significant improvements not just in students’ musical abilities but in their academic performance across all subjects.
### International Recognition
Word of Hungary’s musical education revolution spread quickly. In 1958, the Kodály method of music education was presented at the International Society for Music Educators conference in Vienna. By 1964, at another conference in Budapest, music educators from around the world were able to see Kodály’s methods in action, creating a surge of international interest.
The first symposium dedicated solely to the Kodály method was held in Oakland, California in 1973, where the International Kodály Society was established. Today, the Kodály music method is used in schools and music programs worldwide, with teachers trained in this approach spanning six continents.
## Core Principles of the Kodály Method in Music Education
### Philosophy: Music Belongs to Everyone
At the heart of the Kodály method of music education is a profound belief that music education is not a luxury but a necessity for human development. Kodály firmly believed that “music belongs to everybody” and that active participation in music-making develops a person on multiple levels—intellectually, emotionally, and culturally.
This philosophical foundation drives several key principles:
1. **Early Start**: Musical education should begin as early as possible—ideally in early childhood when children are most receptive to learning musical concepts.
2. **Universal Access**: Music education should be available to all children, not just those showing special talent or from privileged backgrounds.
3. **Sequential Learning**: Musical concepts should be introduced in a carefully structured sequence from simple to complex, with each new concept building on previously mastered skills.
4. **Active Participation**: Children learn music best through direct involvement—singing, moving, playing, creating—rather than passive listening or theoretical study.
5. **Quality Musical Material:** Only music of unquestioned quality—whether folk or composed—should be used for teaching. As Kodály stated, “Only art of intrinsic value is suitable for children! Everything else is harmful.”
### The Human Voice: Our Primary Instrument
One of the most distinctive aspects of the Kodály music teaching approach is its emphasis on singing as the foundation of musicianship. Kodály believed that the voice is the most natural instrument, one that everyone possesses and can develop.
There are several practical advantages to this voice-centered approach:
- Singing requires no expensive instruments or equipment
- The voice is always available for practice and expression
- Singing develops critical inner hearing skills
- Vocal music naturally combines melody, rhythm, and text
- Group singing fosters community and collaborative learning
In Kodály music education classrooms, singing begins before reading music, establishing the connection between sound and symbol that forms the basis of musical literacy. As one Kodály educator beautifully put it, “Anything learned through the body is learned profoundly.”
### Cultural Heritage and Folk Music
Another cornerstone of the Kodály method of teaching music is the use of authentic folk music, particularly from a child’s own cultural heritage. Kodály believed that folk music provides the ideal material for early music education because:
- Folk songs often use pentatonic scales, which are easier for young children to sing accurately
- Traditional singing games combine music with natural movement
- Folk music connects children to their cultural roots and identity
- Folk songs frequently contain simple, repetitive patterns ideal for teaching basic musical concepts
- These materials provide a bridge to understanding more complex art music later
Beginning with familiar folk songs, children establish a strong foundation before gradually expanding their musical vocabulary to include music from other cultures and classical compositions.
## Key Teaching Tools and Techniques in the Kodály Music Method
### Solfa and Hand Signs
One of the most recognizable features of the Kodály method in music is the use of solfège (do-re-mi) with corresponding hand signs. This system, adapted from the work of English educator John Curwen, provides both auditory and visual reinforcement of pitch relationships.
The Kodály approach typically uses a “movable-do” system, where “do” is always the tonic of whatever key is being sung. This helps students understand the function of each note within a scale rather than just its absolute pitch.
Each syllable has a corresponding hand sign that visually represents the feeling or character of that pitch:
- Do: closed fist at waist level, representing stability
- Re: open hand with palm facing up, moving slightly upward
- Mi: flat hand with palm facing down
- Fa: thumb pointing downward
- Sol: flat hand with palm facing towards you
- La: bent hand with palm facing down
- Ti: pointer finger pointing upward, leading to do
These hand signs help students visualize melodic contour, internalize pitch relationships, and develop relative pitch—all crucial skills for musicianship.
**A Note on Solfège Spelling**
You may encounter various spellings of the solfège syllables in different resources and publications. The fifth degree of the scale, for example, appears as “Sol,” “So,” or “Soh” depending on the source. Similarly, you might see “La” or “Lah,” and “Ti” or “Si.”
You would even have noticed that the spelling in image on the right from John Curwen’s early guide differs from what we have outlined as common practice above.
While there’s no single “correct” spelling mandated by international Kodály organizations, most English-language Kodály publications and training programs use “Sol” and “La” rather than “So” and “Lah.” The choice between “Ti” and “Si” often depends on regional preferences, with “Ti” being more common in American Kodály education and “Si” used in some European contexts.
***What matters most is consistency within your teaching environment and clear communication with students about which syllables you’re using.***
*Curwen’s Solfege hand signs,including descriptions of “mental effects” for each tone.*
**John Curwen** (1816-1880)
(public domain image)
### Rhythm Syllables
To teach rhythm effectively, the Kodály method of music education employs a system of rhythm syllables that students speak, clap, and eventually read and write. Unlike other approaches that use counting systems, Kodály music teaching uses rhythm syllables that represent the sound and feeling of different note values:
- Quarter note: ta
- Eighth notes: ti-ti
- Half note: ta-a
- Dotted half note: ta-a-a
- Whole note: ta-a-a-a
- Sixteenth notes: tiri-tiri (or tika-tika in some adaptations)
This approach makes rhythm tangible and easy to verbalize, helping students internalize rhythmic patterns before seeing them notated.
While Kodály provides specific tools like solfa and rhythm syllables for teaching individual musical concepts, understanding how these concepts fit together as [elements of music](https://funmusicco.com/elements-of-music-the-complete-guide-for-australian-teachers/) helps teachers see the bigger picture. The Kodály method’s sequential approach to teaching pitch, rhythm, dynamics, tempo, and form aligns naturally with a comprehensive understanding of musical elements and how they interact.
### Sequencing: Child-Developmental Approach
One of the most sophisticated aspects of the Kodály method of teaching music is its carefully structured sequence of instruction. Musical concepts are introduced in an order that follows children’s natural developmental capabilities:
1. Rhythm before melody: Children typically develop rhythmic skills before melodic ones
2. Aural before visual: Concepts are experienced aurally and kinesthetically before being visually represented
3. Simple to complex: Starting with the most basic elements before progressing to more challenging concepts
For example, a typical Kodály sequence introduces rhythmic concepts starting with the contrast between quarter notes and eighth notes—sounds children naturally produce in their walking and running. Melodically, many Kodály-based programs begin with the descending minor third (sol-mi), one of the most natural intervals for young children to sing accurately, gradually adding other pitches to build the pentatonic scale before introducing the complete diatonic scale.
### Learning Through Games and Movement
The Kodály music education approach recognizes that children learn best through play. Singing games, folk dances, and movement activities are integral parts of the teaching process, making learning both effective and enjoyable.
These activities serve multiple purposes:
- Reinforcing musical concepts through physical engagement
- Developing coordination and rhythmic awareness
- Building community through collaborative activities
- Creating positive, joyful associations with music learning
A typical Kodály lesson might include singing games where children walk the beat while singing, use hand signs to show melodic contour, or play traditional singing games that naturally incorporate musical elements being studied.
## Practical Applications of Kodály Music Teaching in the Classroom
### Kodály in Australian Primary Schools
The Kodály method has been a significant influence on music education in Australia since the 1970s, when Australian educators returning from international training began applying its principles in primary classrooms. Today, Kodály-informed teaching underpins music programs in schools across every Australian state and territory.
**Alignment with the Australian Curriculum v9**
The Australian Curriculum: The Arts (Music) — version 9 — reflects several core Kodály principles in its design. The curriculum’s emphasis on aural skills, vocal development, and sequential music literacy from Foundation through to Year 6 aligns directly with Kodály’s foundational belief that music education should begin early and build systematically. The four content strands of the Australian Music Curriculum — Making, Responding, and the development of musical concepts across year-level bands — provide a natural framework within which Kodály tools such as solfège, rhythm syllables, and hand signs can be applied.
For Australian primary teachers — particularly generalist classroom teachers without a specialist music background — the Kodály approach offers a practical entry point. Because it prioritises the voice as the primary instrument and uses sequential, structured activities, it is well suited to classrooms where specialist music equipment or teacher expertise may be limited.
**Kodály and the Australian State Curricula**
While the Australian Curriculum v9 provides the national framework, individual states and territories implement music education through their own curriculum documents. In New South Wales, Victoria, and South Australia, Kodály-informed scope and sequence frameworks are used in many primary schools as a practical tool for delivering the required music outcomes. The sequential structure of the Kodály approach — introducing concepts in a developmentally appropriate order from Foundation through to Year 6 — makes it particularly well suited to mapping against state-level requirements.
### A Typical Kodály Lesson Structure
While Kodály music education teachers adapt their approach to their specific context, most Kodály lessons follow a similar structure designed to engage students and effectively teach musical concepts:
**1. Warm-up Activities:** The lesson typically begins with familiar songs and exercises to prepare the voice and focus the mind. These might include echo singing, vocal exploration, or familiar songs that reinforce previously learned concepts.
**2. Prepare, Present, Practice:** New concepts follow a three-part process:
- **Prepare**: Students unconsciously experience the new concept through songs, games, and activities
- **Present**: The teacher formally introduces the concept, giving it a name and visual representation
- **Practice**: Students consciously work with the new concept through various activities
**3. Core Activities:** The main body of the lesson includes a balance of:
- Singing and voice development
- Rhythmic activities
- Inner hearing development
- Musical literacy (reading and writing)
- Movement and games
- Creative work (improvisation and composition)
**4. Closing Activity:** Lessons often end with a favorite song or game that leaves students feeling successful and enthusiastic about music.
### Adapting for Different Age Groups
While originally developed for elementary-aged children, the Kodály method in music has been successfully adapted for all ages, from early childhood through adult education:
**Early Childhood (Ages 0-5)** For the youngest learners, Kodály-inspired teaching focuses on:
- Building a repertoire of simple songs, chants, and singing games
- Developing the singing voice through playful exploration
- Experiencing steady beat through movement
- Creating a joyful, music-rich environment
- Parent-child musical interactions
**Primary or Elementary (Ages 6-12)** The elementary years are the “golden age” for Kodály music teaching, with students:
Developing musical literacy through sequential instruction.
- Building a repertoire of folk songs and quality composed music
- Learning to read, write, improvise, and compose music
- Developing part-singing abilities
- Connecting music to other subject areas
**Secondary and Adult Education** For older beginners or advanced students, Kodály principles are adapted to:
- Accelerate the sequence where appropriate
- Connect to students’ musical interests and experiences
- Develop more sophisticated analytical and creative skills
- Apply Kodály tools to instrumental music and ensemble work
- Deepen musical understanding and expression
### Application Beyond the Music Classroom
The principles of Kodály music education extend beyond dedicated music lessons. Many general classroom teachers incorporate Kodály-inspired activities to:
- Enhance learning in other subject areas
- Manage transitions between activities
- Build community through shared musical experiences
- Support language development through singing
- Provide brain breaks that incorporate movement and music
Instrumental teachers also apply Kodály principles by:
- Establishing strong aural foundations before introducing instrument technique
- Using singing to develop phrasing and expression
- Teaching music reading through a sequential approach
- Incorporating folk music into the instrumental repertoire
- Emphasizing inner hearing and musicianship alongside technical skills
## Benefits of the Kodály Method of Music Education
### Musical Development Benefits
The Kodály method of teaching music has been shown to develop comprehensive musicianship in students, including:
1. **Superior Pitch Accuracy**: Students trained with the Kodály approach typically demonstrate exceptional pitch-matching abilities and relative pitch development.
2. **Strong Rhythmic Skills**: The systematic approach to teaching rhythm through movement and syllables helps students internalize rhythmic patterns effectively.
3. **Music Reading Fluency**: The carefully sequenced approach to music literacy typically results in students who can sight-read with confidence and accuracy.
4. **Vocal Technique**: The emphasis on healthy, expressive singing develops students’ vocal abilities naturally and progressively.
5. **Musical Independence**: Students learn to think musically, eventually being able to hear written music internally and write down music they hear—skills that transfer to any musical context.
### Cognitive and Academic Benefits
Research has demonstrated that quality Kodály music education using this comprehensive approach contributes to broader cognitive development:
1. **Language Development**: The emphasis on singing supports phonological awareness, vocabulary development, and expressive language skills.
2. **Mathematical Thinking:** Working with rhythm, pattern, and form strengthens mathematical concepts and spatial-temporal reasoning.
3. **Memory Enhancement**: Learning songs and musical patterns develops both short-term and long-term memory capabilities.
4. **Listening Skills**: The focus on aural development transfers to improved listening in all areas of learning.
5. **Academic Performance:** Multiple studies have shown correlations between music education and improved performance across academic subjects.
### Social and Emotional Benefits
Beyond the musical and cognitive benefits, the Kodály music method offers significant social and emotional advantages:
1. **Community Building:** Group singing and musical games foster connection and collaboration.
2. **Cultural Appreciation:** Exploring folk music from various traditions develops cultural understanding and respect.
3. **Emotional Expression:** Music provides a healthy outlet for emotional expression and development.
4. **Self-Confidence:** Mastering progressive musical challenges builds self-efficacy and confidence.
5. **Lifelong Appreciation:** The joyful, participatory approach to music education creates positive associations that can lead to lifelong music engagement.
## Evidence from Research and Practice
Research into the outcomes of Kodály-based music education has been conducted in Hungary, the United States, Australia, and internationally since the 1960s. Key findings consistently reported in the literature include:
- Students in schools with daily Kodály-based music instruction in Hungary demonstrated measurably higher academic performance across subjects compared to students in schools without music programs — findings documented as early as the 1950s in the first Hungarian music primary schools.
- Studies from the United States and Europe have linked systematic solfège and rhythm training with improved phonological awareness, reading fluency, and working memory in primary-aged children.
- Research published through the International Kodály Society documents consistent improvements in pitch accuracy, rhythmic precision, and independent music reading in students receiving structured Kodály instruction from Foundation level.
In Australian classroom contexts, the sequential, voice-centred approach of the Kodály method has been found particularly effective in mixed-ability primary settings where students have varying levels of prior musical experience — precisely the situation most Australian classroom teachers face.
## Limitations and Criticisms of the Kodály Method in Music
### Cultural Context Considerations
While the Kodály method of music education has been adapted worldwide, some educators note important limitations regarding its cultural applications:
1. **Hungarian-Centric Origins**: The method was originally developed within Hungarian cultural context, using Hungarian folk music. Adapting it to other cultural traditions requires thoughtful re-contextualization.
2. **Western Musical Bias**: The emphasis on Western tonal music systems may not adequately address other musical traditions that use different scales, rhythmic structures, or approaches to harmony.
3. **Folk Music Relevance:** In increasingly multicultural classrooms, determining which folk traditions to prioritize presents challenges, and some students may not connect with traditional folk material.
4. **Cultural Authenticity**: Questions arise about how authentically teachers can present folk music from cultures not their own.
Effective Kodály music teachers address these concerns by:
- Researching and incorporating diverse musical materials
- Consulting cultural bearers when teaching music from specific traditions
- Maintaining Kodály principles while adapting the specific content to be culturally relevant
- Recognizing that musical literacy can take different forms in different traditions
### Pedagogical Limitations
Some critics and educators have identified potential pedagogical limitations:
1. **Perceived Rigidity**: When applied too prescriptively, the sequential nature of the method can feel limiting to some teachers and students.
2. **Balance with Creativity**: The structured approach to literacy can sometimes overshadow creative exploration if not carefully balanced.
3. **Instrumental Connections**: While the method can be adapted for instrumental teaching, additional approaches are often needed to address instrument-specific techniques.
4. **Resource Intensity**: Quality implementation requires significant teacher training, time allocation, and curricular resources that may not be available in all educational settings.
5. **Assessment Challenges**: The holistic nature of musical development can make standardized assessment challenging in educational systems focused on measurable outcomes.
## Comparison with Other Methods in Music Education
The Kodály method of music education is one of several major approaches to music education, each with distinct strengths.
### Kodály versus Orff Schulwerk
While Kodály music education and Orff approaches share many common values, they differ significantly in emphasis:
- Kodály focuses primarily on singing; Orff emphasizes instrumental play, particularly percussion
- Kodály has a more structured sequence; Orff allows more improvisational freedom
- Kodály emphasizes literacy development; Orff emphasizes creative expression
- Kodály begins with folk materials; Orff often uses elemental patterns and ostinatos
Many effective music educators draw from both approaches, using Kodály music teaching strategies for developing vocal skills and literacy while incorporating Orff instruments and improvisational activities.
### Kodály versus Dalcroze Eurhythmics
Dalcroze Eurhythmics, developed by Swiss educator Émile Jaques-Dalcroze, shares Kodály’s emphasis on active learning but differs in focus:
- Dalcroze centers on movement as the primary mode of musical understanding
- Kodály uses movement as one component of a comprehensive approach
- Dalcroze emphasizes improvisation more heavily
- Kodály places greater emphasis on systematic literacy development
Again, many teachers incorporate elements of both approaches, using Dalcroze-inspired movement activities within a Kodály framework.
### Kodály versus Suzuki Method
The Suzuki method, developed for instrumental instruction, differs significantly from Kodály:
- Suzuki focuses on instrumental technique from the beginning; Kodály establishes musical foundations before instrumental study
- Suzuki relies heavily on parent involvement and home practice; Kodály was developed for classroom settings
- Suzuki emphasizes learning by ear and memory before reading; Kodály develops reading skills systematically alongside aural skills
- Suzuki uses a specific repertoire progression; Kodály adapts materials to cultural context
Many Suzuki teachers incorporate Kodály music education activities to strengthen their students’ overall musical development.
## Resources for Kodály Music Education Teachers
### International Organizations and Associations
The Kodály method in music is supported by a worldwide network of organizations dedicated to promoting and developing Kodály-inspired teaching:
1. **[International Kodály Society](http://www.iks.hu)** (IKS) The IKS, established in 1975, connects Kodály educators globally through conferences, publications, and collaborative projects. Based in Hungary, it serves as the umbrella organization for affiliated national organizations around the world. Website: [www.iks.hu](http://www.iks.hu)
2. [**Organization of American Kodály Educators**](http://www.oake.org) (OAKE) OAKE supports Kodály music education in the United States through professional development, advocacy, and resources. It hosts an annual national conference and operates a teacher certification program. Website: [www.oake.org](http://www.oake.org)
3. **[British Kodály Academy](http://www.kodaly.org.uk)** (BKA) The BKA promotes Kodály principles throughout the United Kingdom, offering courses, workshops, and resources for teachers. Website: [www.kodaly.org.uk](http://kodaly.org.uk)
4. [**Kodály Australia** ](http://kodaly.org.au)Formerly the Kodály Music Education Institute of Australia, this organization supports Kodály teachers throughout Australia with training programs and teaching resources. Website: [kodaly.org.au](http://kodaly.org.au)
### Training and Certification Programs
Teachers interested in developing their Kodály music teaching skills can pursue various levels of training:
**1. Kodály Certification Programs**
Many universities and Kodály organizations offer certification programs consisting of three or four levels of intensive study. These programs typically include:
- Musicianship development
- Pedagogy courses
- Materials and repertoire study
- Conducting and ensemble skills
- Teaching practicum
**2. Kodály Summer Institutes**
Intensive summer programs offer concentrated training, often allowing teachers to complete one level of certification during a 2-3 week period. These institutes combine rigorous musical training with practical teaching applications.
**3. Workshops and Continuing Education**
Shorter workshops and courses provide ongoing professional development for teachers at all levels of Kodály training.
Interested teachers should begin by looking for these training opportunities through their local Kodály assocation (links above) or the **International Kodály Society**.
### Teaching Materials and Resources
1. **Song Collections and Analysis** Resources like [First We Sing by Susan Brumfield](https://www.amazon.com.au/First-Kodaly-Inspired-Teaching-Classroom-Teachers/dp/1480339822) provide carefully analyzed folk song collections that identify the teaching potential of each song.
2. **Curriculum Guides** Publications such as [“The Kodály Method” by Lois Choksy](https://www.amazon.com.au/Kodaly-Method-Comprehensive-Music-Education/dp/0139491651) offer comprehensive curriculum frameworks and lesson planning guidance.
3. **Online Resources** Websites such as [The Kodály HUB](http://kodalyhub.com) (kodalyhub.com) offers an extensive online knowledge center with analyzable song materials and teaching resources.
4. **Digital Tools** Many apps and software programs support Kodály music education through interactive exercises, assessment tools, and digital song collections.
## Implementing the Kodály Method of Music Education in Your Teaching
### Getting Started
If you’re interested in incorporating Kodály music teaching principles into your instruction, consider these starting points:
**1. Begin with Your Own Musicianship** Develop your own singing, ear training, and music literacy skills. The better musician you are, the more effectively you can teach others.
**2. Build a Song Repertoire** Collect quality folk songs and singing games appropriate for your students’ age and cultural background. Start with just a few and gradually expand your collection.
**3. Start Small** Rather than trying to implement every aspect of the Kodály approach at once, begin with one or two elements, such as:
- Teaching songs by rote using a prepare-present-practice sequence
- Incorporating rhythm syllables for simple patterns
- Using hand signs with familiar songs
**4. Connect with Other Kodály Teachers** Join a local or national Kodály organization to connect with experienced teachers who can provide guidance and support.
Pursue Professional Development Attend Kodály workshops or courses to deepen your understanding and skills.
### Adaptations for Different Settings
The Kodály method of music education can be adapted for various educational contexts:
**1. Limited Time Settings** When music instruction time is limited, focus on:
- Essential skill development in a condensed sequence
- Integration of Kodály activities into other subject areas
- Quality over quantity in repertoire selection
**2. Resource-Limited Environments** The Kodály method in music emphasis on the voice makes it ideal for settings with limited resources:
- No expensive instruments are required
- Simple rhythm instruments can be handmade
- Visual aids can be created inexpensively
**3. Diverse Cultural Contexts** Adapt the method to honor and include local musical traditions:
- Research and incorporate authentic folk music from students’ cultures
- Maintain Kodály principles while adjusting specific content
- Consider which musical elements are most relevant in local musical traditions
**4. Special Education Settings** Kodály principles can be effectively adapted for students with special needs:
- Breaking down concepts into smaller steps
- Using multi-sensory approaches to reinforce learning
- Emphasizing the social and emotional benefits of musical participation
### Long-Term Professional Growth
Developing as a Kodály music education specialist is a lifelong journey:
**1. Continuing Education** Pursue ongoing training to refine your understanding and skills.
**2. Reflective Practice** Regularly evaluate your teaching effectiveness and student outcomes, making adjustments as needed.
**3. Curriculum Development** Develop and refine your curriculum to meet the specific needs of your students and setting.
**4. Research and Innovation** Contribute to the field through action research, materials development, or innovative adaptations of Kodály principles.
**5. Mentoring and Leadership** As you gain experience, mentor beginning teachers and take leadership roles in promoting quality music education.
## Conclusion: The Enduring Legacy of Kodály
More than half a century after Zoltán Kodály’s death, his vision for music education continues to transform lives around the world. The Kodály method stands as one of the most comprehensive, effective approaches to developing musical understanding and skills in people of all ages.
What makes the Kodály approach so enduring is its foundation in universal principles of how people learn, its adaptability to different cultural contexts, and its deeply humanistic vision of music as a birthright for all people.
As Kodály himself said, “Music is a spiritual food for everybody. So I studied how to make more people accessible to good music.” His legacy lives on in classrooms around the world where teachers continue this mission, opening the door to musical understanding and expression for each new generation.
Whether you’re just beginning to explore Kodály teaching or are an experienced practitioner, remember that at its heart, this method is about more than teaching musical skills — it’s about nurturing the whole person through the joy and discipline of musical engagement. In a world increasingly dominated by passive consumption of music, the Kodály approach offers an alternative vision: active, literate, joyful music-making that enriches both individual lives and communities.
The most powerful testament to Kodály’s vision isn’t found in research studies or curriculum documents — it’s written on the faces of children and adults who discover the joy of making music their own, finding their voice, and connecting with others through the universal language of music.
**Statue of Zoltán Kodály on Margaret Island.**
Mugli, CC BY-SA 4.0, via [Wikimedia Commons](https://creativecommons.org/licenses/by-sa/4.0)
## Additional Resources
### Recommended Reading
- Choksy, L. (1999). The Kodály Method I: Comprehensive Music Education. Prentice Hall.
- Houlahan, M., & Tacka, P. (2015). Kodály Today: A Cognitive Approach to Elementary Music Education. Oxford University Press.
- Brumfield, S. (2014). First, We Sing! Teaching Strategies and Teaching Plans for Kodály-Based Music Classrooms. Hal Leonard.
- Szőnyi, E. (1973). Kodály’s Principles in Practice: An Approach to Music Education through the Kodály Method. Boosey & Hawkes.
### Online Resources
- Kodály HUB: [kodalyhub.com](http://kodalyhub.com) – A comprehensive online resource center with analyzable songs and teaching materials.
- Organization of American Kodály Educators: [oake.org](http://oake.org) – Resources, certification information, and teaching materials.
- British Kodály Academy: [kodaly.org.uk](http://kodaly.org.uk) – Articles, resources, and training information.
- Kodály Australia: [kodaly.org.au](http://kodaly.org.au) – Free resources and support for Australian Kodály teachers.
### Video Demonstrations
- Various [YouTube](https://www.youtube.com/results?search_query=Kod%C3%A1ly&sp=EgIQAg%253D%253D) channels dedicated to Kodály teaching demonstrations and workshops.
## The Fun Music Company’s Kodály-Inspired Resources
If you’re looking for ready-to-use materials that incorporate Kodály principles, the [**Fun Music Company curriculum program**](https://funmusicco.com/fun-music-company-music-curriculum/) offers an excellent starting point.
These comprehensive resources draw extensively from Kodály pedagogy, providing teachers with practical, sequential lesson materials that honor the core principles of this approach while making implementation straightforward and accessible.
The Fun Music Company’s curriculum includes carefully sequenced activities that develop musical literacy through singing, movement, and active engagement—all hallmarks of quality Kodály teaching. From skill-building exercises that follow the prepare-present-practice sequence to folk song materials analyzed for their teaching potential, these resources help teachers incorporate Kodály-inspired teaching without having to create all materials from scratch.
What makes these programs particularly valuable is how they balance fidelity to Kodály principles with practical classroom application, giving teachers the tools to deliver engaging, effective music education even if they’re still developing their own Kodály expertise. The materials are designed to address the common pain points music teachers face—limited planning time, diverse student needs, and the challenge of creating sequential learning experiences—while maintaining the joy and active participation that makes the Kodály approach so powerful.
[](https://funmusicco.com/fun-music-company-music-curriculum/)
## How the Fun Music Company Curriculum Uses Kodály Principles
The Fun Music Company Curriculum is built on Kodály-informed principles, developed over more than 20 years of real classroom use and refined through Kevin Tuck’s 30+ years of experience as a performing percussionist and school workshop presenter across more than 2,000 school performances reaching over 500,000 Australian children.
The curriculum applies the core Kodály sequence — voice first, aural before visual, simple to complex — across all four curriculum strands from Kindergarten through to Grade 6. Solfège hand signs, rhythm syllables, and singing-based skill development are woven throughout the SKILLS and SING & PLAY strands, providing the musical literacy foundation that Kodály intended. The program has been used by more than 12,000 teachers across 149 countries.
Importantly, the curriculum can be taught by generalist classroom teachers with no specialist music background — which is exactly what Kodály believed music education should achieve: music literacy as a right for every child, delivered by any teacher willing to follow a structured, sequential approach.
[Explore the Fun Music Company Curriculum Program →](https://funmusicco.com/fun-music-company-music-curriculum/)
## Frequently Asked Questions About the Kodály Method
Is the Kodály method used in Australian schools today?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-27T20:28:58+00:00#### [Is the Kodály method used in Australian schools today?](#collapse-11-38288)
Yes. Kodály-informed teaching is present in primary schools across all Australian states and territories, and the principles of the method align closely with the Australian Curriculum v9: The Arts (Music). Several Australian organisations provide Kodály teacher training, and many primary music programs — both specialist-taught and generalist-delivered — use Kodály tools including solfège, rhythm syllables, and hand signs as core components of their music teaching.
Does the Kodály method work for students with additional learning needs?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-27T20:28:18+00:00#### [Does the Kodály method work for students with additional learning needs?](#collapse-11-38286)
Yes. The multi-sensory nature of Kodály teaching — combining singing, hand signs, movement, and visual notation — makes it well suited to diverse learners. The voice-centred approach removes instrumental barriers, and the sequential structure means students can engage meaningfully at their own level. Research and classroom experience both support the effectiveness of Kodály-informed teaching with students across a wide range of learning profiles.
What is the difference between Kodály and Orff?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-27T20:27:50+00:00#### [What is the difference between Kodály and Orff?](#collapse-11-38284)
Both are major music education philosophies with strong influence in Australian primary schools. The Kodály approach centres on the singing voice, solfège, and sequential music literacy — reading and writing music is an explicit goal. The Orff approach (developed by German composer Carl Orff) centres on speech, movement, and instrumental improvisation using body percussion and pitched percussion instruments like xylophones. In practice, many Australian music programs draw on both approaches, using Kodály’s literacy framework alongside Orff’s instrument-based and movement activities.
What age is the Kodály method best suited for?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-27T20:27:15+00:00#### [What age is the Kodály method best suited for?](#collapse-11-38282)
The Kodály method is most impactful when begun in early childhood. The optimal window is Foundation to Grade 2 (ages 5–8), when children are naturally receptive to learning pitch and rhythm through play and song. However, the sequential approach can be adapted for any age group, including older primary students and adults beginning music study.
What is the Kodály method in simple terms?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-27T20:26:07+00:00#### [What is the Kodály method in simple terms?](#collapse-11-38278)
The Kodály method is an approach to music education that teaches children to sing, read, and write music through a carefully sequenced program beginning with the voice and folk song. Developed in Hungary in the mid-20th century, it is now one of the most widely used music teaching philosophies in primary schools worldwide.
**Categories:** Academic Style
---
### [Music Jokes for Teachers](https://funmusicco.com/music-jokes-for-teachers/)
**Published:** September 7, 2012
**Author:** FunMusicCo
**Content:**
# 50+ Music Jokes for Teachers, Students and Music Lovers
***Why do you need Music jokes for teachers?***
They say laughter is the best medicine! And it’s true! A quick joke can uplift the mood of any classroom, rehearsal, or music lesson. Jokes for music teachers should be fun and positive, even if they poke a little bit of fun!
[](https://funmusicco.com/wp-content/uploads/2012/09/iStock_000007373879XSmall.jpg)
## **Why do you need Music Teacher Jokes?**
1\. Having a tough rehearsal or lesson? Take a break and tell a few joke to ease tension and bring laughter to the room. Enjoy the positive energy that humor brings to a stressful rehearsal.
2\. Give a list of music jokes to section leaders. Have the students share music jokes specific to their instrument or voice during sectional rehearsals.
3\. Use music jokes as a teaching moment. Jokes like the one below are a great way to open up discussions on specific musical instruments and music theory, like chords:
How many bass players does it take to change a light bulb? 1…5…1… (1…4…5…5…1)
4\. Post silly music jokes throughout your classroom on a Joke Wall or bulletin board. Encourage students to share their favorite positive musical jokes. The Joke Wall can be as simple as a bulletin board covered in post-it notes or an empty chalkboard.
### **Music Jokes for teachers – for Band**
Every band director and music teacher needs a couple of fun jokes in their music teaching arsenal. Share these fun jokes in your classroom!
> What did the flute player say to the tight rope walker? You better C Sharp or you’ll B flat!
>
> How many clarinetists does it take to change a lightbulb?
> Only one, but he’ll go through a whole box of bulbs before he finds just the right one.
>
> Q: How do you know when a trumpet player is at your door?
> A: The doorbell shrieks!
>
> How many trombonists does it take to change a lightbulb?
> Just one, but he’ll do it loudly.
>
> How do you fix a broken tuba?
> With a tuba glue.
>
> Q: How many drummers does it take to change a light bulb?
> A: None. They have machines to do that now.
### **Music Jokes for teachers –** for Orchestra
Share these enjoyable orchestra jokes with your music students next rehearsal for a quick chuckle.
> How do you tell the difference between a violinist and a dog?
> The dog knows when to stop scratching.
>
> What’s the difference between a viola and a fish?
> You can’t tuna fish.
>
> How many bass players does it take to change a light bulb?
> 1…5…1… (1…4…5…5…1)
>
> Wagner’s music has beautiful moments but some bad quarters of an hour.”
> –Rossini
>
> It’s easy to play any musical instrument: all you have to do is touch the right key at the right time and the instrument will play itself. – J.S. Bach
>
> Wagner’s Music is better than it sounds – Mark Twain.
### **Music Jokes for teachers –** for piano and instrumental lessons
Bring a smile to your piano students’ faces with these fun jokes.
> Why are pianist’s fingers like lightening?
> Because they never strike the same place twice.
>
> What do you get when you drop a piano down a mine shaft?
> A flat minor.
>
> What do you call a fish musician?
> A piano tuna.
>
> Note left from pianist to his wife: “Gone Chopin, have Liszt, Bach in a Minuet.”
### **Music Jokes for teachers – for Choir**
Change your “la-la-la” to “ha-ha-ha” with these music jokes.
> Q: Did you hear about the female opera singer who had quite a range at the lower end of the scale.
> A: She was known as the deep C diva.
>
> How many altos does it take to screw in a lightbulb?
> None. They can’t get that high.
>
> Operas that Never Made It:
> Britten: A Midsummer Nightmare.
> Mozart: The Magic Tuba.
> Puccini: La Bamba.
> Rossini: The Plumber of Seville.
> Verdi: Rigatoni.
What are your favorite music jokes?
Share with us in the comments section below.
## Want more Music Teacher Jokes?
Make sure you join the [Music joke of the day](https://funmusicco.com/daily-music-jokes-email-list/) email list to to get a free joke in your inbox every day. Its a Fun, and free way to engage your music classes.
**Categories:** #FunMusicTeachers, Music Education Articles, Trivia
**Tags:** band teacher jokes, funny music teacher jokes, good teacher jokes, music teacher jokes, school humour jokes, school jokes for teachers, teacher jokes
---
### [What to do when you are not feeling valued as a music teacher, even if you are effective.](https://funmusicco.com/what-to-do-when-you-are-not-feeling-valued-as-a-music-teacher-even-if-you-are-effective/)
**Published:** February 8, 2017
**Author:** Janice Tuck
**Content:**
# Not Feeling Valued as a Music Teacher? Here’s How to Find Your Fulfilment Again
In today’s episode we’re tackling an important topic: How to create lasting fulfillment, no matter what in music teaching.
Because music teaching can be a mixed bag, right? Our emotions can range from utter exhilaration to total exhaustion, sometimes in minutes which can ultimately lead to sadness about what we do as teachers.
Sometimes it only takes one student to tell us that music isn’t important to them to completely throw ourselves off track and the effects of a few can be devastating to a career.
So, in today’s episode of music teachers Q&A, we’re covering some initial thoughts and steps to form a framework and mindset to create lasting fulfilment and meaning in life as a music teacher or working within education.
This is a summary of some of the thoughts I share based on my own personal learning and coaching I’ve received from some amazing mentors.
This is what you’ll learn in this video:
- Convincing students that music is “good for them” is like telling them to eat their vegetables….
- Instead of trying to convince others, work on convincing yourself first because If your inner self is strong, you’ll radiate your thoughts and you’ll role model it rather than speak it.
- Learn to come up up with reasons that move you to do why you do what you do and saying them to yourself internally results in the care you show to your students.
- Remember you’re in control of what you focus on – it’s a personal choice to choose to focus on one negative or the many positives that happen to you everyday.
- Creating more empowering meanings for ourselves result in less stress, more gratitude and more fulfilment and we are in control.
Once you’ve had a chance to watch, I’d love to hear from you. In the comments below, tell me:
1. What are the biggest challenges you face as a music teacher right now?
2. What are your hopes and dreams for now and your future as a music teacher?
3. What part of this conversation was the most impactful for you?
Feel free to share as much detail as you wish in your reply because ironically, being a music teacher in a busy school can often feel isolating and this is a place we can really understand together. Your story could provide a very powerful shift and new perspective for someone else in a similar situation and can ultimately help us all to keep more fulfilled in work and in life. If you don’t feel comfortable posting publicly here then you can email me personally at any time.
Thank you so much for taking your personal time to read, watch and share this content. The time you spend here is something I never take for granted and I will always appreciate you for talking honestly and with the passion you put into your career.
Kind Regards,
Janice
P.S. Here is Sir Ken Robinson’s famous Ted Talk, mentioned in my video above:
**Categories:** Music Teachers Q and A
---
### [The Belief that's Costing Most Music Teachers their Weekends (and how the best ones let it go)](https://funmusicco.com/the-belief-thats-costing-most-music-teachers-their-weekends-and-how-the-best-ones-let-it-go/)
**Published:** May 7, 2026
**Author:** Janice Tuck
**Content:**
# The Belief that’s Costing Most Music Teachers their Weekends (and how the best ones let it go)
Most music teachers I know all do this one thing, and most people assume it means the opposite of what it does.
I’ve spent over twenty years working alongside music teachers. I’ve watched the ones who burn out and the ones who don’t. I’ve seen who thrives and who spends every Sunday night dreading Monday morning.
For a long time I thought I understood why.
Then I looked at the data from our own teacher community, and honestly? It surprised me.
The teachers who had finally found their rhythm? Who weren’t exhausted by the planning, who weren’t drowning in preparation, who were actually present in their classrooms instead of just surviving them?
They weren’t the ones who had figured out how to do everything themselves.
They were the ones who had finally stopped trying to.
In this episode I’m sharing what I discovered, and the belief that so many experienced teachers are quietly carrying that is costing them their weekends, their energy, and their joy.
This is for you if you’ve been teaching long enough to know better, but somehow still feel like you should be doing more.
This is for you if the word ‘shortcut’ makes you feel a little guilty.
What the best teachers in our community know might just change everything about how you spend your time from here.
Click play now to find out what they know.
Teaching music isn’t about luck — it’s about making deliberate decisions about where your time, energy and expertise actually go.
This podcast will give you the mindset shifts and real-world insights that the most experienced, sustainable music teachers use to protect their wellbeing and show up fully for their students.
Listen now to discover the one belief that might be costing you more than you realise — and how to let it go.
If you enjoy this podcast, please give us a five-star rating and review on iTunes, subscribe wherever you listen to podcasts, and share it with a colleague who needs to hear this one.
Additional Resources:
Get a FREE [sample of the Fun Music Company K-6 curriculum](/primary-school-music-curriculum-resources-sample/) mentioned in this podcast.
Get the full [K-6 Fun Music Company Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/).
Get my weekly emails and [free resources for music education](https://funmusicco.com/music-teaching-resources-archive/).
Tweet Me! @funmusicco
Join me on [facebook](https://www.facebook.com/funmusicco).
Enjoy — and let me know your thoughts!
The Spark for Music Teachers is ten minutes of mindset and energy designed especially for anyone teaching music. Tune in every month for insights, strategies and honest conversation about what it really takes to teach music well — and to take care of yourself while you do it. Follow us for more.
**Categories:** Weekly Spark Podcast
---
### [Australian Curriculum Music v9: A Complete Guide for Primary Teachers](https://funmusicco.com/australian-curriculum-music-v9-a-complete-guide-for-primary-teachers/)
**Published:** May 2, 2026
**Author:** Janice Tuck
**Content:**
Australian Curriculum Music v9:
A Complete Guide for Primary Teachers
The Australian Curriculum v9 for Music is the national framework that defines what music education should look like in primary schools from Foundation Year through to Year 6. For classroom teachers — whether you’re a specialist music educator or a generalist primary teacher who also teaches music — understanding what the curriculum actually requires is the foundation of effective music teaching. This guide explains the Australian Curriculum v9 for Music in plain language: what it contains, how it is structured, how it progresses across the primary years, and how a well-planned program can meet its requirements in any classroom.
The Australian Curriculum is the federal curriculum framework used as the basis for music education across Australia. Individual states and territories implement it through their own local frameworks — more on that below — but the content statements, achievement standards and strand structure described in this guide apply nationally.
## A Brief History of the Australian Curriculum for Music
The first national Australian Curriculum for the Arts, including Music, was released in 2014. It represented a landmark moment for music education in Australia — for the first time, there was a shared national framework describing what music education should look like from Foundation to Year 10, regardless of which state or territory a student lived in.
In 2020–21, the Australian Curriculum, Assessment and Reporting Authority (ACARA) undertook a comprehensive review of the curriculum across all learning areas. The review process was extensive, drawing on research, consultation with educators, and analysis of curriculum frameworks from around the world. Version 9.0 of the Australian Curriculum was released in April 2022, with the Music learning area updated to reflect current understandings of music education, cultural inclusion, and the role of First Nations Australian music in the curriculum.
Schools and systems were supported to transition to v9.0 from 2023, with full implementation expected across most jurisdictions by 2025. The Fun Music Company curriculum program was revised and updated to align with v9.0 in 2024, ensuring that every lesson maps directly to the current content statements and achievement standards.
## How the Australian Curriculum v9 for Music Is Structured
The Australian Curriculum v9 for Music is built around two key organising elements: four interrelated strands that define the types of musical activity students engage in, and five year-level bands that define how expectations progress from Foundation Year through to Year 10. In primary school, the relevant bands are Foundation, Years 1–2, Years 3–4, and Years 5–6.
### The Four Strands
Every piece of musical activity in the Australian Curriculum v9 sits within one of four strands. These strands are interrelated — they inform and support each other — but each has its own content statements and its own distinct focus.
**Developing practices and skills** is the strand concerned with the technical and aural foundations of music-making. It covers listening skills, aural awareness, singing technique, instrumental skills, music notation literacy, and the ability to manipulate the elements of music with increasing control and intentionality. This strand underpins everything else: students need well-developed musical skills and ears to perform, compose and engage with music meaningfully.
**Presenting and performing** is the strand concerned with students sharing music with others. It covers learning and rehearsing pieces, developing ensemble skills, reading from notation, and presenting performances in settings that range from informal classroom sharing to formal concert performance. Across the primary years, the expectations around performance grow from simple informal sharing in the early years to multi-part ensemble performance for real audiences by Years 5 and 6.
**Creating and making** is the strand concerned with composition and musical creativity. It covers improvisation, composition using elements of music, the use of compositional devices, and the documentation and recording of musical works. This strand begins with simple sound exploration in Foundation Year and develops into sophisticated project-based composition work involving digital tools, notation, and deliberate artistic intention by Years 5 and 6.
**Exploring and responding** is the strand concerned with students’ engagement with music as listeners, critics and cultural participants. It covers listening to and analysing music from a wide range of cultural, historical and social contexts, with a specific and important focus on First Nations Australian music throughout the primary years. This strand builds students’ musical reference library and their capacity to engage with music thoughtfully and articulately.
### The Fun Music Company’s Four Units
The Fun Music Company curriculum program maps directly onto these four strands through four named units that run across every grade level. ***SKILLS*** addresses the developing practices and skills strand. ***SING & PLAY*** addresses the presenting and performing strand. ***COMPOSE*** addresses the creating and making strand. ***CONNECT*** addresses the exploring and responding strand. This mapping is explicit and complete — every lesson in the program links to a specific content statement in the relevant strand.
### The Elements of Music
Running through all four strands are the [**elements of music**](https://funmusicco.com/elements-of-music-the-complete-guide-for-australian-teachers/) — the building blocks that students learn to identify, describe, manipulate and combine across the primary years. These include dynamics (the variation in volume from soft to loud), tempo (the speed of the music), pitch (the highness or lowness of notes), rhythm (the pattern of long and short sounds), timbre (the distinctive quality of different instruments and voices), texture (the layers and density of musical sound), and form (the structure and organisation of a musical work). Students encounter these elements from Foundation Year and develop an increasingly sophisticated understanding of how they work and how they can be used expressively as they move through the primary years.
## How the Australian Curriculum v9 Progresses Through the Primary Years
One of the most important things to understand about the Australian Curriculum v9 for Music is that it is genuinely progressive. The content statements are not repeated across year bands — they build deliberately, with each band introducing new expectations that extend and deepen what came before. Understanding this progression is essential for planning a coherent music program across the primary years.
### Foundation Year
The Foundation Year curriculum introduces students to music through play, imagination and exploration. The key word across all four strands at this level is explore — students are discovering what music is, what it can do, and how they can participate in it. In the developing practices and skills strand, students use play, imagination, arts knowledge and skills to discover possibilities and develop ideas. In the presenting and performing strand, students share their musical works with audiences in informal settings. In the creating and making strand, students create artworks that communicate ideas. In the exploring and responding strand, students explore how and why the arts are important for people and communities. These are deliberately open, inviting content statements that set music up as something joyful, accessible and worth engaging with.
The Fun Music Company Foundation Year program meets these requirements across 40 weeks of *SKILLS* lessons built around listening games and echo activities, a full *SING & PLAY* unit introducing ensemble singing and percussion, a *COMPOSE* unit developing students’ capacity to create and communicate musical ideas, and a *CONNECT* unit of 20 guided listening activities spanning world music traditions. [Read the full Foundation Year curriculum breakdown here](https://funmusicco.com/australian-curriculum-music-foundation-year/).
### Years 1 and 2
The Years 1–2 curriculum introduces the first music-specific content statements in the sequence. Students move from broad exploration to more focused musical activity: developing listening skills and skills for singing and playing instruments (developing practices and skills), singing and playing music in informal settings (presenting and performing), selecting and combining elements of music when composing (creating and making), and exploring where, why and how people across cultures and communities experience music, including examples of music composed and performed by First Nations Australians (exploring and responding). This is the year band where the First Nations Australian music requirement first appears explicitly, and where students begin to encounter the elements of music as named, describable features of the music they hear and make.
The Fun Music Company Years 1 and 2 programs provide 40 weeks of lessons across all four units, with *SING & PLAY* built around an international repertoire of folk and traditional songs with tuned and untuned percussion accompaniment, *COMPOSE* developing students’ ability to select and combine elements of music in their own works, and *CONNECT* introducing students to music from a genuinely wide range of cultural contexts. [Read the full Years 1–2 curriculum breakdown here](https://funmusicco.com/australian-curriculum-music-v9-years-1-2-explained-for-primary-teachers/).
### Years 3 and 4
The Years 3–4 curriculum introduces the most significant progression in the primary sequence: the shift from selecting and combining elements of music to actively manipulating them. Across all four strands, students are now expected to do more with music — not just explore or respond, but make deliberate choices that achieve specific effects. The developing practices and skills strand introduces music notation for the first time, adding rhythm notation, the music staff, clefs, note values, rests and dynamic markings to students’ musical toolkit. The creating and making strand asks students to manipulate elements of music to communicate ideas, perspectives and meaning. The exploring and responding strand adds a historical dimension and introduces the specific requirement to explore how First Nations Australians use music to communicate their connection to and responsibility for Country/Place.
The Fun Music Company Years 3 and 4 programs meet these requirements with a systematic notation curriculum woven through the *SKILLS* unit, a *SING & PLAY* unit where students begin reading from notation to learn their instrumental parts, a *COMPOSE* unit that develops compositional intention through element-by-element exploration and musical dominoes projects, and a *CONNECT* unit that opens each year with First Nations Australian music. [Read the full Years 3–4 curriculum breakdown here.](https://funmusicco.com/australian-curriculum-music-v9-years-3-4-explained-for-primary-teachers/)
### Years 5 and 6
The Years 5–6 curriculum is the most demanding band of the primary sequence and represents the payoff of everything that has been built since Foundation Year. Four significant shifts mark this band. In the performing strand, students now perform in formal as well as informal settings — real audience performance is an explicit requirement. In the composition strand, students must use compositional devices (not just elements of music) and must notate, document and record their work. In the skills strand, students develop aural skills and skills for manipulating elements of music to achieve expressive effects — the purposeful, artistic dimension is now front and centre. And in the exploring and responding strand, the First Nations Australian music requirement shifts from Country/Place to how music is used to continue and revitalise culture — a forward-looking, living-culture lens.
The Fun Music Company Years 5 and 6 programs meet these requirements with a structural shift in the *SING & PLAY* unit to Marimba Band and Bucket Drumming ensemble formats (designed for formal performance), four project-based *COMPOSE* units per year incorporating both technology and non-technology options, extended notation and aural skills development in the *SKILLS* unit, and a *CONNECT* unit built around analytical listening across a wide range of musical traditions. [Read the full Years 5–6 curriculum breakdown here.](https://funmusicco.com/australian-curriculum-music-v9-years-5-6-explained/)
## Achievement Standards Across the Primary Years
Each year-level band in the Australian Curriculum v9 for Music includes an achievement standard — a description of what students are expected to know and be able to do by the end of that band. These standards are the benchmark against which student learning is assessed, and they reflect the progressive demands of the curriculum across the primary years.
By the end of Foundation Year, students explore and respond to music, sharing their musical ideas with others. By the end of Year 2, students identify and describe the use of elements of music, and sing and play music in informal settings. By the end of Year 4, students describe the use of elements of music and how they communicate ideas, demonstrate listening skills in their performing and composing, and combine elements of music in their own compositions. By the end of Year 6, students explain — not just describe — how elements of music are combined and how compositional devices are used, perform music in a range of forms in formal and informal settings, and manipulate elements and devices to compose music that communicates meaning.
The shift in language across the bands — from explore to identify and describe to manipulate and combine to explain and evaluate — is the curriculum’s clearest signal of the depth of musical understanding it expects students to develop across the primary years. A well-planned, well-resourced program can genuinely get students there.
## First Nations Australian Music in the Australian Curriculum v9
One of the most important features of the Australian Curriculum v9 for Music is its specific, sustained focus on First Nations Australian music. This is not a tokenistic requirement — it is woven through every year band of the primary curriculum, with content statements that become progressively more specific and more demanding as students move through the primary years.
In Foundation Year, students explore how and why the arts are important for people and communities — a broad statement that includes First Nations Australian music within a global frame. In Years 1 and 2, a dedicated content statement requires students to explore examples of music composed and performed by First Nations Australians. In Years 3 and 4, the requirement deepens: students explore how First Nations Australians use music to communicate their connection to and responsibility for Country/Place. In Years 5 and 6, the focus shifts forward: students explore how First Nations Australians use music to continue and revitalise culture.
This progression — from general awareness to specific cultural practice to living cultural revitalisation — reflects the curriculum’s intention that students leave primary school with a genuine, respectful and informed understanding of First Nations Australian music as a living tradition, not a historical artefact.
The Fun Music Company *CONNECT* unit places First Nations Australian music at the opening of each year’s listening sequence, establishing from the first lesson that this is a central part of music education, not an addition to it.
## State and Territory Curriculum Frameworks
The Australian Curriculum v9 for Music is the national framework, but individual states and territories implement music education through their own local curriculum frameworks. In most cases, these frameworks are closely aligned with or directly based on the Australian Curriculum, but there are differences in structure, terminology and implementation timelines that are worth understanding.
In **Victoria**, music education is governed by the Victorian Curriculum F–10. The Fun Music Company has developed scope and sequence documentation mapped to the Victorian framework. For more detail, see our [Victorian curriculum overview](https://funmusicco.com/the-state-of-music-curriculum-in-australia-your-2026-guide/#VICCurriculum2026) and [Victorian Curriculum Music Scope and Sequence](https://funmusicco.com/victorian-curriculum-music-scope-and-sequence/).
In New South Wales, music education is governed by the NSW Syllabus for the Australian Curriculum. For more detail, see our [NSW curriculum overview](https://funmusicco.com/the-state-of-music-curriculum-in-australia-your-2026-guide/#NSWCurriculum2026) and [NSW Curriculum Music Scope and Sequence](https://funmusicco.com/download-a-nsw-curriculum-scope-and-sequence/).
In Western Australia, music education is governed by the Western Australian Curriculum. WA has recently released a new edition of their curriculum framework — updated resources and mapping for WA schools are in development. In the meantime, see our [WA curriculum overview](https://funmusicco.com/the-state-of-music-curriculum-in-australia-your-2026-guide/#WACurriculum2026) and [WA Curriculum Music Scope and Sequence](https://funmusicco.com/music-scope-and-sequence-for-western-australian-schools/).
Teachers in other states and territories — Queensland, South Australia, Tasmania, the ACT and the Northern Territory — generally implement the Australian Curriculum directly, and the content in this guide applies to your context without significant modification.
## The Fun Music Company K–6 Curriculum Program
The Fun Music Company K–6 Curriculum Program is a fully planned, ready-to-teach music curriculum for primary schools, aligned to the Australian Curriculum v9. The program covers Foundation Year through Grade 6, with a complete program for each grade level across all four strands — *SKILLS*, *SING & PLAY*, *COMPOSE* and *CONNECT*.
Every lesson in the program is designed to be delivered by any classroom teacher, regardless of musical background or experience. Step-by-step lesson plans, video support, student worksheets, assessment tools, and full scope and sequence documentation mean that teachers who have never taught music before can deliver a complete, curriculum-aligned music program with confidence.
The program has been refined through years of real classroom use across a wide range of school contexts — from well-resourced specialist music programs to generalist classrooms with limited instruments and no music background. It meets students where they are at every grade level and builds their musical skills, knowledge and enthusiasm progressively across the primary years.
[**Explore the complete Fun Music Company K–6 Curriculum Program »**](https://funmusicco.com/fun-music-company-music-curriculum/)
[](https://funmusicco.com/fun-music-company-music-curriculum/)
Frequently Asked Questions
How does the curriculum change from primary to secondary school?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-05-02T05:41:58+00:00#### [How does the curriculum change from primary to secondary school?](#collapse-12-38484)
This guide focuses on the primary years (Foundation to Year 6), but it’s worth noting that the Australian Curriculum v9 for Music continues through Years 7–10 with content statements that build directly on the primary foundations. In secondary school, students are expected to work with greater independence, sophistication and artistic intention across all four strands — performing in formal settings, composing extended works, engaging critically with music from a wide range of contexts, and developing their own musical voice. Students who arrive at secondary school with a strong primary music education are significantly better prepared for this work.
What are the elements of music in the Australian Curriculum v9?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-05-02T05:40:56+00:00#### [What are the elements of music in the Australian Curriculum v9?](#collapse-12-38482)
The Australian Curriculum v9 for Music identifies the following elements of music as the building blocks that students develop understanding of across the primary years: dynamics (volume variation), tempo (speed), pitch (highness and lowness of notes), rhythm (patterns of long and short sounds), timbre (the distinctive quality of different sounds), texture (the layers and density of musical sound), and form (the structure and organisation of a musical work). Students encounter these elements from Foundation Year and develop an increasingly sophisticated capacity to identify, describe, manipulate and combine them as they progress through the primary curriculum.
How does the curriculum handle First Nations Australian music?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-05-02T05:40:06+00:00#### [How does the curriculum handle First Nations Australian music?](#collapse-12-38480)
First Nations Australian music has a dedicated content statement in every year band of the primary curriculum, from Years 1–2 through to Years 5–6. The focus of this requirement becomes progressively more specific as students move through the primary years: from exploring examples of First Nations Australian music in Years 1–2, to understanding how music communicates connection to Country/Place in Years 3–4, to understanding how music continues and revitalises culture in Years 5–6. It is one of the curriculum’s strongest commitments and one that deserves genuine, sustained attention.
Do I need to be a music specialist to teach the Australian Curriculum for Music?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-05-02T05:39:02+00:00#### [Do I need to be a music specialist to teach the Australian Curriculum for Music?](#collapse-12-38478)
No — and this is one of the things the Fun Music Company curriculum program is specifically designed to address. The Australian Curriculum for Music applies to all primary teachers, including generalist classroom teachers with little or no musical background. A well-designed curriculum program provides everything a generalist teacher needs to deliver quality music education: clear lesson plans, step-by-step instructions, video support, student resources and assessment tools. The curriculum’s own content statements are achievable in any classroom — they don’t require specialist instruments, a dedicated music room, or a music degree to deliver.
Is the Australian Curriculum compulsory in every state?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-05-02T05:37:35+00:00#### [Is the Australian Curriculum compulsory in every state?](#collapse-12-38476)
The Australian Curriculum provides the national framework, but education is a state and territory responsibility in Australia, which means each jurisdiction implements it through its own local framework. Most states and territories have adopted the Australian Curriculum as the basis for their local frameworks, either directly or with local modifications. In practice, the content statements and achievement standards described in this guide reflect what is expected in primary school music education across most of Australia, though the specific terminology and implementation details may vary by state.
What is the Australian Curriculum v9 for Music?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-05-02T02:23:38+00:00#### [What is the Australian Curriculum v9 for Music?](#collapse-12-38474)
The Australian Curriculum v9 for Music is the national framework that describes what music education should look like in Australian schools from Foundation Year through to Year 10. It was released by ACARA in April 2022 as part of a comprehensive review of the Australian Curriculum across all learning areas. The curriculum is structured around four strands — developing practices and skills, presenting and performing, creating and making, and exploring and responding — with content statements and achievement standards for each year-level band.
## Start Teaching the Australian Curriculum v9 with Confidence
Whether you’re a specialist music teacher planning a whole-school program or a generalist classroom teacher looking for a curriculum-aligned resource you can actually use, the Fun Music Company K–6 Curriculum Program is designed for you. Fully planned, ready to teach, and mapped to every content statement in the Australian Curriculum v9 for Music.
[**Explore the Fun Music Company K–6 Curriculum Program »**](https://funmusicco.com/fun-music-company-music-curriculum/)
### Attribution
##### Australian Curriculum content statements and achievement standards referenced on this page are © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present. This material was sourced from the Australian Curriculum website (https://v9.australiancurriculum.edu.au) in April 2026 and is licensed under Creative Commons Attribution 4.0 International (CC BY 4.0). ACARA does not endorse the Fun Music Company or its products, and this content should not be taken to indicate any affiliation with or approval by ACARA.
**Categories:** Academic Style, Australian Curriculum v9
---
### [Boomwhacker Games and Activities for K–6 Music Classes](https://funmusicco.com/boomwhacker-games-and-activities-for-k-6-music-classes/)
**Published:** April 21, 2026
**Author:** Janice Tuck
**Content:**
# Boomwhacker Games and Activities for Primary or Elementary Music Classes
**Have you ever handed out a set of boomwhackers and immediately thought — *what have I done?***
You’re not alone. The moment those colourful tubes hit students’ hands, excitement levels go through the roof. And while that energy is exactly what makes boomwhackers so magical, it can also make lessons feel like controlled chaos — especially if you’re not sure what to do next.
Here’s the thing: boomwhackers aren’t just a fun instrument. They’re one of the most powerful teaching tools you have. When you pair them with the right games and activities, suddenly your students are developing pitch recognition, reading rhythms, listening carefully, and even composing their own music — all while having the time of their lives.
In this post, I’m sharing four of my favourite boomwhacker games and activities that work right across K–6. Whether you’re a music specialist or a classroom teacher who’s never taught a music lesson before, these are designed to be simple to run and genuinely engaging for kids.
And the best part? You can grab all four of these as part of a free sample pack — more on that below.
Let’s dive in!
## Why Games and Activities Make Boomwhackers So Effective
Boomwhackers are one of those rare instruments that students pick up almost instantly. There’s no complicated technique to learn, no reading music required to get started, and every child in the room can participate — regardless of their musical background or experience.
But what really unlocks their potential is the *structure* that games and activities provide.
When students are playing a boomwhacker game, they’re not just having fun — they’re listening carefully, waiting for their cue, making decisions, and responding to what they hear. That’s active musical learning happening in real time, often without students even realising it.
Here’s what well-designed boomwhacker activities can develop across your K–6 classes:
**Pitch recognition** — students learn to identify and respond to specific pitches, building aural awareness that underpins so much of their musical development.
**Rhythm and beat** — keeping a steady beat, reading rhythmic patterns, and responding accurately to what they hear are all skills that transfer across every area of music.
**Music reading** — colour-coded notation gives even your youngest students a meaningful, accessible entry point into reading music on the staff.
**Composition and creativity** — when students get to arrange and create their own musical ideas, they develop ownership over their learning in a way that’s hard to replicate with other activities.
**Ensemble skills** — waiting, listening, and playing together as a group builds the kind of musical awareness that makes every future ensemble experience richer.
The games in this post target all of these areas — and they’re designed to work whether you have a room full of music specialists-in-the-making, or kids who’ve never thought of themselves as musical at all.
## Boomwhacker Game #1: The Mystery Boomwhacker Game
**Skills developed:** Pitch recognition, aural awareness
**Works well for:** Grades K–6
This is one of those games that sounds simple — and it is — but the level of focused listening it produces in a classroom is amazing!
Here’s how it works. Students are divided into groups, each holding a different colour boomwhacker. As the game plays on screen, students watch for their colour to appear and play when they see it. So far, so straightforward!
But here’s the twist. At certain points in the game, a question mark appears on the screen instead of a colour. When that happens, students have to stop relying on their **eyes** and use their ***ears***. They listen carefully to the pitch being played and decide — is this my note? Should I play?
That moment of decision is where the real musical learning happens. Students aren’t just responding visually anymore — they’re actively using their aural pitch recognition skills to make a musical judgement call. For many students, this is one of their first experiences of really *listening* to pitch in a purposeful way.
It’s also wonderfully self-regulating. Students who play when they shouldn’t quickly learn to listen more carefully next time. And students who get it right feel a genuine sense of achievement.
### Boomwhacker Game Online Resource
This game is included in the free **Boomwhacker Activity Sample Pack** — you can grab it below and have it running in your classroom this week.
[Download Sample Pack Now](#DownloadBoomwhackerSample)
## Boomwhacker Game #2: The Poison Rhythm Game
**Skills developed:** Rhythm recognition, active listening, self-control
**Works well for:** Grades 3–6
If you want a game that has your students on the absolute edge of their seats, this is it.
The Poison Rhythm Game is a listening game with a delicious twist. Students listen to rhythmic patterns played by the boomwhackers on the board, and their job is to play back each rhythm they hear — *except* for one. That one rhythm is the poison rhythm, and if they play it? They’ve been got!
Before the game begins, you introduce the poison rhythm to the class. It goes like this: “don’t play this one!” Students learn it, they know it, and then the game begins.
And then the sneaky magic happens.
Because once the game is underway, students are listening so intently to every single rhythm that comes up — ready to echo it back — that the moment the poison rhythm appears, the room erupts. Some students catch it and stay silent, bursting with pride. Others play it and immediately know they’ve been tricked. Either way, the laughter and the learning happen at exactly the same time.
What makes this game so effective from a teaching perspective is the quality of listening it demands. Students can’t zone out for a second. They have to hold the poison rhythm in their memory, compare every new rhythm they hear against it, and make a split-second decision — all while keeping up with the pace of the game. That’s a sophisticated set of musical skills wrapped up in something that feels purely like play.
It also works beautifully as a classroom management tool. When students know the poison rhythm is coming, they naturally settle and focus. You’ll notice the room get quieter the moment the game starts — and that’s a beautiful thing.
This game is included in the free **Boomwhacker Activity Sample Pack** along with the other activities in this post.
[Download Sample Pack Now](#DownloadBoomwhackerSample)
## Boomwhacker Game #3: The Music Line Wizard Game
**Skills developed:** Pitch reading, music literacy, visual tracking
**Works well for:** Grades 2–6
If the **Mystery Boomwhacker Game** builds aural pitch recognition and the **Poison Rhythm Game** develops listening and self-control, the Music Line Wizard Game is where those skills start connecting to something even bigger — reading music.
And it does it in the most gentle, accessible way imaginable.
Here’s how it works. As the game plays on screen, boomwhacker beatz jump onto the musical staff. Students watch for their colour and play when they see it appear — just as they do in the other games. That familiar mechanic means even your youngest students can jump in with confidence straight away.
But then the twist arrives. Occasionally, a black music note appears on the staff. When that happens, students have to look carefully — does that note sit on the line or space that matches *their* boomwhacker’s pitch? If it does, they play. If it doesn’t, they stay silent.
That single decision is actually a foundational act of music reading. Students are matching a written note on a staff to a specific pitch — which is exactly what music literacy is built on. But because it’s embedded in a fast-paced, colour-coded game they’re already enjoying, it never feels like a theory lesson. It just feels like the next exciting challenge.
For generalist classroom teachers, this is particularly powerful. You don’t need to teach students what the lines and spaces of the staff mean before playing this game — the game teaches it for you, through repeated exposure and play.
For music specialists, it’s a brilliant way to reinforce notation concepts that students are learning in other parts of your program, in a context that’s genuinely motivating.
This game, like the others, is included in the free **Boomwhacker Activity Sample Pack**. If you haven’t grabbed it yet, now is a great time — you’ll have all three games plus the composition activity we’re about to look at, ready to go.
[Download Sample Pack Now](#DownloadBoomwhackerSample)
## Boomwhacker Activity #4: Composition with Pitch Circles
**Skills developed:** Composition, creative thinking, musical decision-making
**Works well for:** Grades K–4
So far we’ve looked at games that develop listening, pitch recognition, and music reading. This activity takes things in a completely different direction — and hands the creative reins over to your students.
**Pitch Circles** is a composition activity, and it’s one of the most accessible introductions to composing that you’ll find for primary aged students. Here’s how it works.
Students take turns to come up to the board, and arrange boomwhacker colours on the board in whatever order they choose. That sequence of colours becomes the basis for their composition — a piece of music that is entirely their own.
After that, the students can decide on the **rhythm** that the whole group will play on each circle.
Then a student can hit play on the backing beat track on the whiteboard, and conduct the group, by pointing to the circles as they progress across the screen.
It sounds beautifully simple, and it is. But don’t let that simplicity fool you. The musical thinking happening underneath is genuinely sophisticated. Students are making decisions about pitch sequence, musical shape, and creative intention — all core elements of composition — in a way that feels completely natural and achievable, regardless of their musical experience or background.
For students who’ve never thought of themselves as composers, this activity is often a revelation. There’s no wrong answer. Every arrangement produces something musical. And the moment a student hears their own composition played back for the first time, the look on their face is something you won’t forget in a hurry.
For teachers, it’s just as rewarding. Whether you’re a music specialist looking for a structured entry point into composition, or a classroom teacher who’s never taught composing before, Pitch Circles gives you a clear, manageable framework that actually works in a real classroom.
And this is just the beginning. Pitch Circles is one of ten composition activities available in the **Boomwhacker Beatz** program, which is included as a bonus with the Fun Music Company K–6 **Music Curriculum**. If your students love this activity — and they will — there’s a whole world of composing waiting for them.
[Download Sample Pack Now](#DownloadBoomwhackerSample)
## Tips for Managing Boomwhackers in the Classroom
Let’s be honest. Boomwhackers are loud, colourful, and incredibly tempting to bang on every available surface. If you’ve ever had a lesson derail the moment the tubes came out of the bag, you’ll know exactly what I mean.
The good news is that with a few simple strategies in place, boomwhacker lessons can actually be some of the most focused and engaged your students will ever be. Here’s what works.
**Establish your signals before the instruments come out**
Before a single boomwhacker leaves the bag, make sure your students know your start and stop signals. A raised hand, a clap pattern, a verbal cue — whatever you already use in your classroom works perfectly. The key is that students practise responding to it *before* the excitement of holding an instrument kicks in. Once those tubes are in their hands, you’ll be glad you did this first.
**Use the “rest position” from the very first lesson**
Teach students a specific rest position for holding their boomwhacker when they’re not playing — for example, resting it across their knees or holding it vertically with the tip touching the floor. This gives students something purposeful to do with the instrument when it’s not their turn, and dramatically reduces the temptation to tap, wave, or sword fight with their neighbour.
### **Let the game do the work**
This is where the activities in this post really shine. When students are absorbed in a game — waiting for their colour, listening for the poison rhythm, tracking notes on the staff — they’re naturally focused. The game itself becomes your classroom management strategy. You’ll often find that the trickiest part of a boomwhacker lesson isn’t managing behaviour — it’s getting students to stop playing when it’s time to pack up!
### **Have students sit in groups, and keep colours together**
Have students sit in groups, and assign one colour boomwhacker to each group. This keeps things very simple, and prevents arguments about who gets what boomwhacker. If you’re doing a game or activity with four pitches, you’d do it like this.
**Step 1:** With the class sitting on the carpet, divide them into four groups: far left, centre left, centre right, far right. Make sure everyone knows which group they are in, and have them shuffle apart so that there are visible gaps between groups.
**Step 2:** Have four buckets with the boomwhackers organized into single pitches, and you can pass that bucket to a group, and the students will all take one. Simple, fast, effective. You could even have a competition on which group can pick out their boomwhackers from the bucket and get them into the rest position the fastest and with the least noise!
### Keep it fun, short, and move onto something else!
Boomwhackers are great — they really are. However, these boomwhacker games and activities are best used as one activity within a more comprehensive lesson plan. That’s the beauty of a well-structured music curriculum: boomwhackers get to be the exciting, energetic highlight of a lesson rather than the whole lesson itself.
That’s exactly how our Fun Music Company K–6 **Curriculum Program** is designed. Each lesson is carefully sequenced so that boomwhacker activities sit alongside singing, rhythm work, listening, and composition — giving students a rich, balanced musical experience every single week. And because the planning is already done for you, all you have to do is show up and teach.
## Ready to Try These Boomwhacker Games and Activities With Your Class?
## Download Your Free Boomwhacker Activity Sample Pack
If you’ve made it this far, you’re already ahead of the game — because you know that boomwhackers work best when there’s a plan behind them.
The four activities in this post — the **Mystery Boomwhacker Game**, the **Poison Rhythm Game**, the **Music Line Wizard Game**, and the **Pitch Circles Composition Activity** — are all designed to be simple to run, genuinely engaging for students, and musically meaningful from the very first time you use them.
And the best part? You can have them in your hands today, completely free.
The **Fun Music Company Boomwhacker Activity Sample Pack** includes all four of these activities, ready to use in your classroom this week. No prep, no overwhelm — just great music teaching.
**Enter your details here**
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**Want to keep exploring boomwhackers?** Here are a few more resources to help you get the most out of this brilliant instrument in your K–6 classroom:
**[The Complete Guide to Boomwhackers →](https://funmusicco.com/boomwhackers/)** — everything you need to know about getting started, what to buy, and how to use boomwhackers across every grade level.
**[Boomwhacker Songs for Your K–6 Music Classroom →](https://funmusicco.com/boomwhacker-songs-for-your-k-6-music-classroom/)** — a collection of songs your students will love playing, from simple melodies for beginners right through to more complex arrangements for older students.
**[Boomwhacker Lesson Plans: A Complete Guide for K–6 →](https://funmusicco.com/boomwhacker-lesson-plans/)** — ready to turn these games and songs into a complete, structured lesson? This guide walks you through exactly how a great boomwhacker lesson flows from warm-up to pack-away — with a ready-to-go lesson you can use this week.
**[ Boomwhacker Beatz animations →](https://funmusicco.com/boomwhacker-programs/)** — the original, and the best! Your students will have an amazing time playing along with these interactive animations.
**Categories:** Boomwhacker
---
### [3 Simple Philosophies to Get More From Your Music Teaching | The Spark Podcast Ep. 58](https://funmusicco.com/58-how-to-get-more-in-2024-with-these-3-simple-philosophies-this-is-what-im-focussing-on/)
**Published:** January 10, 2024
**Author:** Janice Tuck
**Content:**
# How to get more in 2024 with these 3 simple philosophies
2024 is here, and I am soooo excited about what it has in store for all of us.
And what better way to start the new year than with a set of simple philosophies and techniques to help us RESET, breathe again and create so much MORE with much less time, effort, money and stress as we head into teaching again in January.
These 3 simple philosophies are some of the most important lessons I’ve ever learned in my years of working with the top mentors, coaches and experts in the self-development and teaching industry and now I can share and pass it all on to our readers and listeners. These are the areas to continually GROW and improve in so that you can start the New teaching Year with fresh perspective, intent and creativity.
Are you ready?
Let’s dive in.
**Key Takeaways:**
Introduction (00.00)
Are you starting the year half full or half empty? (01:48)
The attitude of gratitude and creating good habits in music teaching (04:54)
How to Focus on what you want for 2024 (07:17)
Powerful Story time Visualisation technique to start the year (09:22)
**Additional Resources:**
Further reading link on RAS:
Get my FREE music teaching yearly goal setting and planning here:
Get 9 [FREE work-anytime music lesson ideas](https://funmusicco.com/music-teacher-secrets/)
Get 3 FREE [Boomwhacker sample activity pack](https://funmusicco.com/boomwhacker-lessons-sample/).
Tweet Me! [@funmusicco](https://twitter.com/funmusicco)
Join me on Facebook:
Get my weekly emails and free resources here :
The spark for music teachers is ten minutes of mindset and energy designed especially for anyone teaching music. Tune in every month for insights, tips, strategies for dealing with common issues that arise in teaching music in schools and everything in between! Follow us for more.
**Categories:** Weekly Spark Podcast
---
### [The State of Music Curriculum in Australia: Your 2026 Guide](https://funmusicco.com/the-state-of-music-curriculum-in-australia-your-2026-guide/)
**Published:** January 8, 2026
**Author:** Janice Tuck
**Content:**
# The State of Music Curriculum in Australia
## Your 2026 Guide to Teaching Primary School Music
Jump to the content for your state:
**[ACT ](#AU92006)– [New South Wales](#NSWCurriculum2026) – [Northern Territory](#AU92006) – [Queensland](#AU92006)
[South Australia](#AU92006) – [Tasmania](#AU92006) – [Victoria](#VICCurriculum2026) – [Western Australia](#WACurriculum2026)**
If you’re teaching music in an Australian primary school, you’ve probably asked yourself at least once: “Which curriculum am I actually supposed to be following?”
It’s a fair question. Unlike most countries where one national curriculum covers everyone, Australia’s music curriculum requirements depend entirely on which state you’re teaching in. And if you’ve been teaching for a while, you’ve likely noticed that these curricula keep changing, updating, and evolving—often right when you’ve finally got your lesson plans sorted!
The good news? While the landscape of music curriculum in Australia can feel overwhelming, understanding what applies to your state doesn’t have to be complicated. Even better, you don’t have to rebuild your entire music program every time a new curriculum version is released.
Let’s break down exactly what’s happening with Australian music curriculum in 2026, state by state, so you can stop second-guessing yourself and get back to what you do best: teaching music.
## Why Does Australia Have Different Music Curricula?
Before we dive into the state-by-state breakdown, it’s worth understanding why teaching music in Australia looks different depending on where you are.
Australia’s education system allows states and territories to either adopt the national Australian Curriculum or develop their own syllabuses that align with their specific educational priorities. This means that while Queensland, Tasmania, Northern Territory, and South Australia use the Australian Curriculum directly, states like New South Wales, Victoria, and Western Australia have created their own versions.
The Australian Curriculum (currently in version 9.0) serves as the foundation, but states like NSW and Victoria have built upon it to create syllabuses that reflect their unique educational approaches. This isn’t a problem—it just means you need to know which curriculum applies to you and how to ensure your music teaching meets those specific requirements.
That’s where things can get confusing. Not only do different states use different curricula, but these curricula are regularly updated and revised. Keeping track of which version you should be implementing, when new versions are mandatory, and how to align your teaching accordingly can feel like a full-time job on top of your actual full-time job!
## NSW: The Creative Arts Syllabus Update
If you’re teaching in New South Wales, you’re working with the [NSW Creative Arts Syllabus](https://curriculum.nsw.edu.au/learning-areas/creative-arts/creative-arts-k-6-2024/overview#music-creative_arts_k_6_2024). The big news for 2026 is that NSW released a completely new version of this syllabus in 2024, and while it’s not mandatory to implement until 2027, many schools are already making the transition.
This new 2024 NSW Creative Arts Syllabus brings some significant changes to how music is taught in NSW primary schools. One of the most notable updates is the increased emphasis on literacy integration within music education. The new syllabus specifically addresses how creating written texts supports understanding in music, particularly for students in Grades 5 and 6. This means music teachers are now expected to incorporate activities where students create written reflections, compose notation, write about musical elements, and document their creative processes—connecting literacy skills directly to musical learning.
For teachers who’ve been using the 2006 version of the NSW Arts Syllabus for years, this shift can feel daunting. How do you suddenly add literacy components to your music lessons when you’re already juggling so much?
The Fun Music Company has already updated our entire program to align with both the 2024 and 2006 versions of the NSW Creative Arts Syllabus. We’ve built in structured literacy activities for Grades 5 and 6 that address this new requirement without overwhelming you or your students. Our lesson plans show you exactly how to incorporate written texts naturally into your music teaching—no reinventing the wheel required.
Download the scope and sequence for the new 2024 syllabus below. If you require the 2006 edition, just email us and we can get that to you.
***NEW! NOW AVAILABLE!* Download the new edition of the Scope and Sequence for the NSW Creative Arts Syllabus (2024) with the link below.**
### **Download now:**
[](https://funmusicco.com/download-a-nsw-curriculum-scope-and-sequence/)
## Victoria: The Victorian Curriculum
Victorian teachers work with the [Victorian Curriculum](https://f10.vcaa.vic.edu.au/learning-areas/the-arts), which has also seen updates in recent years. The Victorian music curriculum takes a slightly different approach than other states, emphasising the interrelated strands of Exploring and Responding, and Making and Presenting.
The most recent update to the Victorian Curriculum for Music refined the achievement standards and content descriptions, making them more explicit about what students should know and be able to do at each year level. For primary school music teachers, this means clearer expectations around musical elements, performance skills, and creative processes.
One of the strengths of the Victorian Curriculum is its clear progression from Foundation to Year 6, with well-defined content descriptors that help teachers understand exactly what musical concepts to introduce at each stage. However, translating these content descriptors into actual lesson plans that engage students while meeting all the required outcomes can still be time-consuming.
That’s why we’ve developed comprehensive scope and sequence documents specifically for the Victorian Curriculum. Our program maps directly to the Victorian content descriptions and achievement standards, so you can teach with confidence knowing that every lesson you deliver is meeting your curriculum requirements.
### **Download now:**
[](https://funmusicco.com/victorian-curriculum-music-scope-and-sequence/)
## Western Australia: The Western Australian Curriculum
Western Australian teachers follow the [Western Australian Curriculum](https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-arts/music2), which is closely based on the Australian Curriculum but includes some WA-specific elements and emphases.
Currently, WA is in the process of developing an updated version of their curriculum, though this hasn’t been released publicly yet. This means that for 2026, you’re still working with the current Western Australian Curriculum for The Arts. When the new version is released, there will likely be a transition period before implementation becomes mandatory—similar to what we’re seeing in NSW.
The uncertainty around curriculum updates can be frustrating. You want to plan ahead and prepare your program, but you can’t fully do that when you don’t know what changes are coming. The best approach is to continue teaching with confidence using the current curriculum, knowing that when updates are released, you’ll have support in making the transition.
The Fun Music Company curriculum is built to be flexible and adaptable. When WA releases its updated curriculum, we’ll be among the first to review it and update our scope and sequence documents accordingly, ensuring you’re always teaching to the most current requirements without having to do the heavy lifting yourself.
### **Download now:**
[](https://funmusicco.com/music-scope-and-sequence-for-western-australian-schools/)
## Australian Capital Territory, Queensland, Northern Territory, Tasmania, and South Australia: The Australian Curriculum
If you’re teaching in Queensland, Northern Territory, Tasmania, or South Australia (in non-public schools), you’re using the [Australian Curriculum for The Arts](https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/the-arts#music). The current version is version 9.0 (often called v9), which was released in recent years and has now been implemented across all these states and territories.
The Australian Curriculum v9 for Music provides a consistent framework across multiple states, which is particularly helpful if you ever move between these regions or collaborate with teachers in other parts of Australia. The curriculum is organised around two interrelated strands: Making and Responding, with clear content descriptions that outline what students should learn at each year level.
One of the challenges with the Australian Curriculum is that while it provides excellent content descriptions, it doesn’t tell you \*how\* to teach these concepts or what specific activities will engage your students while meeting the outcomes. You’re given the what, but you still need to figure out the how—and that’s where the time-consuming lesson planning comes in.
The Fun Music Company program is fully updated and aligned with Australian Curriculum v9. Every lesson we create maps directly to the content descriptions and achievement standards, and we’ve done the work of translating those broad curriculum statements into engaging, practical activities that your students will love. Our scope and sequence documents show you exactly which curriculum outcomes each lesson addresses, giving you complete confidence in your curriculum compliance.
For example, when the Australian Curriculum v9 requires students to “explore and experiment with diverse sounds” in Years 3-4, our lessons provide specific activities using body percussion, vocal exploration, and found sounds that meet this outcome while keeping students engaged and having fun.
When Years 5-6 students need to “develop and practice technical and expressive skills,” our structured activities progress from basic technique to more complex performance skills in a way that builds confidence rather than frustration.
### **Download now:**
[](https://funmusicco.com/download-australian-curriculum-scope-and-sequence-document/)
### South Australia: A Special Note on the SA Curriculum
While South Australian teachers in Catholic and independent schools use the Australian Curriculum v9 (see section above), there’s an additional consideration for those teaching in SA public schools.
South Australia has recently developed the **SA Curriculum for Public Education**, which is used specifically in public schools across the state. This is a relatively new development, and one of the challenges is that the curriculum documents aren’t yet publicly available, making it difficult for curriculum providers like us to create detailed alignment documents.
Here’s the good news: we’ve had direct conversations with the SA Education Department, and they’ve confirmed that because the Fun Music Company program covers all of the Australian Curriculum v9 requirements, we also cover everything required in the SA Curriculum for Public Education. This means that if you’re teaching in an SA public school and using our program, you can be confident you’re meeting your curriculum requirements.
However, because the SA Curriculum documents aren’t publicly available yet, we cannot provide a formal scope and sequence document specifically for the SA Curriculum for Public Education at this time. We know having that documentation can be important for demonstrating curriculum alignment to school leadership, and we’re monitoring the situation closely. As soon as the full curriculum is released publicly, we’ll create the alignment documents to support SA public school teachers.
In the meantime, if you’re teaching in an SA public school and would like to discuss how our program meets your curriculum requirements, or if you need help explaining to your leadership how the Fun Music Company aligns with the SA Curriculum, we encourage you to book a consultation call with us. We can talk through your specific situation and provide the reassurance you need.
## How The Fun Music Company Ensures Curriculum Compliance
You might be wondering: how can one music program possibly meet the requirements of so many different curricula?
The answer is that while these curricula use different language and emphasise slightly different elements, the fundamental goals of primary school music education remain remarkably consistent across Australia. All these curricula want students to:
- Develop their musical skills through singing, playing instruments, and moving to music
- Learn to identify and use musical elements (pitch, rhythm, dynamics, tempo, etc.
- Create their own music through improvisation and composition
- Listen to and respond to diverse musical styles
- Develop an understanding and appreciation of music from different cultures and times
[The Fun Music Company music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) addresses all these core goals through engaging, age-appropriate activities that teachers actually want to teach and students actually want to participate in. Then, we’ve done the detailed work of mapping our lessons to the specific content descriptions, outcomes, and achievement standards of each state curriculum.
This means you get the best of both worlds: lessons that are genuinely fun and educationally sound, plus the documentation you need to demonstrate curriculum compliance to your school leadership.
Take our literacy integration for NSW Grades 5 and 6 as an example. Rather than just telling you that you need to incorporate written texts into your music lessons, we’ve created specific activities where students compose using standard notation, write reflections on their musical performances, document their creative processes in composition journals, and create written explanations of musical concepts. These activities are built into the lesson structure, so you’re not adding extra work—you’re simply following the lesson plan, and the literacy integration happens naturally.
Similarly, when the Australian Curriculum v9 requires students to develop technical skills on instruments, our lessons provide structured, progressive activities that build these skills step by step. You don’t need to figure out how to scaffold instrumental learning—we’ve already done that work for you, with clear instructions and demonstrations that make teaching even complex skills straightforward.
## The Real Cost of Curriculum Confusion
Here’s what often happens when music curriculum requirements aren’t clear or when teachers don’t have curriculum-aligned resources:
You spend hours researching the curriculum documents, trying to understand exactly what you’re supposed to teach. Then you spend more hours searching for activities and lesson plans that might meet those requirements. Then you spend even more hours adapting those activities to work for your specific students and resources. And at the end of all that, you’re still not entirely sure if you’re ticking all the curriculum boxes your school expects.
This isn’t just time-consuming—it’s exhausting. And it’s time you could have spent actually teaching, connecting with your students, or (revolutionary thought!) having a life outside of school.
The confusion around music curriculum in Australia—with different states using different syllabuses, updates happening at different times, and requirements that aren’t always crystal clear—adds an extra layer of stress to an already demanding job. It’s no wonder so many primary school music teachers feel overwhelmed.
But here’s the thing: curriculum compliance doesn’t have to be complicated. When you have resources that are explicitly aligned with your specific state curriculum, with scope and sequence documents that show exactly which outcomes each lesson addresses, the stress disappears. You can teach with confidence, knowing that as long as you’re following the program, you’re meeting your curriculum requirements.
## Looking Ahead: 2026 and Beyond
As we move through 2026, here’s what you need to know about school music teaching in Australia:
NSW teachers should be preparing for the mandatory implementation of the 2024 Creative Arts Syllabus in 2027. If you haven’t already started transitioning, 2026 is the perfect time to familiarize yourself with the new requirements and begin incorporating them into your teaching. The Fun Music Company program is already fully updated for the 2024 syllabus, so if you’re using our curriculum, you’re already prepared for the 2027 transition.
Victorian teachers can continue teaching with confidence using the current Victorian Curriculum. Any future updates will likely come with advance notice and transition periods, giving you time to adjust.
WA teachers should stay alert for the release of the updated Western Australian Curriculum. When it arrives, there will be a transition period before mandatory implementation. We’ll be updating our WA scope and sequence documents as soon as the new curriculum is released.
Teachers using the Australian Curriculum (Queensland, NT, Tasmania, SA) are currently teaching with the most recent version (v9), which is fully implemented. This curriculum is likely to remain stable for the next few years, giving you consistency in your planning.
## The Bottom Line for Australian Music Teachers
Teaching primary school music in Australia means navigating a complex landscape of different curricula, updates, and state-specific requirements. But it doesn’t mean you need to figure it all out alone.
The music curriculum requirements in Australia are manageable when you have the right support and resources. Whether you’re in NSW adapting to new literacy requirements, in Victoria teaching to clear content descriptors, in WA waiting for curriculum updates, or anywhere else in Australia working with the Australian Curriculum, the fundamental challenge is the same: translating curriculum documents into engaging, effective lessons that your students will actually enjoy.
That’s exactly what the Fun Music Company does. We’ve taken the time to understand each curriculum, map our lessons to specific outcomes, and create the documentation you need to demonstrate compliance. More importantly, we’ve created lessons that actually work in real classrooms with real students—lessons that are fun to teach and fun to learn.
You shouldn’t have to spend your weekends researching curriculum documents and creating lesson plans from scratch. You shouldn’t have to second-guess whether you’re meeting your state’s requirements. And you definitely shouldn’t have to choose between curriculum compliance and engaging, joyful music education.
## Ready to Simplify Your Music Curriculum Planning?
If you’re feeling overwhelmed by your state’s music curriculum requirements, or if you’re spending too much time trying to align your lessons with curriculum outcomes, we can help.
The Fun Music Company has comprehensive scope and sequence documents for every Australian music curriculum, and our lessons are designed to meet these requirements while keeping music education joyful, engaging, and manageable for teachers like you.
Not sure which curriculum applies to you, or how our program can specifically support your situation?
Book a free [consultation call](https://funmusicco.com/teaching-music-soon/) with the Fun Music Company team, and we’ll talk through exactly what’s required in your state, how our curriculum aligns with those requirements, and how you can simplify your music teaching without sacrificing quality or compliance.
This isn’t a sales pitch—it’s a genuine conversation about your specific situation and how we might be able to help you spend less time planning and more time teaching.
## Download a sample pack now of the Fun Music Company Curriculum Program to see how easy it can make your music teaching in 2026!
### ***“Having access to your music program has made the teaching and planning of my music classes SO much easier!”***
This was what Liz, a music teacher from a small Catholic school in Sydney wrote to us in an email recently. This is typical of the hundreds of responses we get every week from teachers across Australia using the Fun Music Company Curriculum Program.
**Imagine having an entire year of music lessons already planned, prepared, and ready to teach** — no more Sunday night scrambles or piecing together resources from different places. That’s exactly what teachers at over 350 schools across Australia are experiencing right now.
Our curriculum program gives you complete, sequential lesson plans for every week of the school year, with videos, worksheets, interactive resources, and everything you need to walk confidently into your music room — whether you’re a specialist or a classroom teacher who’s been asked to teach music.
**Ready to see what a week of music lessons looks like in your grade level?**
Download a free sample pack below and take it for a test drive in your classroom.
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Please select a grade for your sample:KindergartenGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6
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We value your privacy and would never spam you. We may email you valuable ideas for music teaching once or twice a week, however you can unsubscribe at any time. Check details of our privacy policy [here](https://funmusicco.com/privacyandlegal/).
**Categories:** Australian Curriculum v9, Curriculum Australia
---
### [Australian Curriculum Music v9: Foundation Year Explained](https://funmusicco.com/australian-curriculum-music-foundation-year/)
**Published:** March 12, 2026
**Author:** Janice Tuck
**Content:**
# Australian Curriculum Music v9: Foundation Year Explained for Primary Teachers
The Australian Curriculum v9 for Music at Foundation Year requires students to begin exploring music through play, imagination and creative expression. It covers four interrelated strands: developing practices and skills, presenting and performing, creating and making, and exploring and responding. The curriculum at this level is deliberately broad — the same content statements apply across all five Arts subjects in Foundation Year — which means music at this level is about awakening curiosity, developing aural awareness, and building early musicianship through exploration rather than formal instruction.
### A Note on Year Level Names
Foundation Year is the first year of primary school in Australia — but what it’s called depends on which state you’re in. It’s known as Kindergarten (or K) in New South Wales and the Australian Capital Territory, Prep in Queensland, Victoria and Tasmania, Reception in South Australia, Pre-primary in Western Australia, and Transition in the Northern Territory. Regardless of what your school calls it, the Australian Curriculum v9 requirements are the same, and this article addresses them all.
## What Students Should Be Able to Do by the End of Foundation Year
The Australian Curriculum v9 achievement standard describes what students are expected to know and be able to demonstrate by the end of Foundation Year. For Music, it reads:
> By the end of the Foundation year, students describe experiences, observations, ideas and/or feelings about arts works they encounter at school, home and/or in the community.
>
> Students use play, imagination, arts knowledge, processes and/or skills to create and share arts works in different forms.
>
> ###### Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v9.0 Music. Licensed under CC BY 4.0.
In plain language, this means that by the end of their first year of school, students should be able to make music in response to ideas and experiences, and share that music with others in some form — even if that’s as simple as clapping a rhythm for the class or singing a song they’ve learned.
This is the benchmark the Fun Music Company Curriculum is built around. Every lesson at Foundation level has been designed with this standard in mind, ensuring that students arrive at the end of the year having genuinely experienced all four strands — not just the ones that are easiest to cover.
### Why Music at Foundation Year Looks Different from Other Year Levels
If you look at the curriculum documents for Years 1 through 6, you’ll notice that the content statements become increasingly music-specific as students progress. At Foundation Year, that’s not the case. The content statements are written for the Arts broadly, not for Music specifically — the same statements govern what students should experience in Dance, Drama, Media Arts, Visual Arts, and Music.
This reflects something important about how young children learn: in the Foundation Year, the boundaries between arts subjects are naturally blurry. A child responding to music through movement is doing music and dance simultaneously. A child creating sounds to tell a story is working in music and drama at once. The curriculum acknowledges this and doesn’t try to force artificial separation.
For classroom teachers — particularly generalist teachers covering music for the first time — this is actually good news. It means Foundation music doesn’t require specialist knowledge of music theory or notation. What it requires is an understanding of how to guide children to explore sound, respond to music, create simple musical ideas, and share them. That’s entirely achievable with the right structured program.
## The Four Strands of the Australian Curriculum v9 at Foundation Year
The Australian Curriculum v9 for Music is structured around four interrelated strands. Here’s what each strand requires at Foundation Year and how the Fun Music Company program addresses it.
## Strand 1: Developing Practices and Skills (SKILLS)
Content statement:
> Students learn to use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas. (AC9AMUFD01)
>
> ###### Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v9.0 Music. Licensed under CC BY 4.0.
In music at Foundation Year, developing practices and skills is all about the ears and the voice. Before children can read music, perform in an ensemble, or compose a piece, they need to develop their fundamental musical capacities: listening carefully, responding to what they hear, feeling the beat in their bodies, and discovering what their voices can do.
The Fun Music Company *SKILLS* unit at Foundation Year builds these capacities through two core activities that run throughout the year: Listening Games and Echo Singing and Rhythm activities.
In **Listening Games**, students hear specially composed pieces of music and respond through movement, discussion, and imagination — learning to identify instruments, describe characters, and make meaning from what they hear.
**Echo Singing and Echo Rhythm** activities develop the voice and the sense of beat through call-and-response patterns, building pitch awareness and rhythmic skills in a way that feels like play rather than formal instruction.
By the end of the year, students have encountered a wide variety of musical sounds and developed the foundational listening and vocal skills that underpin everything that follows in Years 1 through 6.
## Strand 2: Presenting and Performing (*SING & PLAY*)
Content statements:
> Students learn to use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas. (AC9AMUFD01)
> Students learn to create artworks that communicate ideas. (AC9AMUFC01)
> Students learn to share their artworks with audiences. (AC9AMUFP01)
>
> ###### Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v9.0 Music. Licensed under CC BY 4.0.
In the Foundation Year, the presenting and performing strand is not about formal concerts or polished recitals — it’s about students learning songs, building ensemble skills with percussion, and sharing what they’ve prepared with an audience of classmates or family. The experience of preparing something and presenting it is itself the learning.
The Fun Music Company *SING & PLAY* unit at Foundation Year follows a structured five-lesson cycle that is repeated across a carefully chosen repertoire of songs throughout the year. For each song, students move through the same sequence: learning to sing, adding untuned percussion parts, adding tuned percussion parts, preparing a performance, and sharing it with an audience.
This cycle is deliberately repeated so that the process of preparing and presenting music becomes familiar and confidence-building rather than stressful. The repertoire draws on folk songs and traditional songs from a range of cultural backgrounds, chosen for their musical accessibility and their potential for layered ensemble arrangements.
Tuned percussion at Foundation Year is colour-coded throughout — including [Boomwhackers](https://funmusicco.com/boomwhackers/), which are ideal at this level because their colour system allows students to play ensemble parts from the very first lesson, before they can read music notation.
By the end of the year, students have experienced the full arc of music-making — learning, rehearsing, performing and reflecting — multiple times, and that accumulated experience shapes their relationship with music for years to come.
## Strand 3: Creating and Making (*COMPOSE*)
Content statement:
> Students learn to create artworks that communicate ideas. (AC9AMUFC01)
>
> ###### Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v9.0 Music. Licensed under CC BY 4.0.
Composition at Foundation Year doesn’t look like sitting at a piano and writing a melody. It looks like a child choosing how loud or soft to make a clapping pattern, inventing a chant about their pet, or deciding which animal sound to represent with which instrument. These are genuine acts of musical creation — they just use the materials and thinking capacities that five-year-olds actually have.
The Fun Music Company *COMPOSE* unit at Foundation Year takes students through twenty structured activities that progressively develop their ability to make and organise musical ideas. They begin by creating simple chants with their name and favourite food, explore the contrast of sound and silence, experiment with loud and soft, and gradually work toward more complex compositional tasks — including creating soundscapes, setting stories to music, and ultimately producing a group musical story based on the tale of Peter Rabbit.
Throughout all of these activities, the emphasis is on musical decision-making: students are constantly being asked to make choices about how their music sounds and why. This is composition in the truest sense, and it builds creative confidence that carries through the entire curriculum.
## Strand 4: Exploring and Responding (*CONNECT*)
Content statement:
> Students explore how and why the arts are important for people and communities. (AC9AMUFE01)
>
> ###### Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v9.0 Music. Licensed under CC BY 4.0.
The exploring and responding strand is where students begin to understand music as something that exists in the world beyond their classroom — something that people across history and cultures have created, valued, and used to communicate meaning. At Foundation Year, this is approached through guided listening to a wide range of musical examples, with students responding through movement, discussion, and reflection.
The Fun Music Company *CONNECT* unit at Foundation Year takes students on a guided listening journey through a wide range of music spanning classical orchestral works, First Nations Australian music, world music traditions, jazz, and other familiar Western styles.
For each piece, the focus is on exploration and response — students are guided to notice how the music makes them feel, what it might be communicating, and why it might be important to the people who created it. First Nations Australian music is included from the very first lessons of the year, reflecting the curriculum’s explicit requirement that students begin exploring how music is important for people and communities.
This breadth of listening experience at Foundation Year is not incidental: it directly builds the cultural understanding and musical reference that the curriculum requires students to develop throughout their primary schooling.
## What a Well-Structured Foundation Year Music Program Looks Like
The Australian Curriculum v9 gives schools and teachers significant flexibility in how they implement music at Foundation Year. But flexibility without structure can leave gaps — and in the Foundation Year, gaps in musical experience have consequences that compound over the years that follow.
A well-structured Foundation Year music program covers all four strands with genuine depth, not just a token activity in each. It develops listening skills and vocal skills progressively across the year, not just in the weeks leading up to an assembly. It gives students repeated experience of the full performance cycle — learning, preparing, and sharing — so that performing feels familiar rather than frightening. And it introduces students to music from diverse cultures and traditions, building the broad musical awareness the curriculum explicitly requires.
The Fun Music Company Foundation Year program was first developed in 2017 to align with the first version of the Australian Curriculum for Arts:Music and revised in 2024 to align with v9. It provides 38 weeks of fully planned, ready-to-teach lessons across all four strands, designed to be delivered by generalist classroom teachers with no specialist music background. Every lesson maps directly to the relevant content statements, so teachers can be confident they’re meeting the curriculum requirements without spending hours researching what those requirements actually mean.
## Frequently Asked Questions
How does the Foundation Year program connect to Years 1 and 2?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-05-02T06:38:43+00:00#### [How does the Foundation Year program connect to Years 1 and 2?](#collapse-13-38378)
The Fun Music Company program is designed as a coherent K–6 sequence, meaning the Foundation Year program deliberately builds the skills and experiences that Years 1 and 2 will build upon. The listening skills developed in Foundation *SKILLS* directly support the more advanced aural work of the Year 1–2 *SKILLS* unit. The songs and ensemble experience in Foundation *SING & PLAY* prepare students for the more structured performance work of Year 1–2. And the creative confidence built in Foundation *COMPOSE* underpins the more detailed composition projects that begin in Year 1. Nothing in the Foundation program is standalone — it’s the foundation (in every sense) of everything that follows. If you’d like a complete overview of how the curriculum progresses across all primary years, see our [Australian Curriculum Music v9: Complete Guide for Primary Teachers](https://funmusicco.com/australian-curriculum-music-v9-a-complete-guide-for-primary-teachers/).
Does the Foundation Year program include First Nations Australian music?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-30T07:23:40+00:00#### [Does the Foundation Year program include First Nations Australian music?](#collapse-13-38376)
Yes. The Australian Curriculum v9 explicitly requires students to explore how and why the arts are important for people and communities, and this includes First Nations Australian perspectives. The Fun Music Company Foundation Year *CONNECT* unit includes First Nations Australian music from the very beginning of the year, introducing students to the importance of music for First Nations culture and community as part of their earliest musical experiences at school.
How much time should be dedicated to music at Foundation Year?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-30T07:24:14+00:00#### [How much time should be dedicated to music at Foundation Year?](#collapse-13-38374)
The Australian Curriculum does not specify a set number of hours for music at Foundation Year. Here at the Fun Music Company, our recommendation is that schools aim for one dedicated music lesson per week of approximately 30–45 minutes, though the curriculum is flexible enough to allow for music to be integrated into other learning areas. Consistent, regular music time is more valuable than occasional longer sessions — especially at Foundation Year, where repetition and familiarity are central to how young children develop musical skills.
I’m a generalist classroom teacher with no music background. Can I deliver Foundation Year music?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-30T07:24:54+00:00#### [I’m a generalist classroom teacher with no music background. Can I deliver Foundation Year music?](#collapse-13-38372)
Yes — and Foundation Year is actually one of the most accessible year levels to teach music without a specialist background. The curriculum at this level doesn’t require knowledge of theory, notation, or formal musicianship. What it requires is the ability to guide exploration, facilitate listening and responding, and lead simple songs and activities. A structured, ready-to-teach program removes the planning burden entirely and gives you exactly what to do in each lesson.
Do Foundation Year students need to learn to read music?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-30T07:25:44+00:00#### [Do Foundation Year students need to learn to read music?](#collapse-13-38370)
No. The Australian Curriculum v9 does not require music notation at Foundation Year. The focus is entirely on aural and kinaesthetic experience — listening, singing, moving, creating and responding. Notation becomes progressively relevant from around Year 3 onwards. At Foundation Year, the priority is developing the ear and the voice, not reading symbols on a page.
## Ready to Teach Foundation Year Music with Confidence?
The Fun Music Company K–6 Curriculum Program includes full Foundation Year lesson plans across all four strands, aligned to the Australian Curriculum v9, and designed to be delivered by any classroom teacher regardless of musical background. Every lesson is planned, resourced, and ready to use.
**[Click here to learn more about the Fun Music Company Curriculum Program for the Foundation Year »](https://funmusicco.com/fun-music-company-music-curriculum/kindergarten-music-curriculum/)**
[](https://funmusicco.com/fun-music-company-music-curriculum/kindergarten-music-curriculum/)
### Attribution
##### Australian Curriculum content statements and achievement standards reproduced on this page are © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present. This material was sourced from the Australian Curriculum website (https://v9.australiancurriculum.edu.au) in April 2026 and is licensed under Creative Commons Attribution 4.0 International (CC BY 4.0). ACARA does not endorse the Fun Music Company or its products, and this content should not be taken to indicate any affiliation with or approval by ACARA.
**Categories:** Australian Curriculum v9
---
### [Christmas Music Lesson Plans for Primary or Elementary Students](https://funmusicco.com/christmas-music-lessons-for-primary-or-elementary-students/)
**Published:** November 3, 2025
**Author:** Janice Tuck
**Content:**
# Christmas Music Lesson Plans for Elementary Students: Fun, Engaging Activities for Your Classroom
Looking for fresh Christmas music lesson plans that your elementary students will actually love? You’re in the right place! Whether you’re searching for Christmas music lessons for kindergarten through grade 6, these ready-to-teach activities will have your students singing, playing instruments, and celebrating the season with joy.
The best part? These lesson plans are designed specifically for busy teachers who need engaging, curriculum-aligned Christmas music activities without spending hours on preparation.
### What Makes Great Christmas Music Lesson Plans for Elementary?
Before we dive into specific activities, let’s talk about what makes Christmas elementary music lessons truly effective:
- **Active participation:** Students should be making music, not just listening
- **Multiple skill levels:** Activities that can be adapted for different grades
- **Minimal prep time:** You’ve got enough on your plate during the holidays!
- **Real musical learning:** Fun holiday themes that still teach core music concepts
- **Inclusive options:** Arrangements that work whether you have full instrument access or limited resources
## Video: Take the Stress Out of Concert Season
**Feeling the pressure as concert season approaches?** You’re not alone.
For those in the northern hemisphere – winter concert preparation can be a stressful time. For teachers in Australia, the seasonal music curriculum has to cover all the end-of-year assessments and activities as well.
Between planning your end-of-year performance, teaching regular lessons, and managing all the daily demands of being a music teacher, it’s easy to feel overwhelmed. In this video, Janice Tuck addresses the real challenge facing music teachers right now: you don’t need more work—you need resourcefulness. Learn why the key to a successful concert season isn’t scrambling for repertoire or spending Sunday nights creating worksheets, but having high-quality, ready-to-use festive music activities at your fingertips so you can focus on what you do best—teaching music and bringing out the best in your students. Discover how the right approach can transform elementary Christmas music concert from your most stressful time into your most rewarding.
## Understanding SING & PLAY: Active Music-Making in Every Christmas Music Lesson
Here’s something every music teacher knows in their heart: **children learn music by MAKING music, not just listening to it.**
That’s why the activities in this post are built on one powerful principle—students should be actively singing and playing in every single lesson. Not sometimes. Not when you have the ‘right’ instruments. Every. Single. Time.
Think about it: Would you teach swimming by having kids watch videos about swimming? Of course not! They need to get in the water. Music is exactly the same.
**Active music-making transforms your classroom** because students aren’t passive observers — they’re musicians. They’re clapping rhythms, singing melodies, playing instruments, and creating something beautiful together.
And here’s the best part: **You don’t need fancy equipment or years of music training to make this happen.**
Got a full set of xylophones and glockenspiels? Fantastic! Use them.
Only have a few rhythm instruments? Perfect! Students can share and rotate.
No instruments at all? **No problem!**
Students can sing, clap, pat, stomp, and use actions. They’re still making music. They’re still learning. They’re still engaged.
This approach works because it meets you exactly where you are—whatever your resources, whatever your musical background, whatever your classroom situation. The goal isn’t perfection. It’s participation. It’s joy. It’s helping every student discover that they ARE musical.
So when you see these Christmas music lessons, remember: they’re designed to get every child actively involved from the very first moment, using whatever you have available. Because that’s when the real magic happens.
**This philosophy is at the heart of the complete Fun Music Company Curriculum program.** Every single lesson—whether it’s Christmas, Halloween, or any time of year—includes SING & PLAY activities that get students making music from day one. It’s a full-year, comprehensive approach that takes the guesswork out of music teaching while keeping the joy and creativity in. You can click here to learn more about the Fun Music Company complete [K-6 music curriculum program](https://funmusicco.com/fun-music-company-music-curriculum/).
## The End of Year Concert: Christmas or Not Christmas… We Have You Covered
Let’s talk about the elephant in the music room.
You’ve got an end-of-year concert coming up. Parents are expecting festive songs. But you’ve also been told — maybe by administration, maybe by state department or district policy—that you need to keep things secular, inclusive, and sensitive to families who don’t celebrate Christmas.
**So what do you do?**
Here’s the good news: the songs featured in this post work beautifully whether you’re planning a ‘Christmas Concert,’ a ‘Summer Concert’ (In Australia) ‘Winter Concert,’ (in the Northern Hemisphere) a ‘Holiday Concert,’ or an ‘End of Year Celebration.’
### When You Can’t Say “Christmas”
Many teachers face policies that require winter or holiday themes rather than specifically Christmas content. That’s actually easier to navigate than you might think with the right song choices:
*[**Jingle Bells**](#JingleBellsArrangement)* – This is your secret weapon! As mentioned earlier, this song was originally written for Thanksgiving, not Christmas. It’s about snow, sleighs, and winter fun—with zero religious content. Frame it as a winter song, and you’re completely covered. Students love it, parents recognize it, and it fits perfectly into any “Winter Wonderland” or “Celebrating the Seasons” theme.
[***We Wish You a Merry Christmas*** ](#WishYouMerryChristmas)– Yes, it says “Christmas” right in the title, but here’s the thing: in many communities, “Merry Christmas” is used as a cultural greeting rather than a religious statement. However, if your district is strict about avoiding the word entirely, the Boomwhacker arrangement below is perfect — it’s purely instrumental! Students can perform the entire piece without singing any words at all. It becomes a winter instrumental showcase that teaches rhythm, coordination, and ensemble playing. The melody is recognizable, but you’re focusing entirely on the musical performance rather than any specific message. You can even title it “Winter Celebration” or “Festive Instrumental” in your program.
Alternatively, you can:
- Use this as your ‘traditional carol’ segment and balance it with songs from other winter traditions
- Focus on the musical learning objectives (ensemble playing, rhythm, melody) rather than the holiday context
- Include it in a broader ‘Songs of the Season’ medley
[***Deck the Halls***](#DeckTheHallsArrangement) – This one is completely secular! It’s about decorating with holly, singing fa-la-la, and celebrating the season. The modern variations (jazz, pop, hip-hop) make it even more about musical creativity than any specific holiday. Perfect for districts that want festive without religious.
### When You CAN Embrace Christmas
If your school community celebrates Christmas openly, these arrangements shine even brighter. They honor the traditional carols families love while teaching serious musical skills. Students aren’t just singing Christmas songs — they’re learning ensemble performance, reading music, and developing as musicians.
## The Middle Ground: Inclusion Through Variety
Many teachers find success by creating concerts that include:
- Traditional Christmas carols (like these arrangements)
- Winter songs with no holiday reference
- Songs from other cultural traditions (Hanukkah, Kwanzaa, Diwali if timing works)
- Secular winter celebration songs
This approach says: “We’re learning about many ways people celebrate during this special time of year.” And that is what we’re embracing here at the Fun Music Company as well. As time goes on we are going to be adding more and more options in this area, so watch this space!
### What Really Matters
Here’s what we’ve learned from thousands of music teachers: **Parents and administrators care less about which specific songs you choose and more about:**
1. **Are students learning real musical skills?** (Yes—these arrangements teach singing, rhythm, melody, and ensemble playing)
2. **Are students engaged and excited?** (Absolutely—these songs are fun and age-appropriate)
3. **Does the concert showcase student growth?** (Definitely—the progression from simple to complex is clear)
4. **Are families respectful of different traditions represented? (**That’s about framing and communication, which you control)
## Practical Tips for Navigating Sensitivity
**Communication is key:**
- Send a note home explaining that you’re teaching music through seasonal songs
- Emphasize the educational objectives, not just the holiday
- Invite families to share songs from their own traditions
- Frame the concert as celebrating “music, community, and the joy of the season”
**Be proactive with administration:**
- Share your song list in advance
- Explain the secular nature of “Jingle Bells” and “Deck the Halls”
- Highlight the instrumental-only option for “We Wish You a Merry Christmas”
- Point out the musical learning objectives
- Offer to include additional winter or multicultural songs if desired
**For students who don’t celebrate:**
- Emphasize that we’re learning these as “songs many people enjoy during winter”
- Focus on the musical elements: “This song teaches us about syncopation!”
- Allow students to participate in the musical learning without requiring them to celebrate the holiday
### The Bottom Line
Whether your concert is called “Christmas Concert,” “Winter Spectacular,” “Holiday Celebration,” or “End of Year Musical Showcase,” these arrangements work. They’re musically solid, educationally sound, and flexible enough to fit your community’s needs.
**You’re not just teaching Christmas music — you’re teaching music that happens to be part of how many cultures celebrate this time of year.** And that’s a perfectly valid, educationally defensible, and musically rich choice.
So take a deep breath. Choose the songs that work for your situation. Teach them well. And watch your students create something beautiful, whatever you call it.
## Three Ready-to-Use Christmas Music Lessons
### SING & PLAY songs you can use in your classroom or concert!
[](#WishYouMerryChristmas)
[](#JingleBellsArrangement)
[](#DeckTheHallsArrangement)
### 1. Suitable for Grades K-2:
## We Wish You a Merry Christmas
**Perfect for younger primary or elementary students**, this arrangement brings the beloved carol to life with three engaging elements:
**Singing Component:** Students learn the traditional lyrics while developing proper singing technique and pitch matching skills. The familiar melody makes this accessible even for students with limited musical experience.
**Boomwhacker Performance:** Here’s where the magic happens! We’ve actually had this song available for quite a few years, with our [whacky christmas song](https://funmusicco.com/a-whacky-christmas-song/), however this has been updated and refined for this version. Students play along using Boomwhackers with special animated guides that show exactly when and how to play. This is fantastic for teaching rhythm, coordination, and ensemble playing.
For the first time this year, we’ve introduced a hybrid video where:
1\. They play along just with the *Boomwhacker Beatz* animations.
2\. They play along with the *Boomwhacker beatz* animations, but are also exposed to the music notation.
3\. They move to just using the music notation (still with the boomwhacker colours) and can then sing and add other instruments with the boomwhackers.
**Ensemble Playing:** Once students master the individual parts, they combine singing and playing to create a full classroom performance. It’s incredibly rewarding when they realize they’re making real music together!
**Why this works for Christmas music lessons:** The song is short, familiar, and achievable for young learners while still teaching essential musical concepts like steady beat, dynamics, and playing in an ensemble.
### *SING & PLAY* Lesson Resource
Please find the resources required for this Christmas music lesson below.
This lesson can be used for grades K, 1 or 2 music classes.
Click the online classroom presentation link below, and bookmark this in your browser so you can use it in your classroom. Then print the companion PDF sheet music.
- 
- 
- 
- 
- 
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/christmas-sing-play-lesson-wish-you-a-merry-christmas-1/)
[
### PDF Sheet Music](https://funmusicco.com/wp-content/uploads/2025/11/WeWishYouAMerryChristmas_FunMusicCompany.pdf)
### 2. Suitable for Grades 3-4 *(or any age, really!):*
## Jingle Bells
**Here’s a fun fact:** While everyone thinks of “Jingle Bells” as a Christmas song, it was actually written for Thanksgiving! This makes it perfect for extending your holiday music lessons beyond December.
This arrangement includes:
**Vocal Performance Track:** Students sing the well-known melody while learning about phrasing, breath control, and expression.
**Untuned Percussion Parts:** There are two rhythm parts that can be played on tambourines, sleigh bells, woodblocks and claves (tapping sticks). These parts are adaptable to whatever instruments you have available in your classroom.
**Tuned Percussion Part:** This part can be played on any xylophone or glockenspiel, and stays within a five-note range of C-G. This makes it playable by as many students as possible at once. You can adapt this to whatever instruments you have available.
**Full Ensemble Experience**: When all parts come together, students experience the thrill of being part of a musical ensemble—learning to listen, stay together, and support each other’s parts.
This Christmas music lesson plan for elementary students works beautifully for holiday concerts because the arrangement sounds impressive while being quite achievable with only a few rehearsals.
### *SING & PLAY* Lesson Resource
Please find the resources required for this Christmas music lesson below.
This piece was arranged for the skill level of approximately grades 3 & 4 students. However, the vocal part could certainly by used by any grade level, and the tuned and untuned parts would still work for grade 5 & 6 students.
Click the online classroom presentation link below, and bookmark this in your browser so you can use it in your classroom. Then print the companion PDF sheet music.
We also have a [ukulele version](https://funmusicco.com/christmas-ukulele-jingle-bells/) of Jingle bells available.
- 
- 
- 
- 
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/christmas-sing-play-lesson-jingle-bells-1/)
[
### PDF Sheet Music](https://funmusicco.com/wp-content/uploads/2025/11/JIngleBells_FunMusicCompanyArrangement.pdf)
### 3. Suitable for Grades 5-6
## “Deck the Halls” with Music Variations
**We’ve saved the best for last for you!** This creative re-imagining of the traditional carol starts conventionally but then transforms into jazz, pop/disco, and modern hip-hop variations!
**What makes this special:**The Element of Surprise: Your audience (and even your students initially) think they’re hearing a traditional performance. Then the arrangement shifts into different contemporary styles with fun lyric adaptations that keep the spirit of the original while adding modern flair.
**Diverse Musical Styles:** Students learn about:
- Traditional choral singing
- Jazz swing rhythms and syncopation
- Pop/disco beats and groove
- Hip-hop rhythmic patterns and using speaking vs singing voice
**Instrumental Parts:** Both untuned and tuned percussion parts that change character with each musical style, teaching students about how rhythm and melody adapt across genres.
**Why upper elementary students love this:** It respects their growing musical sophistication while being genuinely fun. They’re not just performing ‘another Christmas song’ — they’re exploring how music evolves and changes across styles.
**Perfect for:** Holiday concerts where you want to showcase both traditional and contemporary music education approaches.
### *SING & PLAY* Lesson Resource
Please find the presentations and sheet music required for this Christmas music lesson below.
This piece was arranged for grade 5 and 6 level students. However, this music could be adapted for any age level, and could be performed by a mixed age group of students.
Click the online classroom presentation link below, and bookmark this in your browser so you can use it in your classroom. Then print the companion PDF sheet music.
- 
- 
- 
- 
- 
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/christmas-sing-play-lesson-deck-the-halls-1/)
[
### PDF Sheet Music](https://funmusicco.com/wp-content/uploads/2025/11/DeckTheHallsWithMusicVarations_FunMusicCompany.pdf)
## Music Lesson Ideas for Christmas: Making Them Work in Your Classroom
### Adapting for Different Resource Levels
**Limited instruments?** No problem!
- Use body percussion (clapping, patting, stomping) for rhythm parts
- Create DIY shakers from containers with rice or beans
- Try “found sound” instruments from your classroom
**No tuned percussion?** Try these alternatives:
- Use boomwhackers or other single-pitch instruments
- Use classroom recorders
- Focus on the vocal and rhythm elements
### Time-Saving Tips for Busy Teachers
Christmas elementary music lessons don’t have to add stress to your holiday season:
1. **Start simple:** Begin with just the singing and add instruments gradually
2. **Use a familiar structure:** It provides built-in scaffolding so you’re not reinventing the wheel each class
3. **Record student progress:** Quick videos help with assessment and make great holiday gifts for parents
4. **Reuse across years:** Once you’ve taught these arrangements, they become easier each year
## Why Active Music-Making Matters at Christmas
During the busy holiday season, it’s tempting to just play Christmas music and call it a day. But research shows that active music-making—where students actually sing and play instruments—develops critical skills:
- **Musical literacy:** Reading rhythms and pitches
- **Coordination:** Playing instruments requires fine motor control
- **Social skills:** Ensemble playing teaches listening and cooperation
- **Confidence:** Successfully performing builds self-esteem
- **Cultural awareness:** Learning traditional songs connects students to musical heritage
Plus, there’s something special about students creating their own holiday music rather than just listening to it.
## From Stress to Success: Your Christmas Music Lesson Plan Checklist
Ready to implement these Christmas music lessons? Here’s your quick-start guide:
**Before the lesson:**
- Choose the grade-appropriate arrangement
- Gather or arrange for instruments (or plan body percussion alternatives)
- Preview the teaching videos if available
- Set up your classroom space for ensemble playing
**During the lesson:**
- Start with the singing component—everyone can participate
- Introduce rhythm parts gradually
- Introduce tuned percussion part by itself, so students can focus on it
- Celebrate small successes along the way
**After the lesson:**
- Record or note what worked well
- Identify which students need extra support
- Plan how to build on this lesson next time
## From Classroom to Standing Ovation: The Moment It All Comes Together
There’s nothing quite like watching your students perform at the end-of-year concert—seeing the weeks of practice transform into confident smiles, beautiful music, and proud parents recording every moment.
**Will everything be perfect? Of course not! Someone will miss an entrance, a note will go astray, a student will wave at their parents mid-song.** But here’s the beautiful truth: it doesn’t have to be perfect to be wonderful.
The slightly off-key singing, the enthusiastic-but-not-quite-together percussion section, the child who’s so excited they play their part twice — these imperfections are part of what makes it real, memorable, and absolutely magical.
That’s the moment these Christmas arrangements are designed to create: not just successful lessons in your classroom, but performances that showcase what your students can truly accomplish. When the final note rings out and the applause begins, you’ll know that every rehearsal, every repetition, every “let’s try that one more time” was worth it.
## The Bottom Line on Christmas Elementary Music Lessons
The most effective Christmas music lesson plans for elementary students share these qualities:
✅ Active participation from all students
✅ Clear, progressive structure
✅ Achievable yet impressive results
✅ Minimal teacher preparation time
✅ Real musical learning embedded in seasonal fun
Whether you’re teaching “We Wish You a Merry Christmas” to kindergarteners, “Jingle Bells” to third graders, or the creative “Deck the Halls” variations to sixth graders, remember: the goal is to help students experience the joy of making music together.
These aren’t just Christmas music lessons—they’re opportunities for students to discover their musical abilities, build confidence, and create memories that last well beyond the holiday season.
## Brand New in 2025: Your First Look at These Arrangements!
Here’s something exciting: **these three Christmas arrangements are brand new for 2025**—we’ve just completed and published them! Because they’re so fresh, we haven’t yet created the complete SING & PLAY experience that Fun Music Company members enjoy with our full curriculum pieces.
When these arrangements are fully integrated into the members area program, they’ll include:
- **Full instructional videos** breaking down every element of each piece
- **Professional vocal recordings** so students can hear exactly how each song should sound
- **Variable speed music players** that let you slow down or speed up the music for practice
- **Step-by-step teaching guides** with each part carefully broken down for progressive learning
But we didn’t want to wait to share these fantastic arrangements with you! Even in their current form, they’re ready to use and will make your Christmas concert this season a success. And if you’re a Fun Music Company member, keep an eye out—the full enhanced versions with all those teaching tools are coming soon!
**Want to stay updated when the complete versions are ready?** Join our mailing list by entering your details in the box below or [explore the Fun Music Company curriculum program to get access to our complete library of fully-developed SING & PLAY arrangements.](https://funmusicco.com/fun-music-company-music-curriculum/)
## Frequently Asked Questions About Christmas Music Lesson Plans
Can I use these lessons if my school doesn’t celebrate Christmas?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2025-11-04T00:22:54+00:00#### [Can I use these lessons if my school doesn’t celebrate Christmas?](#collapse-14-35810)
Yes! The [End of Year Concert section above](https://funmusicco.com/christmas-music-lessons-for-primary-or-elementary-students#ChristmasOrNotChristmas) address this in detail. “Jingle Bells” is a secular winter song, “We Wish You a Merry Christmas” can be performed as an instrumental piece with no words, and “Deck the Halls” is about seasonal decoration rather than religious celebration. These Christmas music lesson plans can easily be framed as winter, holiday, or end-of-year music lessons that teach valuable musical skills through culturally familiar melodies.
How do these Christmas music lessons fit with my existing curriculum?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2025-11-04T00:21:29+00:00#### [How do these Christmas music lessons fit with my existing curriculum?](#collapse-14-35808)
These SING & PLAY activities complement any music curriculum because they teach fundamental skills: singing in tune, keeping steady beat, reading rhythm notation, playing in ensemble, and listening skills. You can use them as your main curriculum during the holiday season, or integrate them alongside the program you’re currently using.
Are these Christmas music lesson plans appropriate for all elementary grades?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2025-11-04T00:20:39+00:00#### [Are these Christmas music lesson plans appropriate for all elementary grades?](#collapse-14-35806)
Each arrangement is targeted to specific grade levels: “We Wish You a Merry Christmas” works best for K-2, “Jingle Bells” is ideal for grades 3-4, and “Deck the Halls” is perfect for grades 5-6. However, the arrangements can be adapted up or down depending on your students’ abilities. You might simplify parts for younger students or add more complex elements for older ones. The key is that each arrangement provides multiple parts at different difficulty levels, so you can differentiate within your classroom.
Do I need to read music to teach these lessons?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2025-11-04T00:18:16+00:00#### [Do I need to read music to teach these lessons?](#collapse-14-35802)
Not at all! These Christmas music lesson plans are designed for learning by rote, making them accessible for teachers of all musical backgrounds.
Can I use these Christmas music lessons for my winter concert?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2025-11-04T00:19:35+00:00#### [Can I use these Christmas music lessons for my winter concert?](#collapse-14-35800)
Absolutely! These arrangements are specifically designed with performance in mind. Each piece builds toward a polished ensemble performance that’s impressive yet achievable. “Jingle Bells” works perfectly as a winter or holiday song (it was originally written for Thanksgiving!), and the instrumental version of “We Wish You a Merry Christmas” can be framed as a festive winter piece. “Deck the Halls” with its modern variations makes a fun, engaging concert finale that showcases multiple musical styles.
What instruments do I need for these Christmas music lesson plans?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2025-11-04T00:17:27+00:00#### [What instruments do I need for these Christmas music lesson plans?](#collapse-14-35798)
The beauty of these Christmas elementary music lessons is their flexibility! For [We Wish You a Merry Christmas,](https://funmusicco.com/christmas-music-lessons-for-primary-or-elementary-students/#WishYouMerryChristmas) you can use Boomwhackers, body percussion, or any pitched percussion instruments you have.[ Jingle Bells](https://funmusicco.com/christmas-music-lessons-for-primary-or-elementary-students/#JingleBellsArrangement) works with standard classroom percussion like tambourines, wood blocks, triangles, plus xylophones or glockenspiels if available. [Deck the Halls](https://funmusicco.com/christmas-music-lessons-for-primary-or-elementary-students#DeckTheHallsArrangement) uses both tuned and untuned percussion.
However, **if you have limited or no instruments, students can still participate fully using body percussion, vocals, and actions.** These Christmas music lesson plans are designed to work with whatever resources you have.
How long does each Christmas music lesson take?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2025-11-04T00:14:26+00:00#### [How long does each Christmas music lesson take?](#collapse-14-35796)
Each SING & PLAY lesson is designed to be part of a standard 30-45 minute music class period.
In the fun Fun Music Company curriculum program, SING & PLAY occurs in the middle of most lessons. Students begin with a warmup activity, then do their SING & PLAY song, and this is followed by either a CONNECT listening activity, or a composing lesson. Each song is taught with a five-lesson structure. This structure gives students plenty of time to master the singing, untuned percussion, and tuned percussion elements without feeling rushed. If your students learn faster, you can always move ahead or add additional songs.
## The Complete SING & PLAY Experience: Seven Videos That Make Teaching Easy
When these arrangements become part of the full Fun Music Company curriculum library, they’ll feature our comprehensive **seven-video structure** that takes all the guesswork out of teaching:
**Video 1 – Introduction and Singing**: Background on the song, explanation of lyrics, and a professional vocal performance so students can hear the piece done well.
**Video 2 – Singing Practice**: Just the lyrics on screen with backing music so students can sing along and practice. Members area includes a button so that teachers can switch the recorded vocal performance on or off.
***« As provided with the [Christmas music lessons](#ChristmasMusicLessons) above***
**Video 3 – Learning Untuned Percussion**: Each percussion part demonstrated individually with sheet music displayed, so students can practice their parts using body percussion, and then the instruments.
**Video 4 – Untuned Percussion Practice**: Sheet music displayed on screen so students can play along with their instruments, with toggle controls to switch instrument sounds on or off.
**Video 5 – Learning Tuned Percussion**: Careful instruction for each xylophone and glockenspiel part, with a full performance at the end showing everything together.
**Video 6 – Tuned Percussion Practice**: Students practice playing tuned parts following the on-screen sheet music, again with toggleable instrument sounds.
**Video 7 – Full Ensemble**: All parts played together with complete sheet music on screen—the ultimate goal where your class performs as a complete ensemble.
***« As provided with the [Christmas music lessons](#ChristmasMusicLessons) above***
**Want More Resources Like These All Year Long?**
### Request your free curriculum sample pack and discover how we support music teachers with ready-to-teach lessons for every week of the school year.
### ***“Having access to your music program has made the teaching and planning of my music classes SO much easier!”***
This was what Liz, a music teacher from a small Catholic school in Sydney wrote to us in an email recently. This is typical of the hundreds of responses we get every week from teachers across Australia using the Fun Music Company Curriculum Program.
**Imagine having an entire year of music lessons already planned, prepared, and ready to teach** — no more Sunday night scrambles or piecing together resources from different places. That’s exactly what teachers at over 350 schools across Australia are experiencing right now.
Our curriculum program gives you complete, sequential lesson plans for every week of the school year, with videos, worksheets, interactive resources, and everything you need to walk confidently into your music room — whether you’re a specialist or a classroom teacher who’s been asked to teach music.
**Ready to see what a week of music lessons looks like in your grade level?**
Download a free sample pack below and take it for a test drive in your classroom.
First Name First
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Please select a grade for your sample:KindergartenGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6
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We value your privacy and would never spam you. We may email you valuable ideas for music teaching once or twice a week, however you can unsubscribe at any time. Check details of our privacy policy [here](https://funmusicco.com/privacyandlegal/).
***“Janice … you look tired. Are you okay?”*** It was those words that caused me to re-think my approach to teaching and start creating prepared music programs that wouldn’t require hours and hours of preparation. That is why I’ve been working hard for more than 18 years to create one of Australia’s most popular music curriculum programs.
It doesn’t matter if you’re a music specialist, like Andrea, who said ***“I have been teaching music for 35 years and this is a dream come true”*** or someone like Jodie, who said she ***“finds it really great, because she has no musical background”***. This program can help you!
**Janice Tuck**
Music Teacher and Creative Director of the Fun Music Company.
**Categories:** Christmas, Seasonal
---
### [Four Great Music Teaching Ideas Step-by-step](https://funmusicco.com/four-great-music-teaching-ideas/)
**Published:** September 10, 2023
**Author:** FunMusicCo
**Content:**
# Four Great music teaching ideas Step-by-Step
Music Teaching ideas shape our classroom experiences. They impact rapport, engagement, and behavior. Retention rates are influenced too.
Teachers crave amazing, GREAT music teaching ideas. They engage and motivate our students.
Want the great NEWS? There’s no genius required. You don’t need to have expert skills in music. You don’t even need to be a musician!
## Finding GREAT ideas are ESSENTIAL for effective teaching.
But where do you start searching for music teaching ideas?
There are pros and cons!
### **Option 1: Use music teaching ideas that have worked for you before**
Take one of your own ideas and build upon and expand it. But the question is : Where do you start? What ideas do you start with?
### **Option 2: Explore training and conferences**
These opportunities can give great experiences. However, traditional in-person training can be expensive.
### **Option 3: Learn from other teachers’ online.**
Today the internet gives us a wonderful gift. It allows us to connect with others doing the same job that wasn’t possible a generation ago.
We can connect through social media, through blogs, and through online communities. We can post and ask for ideas, and we can read through others’ suggestions.
The problem with that? We can drown in so much information, yet starve for ideas that WORK!
## Where can you find outstanding music teaching ideas?
Hi, my name is Janice Tuck, and I’m a music teacher just like you. I’m also an author, speaker and co-owner of the Fun Music Company.
I’ve taught in every type of school from private and public, through to special needs. I have done private instrumental, classroom and preschool classes. I’ve taught young children and at secondary school. So, in music teaching I’ve seen a LOT!
I created the Fun Music company to serve music teachers with outstanding teaching materials. Materials that are easily accessible and fun for students.
## What makes GREAT Music Teaching ideas?
Today, I’m sharing my 4 work-every time music teaching ideas. These are the BEST ideas that grab my class’s attention.
GREAT music teaching ideas are those that:
- Keep students engaged, even if they show little interest in music.
- Are easy to communicate
- Get children to behave, especially in those upper grades.
- Encourage children to sing and retain songs.
- Allow students to take on new and more complex information.
- Keep music relevant and fun!
Using these strategies will shift your own passion for teaching. It will allow you to create lasting impact with your students.
Four GREAT music teaching ideas.
## Idea #1 : Poison Rhythm Game
## ## Grab attention and get them focussed and engaged with this fun game!
This is a simple, effective and fun rhythm listening game! It will get any class or group focused and listening in less than a minute. In the game children have to listen and echo rhythms that the teacher claps. However, not if the teacher claps the “poison” rhythm:
Everyone has seen a teacher clap a rhythm to get attention. It isn’t difficult to clap a rhythm and have a group of children echo.
The teacher can use any rhythms, depending on their experience teaching music.
Begin by randomly clapping rhythms like the examples below. Then clap the poison rhythm. If they copy it – they’re out!
They will also be out if they don’t play one that wasn’t the poison rhythm.
Children will get good at this quite quickly. You may wish to make it more difficult by varying the dynamics (volume) and the tempo (speed). This will make it more difficult to spot the poison rhythm.
## See the music teaching idea played on video:
### Want a done-for-you solution?
There are many variations of this game in the [Fun Music Company curriculum](https://funmusicco.com/fun-music-company-music-curriculum/). We have chosen suitable patterns for each grade, and even provided suitably paced backing tracks and recordings. Therefore, you don’t even need to think up the patterns yourself!
## Idea #2: SQUILT Listening
## Set up time in each lesson for *Super Quiet Uninterrupted Listening Time.*
Listening time. This is something that isn’t done enough. Yet, it can be one of the most powerful things we can do in music education!
We don’t recommend sitting your children down and pressing the play button on a long requiem or symphony! Expecting them to sit there and “appreciate” the music is madness. That just isn’t going to happen!
[](https://funmusicco.com/squilt-listening-template-activity-for-music-classes/)
Instead, try this idea. In the middle of a lesson, put some music on in the background. You can use [youtube](https://www.youtube.com/) or any other music source. Then have the children draw along or write with it playing in the background. We call this learning by exposure to music. You can use all kinds of music from different eras, cultures and genres.
Children will get used to hearing music while they study and work. Then, they will start asking questions about the music. Then give them a [SQUILT listening journal page](https://funmusicco.com/squilt-listening-template-activity-for-music-classes/). They can then answer age-appropriate questions based on the music.
Then, use [open and closed questioning](https://funmusicco.com/open-and-closed-questions-in-music-lessons/) techniques to further pique their curiosity.
If possible, we recommend using specifically crafted questions and activities for each piece of music. This is obviously very time-consuming to create yourself. That is why we have extended this area into CONNECT in our full K-6 [music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/).
## Idea #3: The Musical Pizza
## Drive knowledge about rhythm using this fun music teaching idea
A pizza is something most of your students will be familiar with. Therefore, it becomes a great metaphor for making a “musical pizza!”
This is called **word association** and most music teachers will be familiar with it. The idea is that students associate familiar words with rhythm patterns.
What is great about a pizza as a source for word association?
***It has toppings!***
We can use the metaphor of a pizza to build a musical composition. This can encourage creativity and teach rhythm skill development at the same time.
You can do this as a warm-up while standing in a circle, or you can do it sitting on the floor.
Begin by clapping, or stamping the beat strongly saying “base”. Then, try clapping and saying some other “toppings” listed here:
Students can then make up their own four-beat rhythm, and the class can copy their rhythms.
## Watch the music teaching idea on video:
## Idea #4: Classroom Tic-Tac-Toe
## Build retention of music theory concepts with this music teaching idea.
Want to know one of the BIGGEST secrets to getting children excited about music? Just mention the word *GAME* and you’ll see the instant excitement in their faces!
When we first stumbled across this music teaching secret we thought it was just a simplistic game. However, what we found is that games such as this one encourage students to actively learn.
A game like this is an **active learning strategy**.
One of the biggest benefits of active learning is that they think they’re just playing a game! However, they’re actually learning! They are developing real musical reading skills and knowledge. This knowledge can be used later for performing and creating music.
And that’s why we include active learning strategies throughout the [Fun Music Company curriculum](https://funmusicco.com/fun-music-company-music-curriculum/).
## How to play classroom Tic-Tac-Toe:
**Step 1:** Prepare in advance a set of flashcards. This can be from a music theory or Musicianship topic you are working on. Younger students may use a set of pictures of different musical instruments. Older students might use a set of music theory symbols or musical terms.
**Step 2:** Draw a classic “tic-tac-toe” grid on a whiteboard. Then, use whiteboard markers or magnets to play the game.
**Step 3:** Divide the class into two teams. Assign one team to be the “X” team, and one team to be the “O” team.
**Step 4:** Call a student’s name and show them a flashcard. If they can name the picture or symbol, they earn the right to place an “X” or “O” on the grid for their team. If they don’t know the answer, they lose their turn. Then, give someone from the other team the opportunity to answer.
**Step 5:** Play continues until a row is completed and the round is complete.
Tip: It is always a good idea to alternate which team gets to go first!
### Example music teaching idea flashcards:
## See it on video:
## Would you like more Music Teaching Ideas like these?
These four, plus five more of our BEST music teaching ideas are included in our completely free **[Music Lesson Activities ebook](https://funmusicco.com/music-lesson-activities/)**. Enter your name and email below and we’ll email it to you right away.
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You’ll be joining our mailing list, but there is nothing to worry about by doing so. We will email you valuable ideas for music teaching once or twice a week, and you can unsubscribe at any time. Check details of our privacy policy [here](https://funmusicco.com/privacyandlegal/).
**Categories:** General, music teacher resources
---
### [Creating a fun Kindergarten Music Lesson](https://funmusicco.com/kindergarten-music-lesson/)
**Published:** October 15, 2020
**Author:** Janice Tuck
**Content:**
# Creating a fun Kindergarten Music Lesson
Have you ever wondered how to start with creating a music lesson for kindergarten? Do you start with playing instruments, planning, writing, reading, … etc?
In this article, I will help you create a kindergarten music lesson and make it EASY and FAST to implement with your classes.
If you’ve ever been lost trying to create [kindergarten music lesson plans](https://funmusicco.com/kindergarten-music-lesson-plans/), then this is the page for you!
You might also find our [kindergarten music lessons guide](https://funmusicco.com/kindergarten-music-lessons-early-years-musical-education/) — which covers how to structure and build your early years program — and our [kindergarten music activities](https://funmusicco.com/kindergarten-music-activities/) page helpful as you plan.
Anybody can read and follow a basic recipe, right?
It’s a universal language.
Which is exactly why we created the Fun Music Company [kindergarten music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/kindergarten-music-curriculum/).
In this training video starting at Kindergarten level, I’ll show you the core basics and STRATEGY behind how to get children singing then playing effortlessly in just a few easy steps. (Think of this as laying the solid groundwork for any grade)
### **Step 1:** **Watch this introductory video of the kindergarten music lesson.**
In this part of the kindergarten music lesson, see how your students can quickly learn the words and actions for an entire song. It takes just a few minutes!
The music plays softly in the background. We don’t mention it in the video, but it’s there as a natural part of the lesson. The children absorb it through exposure. They see the music, hear it, and interact with it without needing to read or fully understand it yet.
Images on the screen help children remember the words.
We’ve spent years researching and refining this teaching method. Once you understand how to set up this kind of lesson, you can use it with any song. It’s an easy way to enhance your music teaching—no need to start from scratch!
### **Step 2:** **Watch this second video to find out how singing can quickly progress into learning rhythms.**
**Q:** When was the last time you sat in on a Kindergarten music lesson and saw how a teacher moved from one activity to the next to teach something new?
**A:** Probably not often!
If teaching something new in music makes you nervous, you’ve likely heard advice like “be confident” or “just try it.” That’s not very helpful, especially when you’re stressed. That’s why the Fun Music Curriculum [kindergarten program](https://funmusicco.com/fun-music-company-music-curriculum/kindergarten-music-curriculum/) gives you detailed, practical guidance you won’t find elsewhere.
For example, you’ll see how a lesson flows naturally. It includes teaching a fast, specific rhythm pattern that fits the music. It looks simple enough for even the youngest students to follow.
In the video, musical terms like note names and rhythms aren’t mentioned to the children. Instead, they learn by watching and doing. It feels easy because it’s taught in a quick, fun way.
Later, this rhythm is transferred to instruments, making this step essential.
In this sneak peek of the Fun Music Company [Kindergarten Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/kindergarten-music-curriculum/), you’ll see exactly how to make rhythm learning while singing effortless!
### **Step 3: Discover how to play TWO instruments with the music by watching this third video.**
After watching this video, students will learn to play castanets or tambourines in time with the music. They will also be able to play along with a backing track.
First, you’ll see how to teach the castanet part. This involves taking two rhythm patterns and transferring them onto an instrument. If you don’t have castanets, no problem! You can use woodblocks, claves, or any similar instrument.
Next, students should practice the rhythm using body percussion. This step helps ensure they succeed when they use the actual instruments. For castanets, students can tap their fingers with their thumb as a pretend practice.
Once they master one part, they can move on to the tambourine part. Finally, they can split into groups and play together as an ensemble.
These videos are just one of many lesson plans for singing and playing instruments in our [music curriculum program](https://funmusicco.com/fun-music-company-music-curriculum/) that demystify the process of how to start with singing a song and growing it into a full set of playing parts.
As you can see, this material is totally different from anything you’ll find in other programs and it continues to teach music with a consistent format, language style and a proven set of time-tested pedagogies.
If you want more – including how to go from “no idea” to creating lessons for all grades K-5 or K-6 be sure to get started with some free [music teaching ideas](https://funmusicco.com/music-teaching-ideas/).
I can’t wait for you to start using these plans and for you get the teaching success you deserve with your music classes!
**Categories:** Kindergarten
**Tags:** australian curriculum music lesson plans, Australian music lesson plans, music lesson plans for elementary students, Primary school music lesson plans
---
### [Kindergarten Music Activities: Fun Ideas for Early Years Music Classes](https://funmusicco.com/kindergarten-music-activities/)
**Published:** May 5, 2026
**Author:** Janice Tuck
**Content:**
Kindergarten Music Activities:
Fun Ideas for Early Years Music Classes
Have you ever stood in front of a room full of young children and thought — what on earth do I actually do with them in music today?
It’s one of the most common questions we hear from teachers. Whether you’re a generalist classroom teacher who has music added to your timetable, or a specialist looking for fresh ideas to add to your toolkit, finding kindergarten music activities that genuinely work in the classroom — that keep young children focused, engaged, and learning — isn’t always easy.
The good news is that great music activities for kindergarten don’t have to be complicated. In fact, the simpler the better. This article walks you through five key activity types that are proven to work with early years learners, with practical ideas you can start using straight away.
*A quick note on “kindergarten”: In this article, we use the term broadly to cover early years music education for children aged approximately 3–6 years — from preschool and daycare settings through to the first year of formal primary school (known as Foundation, Prep, Kindy, or Reception depending on your state or country). If you’re working with children in this age range, this article is for you.*
## Five Essential Kindergarten Music Activities
These five activity types form the core of what is commonly done in kindergarten music. They cover the full range of how young children experience music — through voice, body, instrument, and movement — and together they give you everything you need to run varied, balanced sessions that keep early years learners engaged and making real musical progress.
### 1. Singing and Actions
Singing is the most natural starting point for any early years music program — and pairing songs with actions makes them even more effective. When children connect movement to music, they’re not just singing; they’re processing rhythm, internalising pulse, and developing coordination at the same time.
Action songs are particularly powerful with younger learners because the physical component gives children something to do when they’re still finding their singing voice. It reduces self-consciousness and keeps the whole group anchored to the music together.
**Ideas to try:**
- Traditional action songs where children act out the lyrics (animals, weather, occupations)
- Call-and-response songs where the teacher sings a phrase and children echo it back with a matching action
- Songs that build in complexity — starting simple and adding new verses or actions each time
- Greeting songs at the start of the lesson that settle the group and signal that music time has begun
Revisiting favourite songs across multiple lessons is a feature, not a failing. Young children build confidence and musical understanding through repetition, and returning to a familiar song lets them go deeper each time — listening more carefully, singing more accurately, or adding new layers.
### 2. Body Percussion and Finger Plays
**Body percussion** — clapping, patting, stomping, clicking — is one of the most accessible and versatile kindergarten music activities available. No instruments required, no setup, no budget. Just the children themselves.
**Finger plays** take this a step further, adding fine motor coordination into the mix. For very young children in particular, the challenge of coordinating small finger movements with rhythm and song is genuinely rich musical and developmental work.
**Ideas to try:**
- Simple clapping patterns to accompany a song — on the beat, off the beat, or both
- Layered body percussion sequences: start with a pat, add a clap, add a stomp
- Echo patterns where the teacher performs a rhythm on the body and children copy
- Finger plays that tell a story or count up and down
- Steady beat activities using different body sounds to keep the pulse
Body percussion also doubles as an excellent classroom management tool. A simple clap pattern from the teacher can refocus the group instantly, and children who have practiced following rhythmic cues respond well to it.
### 3. Simple Untuned Percussion Instruments
Introducing simple untuned percussion instruments — shakers, tambourines, drums, rhythm sticks, woodblocks — opens up a whole new world of musical exploration for young learners. The focus at this stage is not on technical skill but on listening, responding, and playing together.
Even a basic set of classroom percussion instruments gives children a sense of ownership over their sound. They’re no longer just responding to the teacher — they’re contributing to the music as a group, which builds confidence and a genuine sense of ensemble.
**Ideas to try:**
- Playing on the beat to accompany a familiar song
- Stop-start activities that develop listening and self-control
- Dividing the class into groups with different instruments to create simple layered textures
- Loud and soft (dynamics) exploration using the same instrument
- Following simple music scores written on the board or on video
Classroom management is important here. Clear, consistent routines around picking up, playing, and putting down instruments help ensure instrument time stays focused and productive. Establishing these expectations from the very first session makes a significant difference.
### 4. Single Note Tuned Percussion
Moving into pitched instruments — where children play specific notes rather than just rhythms — is an exciting step in any early years music program. Single note activities are the ideal entry point: every child is responsible for one note, and together the class makes a complete melody.
This is where instruments like [Boomwhackers](https://funmusicco.com/boomwhackers/), handbells, or colour-coded xylophones come into their own. Because each instrument or tube produces only one pitch, children can participate successfully from the very first lesson, long before they’ve developed the coordination to play a full melodic instrument independently.
**Ideas to try:**
- One-note songs where children play only when their colour or note appears
- Varying tempo and dynamics – so children have to respond to changes
- Echo patterns on the pitched instruments
- Swapping instruments between activities so every child experiences different pitches
Single note tuned percussion also provides a natural bridge to musical literacy concepts — high and low, steps and leaps, melody — all introduced through doing rather than abstract explanation.
### 5. Dance and Movement
Young children learn through their bodies. Music and movement are deeply connected in the early years, and structured movement activities are not just a fun add-on — they are a core component of high-quality music education.
Dance and movement activities help children internalise the feel of music — its pulse, its phrasing, its dynamics — in a way that sitting still and listening simply cannot achieve. The body becomes the instrument, and the music becomes something they live inside rather than observe from the outside.
**Ideas to try:**
- Freeze activities where children move freely to music and freeze when it stops
- Mirroring games where children copy the teacher’s movements to the beat
- Moving fast or slow, big or small, high or low in response to changes in the music
- Simple circle dances or singing games with a repeated structure
For generalist teachers who feel uncertain about music, movement activities are often the most comfortable entry point. You don’t need to sing perfectly or play an instrument — you just need to move with the children and respond to the music together.
## Putting It All Together
The best kindergarten music sessions don’t focus on just one of these activity types — they weave several of them together within a single lesson. A typical session might begin with a singing and actions warm-up, move into body percussion, introduce a short instrument activity, and finish with a movement game. The variety keeps young learners engaged and ensures you’re addressing a range of musical skills within each session.
Rotating between these five activity types across the week also ensures your program has breadth and balance. Children who shine in movement activities might be quieter during instrument work, and vice versa — variety gives every child a moment to feel capable and confident.
And don’t underestimate the power of revisiting. Returning to a favourite song, a familiar body percussion pattern, or a well-loved instrument activity isn’t repetition for the sake of it — it’s how young children build real musical understanding.
For a complete guide to structuring your sessions from the very beginning, see our [kindergarten music lessons guide](https://funmusicco.com/kindergarten-music-lessons-early-years-musical-education/). And when you’re ready to put it all into a lesson structure, our [kindergarten music lesson plans guide](https://funmusicco.com/kindergarten-music-lesson-plans/) walks you through a complete 30-minute session you can teach straight away.
## Ready to Put These Activities Into a Complete Program?
### For preschool and early childhood educators (ages 3–5):
If you’re working with preschoolers and want a complete, ready-to-use program that brings all five of these activity types together in structured, themed lessons, our **Preschool Music Curriculum Program** has everything you need. Every lesson is planned, sequenced, and ready to teach — no music background required.
[**Explore the Preschool Music Curriculum Program »**](https://funmusicco.com/preschool-music-curriculum-program-2/)
[](https://funmusicco.com/preschool-music-curriculum-program-2/)
### For Kindergarten and Foundation year teachers (first year of formal school):
If you’re teaching Kindergarten as the first year of formal primary school, our **Kindergarten Music Curriculum** is built specifically for this age group. It’s structured to meet curriculum requirements while keeping music enjoyable, accessible, and meaningful for five and six year olds.
[**Explore the Kindergarten Music Curriculum »**](https://funmusicco.com/fun-music-company-music-curriculum/kindergarten-music-curriculum/)
[](https://funmusicco.com/fun-music-company-music-curriculum/kindergarten-music-curriculum/)
### Frequently Asked Questions
What music activities are suitable for very young children (3–4 years)?[Janice Tuck](https://funmusicco.com/author/janice/ "Posts by Janice Tuck")2026-05-05T07:36:25+00:00#### [What music activities are suitable for very young children (3–4 years)?](#collapse-15-38711)
For the youngest learners, prioritise activities with strong physical components: action songs, finger plays, body percussion, and free movement to music. Keep instrument activities very short and highly structured. Repetition of familiar songs and activities is especially important at this age — children build confidence through knowing what comes next.
Do I need to be a music specialist to run these activities?[Janice Tuck](https://funmusicco.com/author/janice/ "Posts by Janice Tuck")2026-05-05T07:36:56+00:00#### [Do I need to be a music specialist to run these activities?](#collapse-15-38709)
Not at all. All five activity types in this article are designed to be accessible to generalist classroom teachers with no formal music training. The most important qualities are enthusiasm, consistency, and a willingness to participate alongside your students. A structured curriculum program can provide the lesson-by-lesson guidance you need so you’re never starting from scratch.
How often should kindergarten students do music?[Janice Tuck](https://funmusicco.com/author/janice/ "Posts by Janice Tuck")2026-05-05T07:37:40+00:00#### [How often should kindergarten students do music?](#collapse-15-38707)
***As much as possible!*** Ideally, children in the early years should have some musical experience every day, even if it’s only a few minutes. Dedicated music lessons of 20–30 minutes, two to three times a week, provide the consistency young learners need to develop real musical skills. Short daily musical moments — a greeting song, a transition rhythm, a movement warm-up — reinforce learning between lessons.
What are the best music activities for kindergarten?[Janice Tuck](https://funmusicco.com/author/janice/ "Posts by Janice Tuck")2026-05-05T07:38:12+00:00#### [What are the best music activities for kindergarten?](#collapse-15-38705)
The most effective kindergarten music activities combine multiple learning modes — voice, body, and instrument — in short, varied bursts. Singing with actions, body percussion, simple instrument play, single-note tuned percussion activities, and structured movement are all excellent choices. The key is keeping activities brief, revisiting favourites regularly, and ensuring every child can participate successfully from the start.
**Categories:** Kindergarten
---
### [Kindergarten Music Lesson Plans](https://funmusicco.com/kindergarten-music-lesson-plans/)
**Published:** January 21, 2025
**Author:** Janice Tuck
**Content:**
# Kindergarten Music Lesson Plans
## How to create kindergarten music lesson plans — a practical guide
Creating kindergarten music lesson plans that actually work — lessons where 5-year-olds are engaged, learning, and having fun — requires a very different approach to planning for older grades. This guide walks you through the structure, activities, and sequencing that make kindergarten music lessons come alive, whether you’re a specialist music teacher or a generalist classroom teacher picking up music for the first time.Creating kindergarten music lesson plans that actually work — lessons where 5-year-olds are engaged, learning, and having fun — requires a very different approach to planning for older grades. This guide walks you through the structure, activities, and sequencing that make kindergarten music lessons come alive, whether you’re a specialist music teacher or a generalist classroom teacher picking up music for the first time.
If you’re looking for broader guidance on teaching early years music first, our [kindergarten music lessons guide](https://funmusicco.com/kindergarten-music-lessons-early-years-musical-education/) is a great starting point. And if you want a bank of practical ideas to draw from when planning, our [kindergarten music activities](https://funmusicco.com/kindergarten-music-activities/) page covers the five core activity types that work best with this age group.
Creating kindergarten music lesson plans that actually work — lessons where 5-year-olds are engaged, learning, and having fun — requires a very different approach to planning for older grades. This guide walks you through the structure, activities, and sequencing that make kindergarten music lessons come alive, whether you’re a specialist music teacher or a generalist classroom teacher picking up music for the first time.
Crafting effective kindergarten music lesson plans requires a blend of structure, spontaneity, and playfulness. This ensures every child feels included, inspired, and excited to participate.
The goal of kindergarten music lessons extends beyond teaching musical notes and rhythms. It’s about inspiring a love for music while supporting other key areas of development, such as language, motor skills, and social-emotional growth.
These lessons can also spark creativity and build confidence. Children will discover their voices, learn to move in rhythm, and explore instruments.
However, how do you create kindergarten music lesson plans, without lots of hard work?
This article will show you some strategies and ideas specific to kindergarten. For a [comprehensive guide to creating elementary and primary music lesson plans](https://funmusicco.com/elementary-primary-music-lesson-plans-guide/) across all grades, check out our complete lesson planning guide.
## How to teach kindergarten music lessons
When planning music lessons for kindergarten students, it’s essential to understand their developmental needs. At this stage, children have short attention spans, so activities must be engaging and varied. Including movement, storytelling, and hands-on interaction is key to holding their interest. Lessons should also provide opportunities for active participation. Singing, clapping, dancing, and playing simple instruments are all important.
One effective approach is to structure lessons around a theme. For example, a “nature” theme could involve singing songs about animals. In this lesson they could explore high and low pitches by mimicking birds or frogs. They could also use percussion instruments to imitate rain or thunder.
Keep the themes very simple. Children will love simple themes, like ‘dogs’, ‘cats’, ‘frogs’ and ‘cars.’ This is easier than trying to focus a lesson around an unknown concept. Music is already an unknown concept, so we need to use a theme to link it to things that they already know.
### An important element in Kindergarten Music Lessons is repetition
Repetition is key in learning how to teach kindergarten music lessons. Repeating songs, rhythms, and movements helps children build confidence and internalise musical concepts. However, it’s important to balance repetition with variety to keep lessons fresh and exciting.
In the following sections, we’ll explore specific strategies. Ideas for creating engaging and effective kindergarten music lesson plans.
It doesn’t matter if you’re an experienced music educator or a classroom teacher. These ideas will help you inspire your students and foster a lifelong love of music. Let’s get started!
### The key is short segments
Whatever you do, make sure that each individual activity is short. A lesson needs to consist of at least 10-12 two or three minute activities. These should flow naturally from one to the other. Children at this age don’t have long attention spans. Therefore, structuring the lesson like this is ideal.
For many children this is the first time that they’ve experienced a class setting. Therefore, it’s important to give a taste of many activities, rather than focusing on one activity in detail.
## Four essential elements in Kindergarten Music Lesson Plans
I believe that there are four critical components which should be included in Kindergarten Music Lesson plans.
They are:
1. Skill Development
2. Singing and Playing
3. Composition
4. Music Listening and appreciation
### Skill Development in Kindergarten Music Lessons
Kindergarten music lessons play a vital role in developing a range of skills that extend beyond music.
Through singing, clapping, and playing instruments, children enhance their fine and gross motor skills. They are also coordinating movements and developing hand-eye coordination.
Rhythmic activities help strengthen their sense of timing and spatial awareness. Learning tunes and melodies improves memory and cognitive abilities.
Music also nurtures language skills, as children practice listening and recognising patterns. They are also expanding their vocabulary through lyrics and rhymes.
Social skills are another key area of development. Group music activities encourage cooperation, turn-taking, and teamwork. This fosters a sense of community and shared achievement.
Of course, we don’t call it “skill development” in front of the children! That is just our ‘teacher’ term for these activities. For the children… we would say: “Let’s play a fun singing game!” and then away we go!
### Incorporating Singing and Playing into Kindergarten Music lesson plans
Singing and playing instruments are core components of a successful kindergarten music lesson plan.
Singing introduces children to melody, pitch, and rhythm in an engaging and natural way. This makes it an essential tool for fostering musical development. Simple songs with repetitive patterns, a steady beat and lots of actions are effective for this age group. Singing songs and doing actions are a gateway to being able to learn to play instruments.
Integrating actions, movements, and body percussion with songs enhances motor skills and reinforces rhythm.
Playing percussion instruments like tambourines or shakers allows children to explore sound and develop coordination. Playing tuned instruments such as xylophones or glockenspiels helps them develop a sense of pitch.
Singing and playing music brings music lessons to life! It makes music both accessible and enjoyable for young learners.
### How to have Kindergarten Students Compose their own music
Encouraging kindergarten students to compose their own music is a wonderful way to nurture creativity and self-expression while introducing foundational music concepts.
At this age, composition can involve things like creating rhythms, inventing melodies, or arranging sounds.
We can start by providing a structured framework, such as a rhyme that needs to be extended. Alternatively an image, such as a picture of animal can be used as a prompt.
For example, a frog might represent a short, bouncy sound, while a lion could inspire a long, roaring note.
Group compositions can involve building a “sound story,” where each child contributes an idea. This encourages collaboration and active listening.
Recording their creations and playing them back can boost confidence and provide a sense of accomplishment.
The key is to celebrate exploration, allowing students to experiment freely with sounds while gradually introducing basic[ elements of music](https://en.wikipedia.org/wiki/Elements_of_music) like tempo, dynamics, and pitch.
### Incorporating Music Listening into Kindergarten Music Lesson Plans
Incorporating [music listening](https://funmusicco.com/music-appreciation-curriculum/) helps students develop their first listening skills. It helps them to start becoming curious about the world around them. It also develops an appreciation for a variety of musical styles and cultures. This can all be done within the Kindergarten Music Lesson Plan.
Listening activities can introduce young learners to different instruments, rhythms, and melodies. This sparks curiosity and expands their musical vocabulary.
We start by selecting short, engaging pieces that align with the children’s level and interests. These can be short classical pieces, traditional folk songs, or music from around the world.
We use guided prompts to focus their listening, in the form of a pre-frame video. This will sometimes ask them to look for specific instruments or imagine a story inspired by the music.
This is followed up with directed questions. These questions can open up a discussion on how the music made them feel. It can also reinforce their listening experience and encourage self-expression.
## A Sample Kindergarten Music Lesson Plan
**0–3 minutes: Welcome routine and hello song**
Every kindergarten music lesson plan should begin with the same opening song each week. This isn’t wasted time — repetition builds security, and a settled child learns better. A simple “hello” song where you greet each child by name works beautifully here. After just a few weeks, children will walk in already singing it.
**3–7 minutes: Warm-up — frog rhythms**
Introduce a simple clapping rhythm and label it the “frog hop” — short, bouncy, repetitive. Clap it, say it (“hop hop hop hop SPLASH”), then have children echo it back. Try two or three variations. This is your skill development moment: steady beat, echo, listening, turn-taking — all wrapped in something that feels like a game.
**7–12 minutes: Singing — “Five Little Speckled Frogs”**
This classic song is perfect for kindergarten because it counts down (maths!), tells a story, has actions, and is easy to learn in one sitting. Add movements — jumping up, sitting down as frogs “jump into the pool.” Sing it twice: once to learn it, once to perform it. By the second run-through, you’ll have the whole class fully engaged.
**12–16 minutes: Movement — moving to the beat**
Ask the children: *do frogs move quickly or slowly?* Then play a short piece of music with a clear, moderate tempo and have children move around the space like frogs — jumping on the beat. Freeze when the music stops. This reinforces steady beat awareness through the whole body, which is exactly how young children internalise rhythm most effectively.
**16–20 minutes: Instrument exploration — shakers as “pond sounds”**
Hand out shakers (egg shakers work perfectly here). Tell the children the shakers are going to make the sound of rain falling on the pond. Model a slow shake, a fast shake, loud and soft. Then ask *can you make a tiny raindrop sound? What about a big storm?* This is your introduction to dynamics — but to the children, it’s just playing. Guide them back to the “frog hop” rhythm and shake it together.
**20–24 minutes: Listening — what do you hear?**
Play a short piece of music that features prominent woodwind or pizzicato strings — something light and bouncy. Ask the children to close their eyes and imagine the frogs. After listening, ask two or three guided questions: *Was the music fast or slow? Was it loud or quiet? Did it sound happy or sleepy?* These questions are training their ears to listen with intention, which is the foundation of all future music appreciation.
**24–28 minutes: Compose — make your frog sound**
This is the creative moment. Give each child (or small group) a percussion instrument and ask them to invent a sound their frog makes. It might be a splash, a croak, a jump, or a raindrop. Let them experiment for a minute, then bring them back together to share. Have each child or group perform their “frog sound” while the rest of the class listens. Celebrate every single one.
**28–30 minutes: Closing song and goodbye routine**
Mirror your opening — same goodbye song each week, ideally with children’s names included. This brings the lesson full circle and helps children transition calmly back to their classroom. Consistency here pays dividends over the whole school year.
## Does this all sound like a lot of work?
## Get done-for-you Kindergarten Music Lesson Plans!
You can get a complete [kindergarten music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/kindergarten-music-curriculum/) together with the **Fun Music Company [kindergarten music program](https://funmusicco.com/fun-music-company-music-curriculum/kindergarten-music-curriculum/)**.
This contains activities for:
- Skill development
- Singing and playing
- Composing
- Listening
Matching the requirements of all national and state-based curricula.
[**Click here to learn more about it »**](https://funmusicco.com/fun-music-company-music-curriculum/kindergarten-music-curriculum/)
[](https://funmusicco.com/fun-music-company-music-curriculum/kindergarten-music-curriculum/)
Click through some of the activities included:
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## [Click here to learn more »](https://funmusicco.com/fun-music-company-music-curriculum/kindergarten-music-curriculum/)
**Categories:** Kindergarten
---
### [Kindergarten Music Lessons: The Complete Guide](https://funmusicco.com/kindergarten-music-lessons-early-years-musical-education/)
**Published:** August 13, 2025
**Author:** Janice Tuck
**Content:**
# # Kindergarten Music Lessons: The Complete Guide to Teaching Early Years Music
Have you ever wondered how to create engaging kindergarten music lessons that spark a lifelong love of music in your youngest students?
This guide covers everything you need to know about teaching **kindergarten music lessons** — from your very first five-minute activity through to building a complete, year-long program that keeps young children engaged, learning, and absolutely loving music.
You may have questions like:
- “Where do I even begin with kindergarten music lessons?”
- “How do I plan effective music lessons for kindergarten that keep 5-year-olds engaged?”
- “What if I don’t have musical training—can I still teach kindergarten music effectively?”
The good news is that creating magical kindergarten music lessons isn’t about having perfect pitch or years of conservatory training—it’s about understanding how young minds learn and creating joyful, meaningful connections with music!
Note: In this guide, “kindergarten” covers early childhood music education for children aged approximately 3–6 years, including preschool and the first years of primary school.
## ## **How to Start Promoting Musical Education in Early Years**
### ### **Start Small: The Magic of Five Minutes**
Here’s the secret that transforms hesitant educators into confident music teachers: **start with just one five-minute activity, then build up from there.**
Think about it—five minutes feels manageable, right? You’re not committing to elaborate lesson plans or overwhelming preparation. You’re simply adding a short musical moment to your day.
Start with something as simple as:
- A “Good Morning” song while children arrive
- A rhythm clapping game during transition time
- A movement song before snack time
Once you and your students are comfortable with that five-minute routine, gradually extend it. Add another song, introduce a simple instrument, or include a movement activity. Before you know it, you’ll have a full 20-30 minute kindergarten music lesson that flows naturally and keeps everyone engaged!
Ready to put this into practice? See our step-by-step [kindergarten music lesson plans guide](https://funmusicco.com/kindergarten-music-lesson-plans/) for a complete 30-minute lesson you can teach this week.
For specific activity ideas to use in your sessions, see our guide to [kindergarten music activities](https://funmusicco.com/kindergarten-music-activities/).
### ### **Make Music a Regular Part of Life**
**Music should be regular — not just a special treat on Fridays.**
Young children thrive on routine and repetition. When music becomes a predictable, welcome part of their daily schedule, several amazing things happen:
- Children anticipate and look forward to music time
- Musical skills develop more rapidly through consistent practice
- Classroom management becomes easier as children know what to expect
- Music becomes a natural tool for transitions and classroom routines
Aim for music activities at least 3-4 times per week, even if they’re brief. Daily musical moments are even better! This might include:
- **Morning circle time**: Start each day with a welcome song
- **Transition times**: Use songs to signal cleanup, lining up, or moving to centers
- **Dedicated music lessons**: 20-30 minutes of focused musical activities
- **Integration throughout the day**: Counting songs during math, movement during story time
### ### **Get Parents Involved: Building Musical Bridges**
**The most successful kindergarten music programs extend beyond the classroom walls.**
When parents understand the value of what you’re doing and feel equipped to support musical learning at home, the impact multiplies exponentially. Here’s how to create that vital home-school connection:
**Send Home Simple Resources:**
- Lyrics to songs you’re learning in class
- Links to recordings (if available)
- Suggestions for musical activities families can do together
- Information about the benefits of musical learning
**Create Performance Opportunities:**
- Informal “concerts” where children share a favorite song
- Musical games parents can play during family gatherings
- Recordings of class singing to share with extended family
**Educate Families About the Benefits:** Help parents understand that music isn’t just fun—it’s developing crucial skills like language development, social skills, emotional regulation, and cognitive growth.
## ## **Main Components to Implement in Your Kindergarten Music Lessons**
### ### **1. Singing and Playing: The Heart of Musical Learning**
**Singing is the most natural and accessible musical activity for young children.** Every child comes to you with a voice ready to explore music, regardless of your school’s budget or resources.
**Why Singing Matters:**
- Develops listening skills and pitch awareness
- Builds vocabulary and language patterns
- Creates emotional connections to music
- Requires no special equipment or instruments
**Playing Simple Instruments:** Introduce basic instruments that kindergarteners can handle successfully:
- **Rhythm instruments**: Shakers, tambourines, rhythm sticks
- **Pitched instruments**: Xylophones, hand bells, simple keyboards
- **Body percussion**: Clapping, patting, stomping
- **Homemade instruments**: Rice shakers, rubber band guitars, pot lid cymbals
The key is keeping it simple and focusing on the joy of making music together rather than technical perfection.
### ### **2. Theme-Based Lessons: Creating Meaningful Connections**
**Theme-based lessons help kindergarteners understand and remember musical concepts by connecting them to familiar topics.**
Instead of abstract musical instruction, you’re weaving music into topics children already find fascinating:
**Seasonal Themes:**
- Fall: Songs about leaves falling, harvest celebrations, animals preparing for winter
- Winter: Snow songs, holiday traditions from different cultures, quiet/loud dynamics like snowstorms
- Spring: Growing songs, rain rhythms, bird songs and high/low pitches
- Summer: Ocean waves and flowing melodies, camping songs, travel rhythms
**Topic-Based Themes:**
- **Animals**: Practice different dynamics (loud elephants, quiet mice), various tempos (quick rabbits, slow turtles), and vocal exploration (roaring, chirping, growling)
- **Transportation**: Steady beats like train wheels, acceleration and deceleration with cars, flying movements with airplanes
- **Community helpers**: March like firefighters, gentle lullabies like nurses, strong rhythms like construction workers
This approach makes music feel relevant and exciting while naturally introducing musical concepts.
### ### **3. Experience and Exposure: Real Music, Real Connections**
**In our screen-heavy world, kindergarten music time should be a sanctuary of real, hands-on musical experiences.**
**No Screen Time During Music:** While technology has its place in education, music time should focus on:
- **Live singing and playing**: Children respond to the energy and spontaneity of live music
- **Physical movement**: Dancing, marching, swaying—full-body musical engagement
- **Tactile experiences**: Feeling the vibration of drums, the smoothness of rhythm sticks, the weight of hand bells
- **Social interaction**: Making music together builds community and cooperation
**Diverse Musical Exposure:** Introduce children to a rich variety of musical styles and cultures:
- **Classical music**: Short, accessible pieces for moving and listening
- **Folk songs**: Simple, repetitive songs from various cultures
- **World music**: Instruments and rhythms from different countries
- **Different genres**: Jazz rhythms, country storytelling, rock steady beats
The goal is creating a broad musical foundation that will serve children throughout their lives.
## ## **Recommended Activities: What to Implement and How Often**
These seven essential activities form the foundation of successful music lessons for kindergarten. Each serves a specific purpose in developing musical skills while keeping young children engaged and excited about learning.
### ### **1. Repetitive Songs: Building Musical Confidence**
**Use repetitive songs daily—they’re your secret weapon for success!**
Kindergarteners love repetition. It makes them feel secure, confident, and successful. When children can predict what comes next, they participate more freely and joyfully.
**Examples of Great Repetitive Songs:**
- **“Get Your Wiggles Out”**: A perfect opening song that helps active preschoolers settle while doing fun movements
- **“If You’re Happy and You Know It”**: Builds on familiar patterns while allowing for creative variations like “if you’re happy and you know it, be a frog… ribbit ribbit!”
- **“Heads, Shoulders, Knees and Toes”**: Classic body awareness song that can become a fun game by gradually removing words
- **“Old MacDonald Had a Farm”**: Endless verses with animal sounds that reinforce learning while building vocabulary
**How to Use Repetitive Songs Effectively:**
- Sing the same song for a week or two before introducing variations
- Let children suggest new verses or movements
- Use these songs as “warm-ups” or transition tools
- Build musical skills by changing tempo, dynamics, or actions
**Frequency**: Include at least one repetitive song in every kindergarten music lesson.
[https://funmusicco.com/wp-content/uploads/2025/08/019\_HeadShouldersKneesAndToes\_v.mp3](https://funmusicco.com/wp-content/uploads/2025/08/019_HeadShouldersKneesAndToes_v.mp3)
### ### **2. Warm-Up Songs: Creating Musical Readiness**
**Start every music session with a warm-up song—it sets the tone for everything that follows.**
Warm-up songs serve multiple purposes:
- **Focus attention**: Gather scattered kindergarten energy into musical focus
- **Prepare voices**: Gentle vocal exploration before more demanding singing
- **Establish routines**: Children know what to expect and feel secure
- **Build community**: Everyone participates together from the very beginning
**Effective Warm-Up Song Ideas:**
- **“Get Your Wiggles Out”**: Perfect for gathering scattered preschool energy into musical focus
- **“Circle Fun”**: Helps children join hands and sit in a circle while establishing routine
- **“Open, Shut Them”**: Classic finger movements that prepare little hands for more complex activities
- **Simple greeting songs**: Welcome each child individually within the song structure
**Example Warm-Up Routine:**
1. **“Get Your Wiggles Out”** (3 minutes): Gather energy and focus attention
2. **“Circle Fun”** (2 minutes): Form circle and establish community
3. **Simple greeting or finger play** (2 minutes): Prepare voices and hands for activities
**Frequency**: Use warm-up songs at the beginning of every dedicated kindergarten music lesson.
[https://funmusicco.com/wp-content/uploads/2025/08/007\_OpenShutThem\_female\_v.mp3](https://funmusicco.com/wp-content/uploads/2025/08/007_OpenShutThem_female_v.mp3)
### ### **3. Songs They Love: Honoring Children’s Musical Preferences**
**Include songs that kindergarteners are already excited about—it creates instant engagement!**
This might seem obvious, but it’s often overlooked. When you incorporate songs children already love, several wonderful things happen:
- **Immediate buy-in**: Children are excited to participate
- **Confidence boost**: They already know some of the words or movements
- **Cultural connection**: You’re validating their home and community musical experiences
- **Teaching opportunities**: Use familiar songs to teach new musical concepts
**How to Discover What They Love:**
- Ask children about their favorite songs
- Notice what they sing on the playground
- Pay attention to popular children’s music and movies
- Include songs in different languages that reflect your classroom community
**Making Popular Songs Educational:** Take a song they love and:
- Add movements or actions
- Change the tempo or dynamics
- Use it to practice rhythm patterns
- Create new verses together
- Add simple instruments
**Frequency**: Include at least one “student favorite” song each week, rotating through different children’s suggestions.
### ### **4. Lots of Props: Making Music Visual and Tactile**
**Props transform ordinary songs into magical experiences that kindergarteners remember forever!**
Young children are naturally kinesthetic learners—they understand concepts better when they can see, touch, and manipulate objects. Musical props engage multiple senses and make abstract musical concepts concrete.
**Essential Musical Props:**
- **Scarves**: Perfect for showing musical phrases, dynamics (big movements for loud, gentle movements for soft), and tempo changes
- **Rhythm instruments**: Shakers, tambourines, rhythm sticks, hand drums
- **Picture cards**: Animals, weather, emotions—anything that connects to your songs
- **Puppets**: Let the puppet “teach” the song or demonstrate musical concepts
- **Colorful objects**: Beanbags for steady beat, ribbons for flowing melodies
- **Simple costumes**: Hats, animal ears, or cultural items that connect to songs
**Creative Prop Ideas:**
- **Homemade shakers**: Rice in plastic containers, beans in paper plates taped together
- **Movement props**: Pool noodles for conducting, hula hoops for tempo activities
- **Visual aids**: Large music note cutouts, pictures representing high/low sounds
- **Sensory items**: Textured materials that represent different musical qualities
**How to Use Props Effectively:**
1. **Introduce props gradually**: Don’t overwhelm with too many at once
2. **Establish clear rules**: “Instruments sleep when teacher talks”
3. **Rotate regularly**: Keep interest high with variety
4. **Let children help**: Distributing and collecting props builds responsibility
5. **Connect to learning**: Each prop should enhance musical understanding
**Frequency**: Use props in at least half of your kindergarten music activities. They’re especially important for introducing new songs or concepts.
### ### **5. Lots of Craft: Creating Musical Memories**
**Crafts aren’t just busy work—they’re powerful tools for reinforcing musical learning and creating lasting connections!**
When kindergarteners create something with their hands while learning music, they’re engaging multiple areas of their brain simultaneously. This strengthens memory formation and makes musical concepts more meaningful.
**Musical Craft Ideas:**
- **Theme-based instruments**: Duck shakers for the duck lesson, train crafts with moving parts for the train theme
- **Character puppets**: Frog puppets for “Galumph Went the Little Green Frog,” bear paws for “Going on a Bear Hunt”
- **Seasonal projects**: Balloon people, rainbow fish, CD owls for night time, dinosaur stompers
- **Practical items**: Fire hats for firefighter songs, traffic lights for transportation themes, clocks with moveable hands
**Seasonal Musical Crafts:**
- **Fall**: Leaf shakers, apple rhythm instruments, scarecrow stick puppets for songs
- **Winter**: Snowflake rhythm patterns, holiday ornaments while singing cultural songs
- **Spring**: Flower pots with rhythm patterns, bird puppets for high/low songs
- **Summer**: Sun catchers while singing sunny songs, ocean wave bottles for tempo activities
**Benefits of Musical Crafts:**
- **Reinforce learning**: Children remember songs better when they’ve created something connected to them
- **Develop fine motor skills**: Cutting, gluing, and decorating support overall development
- **Create connections**: Crafts help link music to other subject areas
- **Build pride**: Children love sharing what they’ve made and learned
- **Support different learning styles**: Hands-on learners thrive with craft activities
**Frequency**: Include a musical craft activity 1-2 times per week. Simple crafts can be completed in 10-15 minutes.
### ### **6. Stories: Building Musical Narratives**
**Stories bring music to life and help kindergarteners understand musical concepts through familiar narrative structures.**
Young children naturally think in stories. When you embed musical learning within story formats, you’re speaking their language and making abstract concepts concrete and memorable.
**Types of Musical Stories:**
- **Character adventures**: “Going on a Bear Hunt” where children actively participate in the journey
- **Animal stories**: Stories about ducks, frogs, and farm animals that incorporate their sounds and movements
- **Transportation tales**: Train adventures with “choo choo” sounds and train movements
- **Bedtime stories**: Night time themes with gentle sounds and sleepy movements
- **Classic literature**: “The Very Hungry Caterpillar” combined with songs about growing and changing
**Example Musical Story Structure:** *“Once upon a time, there was a little mouse (sing in high, quiet voice) who lived in the same house as a big, friendly elephant (sing in low, loud voice)…”*
As you tell the story, children:
- Use their voices to represent different characters
- Move their bodies to show the story action
- Play instruments to create sound effects
- Sing recurring songs or phrases
**Benefits of Musical Stories:**
- **Engage imagination**: Children become part of the musical world
- **Develop listening skills**: Following story progression improves attention
- **Teach musical concepts**: High/low, loud/soft, fast/slow become story elements
- **Build language skills**: Rich vocabulary and narrative structure support literacy
- **Create community**: Shared story experiences build classroom connections
**Frequency**: Include a musical story activity 1-2 times per week. Stories can range from 5-minute mini-tales to longer 15-minute adventures. Develop a collection of colourful picture books from second-hand book stores or [Amazon](https://amazon.com).
### ### **7. Games: Learning Through Play**
**Musical games are pure magic—they combine the natural joy of play with powerful musical learning!**
Kindergarteners learn best through play, and musical games satisfy their need for movement, social interaction, and fun while building essential musical skills.
**Essential Musical Games:**
- **“Musical Statues/Freeze Dance”**: Develops listening skills using songs like “Everybody Go, Everybody Stop”
- **“Musical Lily Pads”**: A frog-themed variation of musical chairs using green lily pad cutouts
- **“Duck Egg Treasure Hunt”**: Hide plastic eggs around the room for children to find during duck-themed lessons
- **“Traffic Light Game”**: Children move and stop according to traffic light colors and songs
- **“Fire Truck Hop”**: Children find fire truck pictures when music stops, perfect for community helper themes
**Movement Games:**
- **“Animal Movement Songs”**: Stomp like elephants, hop like rabbits, slither like snakes
- **“Weather Games”**: Move like falling snow, growing flowers, or rolling thunder
- **“Transportation Games”**: Chug like trains, sail like boats, fly like airplanes
**Listening Games:**
- **“Sound Detective”**: Identify different instruments or environmental sounds
- **“Musical Simon Says”**: Follow directions only when they’re sung, not spoken
- **“Quiet Game”**: Practice being silent and listening for tiny sounds
**Social Musical Games:**
- **“Partner Songs”**: Simple songs where children work together
- **“Musical Conversations”**: Children “talk” to each other using instruments instead of words
- **“Group Compositions”**: Everyone contributes sounds to create a class song
**Why Musical Games Work:**
- **Natural motivation**: Children want to play—no external rewards needed
- **Repeated practice**: Games naturally encourage repetition without boredom
- **Social learning**: Children learn from each other through game interaction
- **Immediate feedback**: Games provide natural consequences and adjustments
- **Joy and memory**: Happy experiences create stronger learning connections
**Frequency**: Include musical games in every kindergarten music lesson. They’re perfect for transitions, energy management, and reinforcing concepts.
Want to see how a complete kindergarten session flows from start to finish? Our [kindergarten music lesson](https://funmusicco.com/kindergarten-music-lesson/) page includes video walkthroughs of exactly how a lesson moves from singing through to instruments.
## ## **Ready to Take Your Music Program to the Next Level?**
### **For Preschool Educators (Ages 3-5):**
If you’re working with preschoolers and want a complete, ready-to-use music curriculum that takes all the guesswork out of planning, you’ll love our **[Preschool Music Curriculum Program](https://funmusicco.com/preschool-music-curriculum-program-2/).**
It includes all 20 themed lessons mentioned in this article—from balloons and ducks to dinosaurs and carnivals—plus 60 songs, backing tracks, craft activities, and step-by-step guidance. Everything is planned, tested, and proven to work with young children, including songs like ‘Get Your Wiggles Out,’ ‘Going on a Bear Hunt,’ and ‘If You’re Happy and You Know It.’
**[Click here to learn more about the complete Preschool Music Curriculum Program »](https://funmusicco.com/preschool-music-curriculum-program-2/)**
[](https://funmusicco.com/preschool-music-curriculum-program-2/)
### **For Kindergarten Teachers (First Year of Formal School):**
Are you teaching kindergarten as the first year of formal schooling and looking for age-appropriate music curriculum?
While this article focused on preschool-aged children, we also have an incredible Kindergarten Music Curriculum specifically designed for that crucial first year of elementary school. It builds on the foundational skills while introducing more structured musical learning perfect for 5-6 year olds ready for formal education.
[**Explore our Kindergarten Music Curriculum for formal school settings here »** ](https://funmusicco.com/fun-music-company-music-curriculum/kindergarten-music-curriculum/)
[](https://funmusicco.com/fun-music-company-music-curriculum/kindergarten-music-curriculum/)
**Categories:** Kindergarten
---
### [Halloween Music Lessons for Elementary - Ready-to-Use!](https://funmusicco.com/halloween-music-lessons-elementary/)
**Published:** October 6, 2025
**Author:** Janice Tuck
**Content:**
# Halloween Music Lessons That Will Have Your Students SPELLBOUND!
Are you searching for Halloween music lessons that actually work in your classroom?
You know the ones—lessons that keep students engaged, require minimal prep time, and don’t leave you scrambling at the last minute to plan something “festive” while juggling everything else on your plate?
The good news is we’ve just created THREE brand-new Halloween Music Listening CONNECT Lessons that are perfect for elementary music teachers like you!
Because effective Halloween music lesson plans aren’t about finding random spooky songs and hoping for the best—they’re about using purposeful, structured activities that combine the excitement of Halloween with meaningful music learning.
## Why Halloween Music Lessons Are Essential for Your Elementary Music Classroom
Let’s be honest: Halloween is one of those times of year when students are already buzzing with excitement. Their energy is through the roof, and trying to teach a “normal” lesson can feel impossible!
***But what if you could channel that excitement into incredible musical learning?***
That’s exactly what these Halloween elementary music lessons do. They meet your students where they are — excited, energized, and ready for something FUN —while still delivering solid music education that aligns with your curriculum goals.
Have you ever struggled with questions like:
- “How can I make listening lessons engaging during Halloween week?”
- “What pieces work best for different grade levels?”
- “How do I keep the Halloween theme without losing the educational value?”
These new Halloween music lesson plans answer all those questions and more!
***Click the sound icon below***  to unmute and make sure your sound is turned on!
## Three Halloween Music Listening Lessons — At the Perfect Level for Your Students
We’ve created three distinct Halloween music lessons, each one perfectly tailored to specific grade levels so you can deliver age-appropriate content that truly resonates with your students.
Whether you’re teaching curious kindergartners or sophisticated sixth graders, there’s a lesson here that will capture their imagination while building essential listening skills. Let’s dive into what makes each one special!
### 1. Skeleton Dance (Kindergarten – Grade 2)
Your youngest learners are going to LOVE this one!
Skeleton Dance introduces primary students to the concept of musical dynamics through a delightfully spooky lens. Starting with the fundamentals of loud and soft, this lesson uses movement, visuals, and interactive activities to help young children understand how music can tell a story.
The best part? It’s designed specifically for the attention span and developmental level of K-2 students. No more watching little ones lose focus halfway through because the content is too advanced or the activity drags on too long!
**What makes this Halloween music lesson special:**
- Clear, age-appropriate listening activities
- Movement-based learning that keeps little bodies engaged
- Visual supports that help students identify dynamics
- Ready-to-use resources that require zero prep time
Your kindergartners will be dancing like skeletons while actually learning about musical concepts—and you’ll look like the rock star teacher you are!
### Skeleton Dance Lesson Resources
Please find the resources required for this halloween music lesson below.
This lesson is ideal for grades 1 or 2 as it is, and for kindergarten with some modifications.
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/halloween-connect-lesson-skeletons-1/)
[
### PDF Worksheet](https://funmusicmembers.com/wp-content/uploads/2025/10/HalloweenCONNECTWorksheet_SkeletonDance.pdf)
### 2. Ghostbusters (Grades 3-4)
Who you gonna call? Your grades 3-4 students are going to call THIS their favorite lesson!
The Ghostbusters Halloween music lesson takes students deeper into musical analysis, exploring themes, instrumentation, and musical structure through one of the most iconic songs in pop culture.
This is where Halloween elementary music lessons get really exciting. Your middle elementary students are ready for more sophisticated listening skills, and this lesson delivers exactly that—wrapped up in a theme they absolutely love.
**Why this Halloween music lesson plan works:**
- Leverages students’ existing knowledge of the Ghostbusters theme
- Develops critical listening skills through focused activities
- Encourages musical analysis in an accessible, fun format
- Includes differentiated activities for varied ability levels
Students won’t even realize how much they’re learning because they’re too busy having fun identifying instruments, tracking melodic patterns, and analyzing musical form!
### Chostbusters Lesson Resources
Please find the resources required for this Halloween music lesson below.
Download and print the worksheet, and bookmark the link to access in your classroom.
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/halloween-connect-lesson-ghostbusters-1/)
[
### PDF Worksheet](https://funmusicmembers.com/wp-content/uploads/2025/10/HalloweenCONNECTWorksheet_Ghostbusters.pdf)
### ### 3. Night on Bald Mountain (Grades 5-6)
Ready to blow your upper elementary students’ minds?
Night on Bald Mountain by Modest Mussorgsky is the ultimate Halloween classical music piece—and this lesson brings it to life in ways your students have never experienced before.
This Halloween music lesson for grades 5-6 dives deep into orchestration, musical storytelling, and compositional techniques. It’s sophisticated enough to challenge your older students while remaining accessible and engaging.
Have you ever wanted to teach classical music during Halloween but worried it would be “too boring” for students?
This lesson proves that wrong in the best possible way!
**What sets this Halloween elementary music lesson apart:**
- Explores the fascinating story behind the composition
- Analyzes complex musical elements in student-friendly terms
- Connects music to visual imagery and narrative
- Challenges students to think critically about composer choices
Your fifth and sixth graders will discover that classical music can be just as thrilling as any modern soundtrack—and they’ll develop a deeper appreciation for orchestral music in the process.
### Night On Bald Mountain Lesson Resources
Please find the resources required for the Night on Bald Mountain music lesson below.
Download and print the worksheet, and bookmark the link to access in your classroom.
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/halloween-connect-lesson-night-on-bald-mountain-1/)
[
### PDF Worksheet](< https://funmusicmembers.com/wp-content/uploads/2025/10/HalloweenCONNECTWorksheet_NightOnBaldMountain.pdf>)
## ## Why CONNECT Listening Lessons Transform Your Halloween Music Teaching
You might be wondering: “What makes these different from other Halloween music lesson plans I’ve seen?”
*Great question!*
These aren’t just “play a song and hope students stay quiet” activities. The CONNECT Listening approach is specifically designed to make listening lessons active, engaging, and meaningful.
**Here’s what that means for you:**
✔ **Structured Activities**—Every lesson follows a clear progression that builds understanding step by step
✔ **Interactive Elements**—Students move, respond, and participate throughout the lesson (no passive listening!)
✔ **Age-Appropriate Content**—Each lesson is carefully crafted for specific grade levels, ensuring the right challenge at the right time
✔ **Ready-to-Use Materials**—Everything you need is included, saving you hours of planning time
✔ **Standards-Aligned Learning**—These Halloween music lessons meet curriculum objectives while embracing the seasonal fun
## Halloween Music Lessons That Actually Save You Time
Let’s talk about the elephant in the room: TIME.
As a music teacher, you’re already stretched thin. The last thing you need is to spend hours creating Halloween music lesson plans from scratch—especially when you have concerts to prepare for, assessments to complete, and a million other responsibilities!
That’s exactly why these lessons exist.
Many teachers tell us things like:
*“The Fun Music Co is the GOLD STANDARD in music education! I look forward to teaching with these programs and can’t wait to see what you create next!”*
*“Thank you for providing such wonderful resources, which I have made good use of over the years. The content and quality of the materials have been outstanding and the children have always been fully engaged and excited by their learning.”*
These Halloween elementary music lessons follow that same philosophy: maximum engagement with minimum teacher prep time.
You shouldn’t have to choose between quality education and your personal time. With these ready-to-use lessons, you don’t have to!
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## How to Use These Halloween Music Lessons in Your Classroom
Thinking about incorporating these into your Halloween teaching schedule?
Here’s how easy it is:
1. **Choose the lesson** that matches your grade level (or grab all three if you teach multiple grades!)
2. **Review the materials** (which takes just a few minutes since everything’s already prepared)
3. **Teach the lesson** using the included activities, visuals, and audio
4. **Watch your students** light up with engagement and excitement
It’s that simple!
And because these are *CONNECT* Listening Lessons, you can feel confident that your students are developing real musical skills—not just having a fun Halloween party.
## ## Don’t Let Halloween Pass Without These Game-Changing Lessons
Halloween comes around once a year, and your students are going to be excited about it whether you plan special lessons or not.
The question is: Will you harness that excitement for meaningful music learning, or will you struggle through the week with distracted students and last-minute planning?
These three Halloween music lesson plans—Skeleton Dance, Ghostbusters, and Night on Bald Mountain—give you the perfect solution:
- **Kindergarten through second grade** gets age-appropriate dynamics exploration
- **Third and fourth grade** analyzes iconic pop music with critical listening skills
- **Fifth and sixth grade** discovers the power of classical orchestral music
All with ZERO stress and minimal prep time for you!
🎃 **Ready to make this your best Halloween music teaching week ever?**
Grab these three brand-new Halloween Music Listening CONNECT Lessons and transform your elementary music classroom into a hub of engaged, excited, and genuinely learning students!
Your future self (the one who’s NOT scrambling to plan lessons at the last minute) will thank you.
## Want 140+ More Lessons Just Like These?
Love these Halloween music lessons but wish you had this level of quality and ease for EVERY week of the school year?
You’re in luck!
These three Halloween lessons are just a tiny taste of what’s available in the [**Fun Music Company Curriculum Program**](). With more than 140 CONNECT Listening Lessons covering all styles of music—from classical to pop, jazz to world music—you’ll never run out of engaging, ready-to-use content for your elementary music classroom.
Imagine having an entire year’s worth of music lessons at your fingertips, each one designed to captivate students while saving you countless hours of planning time!
**Ready to see what’s possible?**
Fill in the form below and we’ll send you FREE sample lessons so you can experience the difference for yourself. No more Sunday night scrambling. No more reinventing the wheel. Just excellent music education that works!
### ***“Having access to your music program has made the teaching and planning of my music classes SO much easier!”***
This was what Liz, a music teacher from a small Catholic school in Sydney wrote to us in an email recently. This is typical of the hundreds of responses we get every week from teachers across Australia using the Fun Music Company Curriculum Program.
**Imagine having an entire year of music lessons already planned, prepared, and ready to teach** — no more Sunday night scrambles or piecing together resources from different places. That’s exactly what teachers at over 350 schools across Australia are experiencing right now.
Our curriculum program gives you complete, sequential lesson plans for every week of the school year, with videos, worksheets, interactive resources, and everything you need to walk confidently into your music room — whether you’re a specialist or a classroom teacher who’s been asked to teach music.
**Ready to see what a week of music lessons looks like in your grade level?**
Download a free sample pack below and take it for a test drive in your classroom.
First Name First
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Please select a grade for your sample:KindergartenGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6
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We value your privacy and would never spam you. We may email you valuable ideas for music teaching once or twice a week, however you can unsubscribe at any time. Check details of our privacy policy [here](https://funmusicco.com/privacyandlegal/).
**Categories:** Seasonal
---
### [Music Teacher Burnout? Transform your music teacher mindset](https://funmusicco.com/music-teacher-burnout-transform-your-music-teacher-mindset/)
**Published:** October 24, 2025
**Author:** Janice Tuck
**Content:**
# Music Teacher Burnout? 5 Podcast Episodes That Will Transform Your Music Teacher Mindset
Have you ever felt like you’re the only one who cares about music in your school?
Or maybe you’ve walked into class feeling exhausted before you even start?
If you’re experiencing music teacher burnout, you’re not alone. Thousands of music educators are struggling with the same challenges—and it’s not because you’re failing. It’s because your music teaching mindset needs some support.
Here’s the truth:
> ***Your mindset matters more than your music degree.***
And while that might sound like just another motivational quote, it’s actually the difference between loving Monday mornings and dreading them.
The good news? We’ve recorded FIVE powerful podcast episodes that tackle the exact mindset shifts you need to reclaim your joy, energy, and passion for teaching music. These episodes focus specifically on mindset for music teachers—addressing the unique mental and emotional challenges you face every day.
Because let’s be honest—no amount of lesson plans will help if you’re running on empty or dealing with music teacher burnout.
## Why Music Teacher Mindset Matters (More Than You Think)
Before we dive into the episodes, let’s get real for a second.
You didn’t become a music teacher to feel overwhelmed, undervalued, or burnt out.
You came into this because you love music. You want to share that love with kids. You believe in what you do.
But somewhere along the way, things got hard:
- Admin doesn’t seem to value your subject
- Parents question why their kids need music lessons
- You’re stretched so thin you barely have time to eat lunch
- Student behaviour is challenging and you’re losing your enthusiasm
- Burnout for music teachers feels inevitable when you’re constantly undervalued
Sound familiar?
Here’s what most teachers don’t realise: **These external challenges aren’t the real problem.**
The real problem is your music teaching mindset — how you think about these challenges.
And that’s exactly why we make this podcast. I know that I can’t solve the world’s problems for you, and I can’t wave a magic wand and make everything better.
However, I’ve learned that mindset matters. YOU matter. So that is why I do what I do, and record these episodes regularly to help you in some small way.
These episodes are usually around 10 minutes long, and I make them this way just so that they are easy to listen to on a walk, or on the way to school. So bookmark this page to come back to them when you need them, or subscribe to this podcast using apple podcasts, spotify, or your favourite podcast service.
*Subscribe using your favourite podcast service, so you never miss an episode:*
### [Click here to view and subscribe on spotify »](https://open.spotify.com/show/2nlN6QFIOR3L1CMMcABe4F)
### [Click here to view and subscribe using apple podcasts »](https://podcasts.apple.com/au/podcast/the-spark-for-music-teachers/id1502747861)
## Episode 1: Are Your Beliefs Secretly Sabotaging Your Teaching Success?
### The Big Idea: The stories you tell yourself about teaching are either lifting you up or dragging you down.
Have you ever caught yourself thinking:
*“I’m not a real musician because I don’t perform anymore”*
*“Music isn’t valued at this school, so what’s the point?”*
*“I should be able to handle this—I’m just not good enough”*
These beliefs? They’re KILLING your confidence and joy.
This episode walks you through how to identify the limiting beliefs that are secretly holding you back—and more importantly, how to replace them with beliefs that actually serve you.
Because here’s the thing: when you believe you CAN make a difference, you do. When you believe music matters, you teach like it matters. And students feel that energy.
**Start here if:** You’ve been feeling like an imposter or questioning whether you’re cut out for this.
## Episode 2: The Sneaky Assumptions We Don’t Even Notice
### The Big Idea: Changing ONE thing about how you think about your students can change everything.
Quick question: Have you ever assumed a class would be terrible before you even walked in?
Or assumed that Year 5 boys won’t engage with singing?
Or assumed that because your principal didn’t attend your concert, they don’t care about music?
Yeah. We all do it.
This episode reveals the invisible assumptions that shape your teaching experience—often in negative ways. When you become aware of these assumptions, you can challenge them and open up completely new possibilities.
**The result?** Less stress, better relationships with colleagues, and way more joy in your teaching.
**Start here if:** You find yourself dreading certain classes or feeling resentful about your role.
## Episode 3: One Simple Shift That Transforms Music Classes
### The Big Idea: Changing ONE thing about how you think about your students can change everything.
What if the most challenging aspect of teaching music wasn’t behaviour management or lack of resources?
What if it was something you could shift in a single class period?
This episode introduces a powerful mindset shift that transforms how you see your students—and how they respond to you. It’s simple, it’s practical, and teachers report seeing changes immediately.
No new lesson plans required. No extra prep time. Just one perspective shift that makes everything easier.
**Start here if:** You’re struggling with student engagement or feeling frustrated by behaviour challenges.
## Episode 4: Reclaim the Joy in Music Teaching (Even When No-One Else Seems to Care)
### The Big Idea: Your joy doesn’t depend on other people valuing what you do.
Let’s talk about the elephant in the staffroom.
Sometimes it feels like YOU are the only person who cares about music at your school. Admin schedules over your lessons. Classroom teachers ask if kids can skip music to finish maths. Parents don’t show up to concerts.
It’s demoralising. And it’s one of the fastest paths to music teacher burnout. It makes you question why you bother.
But here’s what this episode will teach you: ***You can reclaim your joy regardless of whether anyone else “gets it.”***
This isn’t about pretending everything is fine or becoming a martyr. It’s about finding genuine fulfilment in your teaching that doesn’t depend on external validation.
Because when you’re teaching from a place of joy, everything changes—including how others perceive and value your program.
**Start here if:** You’re feeling undervalued, unsupported, or like music doesn’t matter at your school.
## Episode 5: Why Waiting for a Free Lunch Is a Waste of Time
### The Big Idea: Stop waiting for things to get easier and start taking control of what you can change.
Are you waiting for:
- Your principal to finally “get” music education?
- The government to increase your budget?
- Parents to suddenly care more?
- Students to magically behave better?
You might be waiting a very long time.
This episode is a bit of a wake-up call (in the best way). It challenges you to stop waiting for perfect conditions and start creating the teaching experience you want RIGHT NOW. This is essential mindset for music teachers who want to thrive, not just survive.
Yes, there are real challenges. Yes, the system isn’t perfect. But waiting for someone else to fix things is keeping you stuck, frustrated, and burnt out.
This episode gives you permission to take action on what you CAN control—and stop wasting energy on what you can’t.
Start here if: You feel stuck, powerless, or like you’re waiting for things to change before you can feel good about teaching again.
## Where to Start?
Feeling overwhelmed by all five episodes?
Here’s the truth: **You don’t need to listen to them all at once.**
But I’d recommend starting with whichever title resonates most with where you are RIGHT NOW:
- **Feeling undervalued?** → Start with Episode 4 ([Reclaim the Joy](https://funmusicco.com/how-to-reclaim-the-joy-in-music-teaching-even-when-nobody-seems-to-care/))
- **Struggling with limiting beliefs?** → Start with Episode 1 ([Sabotaging Beliefs](https://funmusicco.com/are-your-beliefs-secretly-sabotaging-your-teaching-success/))
- **Battling student behaviour?** → Start with Episode 3 ([One Simple Shift](https://funmusicco.com/the-hidden-music-teaching-challenge-most-teachers-face-and-how-to-transform-it-in-one-class/))
- **Making negative assumptions?** → Start with Episode 2 ([Sneaky Assumptions](https://funmusicco.com/the-hidden-music-teaching-challenge-most-teachers-face-and-how-to-transform-it-in-one-class/))
- **Waiting for things to change?** → Start with Episode 5 ([Free Lunch](https://funmusicco.com/61-why-waiting-for-a-free-lunch-is-a-waste-of-time/))
Pick one. Listen this week. Notice what shifts.
Then come back and listen to another or subscribe and listen whenever you need a little ‘lift.’
## The Bottom Line: Your Music Teacher Mindset Is Everything
Your wellbeing as a music educator matters.
Not just because happy teachers are better teachers (though that’s true).
But because YOU matter. Your mental health matters. Your joy matters.
Addressing music teacher burnout isn’t optional—it’s essential. And developing a strong music teaching mindset is the foundation for everything else.
These five podcast episodes aren’t just about becoming a better teacher.
They’re about becoming a teacher who actually enjoys teaching again.
Someone who walks into Monday morning excited instead of exhausted.
Someone who remembers why they fell in love with music education in the first place.
**And that teacher? That’s who your students need.**
So grab your headphones, pick an episode, and give yourself the gift of 20-30 minutes to invest in your own music teacher mindset and wellbeing.
You deserve it. And your students will thank you for it.
### Ready to transform your mindset and overcome music teacher burnout? Click any of the links above and start listening today!
*Subscribe using your favourite podcast service, so you never miss an episode:*
### [Click here to view and subscribe on spotify »](https://open.spotify.com/show/2nlN6QFIOR3L1CMMcABe4F)
### [Click here to view and subscribe using apple podcasts »](https://podcasts.apple.com/au/podcast/the-spark-for-music-teachers/id1502747861)
*P.S. After you listen, I’d love to hear which episode resonated most with you! Drop a comment below or send me a message—your insights might just help another teacher who’s struggling with the same thing.*
**Categories:** Uncategorized
---
### [From Burnout to Breakthrough: New Year Planning for Music Teachers](https://funmusicco.com/from-burnout-to-breakthrough-new-year-planning-for-music-teachers/)
**Published:** December 15, 2025
**Author:** Janice Tuck
**Content:**
# From Burnout to Breakthrough: New Year Planning for Music Teachers
You made it.
Seriously—you made it through another year. The concerts, the chaos, the last-minute planning, the moments when you wondered if you could keep going. But here you are, reading this, probably exhausted, maybe a little cynical about the “fresh start” energy everyone’s talking about.
I get it. Because here’s the truth: New Year’s resolutions don’t work. At least not for most of us.
We set these big, sweeping goals on January 1st, full of hope and determination. “This year, I’m going to plan ahead!” “This year, I won’t bring work home!” “This
year, I’ll finally organize my music library!”
And then February hits. March arrives. And suddenly we’re right back where we started—overwhelmed, under-resourced, and wondering where all that New Year energy went.
## What if This Year Could Be Different?
I’m not talking about willpower. I’m not talking about trying harder or doing more.
I’m talking about something completely different: getting crystal clear on what you actually want—not just as a teacher, but as a person. And then building a realistic plan to get there.
That’s why I want to share something with you today that’s transformed my life over the years. It’s a goal-setting workshop I’ve used personally, and I’ve seen it work for music teachers all over the world.
And before you roll your eyes and think “another goal-setting exercise,” let me tell you why this one’s different.
## Why Most Goal Setting Fails for Music Teachers
Most goal-setting advice is generic. “Set SMART goals!” “Write down your dreams!” “Make a vision board!”
But here’s what they don’t tell you: **Music teachers face unique challenges that generic advice can’t solve.**
You’re juggling multiple grade levels, limited resources, varying abilities, and often very little planning time. You’re expected to create magic with minimal support. And let’s be honest—by December, you’re running on fumes.
That’s why the goal-setting workshop I’m sharing today is specifically designed around three categories that matter to YOU:
- Personal Goals – Because you can’t pour from an empty cup
- Teaching Goals – Your career, your students, your vision
- Fun Goals – Yes, FUN. The dreams that get you out of bed in the morning
This isn’t about becoming superhuman. It’s about becoming intentional.
## What’s Inside the Goal-Setting Workshop
This is a guided audio/video workshop (about 30 minutes) that walks you through each of these three categories with specific prompts. You’ll also get a simple PDF template to write everything down as you go.
Here’s what makes it powerful:
### Personal Goals: The Foundation
This section asks you to think about who you need to become to be happier—not just as a teacher, but as a whole person. Because here’s what I’ve learned: when you take care of yourself first, everything else gets easier.
You’ll think through:
- Your physical health and energy levels
- Professional development you actually want (not just what you “should” do)
- Your relationships and how to nurture them
- Habits that will make you feel good about yourself every single day
The prompts guide you without judgment. No one’s looking. Just write what’s true for you.
### Teaching Goals: Your Career Vision
This is where you get honest about where you are and where you want to be professionally.
The workshop asks powerful questions like:
- Are you happy with your current position?
- What’s your ideal teaching environment?
- What do you want your students to achieve this year?
- What’s one outrageous thing you could do that would light you and your students up?
That last one is important. Because sometimes we get so caught up in surviving that we forget to dream. What if you could take your students on tour? What if they could perform at an incredible venue? Even if it’s a five-year goal, writing it down makes it real.
### Fun Goals: The Secret Sauce
Here’s where most goal-setting fails for teachers: it forgets about JOY.
This section asks you to think like a kid on Christmas Eve. No limits. No “that’s not realistic.” Just pure, unbridled dreaming.
Want to go to Carnival in Rio? Write it down. Want a car you’d be excited to drive to school every day? Write it down. Want to take four holidays a year instead of cramming everything into summer break? Write it down.
These aren’t frivolous. These are the goals that will sustain you when teaching gets hard. They’re your “why.”
## A Story That Changed My Perspective
I’ve been thinking a lot lately about a music teacher I know who’s retiring this year. She’s had an incredible career—over 30 years of inspiring students, building programs, and creating moments of pure musical magic.
But here’s what struck me when she talked about her final years: she said the thing that allowed her to finish strong, to stay energized even in her last year of teaching, was having a curriculum she could trust.
She told me, “For so many years, I was drowning. Every weekend was planning. Every evening was prep. I loved teaching, but I was exhausted.”
Then she found prepared curriculum resources that she could rely on. Not resources that boxed her in, but resources that gave her a foundation—so she could spend her energy on what mattered: connecting with her students, being creative, and actually enjoying teaching again.
She didn’t just survive to retirement. She thrived all the way through.
And that’s the thing about goals: they’re not just about achieving something in the future. They’re about creating a life NOW that you actually want to live.
So here’s what I’m giving you today:
## Your Tools for the Year Ahead
## 1. The Goal-Setting Workshop
This is my gift to you. It’s the same workshop I use every year, and it’s helped countless teachers get clarity on what they actually want.
Set aside 30 minutes when you won’t be interrupted. Grab your favourite drink, find a comfortable spot, and work through it. Don’t overthink it—just let yourself dream.
Then, here’s the critical part: put that list at the front of your diary for 2025. Review it weekly. Highlight the most important goal in each category. And here’s the magic—choose ONE action you can take TODAY toward each goal. Book that gym trial. Email your principal about that idea. Look up that holiday destination.
Small actions create momentum. And momentum creates transformation.
This goal setting workshop is an audio resource. You can either:
a) Complete it by clicking play above
b) Download the audio below and open it with your audio player
You may choose to print the PDF template for your goals, or use your own paper.
### Downloadable Resources:
[
### Audio Download](https://funmusicco.com/wp-content/uploads/2025/12/GoalSettingWorkshopForMusicTeachers.mp3)
[
### PDF Goals Template](https://funmusicco.com/wp-content/uploads/2025/12/GoalSettingTemplate.pdf)
## 2. Ongoing Motivation: The Music Teachers Spark Podcast
Setting goals is one thing. Staying motivated is another.
That’s why I also want to point you to the Music Teachers Spark podcast. We’ve built up an incredible back catalog of episodes featuring inspiring educators, practical teaching strategies, and real conversations about the challenges you’re facing.
Episodes published include:
- [The Hidden Music Teaching Challenge Most Teachers Face – And How to Transform It In One Class](https://open.spotify.com/episode/399kkSodaAxshPYGtmpVlo?si=1zvgWlrpS2epq6U3gtEGLQ)
- [The Sneaky Assumptions We Don’t Even Notice](https://open.spotify.com/episode/5ykE9wZEhTRzkr4m5MWj9M?si=mcPDcs6LSwqWq0ldNnKTww)
- [Feeling unsupported? Here’s How to to let go of destructive criticisms](https://open.spotify.com/episode/21gzK17bvw5GM9tUV9kRnO?si=pNI92fsgTiW4rix6Rp0YVQ)
- [The Everyday Self Talk Every Music Teacher Should Be Using](https://open.spotify.com/episode/5qp1fcWF32vSBMmAPdULld?si=JiQIZmTeQ0-fsIPrhKo1aA)
- [Is Your Behavior Management Strategy Working? Do This to Change It.](https://open.spotify.com/episode/0Wa5nzT3rDghTPDvzgdgnp?si=On8lMAxeRayCWuBbIAAmeA)
Subscribe on your favorite podcast app and let these episodes be your companion as you move into 2025. Think of them as little pep talks and strategy sessions rolled into one.
Listen on your commute. Listen while you’re prepping dinner. Listen when you need a reminder that you’re not alone in this.
Please click the buttons below to subscribe with your favorite podcast service:
[](https://podcasts.apple.com/us/podcast/the-spark-for-music-teachers/id1502747861)
[](https://open.spotify.com/show/2nlN6QFIOR3L1CMMcABe4F?si=36a1cc8d48f745c9)
## 3. Let’s Connect Personally
Here’s the thing: I know that goals are important. But sometimes what we really need is someone to talk to—someone who gets it.
If you’re heading into next year and you’re thinking, “I need this year to be different. I need a better system. I need to stop drowning in planning”—I want to hear from you.
I’d love to hop on a Zoom call with you, just to chat. No pressure, no sales pitch. Just a real conversation about where you are, where you want to be, and how the Fun Music Company curriculum membership might help you get there.
[](https://funmusicco.com/teaching-music-soon/)
Because here’s what I’ve learned: A curriculum membership isn’t just about resources. It’s about getting your life back.
It’s about Sunday evenings that aren’t consumed by planning. It’s about walking into Monday morning with confidence instead of anxiety. It’s about having the energy to actually be present with your students because you’re not exhausted from creating everything from scratch.
Now, we do close for a little bit over the Christmas and New Year period (we need to recharge too!), but as soon as January starts in earnest, we’re back and ready to chat with you. The booking link will show you when we’re back in the office.
[Book Your Free Consultation](https://funmusicco.com/teaching-music-soon/)
I’m not here to convince you of anything. I just want to connect and see if we can help make your teaching life easier.
## What Are You Waiting For?
Look, I know you’re tired. I know the idea of “one more thing” feels overwhelming.
But this isn’t one more thing.
This is the thing that helps you cut through all the noise and get clear on what actually matters to you.
Here’s what I want you to do right now:
1. **Download the goal-setting workshop a**nd schedule 30 minutes this week to do it. Put it in your calendar. Treat it like the important appointment it is.
2. **Subscribe to the Music Teachers Spark podcast** so you have ongoing support and inspiration.
3. **Book a consultation** if you’re ready to explore how prepared curriculum could change your teaching life in 2025.
You don’t have to do this alone. You don’t have to reinvent the wheel every single week. And you definitely don’t have to choose between being an excellent teacher and having a life you actually enjoy.
From burnout to breakthrough? It’s possible. It starts with getting clear on what you want. And then taking one small step toward it.
You’ve got this. And I’m here if you need support along the way.
Here’s to making 2025 your breakthrough year,
**P.S.** If you do the goal-setting workshop, I’d love to hear how it goes. Email me and let me know what came up for you. Sometimes just sharing your goals with another person makes them feel more real. I’m cheering for you!
**Categories:** Uncategorized
---
### [Play-Alongs, Pop Songs, and Copyright](https://funmusicco.com/play-alongs-pop-songs-and-copyright/)
**Published:** March 9, 2026
**Author:** Janice Tuck
**Content:**
# Play-Alongs, Pop Songs, and Copyright: What Every Music Teacher Should Understand
**You’ve probably seen them.**
Boomwhacker play-alongs on YouTube. Bucket drumming videos. Kids playing along to the latest pop song while a screen does the teaching. It looks engaging. It’s easy to set up. And honestly — we get it. When you’re juggling thirty kids, a packed curriculum, and approximately zero spare time, anything that works feels like a win.
But there are some things worth knowing before you build your lessons around someone else’s music. Things that could affect your lesson resources, your school’s legal standing, and — if we’re being honest — the quality of what your students are actually experiencing.
This isn’t a legal guide. For authoritative copyright information specific to your country, we’d point you to [Smartcopying](https://smartcopying.edu.au/) (Australia), [APRA AMCOS](https://www.apraamcos.com.au/) (Australia), and [NAfME](https://nafme.org/resource/united-states-copyright-law-a-guide-for-music-educators/) (USA) — they’re the genuine experts. What this is is our attempt to explain why we make the choices we make at the Fun Music Company, and why we think those choices matter for you and your students.
## What does copyright actually mean for music teachers?
Here’s the short version: almost every song your students know and love is owned by someone. Not just the recording — the melody, the lyrics, the underlying composition. When you use that music in your classroom, online, or in any resource you share, copyright law has something to say about it.
In Australia, the Smartcopying guidelines and your school’s statutory licence cover a lot of everyday classroom use — singing songs in class, playing recordings during a lesson, that kind of thing. In the USA, the “Face-to-Face Teaching Exemption” covers similar ground. But — and this is important — those protections have limits, and they don’t automatically extend to everything you might want to do, especially anything that ends up online.
The moment a lesson leaves your four walls and goes onto the internet, the rules change significantly. And that’s where things get complicated for a lot of teachers right now.
## The YouTube play-along problem — and why it’s riskier than it looks
If you’ve spent any time searching for boomwhacker activities or bucket drumming ideas, you’ve seen them. Videos of kids playing along to popular songs — sometimes with colour-coded notes on screen, sometimes just the original track playing in the background. They look polished. They look fun. And there are a lot of them.
**But there are two problems worth understanding before you build a lesson around YouTube content.**
### 1. The copyright problem
When someone uploads a video to YouTube that contains a copyrighted song — even just playing in the background — YouTube’s automated system, called Content ID, detects it almost immediately. That system exists to protect the rights of the people who own the music.
When a match is found, the rights holder — the record label, the publisher, or the artist — gets to decide what happens next. They can place ads on that video and collect all the revenue. They can block the video entirely. They can restrict it so it only plays in certain countries. Or they can simply track it and decide what to do later.
*Notice what isn’t on that list: giving the person who uploaded the video permission to use the song.*
This is the part that often gets misunderstood. A video staying up on YouTube isn’t the same as having a licence to use that music. It means the rights holder has decided — for now — that running ads on someone else’s video is more useful to them than taking it down. That’s their business decision. And they can change it any time they like.
For a classroom teacher, that creates a very specific problem. You find a great boomwhacker play-along or a bucket drumming video your students will love. You build a lesson around it. You share the link with colleagues. Maybe you embed it in your school’s learning management system. And then one day — it’s gone. Or it’s blocked in your country. Or the rights holder has changed their policy and the video has disappeared entirely.
Your lesson resource has simply vanished, and there’s nothing you can do about it.
That’s not a hypothetical. It happens regularly.
If you’re looking for boomwhacker activities that are built on original music — so there’s no copyright uncertainty and no risk of resources disappearing — our [complete guide to Boomwhackers](https://funmusicco.com/boomwhackers/) covers everything you need to get started with confidence.
Also, if you’re after bucket drumming beats built on original music — with free sheet music and audio tracks you can rely on being there next term — our [Bucket Drumming Beats Library](https://funmusicco.com/bucket-drumming-beats-library/) is a good place to start.
**There’s another layer to this worth understanding.**
Content ID was designed for a specific purpose: to manage situations where copyrighted music appears incidentally in someone’s video — background music in a vlog, a song playing at a party, that kind of thing. The rights holder gets to monetise it, the video stays up, and everyone moves on.
Play-along videos are a fundamentally different situation. Here, the song isn’t background — it is the lesson. The music is the entire point of the video. At some stage, rights holders are likely to start recognising that their music is being used in this way at scale, and the benefit of “let it run ads” may start looking different to them.
There’s also the question of sheet music and lyrics. Many play-along videos display notation, chord charts, or lyrics on screen — and this sits in genuinely grey territory. Copyright in a song isn’t just the sound recording. The underlying composition and the lyrics are separately protected, and displaying them visually is a different matter to simply playing the audio. Content ID doesn’t catch this automatically — but a rights holder reviewing their catalogue manually might. Videos featuring sheet music or lyrics could be especially vulnerable to a takedown request, and there is no clear safe harbour for this use.
The bottom line: these videos exist in a space the system was never designed to govern. That might feel like freedom — but it’s actually the opposite. It means the rules are unclear, the protections are thin, and the rug could be pulled at any time.
### 2. The quality problem
But let’s say the video stays up. There’s a second issue that doesn’t get talked about nearly enough — and for music teachers, it might actually be the more important one.
*Who checked the chord charts?*
*Who verified the notation?*
*Who made the call on whether that rhythm arrangement was actually appropriate for the age group?*
When you build a lesson around a YouTube play-along, you’re trusting the musical judgment of someone you’ve never met, with no credentials you can verify, and no accountability if something turns out to be simply wrong. And the reality is that a significant number of these videos contain exactly that — incorrect chords, inaccurate notes, rhythms that don’t quite fit the song, or arrangements that make questionable musical choices for young learners.
For a music specialist, something feels off immediately. But for a generalist classroom teacher without a strong music background — and there are many, and they are doing a wonderful job — there’s often no way to know. You trust the resource. Your students learn it. And what they’ve learned may not be quite right.
As a teaching professional, you deserve resources you can actually trust. And your students deserve to learn music correctly the first time.
### Is watching YouTube actually a music lesson?
Let’s take a step back from copyright for a moment and ask a more fundamental question.
When a student goes home on a Tuesday afternoon and their parent asks “what did you do in music today?” — what do you want the answer to be?
Because if the answer is “we watched YouTube videos,” that parent is going to ask a very reasonable follow-up question: why couldn’t they do that at home?
This isn’t a criticism of any individual teacher. Many of the educators we work with are generalist classroom teachers carrying music as just one subject among many, often without specialist training, often without much support. The pressure to fill a music lesson with something engaging is real. We understand that completely.
But here’s the thing. You are a teaching professional. And teaching — real teaching — is an active, skilled, human endeavour. It’s you reading the room. It’s you noticing which students are struggling and which ones are ready for more. It’s you making musical decisions in real time, responding to what’s happening in front of you. It’s the thing that no screen can replicate, no matter how polished the video.
Passive screen time is passive screen time, whether it happens at home or at school. And your students — and their parents, and your principal — deserve to see the difference.
The good news is that genuinely active, engaging music lessons don’t have to be complicated or time-consuming to prepare. They don’t require you to be a virtuoso musician. They just require the right resources — ones that put you at the centre of the learning, not a screen. That’s exactly what great music education looks like. And it’s well within reach.
## Why we do things differently at the Fun Music Company
Every piece of music in our programs is either an original composition or a traditional folk song. That’s not an accident. It’s a deliberate choice we’ve made — and stuck to — for a very specific set of reasons.
**Original compositions**
When a piece of music is written specifically for an educational program, everything about it can be designed with your students in mind. The melody can be crafted to sit comfortably in a child’s vocal range. The rhythm can be intentionally sequenced to build skills progressively. The harmonic choices can be appropriate for the age group. Nothing is borrowed, adapted, or squeezed into an educational context it wasn’t designed for.
And from a practical standpoint — you own access to it. It won’t disappear from YouTube overnight. It won’t get blocked in your country. It won’t suddenly have ads running over it that you can’t control. The resource you plan your lesson around today will still be there next Tuesday, and next term, and next year.
**Traditional folk songs**
Folk songs have been sung in classrooms for generations — and there are very good reasons for that beyond tradition and nostalgia. The best traditional folk songs are melodically memorable, rhythmically engaging, and structurally simple enough for young learners to access quickly. They’ve been road-tested by countless teachers across countless classrooms. They work.
They’re also in the public domain. That means no rights holder waiting to pull the rug out from under your lesson. No Content ID claim. No ads. No uncertainty. Just a song that belongs, in the truest sense, to everyone.
There’s something else worth saying here too. Folk songs carry genuine cultural weight. Many have been passed down through oral tradition across hundreds of years. Teaching them to children isn’t just musically sound — it connects students to something larger than a pop song that topped the charts for six weeks and will be forgotten by Christmas.
### What this means for you
Every arrangement in our K–6 Curriculum Program has been written and checked by music educators. The chord choices are correct. The notation is accurate. The sequencing is intentional — built from the ground up to take students on a progressive musical journey from Kindergarten through to Grade 6.
You don’t have to wonder whether the resource you’re using is musically sound. You don’t have to worry about it disappearing. And you don’t have to press play and step back — because everything in our program is designed to put you at the centre of the lesson, doing what you do best.
That’s the standard we hold ourselves to. And it’s why we’ve made the choices we’ve made since day one.
You can see this approach in action in our [Boomwhacker songs for K–6](https://funmusicco.com/boomwhacker-songs-for-your-k-6-music-classroom/) — all original compositions, all designed specifically for the classroom, all yours to use freely with your students.
## What to look for in any music resource
Whether you’re evaluating a YouTube video, a paid program, or a free resource you’ve found online, these are the questions worth asking before you build a lesson around it.
***Who created it — and are they qualified to?***
This doesn’t mean every music resource needs to be created by a conservatory-trained musician. But it does mean there should be a real person behind it with genuine music education experience, and ideally some transparency about who that person is and what their background looks like. Anonymous YouTube channels with no stated credentials are a red flag.
***Is the music content actually correct?***
If you have enough musical knowledge to check — check. Look at the chord choices. Listen to whether the melody matches the notation. Consider whether the arrangement is genuinely appropriate for the age group it claims to serve. If you don’t feel confident assessing this yourself, look for resources that have been created by qualified music educators and used widely enough that errors would have been identified and corrected.
***Will it still be there next term?***
Free resources come and go. YouTube videos disappear. Websites shut down. If you’re investing time into building a unit of work around a particular resource, it’s worth asking whether that resource is likely to still exist in six months. Paid programs from established providers offer a level of stability that free online content simply can’t match.
***Does it put you at the centre — or does it replace you?***
A good music resource should make your job easier without making you redundant. Look for resources that give you clear, simple instructions, that explain the why behind each activity, and that leave room for you to respond to what’s happening in your classroom in real time. If a resource works just as well with a teacher in the room as without one, that’s worth thinking about.
***Is it designed for your students — or adapted from something else?***
There’s a significant difference between music written specifically for primary-aged learners and music that has been arranged or adapted from existing popular songs. Purpose-built educational music starts from your students’ needs. Adapted pop songs start from the song — and work backwards, sometimes awkwardly.
***Does it sequence and build skills over time?***
A single engaging activity is great. A program that takes your students somewhere — that builds musical skills progressively, year by year, in a logical and intentional sequence — is something else entirely. If you’re looking for more than a one-off lesson filler, look for resources that have a clear educational arc.
## Ready to leave the YouTube rabbit hole behind?
If you’re looking for a music program that takes care of all of this for you — one where the music is original, the arrangements are accurate, the sequencing is intentional, and the resources will still be there next year — we’d love to introduce you to our [K–6 Music Curriculum Program](https://funmusicco.com/fun-music-company-music-curriculum/).
Every piece of music has been written and checked by qualified music educators. Every lesson is designed to put you at the centre of the learning. And the entire program is built on a simple promise: we’ve done the hard work so you don’t have to.
It doesn’t matter whether you’re a music specialist or a generalist classroom teacher picking up music for the first time. [The K–6 Music Curriculum Program](https://funmusicco.com/fun-music-company-music-curriculum/) is designed to work for both — giving specialists the depth and rigour they’re looking for, and giving generalist teachers the confidence and clarity they need.
### ***“Having access to your music program has made the teaching and planning of my music classes SO much easier!”***
This was what Liz, a music teacher from a small Catholic school in Sydney wrote to us in an email recently. This is typical of the hundreds of responses we get every week from teachers across Australia using the Fun Music Company Curriculum Program.
**Imagine having an entire year of music lessons already planned, prepared, and ready to teach** — no more Sunday night scrambles or piecing together resources from different places. That’s exactly what teachers at over 350 schools across Australia are experiencing right now.
Our curriculum program gives you complete, sequential lesson plans for every week of the school year, with videos, worksheets, interactive resources, and everything you need to walk confidently into your music room — whether you’re a specialist or a classroom teacher who’s been asked to teach music.
**Ready to see what a week of music lessons looks like in your grade level?**
Download a free sample pack below and take it for a test drive in your classroom.
First Name First
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Please select a grade for your sample:KindergartenGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6
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We value your privacy and would never spam you. We may email you valuable ideas for music teaching once or twice a week, however you can unsubscribe at any time. Check details of our privacy policy [here](https://funmusicco.com/privacyandlegal/).
**Categories:** Uncategorized
---
### [Boomwhacker Songs for Your K–6 Music Classroom](https://funmusicco.com/boomwhacker-songs-for-your-k-6-music-classroom/)
**Published:** March 26, 2026
**Author:** Janice Tuck
**Content:**
# Boomwhacker Songs for Your K–6 Music Classroom
***Looking for boomwhacker songs?***
Have you ever pulled out a set of boomwhacker pitched percussion tubes and watched your students’ faces absolutely light up — only to find yourself wondering, “Now what do I actually do with these?”
You’re not alone. Boomwhackers are one of the most exciting pitched percussion instruments you can bring into a primary music classroom. They’re colourful, they’re affordable, and students love them. But finding the right boomwhacker songs to play — songs that are genuinely classroom-ready, sequenced by difficulty, and designed for groups of real kids — is harder than it should be.
That’s exactly why we’ve put together this collection of original boomwhacker songs for you. Whether you’re looking for easy boomwhacker songs for your very first lesson or something a little more adventurous for an experienced class, there’s something here for everyone.
### A Quick Note on Why These Songs Are Originals
You might be wondering why we’re not sharing arrangements of well-known pop songs or chart hits. The short answer: copyright. We’ve written a full article explaining our thinking on this — [Play-Alongs, Pop Songs, and Copyright: Why We Do Things Differently](https://funmusicco.com/play-alongs-pop-songs-and-copyright/) — but the heart of it is this: using copyrighted songs in a classroom play-along isn’t actually covered by the licenses many teachers assume protect them. Rather than put you or your school in a difficult position, we create and use our own original compositions and traditional folk songs. That way, you can teach with complete confidence.
Everything you’ll find in this post is an original Fun Music Company piece — written specifically for the classroom, and yours to use freely with your students.
## Which Boomwhackers Do You Need?
Boomwhackers come in sets of different notes, and a full chromatic set can feel overwhelming at first. The good news is that you don’t need them all to get started with songs for boomwhackers.
The songs in this post use just four boomwhackers each — all drawn from the most common notes in a standard diatonic C major set. Between the three songs, the notes used are:
### Red – C
### Orange – D
### Yellow – E
### Green – G
### Purple – A
If you already have a basic boomwhacker set, you almost certainly have everything you need.
The songs in this post use just four boomwhackers each — and they’re drawn from the most common notes you’ll find in a standard diatonic C major set:
### **Which set should I buy?**
We recommend the standard diatonic set as the best starting point for classroom use. It covers the eight notes of the C major scale — C, D, E, F, G, A, B, and high C — which is more than enough to get started with a huge range of boomwhacker songs and activities. You can find more detail on the full range of sets in our [Boomwhackers: A Complete Guide for Music Teachers](https://funmusicco.com/boomwhackers/) guide.
One thing we’d suggest leaving out, at least to begin with, is the double-length bass tubes. While they look impressive, they’re more fragile than the standard tubes and have a tendency to bend with regular classroom use. There’s also a practical classroom management consideration: the bass tubes are visually distinctive, and students will compete to be the one who gets to play them. Keeping things equal with the standard set means you can focus on the music rather than managing who gets to play which tube.
### **How to store your boomwhackers**
A little organisation goes a long way with boomwhackers. Our favourite system is simple: one bucket per colour. Label each bucket with its colour and note name, and students can sort, collect, and pack away the tubes themselves — which is a genuinely useful five-minute activity in its own right. It also means distribution at the start of a lesson takes seconds rather than the kind of chaotic scramble that eats into your teaching time.
### How to Organise Your Students into Groups
One of the things that makes boomwhacker songs so effective in the classroom is that they’re naturally collaborative. Each student — or small group of students — is responsible for one colour, and the music only works when everyone plays together.
Here’s a simple approach that works well across K–6:
**1. Assign one colour per group.** With four boomwhackers per song, split your class into four groups. In a class of twenty-four, that’s six students per group — plenty of room to share tubes, take turns, or have students without a boomwhacker keep the beat by clapping.
**2. Keep the colour groups together.** Each song uses coloured sheet music to match the tubes. Students don’t need to read music — they just watch for their colour and play when it appears. This makes boomwhacker songs accessible to absolute beginners and non-music-specialist teachers alike.
**3. Practise each part separately first.** Before bringing the whole class together, let each group practise their rhythm in isolation. Even thirty seconds of individual group practice makes the combined performance dramatically more successful.
**4. Bring it all together.** Once each group is confident with their part, count everyone in and enjoy the moment. There’s nothing quite like a class full of boomwhackers playing in time together for the first time!
Ready to dive in? Here are three original boomwhacker songs, arranged from simplest to most advanced — so you can start wherever feels right for your class.
## 1. Boom Boom Beat
**✅ Free resource — no membership required**
If you’re introducing boomwhackers for the very first time, this is where to start. Boom Boom Beat is built on a simple four-note repeated pattern — short enough for students to learn in minutes, satisfying enough that they’ll want to play it again and again.
The rhythm is steady and predictable, which means even the youngest students in your class can find success quickly. That early win matters. When a student hears the music come together because of their contribution, something clicks — and that’s the moment a love of music begins.
### How It Works
Boom Boom Beat uses a repeated rhythmic pattern — Starting with just two notes, and going around the group. Start with just the purple group (A) playing their two notes, and then add the second two yellow notes (E), then add the G, and finally the Red Cs. Then there is an *accelerando*, building up to a big ending.
This makes it ideal for younger students (Grades K–2) or any class that’s new to boomwhackers, but the satisfying groove and tempo change means older students will enjoy it just as much.
### Teaching Tips
- Start with just one group at a time. Start with the purple group, have them play their two notes, and the whole class can hear and feel the beat. Then add in the yellow group, making sure that everyone is still hearing the beat.
- Use body percussion first — have the whole class clap the pattern before picking up the tubes.
- Once the entire pattern is playing, you’ll hear the backing beat speed up. This is a gradual accelerando – a musical technique of speeding up throughout a song.
- The accelerando gives a wonderful opportunity for a discussion of the musical element of Tempo. Exploration of the [elements of music](https://funmusicco.com/elements-of-music-the-complete-guide-for-australian-teachers/) is a core part of most music curricula around the world.
- This piece can also be used without the backing beat. Experiment with choosing a student to be the conductor, bringing in each of the groups, and then controlling the accelerando until it gets really fast. It’s lots of fun!
### Classroom Resource
Please find the resources required for this Boomwhacker song below.
This song is able to be done with most classes from early primary or elementary through to older classes.
Bookmark the link below for use in your classroom.
Members can click the buttons at the top of the screen to access other parts of the Boomwhacker Beatz program included in our complete [music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/).
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/boom-boom-beat-sample-song/)
## 2. Elephants Walk, Monkeys Run
**✅ Free resource — no membership required**
This one is a step up in difficulty — plus a step up in fun!
***Elephants Walk, Monkeys Run*** introduces students to two contrasting rhythms by tying them directly to the natural rhythm of language. The words “elephants walk” create a slow, heavy pattern; “monkeys run” creates something faster and lighter.
Students don’t need to understand formal rhythm notation to feel the difference. They just say the words, feel the rhythm in their bodies, and then transfer it to the boomwhackers. It’s one of the most natural and effective ways to teach rhythm in a primary classroom.
### How It Works
There are three sections: A, B, and C.
In the A section, the four groups play either the *‘elephants walk’* or the *‘monkeys run’* rhythm. First, the red Cs play ‘elephants walk’ then the yellow E’s answer with ‘monkeys run’. Then the orange and green groups do the same thing.
This makes an easy to remember, fun groove that the class enjoy playing all together. They can hear each other’s parts and stay in rhythm.
After they have played that a few times, you will hear the backing music transition to the B section.
In the B section EVERYONE plays the *‘elephants walk’* rhythm together, in slow and deliberate style.
Then it returns to the A section again, and everyone plays the part they first learned.
Then the music announces something different, and we move into the C section.
Here, everyone will play the ‘monkeys run’ rhythm all together, and there is an *accelerando,* before returning to the A section.
### Teaching Tips
- **Before handing out boomwhackers, always practice the rhythms first with body percussion.** Clap and say *‘elephants walk’* several times in rhythm, and have them echo you in rhythm. Then, have them practise ‘monkeys run’ in the same way.
- **Have students explore and discuss the notation on the screen.** Ask, what do you notice about this rhythm? They may notice that red and orange are going to play ‘elephants walk’ and yellow and green are going to play ‘monkeys run’.
- **Get into groups, and then practice again with body percussion, without handing out boomwhackers.** This is one of the keys to success here. Get your groups organized and have the students know which group they will be in, before you even think about handing out boomwhackers.
- **If you were doing this with older classes, you can have students discuss the form of the song.** *(This song is a rondo, by the way)*. Form is something covered in detail in the *SKILLS* element in [Grades 5](https://funmusicco.com/fun-music-company-music-curriculum/teaching-grade-5-music-lessons/) and [Grade 6](https://funmusicco.com/fun-music-company-music-curriculum/grade-6/) of the Fun Music Company curriculum.
### Expansion Idea
Here at the Fun Music Company, we encourage teachers and students to use these ideas as a start to create their own music. This is what the COMPOSE section of our music curriculum is all about!
With this boomwhacker song, you can take the same idea, and apply it to different word phrases. You can try one or two of the ones below, but even better is to **have students create their own ideas**, and make this song your own!
Alternative word phrases:
- Penguins waddle, cheetahs sprint
- Popcorn pops, jelly wobbles
- Spaghetti slides, pizza flops
### Classroom Resource
Please access the resources required for this Boomwhacker song below.
Bookmark the link below for use in your classroom.
Fun Music Company Curriculum members can click the buttons at the top of the screen to access other parts of the Boomwhacker Beatz program, which is included in our complete curriculum program.
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/elephants-walk-sample-song/)
## 3. Percussion is Cool!
**✅ Free resource — no membership required**
***Percussion is Cool*** is the most advanced piece in this collection — and also the most exciting. The rhythm is more syncopated and complex than the first two songs, giving students a real challenge. But here’s what makes this one special: it also has a full bucket drumming arrangement.
### How It Works
This piece is similar to e*lephants walk, monkeys run* in that again it uses **word association** to teach the rhythms.
This is a common thing we do throughout the Fun Music Company curriculum program, as we help students go from never having played a note of music, to understanding what they are seeing when they encounter music notation.
This time, all four groups play the same rhythm in the A section: *‘percussion is cool’*
Then, in the B section all groups play in unison.
**A note on the notation of this boomwhacker song.** Music theory purists will probably look at the notation on the screen and say: *“This is wrong! The notes in each group should be beamed together.”* And do you know what? They are 100% correct.
However, for the purposes of this activity, we want students to get to **playing** as quickly as possible. We want them to be exposed to the notation without being confused by the music theory — and that’s why we’ve notated it the way we have.
Later, when we combine this piece with other instruments with our complete bucket drumming arrangement we will notate it beamed together correctly, and that is easy to do. We have tested this display many ways, and this is the way students understand it quickly, even from the very first lesson.
### Teaching Tips
- **As always, begin with learning the rhythms with body percussion first.** This is a key strategy we suggest throughout our curriculum program. Students cannot learn something effectively when they have an instrument in their hands. They must learn it first, THEN transition to the instrument.
- **Discuss the concept of emphasis of words, and how it relates to beat.** The rhythm ‘percussion is cool’ has the downbeat, the emphasis on ‘cuss’, so speak and clap it *‘perCUSSion is cool*‘. Have the students feel this in their bodies/
- **Separate into groups, and make sure they can pass the rhythm between the groups with body percussion**, before handing out the boomwhackers.
- **When you’ve learned this version, try our [bucket drumming version of this piece](https://funmusicco.com/bucket-drumming-beats-library/#PercussionIsCoolBuckets)**, and then you can even put them together! You can even make a performance piece out of this for your school concert!
### Classroom Resource
Please click below to load the classroom screen resource for this boomwhacker song.
Bookmark the link below for use in your classroom.
Fun Music Company Curriculum members can click the buttons at the top of the screen to access other parts of the Boomwhacker Beatz program, which is included in our complete curriculum program.
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/percussion-is-cool-sample-song/)
## More Boomwhacker Resources
These three boomwhacker songs are a great place to start — but they’re **just the beginning**. Our [**K–6 Music Curriculum Program**](https://funmusicco.com/fun-music-company-music-curriculum/) includes a full sequence of pitched percussion activities with Boomwhacker colour-coded parts built in for grades K-2, so your students can build skills year on year.
As students get past grade 3, they can move onto more complex instruments such as xylophones, marimbas and ukulele. However, boomwhackers still appear from time to time and are used to their fullest throughout the full program.
[](https://funmusicco.com/fun-music-company-music-curriculum/)
Songs are just one part of what boomwhackers can do in your classroom. Head over to our **[Boomwhacker Games and Activities for K–6 Music Classes](https://funmusicco.com/boomwhacker-games-and-activities-for-k-6-music-classes/)** to see how the same instrument can build pitch recognition, rhythm skills, and even student composition — all through games your class will actually want to play.
Want to see how these songs fit into a complete lesson? Our **[boomwhacker lesson plan guide](https://funmusicco.com/boomwhacker-lesson-plans/)** walks you through a full structured lesson — warm-ups, song, game, and review — so you can go from these resources to a complete lesson in one step.”
And if you’re working on bucket drumming as well as boomwhackers, head over to our [complete guide to getting starting with bucket drumming](https://funmusicco.com/bucket-drumming-for-beginners/) to find beats, backing tracks, and everything you need to build a full classroom percussion program.
**Categories:** Boomwhacker
---
### [Bucket Drumming Sheet Music & Beats Library](https://funmusicco.com/bucket-drumming-beats-library/)
**Published:** April 2, 2026
**Author:** Janice Tuck
**Content:**
# Bucket Drumming Sheet Music & Beats Library
Have you been searching for **bucket drumming sheet music** that actually works in a primary classroom — pieces that are simple enough for beginners, exciting enough to keep students engaged, and practical enough for a teacher without a music degree to pick up and use straight away?
**You’ve found it.**
This free library gives you ready-to-use **bucket drumming beats** and sheet music for primary school teachers, complete with teaching notes and audio demos. Whether you’re just starting out with bucket drumming or looking for your next class piece, there’s something here for you.
### New to bucket drumming?
If you’re new to bucket drumming entirely, our [complete classroom guide to bucket drumming](https://funmusicco.com/what-is-bucket-drumming/) covers everything from what it is to how to set it up — a good place to start before diving into the beats.
Also, if you’re still sourcing equipment, our guide to [the best buckets for bucket drumming in schools](https://funmusicco.com/best-buckets-for-bucket-drumming-in-schools/) will save you some time.
### Looking for bucket drumming pop songs?
One quick note before you dive in: if you were hoping to find bucket drumming arrangements of popular songs, we totally get it — that’s a common search!
The honest truth is that arranging copyrighted music for classroom use is a legal minefield for everyone involved, teachers included. Rather than navigate all of that, we’ve created **original pieces** that are purpose-built for primary classrooms — and in practice, that actually makes them better teaching tools.
They’re designed to build specific skills, they work for mixed-ability classes, and there’s no copyright headache attached. If you’re curious about music copyright in schools more broadly, we’ve put together a [guide that covers everything teachers need to know](https://funmusicco.com/play-alongs-pop-songs-and-copyright/).
## How to Read Bucket Drumming Notation
If you’ve never used bucket drumming sheet music before, don’t worry — our notation system is designed to be read by anyone, regardless of music background. Here’s all you need to know:
SoundSymbolHow to Play ItCentre (C)Blue notePlay on the centre of the bucket — this is your deep bass sound.Rim (R)Red noteHit the rim (edge) of the bucket — produces a sharp, high crack.Sticks (S)x markTap your two sticks together above the bucket — a crisp mid-range click.
That’s genuinely all you need to get started. No music theory. No prior experience required. If you’d like a more detailed walkthrough of the notation system before diving into the pieces, our [beginner’s guide to bucket drumming](https://funmusicco.com/bucket-drumming-for-beginners/) has you covered.
## Free Bucket Drumming Beats
Below you’ll find five free bucket drumming beats — each one comes with printable sheet music, an audio backing track, and teaching notes. These pieces are drawn from our tried-and-tested collection, refined through years of real classroom use.
### Bucket Beat #1
**Gettin’ Started with Buckets**
[](https://funmusicco.com/wp-content/uploads/2026/03/BucketBeat_1.pdf)
[**Download PDF**](https://funmusicco.com/wp-content/uploads/2026/03/BucketBeat_1.pdf)
[https://funmusicco.com/wp-content/uploads/2026/03/02\_bucketbeat01-1.mp3](https://funmusicco.com/wp-content/uploads/2026/03/02_bucketbeat01-1.mp3)
[**Download mp3**](https://funmusicco.com/wp-content/uploads/2026/03/02_bucketbeat01-1.mp3)
### Bucket Beat #4
**Rockin’ the groups of three**
[](https://funmusicco.com/wp-content/uploads/2026/03/BucketBeat_4.pdf)
[**Download PDF**](https://funmusicco.com/wp-content/uploads/2026/03/BucketBeat_4.pdf)
[https://funmusicco.com/wp-content/uploads/2026/03/07\_bucketbeat04\_fast.mp3](https://funmusicco.com/wp-content/uploads/2026/03/07_bucketbeat04_fast.mp3)
[**Download mp3**](https://funmusicco.com/wp-content/uploads/2026/03/07_bucketbeat04_fast.mp3)
### Bucket Beat #6
**A classic bucket rock pattern**
[](https://funmusicco.com/wp-content/uploads/2026/03/BucketBeat_6.pdf)
[**Download PDF**](https://funmusicco.com/wp-content/uploads/2026/03/BucketBeat_6.pdf)
[https://funmusicco.com/wp-content/uploads/2026/03/11\_bucketbeat06\_fast.mp3](https://funmusicco.com/wp-content/uploads/2026/03/11_bucketbeat06_fast.mp3)
[**Download mp3**](https://funmusicco.com/wp-content/uploads/2026/03/11_bucketbeat06_fast.mp3)
### Bucket Beat #9
**Four bar rock**
[](https://funmusicco.com/wp-content/uploads/2026/03/BucketBeat_9.pdf)
[**Download PDF**](https://funmusicco.com/wp-content/uploads/2026/03/BucketBeat_9.pdf)
[https://funmusicco.com/wp-content/uploads/2026/03/17\_bucketbeat09\_fast.mp3](https://funmusicco.com/wp-content/uploads/2026/03/17_bucketbeat09_fast.mp3)
[**Download mp3**](https://funmusicco.com/wp-content/uploads/2026/03/17_bucketbeat09_fast.mp3)
### Bucket Beat #12
**A driving bucket beat!**
[](https://funmusicco.com/wp-content/uploads/2026/03/BucketBeat_12.pdf)
[**Download PDF**](https://funmusicco.com/wp-content/uploads/2026/03/BucketBeat_12.pdf)
[https://funmusicco.com/wp-content/uploads/2026/03/23\_bucketbeat12\_fast.mp3](https://funmusicco.com/wp-content/uploads/2026/03/23_bucketbeat12_fast.mp3)
[**Download mp3**](https://funmusicco.com/wp-content/uploads/2026/03/23_bucketbeat12_fast.mp3)
**Each bucket beat above includes:**
- Printable PDF sheet music using our three-symbol notation system
- An audio backing track to play along with in class
## Featured Pieces: Animation-Based Learning
One thing that sets Fun Music Company bucket drumming resources apart is our animation system. Rather than asking students to read notation while playing — which is genuinely hard, especially for beginners — our animated demonstrations show students exactly what to play and when, in real time.
The three pieces below are part of our growing animated collection. Each one is designed to be played along with directly in your classroom — no prep, no explanation needed beyond pressing play.
### Bucket Drumming Sheet Music Classroom Piece #1
## I Like Eating Hot Dogs
FeatureDetailsDifficulty:BeginnerBest for:Grades 5-6 / Rhythm and language connectionWhat it teaches:Rhythm from speech patterns, bucket drumming control, stick sounds
This one gets students from the very first bar — the rhythm is drawn directly from the syllables of the title phrase, which means even students who’ve never read a single note of music can feel it before they play it.
It’s an excellent entry point for generalist teachers who want to connect music with literacy, and it never fails to produce a few laughs in the process.
Students will either be playing the rhythm phrase “I like eating hot dogs”, or they’ll be hitting their sticks together.
The piece includes one dynamic instruction: ***mf*** – mezzo forte, or moderately loud. Students will need to control their volume and our [beginner bucket drumming guide](https://funmusicco.com/bucket-drumming-for-beginners/) covers how to achieve this.
Just having this one indication on the screen opens a conversation around volume, and sets the scene for further discussion of dynamics in later lessons.
### Bucket Drumming Resources
Please find the resources required for this bucket drumming lesson below.
This piece is suitable for beginners in grades 5-6 of primary or elementary school.
Download and print the PDF, and bookmark the animation link for use in your classroom.
### Resources for this lesson
[
### Online classroom animation](https://funmusicmembers.com/i-like-eating-hot-dogs-sample/)
[
### PDF Sheet Music](https://funmusicco.com/wp-content/uploads/2026/03/BucketDrumming_IlikeEatingHotDogs_FunMusicCompany.pdf)
### Bucket Drumming Sheet Music Classroom Piece #2
## Orbit Groove
FeatureDetailsDifficulty:Beginner – IntermediateBest for:Grades 5-6 / Developing dynamic controlWhat it teaches:Dynamics, playing in time, bucket drumming control, stick sounds
Orbit Groove is where things start to feel genuinely exciting.
Once students have the three basic sounds and understand how to follow the music, this piece pulls it together into a proper groove — the kind that makes the whole class sit up a little straighter.
Students will play the same rhythm pattern in three different ways: in the center of the bucket, on the rim, and with stick clicks.
This has a pattern that is simple enough for any students to master, yet it is interesting enough to form the basis of a short assembly performance. A fantastic step up from beginner pieces without being a huge leap in difficulty.
### Bucket Drumming Resource
Please find the online resources required for this bucket drumming lesson below.
This piece is suitable for beginners in grades 5-6 of primary or elementary school.
Download and print the PDF, and bookmark the animation link for use in your classroom.
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/orbit-groove-sample/)
[
### PDF Sheet Music](https://funmusicco.com/wp-content/uploads/2026/03/BucketDrumming_OrbitGroove_TheFunMusicCompany.pdf)
### Bucket Drumming Sheet Music Classroom Piece #3
## Percussion is cool
FeatureDetailsDifficulty:Beginner – IntermediateBest for:Grades 5-6 / Developing dynamic controlWhat it teaches:Dynamics, playing in time, bucket drumming control, stick sounds
Visitors who are used to Fun Music Company [Boomwhacker resources](https://funmusicco.com/boomwhackers/) might be familiar with this piece.
Percussion is Cool is a bucket drumming piece that also has a fun cross-over with our [boomwhacker song](https://funmusicco.com/boomwhacker-songs-for-your-k-6-music-classroom/) of the same name. After learning both the bucket drumming and the boomwhacker parts for this piece, students can try putting them together into an ensemble.
For the buckets, we have created a two bar pattern that students will play, using the centre, rim and stick sounds. This piece helps them relax and feel the beat, and is an excellent piece for building tempo awareness and listening skills.
### Bucket Drumming Resource
Please find the online resources required for the ***percussion is cool*** bucket drumming lesson below.
This piece is suitable for beginners in grades 5-6 of primary or elementary school.
Download and print the PDF, and bookmark the animation link for use in your classroom.
### Resources for this lesson
[
### Online classroom animation](https://funmusicmembers.com/percussion-is-cool-bucket-drumming-sample/)
[
### PDF Sheet Music](https://funmusicco.com/wp-content/uploads/2026/04/PercussionIsCool_BucketDrumming_FunMusicCompany-1.pdf)
Looking to pair your bucket drumming with a pitched percussion activity? Our **[Boomwhacker songs for K–6](https://funmusicco.com/boomwhacker-songs-for-your-k-6-music-classroom/)** include ‘Percussion is Cool’ — a piece with a full bucket drumming arrangement that combines beautifully with the boomwhacker version for a complete classroom performance.
## Why Animations Make a Difference in the Classroom
If you’ve ever tried using YouTube play-alongs for bucket drumming in class, you’ll know the limitations quickly. Ads interrupt at the worst moment. The difficulty level can jump unexpectedly. And most videos aren’t designed with classroom management in mind — they just play, and students either keep up or they don’t.
Our animation system is built differently. Here’s what makes it work:
YouTube Play-AlongsFun Music Co. AnimationsAds can play mid-lesson**✓ No ads — ever**Content not curriculum-aligned**✓ Designed around your curriculum requirements**No pause/control features**✓ Pause and restart at any point**Variable quality and difficulty**✓ Progressive, sequenced skill-building**Little if any formal music notation**✓ Correct music notation syncs exactly with easy-to-understand animation**No teaching support included**✓ Full teaching notes with every piece**
The animation pieces in this library are part of a growing collection. More animated pieces are being added regularly — if you want to be the first to know when new content drops, make sure you’re on our email list.
## Want More Than a Few Free Pieces?
The five free beats and three featured pieces above are just a taste of what’s available. If you’re ready to take your class bucket drumming from a fun one-off activity to a structured, sequenced program your students will look forward to every week — our K–6 Curriculum Program has everything you need.
Here’s what’s inside the bucket drumming component of the program:
- A full sequence of bucket drumming pieces from first introduction to performance-ready
- Animated demonstrations for each piece — no prep, just press play
- Classroom management strategies built into every lesson
- Curriculum-aligned lesson plans for Grades 5 and 6
- Differentiation options for mixed-ability classes
- Assessment tools so you can actually show student progress
It’s the difference between handing your class a single piece of sheet music and giving them a complete roadmap — one that takes you and your students from the very first lesson all the way to a confident class performance.
### [Click here to learn more about our complete bucket drumming curriculum package »](https://funmusicco.com/bucket-drumming-program/)
[](https://funmusicco.com/bucket-drumming-program/)
## New to Bucket Drumming? Start Here First
If you’ve landed on this page before getting your first lesson sorted, don’t worry — we’ve got you covered. Our complete [beginner’s guide to bucket drumming](https://funmusicco.com/bucket-drumming-for-beginners/) walks you through everything from classroom setup and equipment to your first five patterns and a ready-to-use lesson plan framework.
Once you’ve got your first lesson under your belt, these pieces will feel much more manageable — and a whole lot more fun.
## Frequently Asked Questions
How often do you add new pieces to the library?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-01T06:58:23+00:00#### [How often do you add new pieces to the library?](#collapse-16-37977)
We add new pieces regularly, with animated demonstrations being rolled out as part of our ongoing curriculum development. The best way to stay up to date is to join our [bucket drumming email list](https://funmusicco.com/bucket-drumming-sample-request/) — we let subscribers know first whenever new resources drop.
Can I use these pieces for a school performance?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-01T06:57:22+00:00#### [Can I use these pieces for a school performance?](#collapse-16-37975)
Absolutely — that’s one of the best things about bucket drumming. Orbit Groove in particular is polished enough to form the centrepiece of a short assembly or concert item, especially once students have had a few weeks to build confidence. The full curriculum program includes additional performance-ready pieces with staging and presentation suggestions.
What year levels are these pieces suitable for?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-01T06:56:19+00:00#### [What year levels are these pieces suitable for?](#collapse-16-37973)
We recommend bucket drumming as an activity is best for upper primary or elementary, grades 5 and 6. That said, however, many teachers have had success using these bucket drumming pieces in the middle primary years, grades 3 and 4 as well. The full K–6 Curriculum Program includes bucket drumming units specifically designed and sequenced for Grades 5 and 6.
Do I need to be able to read music to use this sheet music?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-01T06:54:28+00:00#### [Do I need to be able to read music to use this sheet music?](#collapse-16-37971)
Not at all. Our bucket drumming notation uses just three symbols — a blue note, a red note, and an X — to represent the three basic sounds. If you can read those shapes, you can read our sheet music. There’s a full explanation at the top of this page, and our beginner’s guide goes into even more detail.
Bucket drumming is one of those rare classroom activities that works for everyone — the natural musicians and the students who’ve never played a note in their lives. These pieces are designed to meet your class exactly where they are, and give you the tools to take them somewhere exciting.
Grab the free beats, give one of the featured pieces a go this week, and let us know how it goes. You’ve got this!
**Categories:** Bucket Drumming
---
### [What Is Bucket Drumming? The Complete Classroom Guide](https://funmusicco.com/what-is-bucket-drumming/)
**Published:** April 26, 2026
**Author:** Janice Tuck
**Content:**
What Is Bucket Drumming?
The Complete Classroom Guide for Teachers
Picture this: thirty students, thirty buckets, thirty pairs of sticks — and every single one of them completely locked in, playing together, and you can see that they’re enjoying themselves, without being silly. No one is off-task. No one is checking the clock. The music is *happening*, and it sounds genuinely impressive.
That’s **bucket drumming** at its best. And it’s entirely achievable in your classroom.
But if you’ve landed here with a healthy dose of scepticism, you’re not alone. Maybe you’ve never tried bucket drumming before, and the thought of handing thirty kids a stick and something to hit with it feels like a recipe for chaos. Or maybe you *have* tried it — and it didn’t go the way you hoped. The noise was overwhelming, students kept playing when they weren’t supposed to, and you left that lesson exhausted and quietly vowed never to do it again.
Both of those reactions make complete sense. Bucket drumming does have a reputation — and honestly, sometimes that reputation is earned. But here’s what experienced bucket drumming teachers will tell you: the chaos isn’t inevitable. It’s almost always a *setup* problem, not a bucket drumming problem.
This guide covers everything you need to know — what bucket drumming actually is, why it’s one of the most engaging activities you can bring into a music classroom, what you need to get started (less than you think), and — critically — how to set it up so that it runs smoothly from the very first lesson, whether you’re a music specialist or you’ve never taught percussion a day in your life.
## What Is Bucket Drumming?
Bucket drumming is exactly what it sounds like: students use plastic buckets as drums and sticks to play rhythmic patterns — either individually or as a group ensemble. The buckets act as percussion instruments, and depending on where and how you strike them, you can produce a surprisingly varied range of sounds: a deep resonant thud from the centre, a sharper crack from the rim, and a bright click from stick-on-stick.
It’s a form of what’s sometimes called *junk percussion* — the broader practice of making music with everyday objects rather than traditional instruments. You might have seen street performers doing something similar in busy city centres, turning upturned buckets into a full percussion kit. That street performance tradition is very much part of bucket drumming’s DNA, and it’s part of what makes it feel exciting and a little bit different to students — it doesn’t look like a “normal” music lesson.
In a classroom context, bucket drumming typically involves students sitting with their bucket in front of them, learning a set of core techniques before building up to playing structured pieces together as a group. Done well, it functions like a percussion ensemble — with real musical goals around rhythm, timing, dynamics, and listening.
And crucially: no one in the room needs to be a drummer for it to work. Not you, and not your students.
## Why Teachers Love It (And Why Students Can’t Get Enough)
There are plenty of activities that sound great in theory but fall flat in practice. Bucket drumming is one of the rare ones that genuinely delivers — for teachers and students alike.
**Students are hooked from the first lesson.** There’s something about the physical, hands-on nature of bucket drumming that captures students in a way that other music activities sometimes struggle to. It feels active, it feels cool, and — once the routines are established — it feels like *real* music-making, because it is. Students who would normally drift during a music lesson tend to stay focused, because the activity itself demands it. You can’t daydream and keep a steady beat at the same time.
**You don’t need a musical background to teach it.** This is the big one for many teachers. Bucket drumming is structured around patterns and technique — not musical theory, not notation, not years of instrumental experience. If you can follow a beat and manage a classroom, you have everything you need to get started. The resources we’ve developed at Fun Music Company are specifically designed so that non-specialist teachers can pick them up and run a successful lesson without feeling out of their depth.
**The equipment costs next to nothing.** Unlike many music programs, bucket drumming doesn’t require a significant budget. Buckets can be sourced from hardware stores for just a few dollars each — and often picked up for free from local businesses, recycling centres, or generous parents. Sticks can be purchased in bulk from a music store or made from timber dowel. It’s one of the most accessible ensemble music activities available to a classroom teacher.
**It builds real musical skills.** Bucket drumming isn’t just a fun activity — it’s a genuinely effective teaching tool. Students develop rhythmic accuracy, ensemble awareness, dynamic control, and the ability to listen and adjust in real time. These are foundational music skills that transfer across everything else you teach.
**It’s performance-ready.** A well-rehearsed bucket drumming piece makes a fantastic assembly or concert item. The visual impact of a group of students playing in tight unison — with good technique and genuine musicality — is impressive to an audience and deeply satisfying for the students themselves.
## What Age Groups Is Bucket Drumming For?
Bucket drumming is most commonly associated with upper primary — and that’s where it really hits its stride. Grades 5 and 6 are the sweet spot. Students at this age have the coordination, the focus, and frankly the cool-factor awareness to really commit to it. They’re old enough to handle the technique, hold a steady beat, and take pride in a polished performance piece.
That said, Grades 3 and 4 can absolutely give it a go. You may need to simplify the patterns and keep the sessions a little shorter, but many teachers have had real success with middle primary students — particularly once the classroom routines are well established.
For younger students — Grades 1 and 2 — bucket drumming in its traditional form is generally a stretch. The coordination demands and the classroom management required make it a tough ask at that age. If you’re working with younger students and want something similarly hands-on and engaging, Boomwhackers are worth considering first — they’re a much more natural fit for the lower primary years, and just as effective at building foundational rhythm skills. You can find out more in our [Boomwhackers for the Classroom](https://funmusicco.com/boomwhackers/) guide.
At the other end of the spectrum, bucket drumming works just as well — sometimes even better — with older students. If you’re a middle school or high school teacher who’s stumbled across this guide, don’t let the primary school framing put you off. The activity scales up beautifully, and older students can handle significantly more complex patterns and arrangements.
## What Do You Need to Get Started?
One of the best things about bucket drumming is how little you actually need. Here’s the complete list:
**Buckets**
The standard choice is a 20-litre (5-gallon) plastic bucket — the kind you’d find at any hardware store. These give you a good resonant sound, they’re durable enough to handle enthusiastic students, and they’re not that expensive. You’ll want one per student, so it’s worth asking around — local businesses, recycling centres, and parent networks are all surprisingly good sources for free or heavily discounted buckets. Don’t stress too much about colour or brand; what matters is that they’re solid, sturdy plastic. For a more detailed breakdown of bucket types, where to source them, and what to look for, see our guide: [The Best Buckets to Use for Bucket Drumming in Schools](https://funmusicco.com/best-buckets-for-bucket-drumming-in-schools/).
One quick note on lids: buckets often come with them, and both configurations work. Lid-on gives you a lower, bassier tone. Flipped upside down with the lid removed, you get a slightly higher, tom-tom style sound. Try both and see what you prefer — or let your students experiment and decide.
**Sticks**
Real drumsticks are ideal — 5A or 7A sizes work well, and your local music store should be able to give you a bulk price on the most affordable options they stock. If budget is tight, timber dowel from the hardware store cut to length is a perfectly workable alternative. A wrap of electrical tape will help them last longer and avoids any splinter concerns.
**A Screen**
You’ll want a projector or large TV screen to display animations and backing tracks during lessons. This is less about the technology and more about giving students a shared external focus — something to play *with* rather than just playing at each other.
**That’s it.** No specialist equipment, no expensive instruments, no elaborate setup. If you have buckets, sticks, and a screen, you’re ready to go.
## The One Thing That Makes or Breaks a Bucket Drumming Lesson
Ask any teacher who runs bucket drumming successfully and they’ll tell you the same thing: the music is the easy part. What makes it work is how you bring students into it.
Bucket drumming is an ensemble activity. And like any ensemble — an orchestra, a band, a choir — it only works when everyone is playing their part at the right moment. Students who understand that, and who feel genuinely invested in what the group is creating together, are students who want to hold it together. The focus comes naturally from that sense of shared purpose.
The practical expression of this is straightforward: **students play when the group plays, and not at any other time.** But the way you establish that expectation matters enormously. The teachers who have the most success with bucket drumming aren’t necessarily the strictest — they’re the ones who enrol students in the idea from the very beginning. Before a single bucket comes out, students understand what they’re part of, what the goal is, and why playing together — with control and precision — is what makes it genuinely impressive.
When that foundation is in place, a few simple principles do the rest:
**Let the screen be your conductor.** Animations and backing tracks give students a shared external focus — something to play *with*. This does more for group cohesion than almost anything else.
**Stick height controls everything.** Lower sticks mean softer sound and better control. Establishing this early makes dynamics, precision, and volume management all much easier as lessons progress.
**Consistency over intensity.** Clear, calm, consistent expectations from lesson one are far more effective than a loud response to misbehaviour. Students settle quickly into routines that are applied the same way every time.
If you’d like a complete framework for structuring that first lesson — including how to introduce the ensemble concept and build those routines from the ground up — our [Bucket Drumming for Beginners](https://funmusicco.com/bucket-drumming-for-beginners/) guide has you covered.
## How to Teach Bucket Drumming (Even If You’ve Never Done It Before)
The good news is that bucket drumming has a very natural teaching progression — and it doesn’t require you to be a percussionist, a music specialist, or even particularly musical. What it requires is a clear sequence, a little patience in the early lessons, and confidence in the process.
Here’s how it typically unfolds:
**Start with technique, not music.** Before students play a single pattern, they learn how to hold the sticks correctly, how to strike the bucket, and what good posture looks like. This isn’t just about producing a good sound — it’s about establishing the physical habits that make everything else easier. A few minutes on technique in the first lesson saves a lot of correction later.
**Build patterns gradually.** The most effective approach is to start with simple, short rhythmic patterns and add complexity over time. Students who feel successful early stay engaged — and in bucket drumming, early success is very achievable. A basic four-beat pattern played cleanly and together as a group is genuinely satisfying, even in the first lesson.
**Use animations to carry the teaching load.** This is where bucket drumming becomes particularly manageable for non-specialist teachers. Animations display the pattern visually in real time, so students have a clear external reference to follow. You’re not standing at the front trying to model complex rhythms — the screen does that work, and you’re free to move around the room, give feedback, and keep the energy up.
**Work toward a performance piece.** Having a goal matters. Once students have the foundational techniques and a few patterns under their belts, working toward a complete piece — something performance-ready — gives the whole unit a sense of direction and purpose. The moment students realise they’re building toward something they could perform in front of an audience, the level of buy-in lifts noticeably.
This progression — technique, patterns, ensemble playing, performance — is the backbone of everything we’ve built in the Fun Music Company bucket drumming resources. If you’d like to see exactly how the first lesson is structured, the [Bucket Drumming for Beginners](https://funmusicco.com/bucket-drumming-for-beginners/) guide is the best place to start. And when you’re ready to explore a full library of beats and pieces, the [Bucket Drumming Beats Library](https://funmusicco.com/bucket-drumming-beats-library/) has everything you need, with free taster beats available to try straight away.
## Free Bucket Drumming Resources from Fun Music Company
We’ve built a growing library of bucket drumming resources specifically designed for classroom teachers — whether you’re picking up drumsticks for the first time or you’re looking to expand what you’re already doing. Here’s what’s available:
### **Bucket Drumming for Beginners**
The natural starting point. This guide walks you through everything you need to run your first bucket drumming lesson with confidence — from setting up the room and introducing the ensemble concept, to teaching your first pattern and managing the session from start to finish. [Read the Bucket Drumming for Beginners guide →](https://funmusicco.com/bucket-drumming-for-beginners/)
### **Bucket Drumming Beats Library**
A growing collection of beats and performance pieces, with free taster beats available to try straight away. Each beat comes with sheet music and animations, so you have everything you need to teach it without any additional preparation. Members of the Fun Music Company program have access to the full library, including complete performance pieces. [Explore the Beats Library →](https://funmusicco.com/bucket-drumming-beats-library/)
### **The Best Buckets to Use in Schools**
Not all buckets are created equal. This guide covers what to look for, where to source them cheaply, and a few things worth knowing before you buy in bulk. [Read the guide →](https://funmusicco.com/best-buckets-for-bucket-drumming-in-schools/)
### **Play-Alongs, Pop Songs, and Copyright**
One of the most common questions we get from bucket drumming teachers is about using popular music in the classroom — and it’s a more nuanced topic than most people realise. If you’ve ever wondered whether you can legally use a pop song as a backing track, this article gives you a clear, practical answer. [Read the copyright guide →](https://funmusicco.com/play-alongs-pop-songs-and-copyright/)
### **Percussion is Cool — A Free Resource for Bucket Drumming and Boomwhackers**
Percussion is Cool is one of our most popular free pieces, and it works beautifully for both bucket drumming and Boomwhacker ensembles — making it a great bridge if you’re using both activities across your classes. You can find it in the [Beats Library](https://funmusicco.com/bucket-drumming-beats-library/#PercussionIsCoolBuckets), and the Boomwhacker version is available in our [Boomwhacker Sheet Music](https://funmusicco.com/boomwhacker-songs-for-your-k-6-music-classroom/) collection →.
## Bucket Drumming and the Fun Music Company Curriculum
If you’re finding bucket drumming a good fit for your classes and you’re looking for something more comprehensive — a complete, ready-to-teach program that takes the planning off your plate entirely — bucket drumming is built into the Fun Music Company K–6 [Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/).
The upper primary units include bucket drumming as a core component, with fully sequenced lessons, animations, backing tracks, and performance pieces — all designed so that you can walk into class prepared and confident, without spending hours planning in your own time.
Everything in the curriculum is structured around the same principles we’ve covered in this guide: clear technique progression, ensemble focus, and activities that keep students genuinely engaged and on-task from the first lesson to the last.
If that sounds like what you’ve been looking for, you can find out more about the K–6 [Curriculum Program](https://funmusicco.com/fun-music-company-music-curriculum/) below. Alternatively, if you’d like to start with just the bucket drumming units, the [Bucket Drumming Program](https://funmusicco.com/bucket-drumming-program/) is available as a standalone package for Grades 5 and 6 — a great way to get started without committing to the full curriculum straight away.
### [Click here to learn more »](https://funmusicco.com/fun-music-company-music-curriculum/)
## Frequently Asked Questions About Bucket Drumming
Can I use popular songs as backing tracks for bucket drumming?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-26T02:34:20+00:00#### [Can I use popular songs as backing tracks for bucket drumming?](#collapse-17-38233)
This comes up a lot, and the answer is more nuanced than a simple yes or no. Copyright in the classroom is a topic worth understanding properly — particularly around the use of commercially recorded music in teaching contexts. Our article [Play-Alongs, Pop Songs, and Copyright](https://funmusicco.com/play-alongs-pop-songs-and-copyright/) covers everything you need to know in plain language.
Do students need any prior music experience?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-26T02:33:21+00:00#### [Do students need any prior music experience?](#collapse-17-38231)
No prior experience is needed — for you or your students. Bucket drumming is genuinely accessible from the very first lesson, and the progression from simple patterns to more complex pieces means students build skills naturally over time. It works equally well as a standalone unit or as part of a broader music program.
What’s the difference between bucket drumming and junk percussion?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-26T02:32:38+00:00#### [What’s the difference between bucket drumming and junk percussion?](#collapse-17-38229)
Bucket drumming is technically a form of junk percussion — the broader term for music made with everyday objects rather than traditional instruments. The distinction is that bucket drumming refers specifically to the practice of using plastic buckets and sticks, often in an ensemble setting with structured pieces and technique. Junk percussion is the wider category, which might include anything from pots and pans to cardboard boxes. In a classroom context, the two terms are sometimes used interchangeably, but bucket drumming has its own established pedagogy and repertoire.
Can bucket drumming be used for a school performance?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-26T02:31:59+00:00#### [Can bucket drumming be used for a school performance?](#collapse-17-38227)
Absolutely — and it makes a fantastic one. A well-rehearsed bucket drumming piece has real visual and musical impact, and audiences consistently find it impressive. Students take genuine pride in performing something that looks and sounds as polished as a bucket drumming ensemble can. It’s one of the most reliable performance items available to a primary music teacher.
Do I need to be a percussion expert to teach bucket drumming?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-26T02:31:21+00:00#### [Do I need to be a percussion expert to teach bucket drumming?](#collapse-17-38225)
Not at all. Bucket drumming is built around patterns and technique rather than musical theory or notation, and the animations do much of the modelling work for you. If you can keep a steady beat and manage a classroom, you have everything you need. The resources in our [Bucket Drumming for Beginners](https://funmusicco.com/bucket-drumming-for-beginners/) guide are specifically designed for teachers with no percussion background.
Is bucket drumming too loud for a classroom?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-26T02:30:06+00:00#### [Is bucket drumming too loud for a classroom?](#collapse-17-38223)
This is probably the most common concern we hear — and it’s a fair one. Bucket drumming can be loud, but it doesn’t have to be. Stick height is the key variable: lower sticks produce a softer sound, and establishing that habit early gives you genuine dynamic control across the class. Many teachers also find that playing with backing tracks and animations naturally moderates volume, because students are focused on staying in time rather than hitting hard. With good ensemble routines in place, bucket drumming is no louder than any other active music lesson.
### Ready to Bring Bucket Drumming Into Your Classroom?
Bucket drumming is one of those rare activities that ticks every box — students are engaged, the musical learning is real, the equipment is affordable, and the end result is something that genuinely impresses an audience. Whether you’re a music specialist or a classroom generalist who hasn’t taught percussion before, it’s an activity that rewards the effort you put into setting it up well.
If you’re starting from scratch, the best next step is our [Bucket Drumming for Beginners](https://funmusicco.com/bucket-drumming-for-beginners/) guide — it’ll walk you through everything you need to run a confident, well-structured first lesson.
If you’re ready to explore beats and performance pieces, head straight to the [Bucket Drumming Beats Library](https://funmusicco.com/bucket-drumming-beats-library/), where you’ll find free taster beats available to try right away.
And if you’re looking for a complete, ready-to-teach music program that takes the planning off your plate entirely — with bucket drumming built in alongside a full K–6 scope and sequence — the Fun Music Company [K–6 Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) is designed for exactly that.
Whatever your starting point, you’ve got everything you need to make it work. We can’t wait to hear how it goes.
**Categories:** Bucket Drumming
---
### [Boomwhacker Lesson Plans: A Complete Guide for K–6](https://funmusicco.com/boomwhacker-lesson-plans/)
**Published:** April 28, 2026
**Author:** Janice Tuck
**Content:**
# Boomwhacker Lesson Plans: Everything You Need for K–6
So you’ve got a set of boomwhackers. Your students have seen those colourful tubes in the classroom on their way in, and by the time they’re seated they are barely containing their excitement.
The colourful tubes are out, the energy is high — and then it hits you: what am I actually doing with these for the next forty minutes?
If you’ve ever searched for a boomwhacker lesson plan and found yourself wading through a mix of YouTube videos, random song sheets, and activities that don’t quite hang together — you’re not alone. The resources are out there, but building them into a lesson that actually flows? That’s a different challenge altogether.
The good news is that a great boomwhacker lesson doesn’t have to be complicated. It just needs structure. In this post, I’m walking you through exactly what a well-sequenced boomwhacker lesson looks like — from the moment students walk in to the moment they pack away — along with a ready-to-go Fun Music Company lesson you can use this week.
Let’s get into it.
## What Makes a Good Boomwhacker Lesson?
Before we get into the step-by-step, it’s worth understanding why structure matters so much with boomwhackers specifically.
Boomwhackers are brilliant — but they come with a built-in challenge: the moment students pick them up, every instinct tells them to whack something. Without a clear lesson arc, that energy can easily tip from productive to chaotic. A well-structured lesson channels the excitement in a direction that’s musical, purposeful, and focused — so students are engaged rather than just loud.
**A good boomwhacker lesson has five key phases:**
- **Introduction** — context-setting, especially for classes new to boomwhackers
- **Warm-up** — short, focused activities that build skills and settle the group
- **Song** — the musical centrepiece of the lesson
- **Game** — an engaging activity that consolidates learning
- **Pack away and review** — a structured close that reinforces what was learned
How much time you spend on each phase — and whether you include the introduction at all — depends on one key question:
***Have your students played boomwhackers before?***
If this is their first time, the introduction is essential. If they’re already familiar with boomwhackers, you can move straight to the warm-up and use the time you save elsewhere in the lesson. We’ll cover both scenarios below.
## Phase 1: Introduction to Boomwhackers (First-Time Classes Only)
If your students have played boomwhackers before, you can skip most of this section — a quick “who remembers what these are?” and a brief recap of your classroom rules is all you need. Then move straight to Warm-Up #1.
For classes picking up boomwhackers for the first time, this introduction does two things: it builds genuine curiosity about what they’re holding, and it sets clear expectations for how they’re used.
### What Are Boomwhackers?
Start by holding up a couple of different boomwhackers — ideally one long and one short — and let students observe them before you explain anything.
Ask: ***what do you notice?*** Most will spot the colours and the different lengths straight away.
Boomwhackers are *pitched percussion tubes* — each one is tuned to a specific musical note. The colour tells you which note it is, and the length tells you something important about music: longer tubes make lower sounds, shorter tubes make higher sounds.
This is the element of music called **pitch** — and boomwhackers make it something students can literally see and feel, not just hear.
Play one long tube and one short tube and ask students to listen: which one sounds higher? Which one sounds lower? Let them hear the difference before they play themselves.
### How We Play Boomwhackers
Keep this simple and demonstrate as you explain:
- Hold the boomwhacker in a relaxed grip, you don’t want to choke the sound
- Strike it gently into your other hand.
- If your other hand hurts when you hit it… ***don’t hit it so hard***
Hitting the boomwhacker into the other hand is our first and most preferred method of playing boomwhackers. There are many ways of playing boomwhackers that work, and we’ve gone into detail on that in our comprehensive [guide to getting started with Boomwhackers](https://funmusicco.com/boomwhackers/).
Decide on the rules for your classroom, and decide how you wish to communicate them to the students.
Most importantly:
1\. Boomwhackers should never be used to hit another person.
2\. Boomwhackers should never be played in a way that bends or damages them.
## Phase 2: Play Along Warm-Ups
Every good boomwhacker lesson includes a warm-up phase — and ideally, more than one activity. Warm-ups do two things at once: they settle the class into focused playing mode, and they build specific musical skills before the main song begins.
The key is to choose warm-ups that are short, clear, and screen-based — so students can follow along without needing to read notation or remember complicated instructions. Each warm-up should have a single musical focus, and students should feel a sense of achievement by the end of it.
Here are two warm-ups we use in our ready-to-go boomwhacker lesson:
### Warm-Up #1: Steady Beat (Whacky Beatz)
The first warm-up focuses on steady beat — playing at the right time, neither rushing ahead nor dragging behind. It sounds simple, but for many students this is genuinely challenging, and it’s the foundation of everything else that happens in the lesson.
Our Whacky Beatz warm-up is the opening activity from our Boomwhacker Beatz program. Students watch a colour-coded screen and play their boomwhacker only when their colour appears — building precision and ensemble awareness from the very first beat.
*✨ After the warm-up: if time allows, have each group swap boomwhackers with another group and repeat. Every student gets to practise the same skill on a different pitch.*
### Warm-Up #2: Rests (Wait to Eat the Doughnut)
The second warm-up adds a new layer: the rest. Rather than explaining what a rest is, this warm-up makes students feel it.
Our “Wait to Eat the Doughnut” warm-up works like this: students watch for their colour to appear on screen. When it does, they play a rhythmic pattern. But the key is what happens in the bar before — they wait, they get ready, they resist the urge to play early. That waiting bar is a rest, and by the end of the activity students have experienced it dozens of times without ever being told what it’s called.
The rhythm itself — wait-to-eat-the / dough-nut — falls on four quavers followed by two crotchets, with natural pauses built in. It’s unforgettable, and it works beautifully even with the youngest classes.
*✨ After the warm-up: swap groups and repeat. Students who’ve mastered the pattern on one pitch will enjoy the challenge of playing it on a different one.*
Both warm-ups are included in the free [Boomwhacker Activity Sample Pack](#BoomwhackerLessonPlanSamplepack), with the screen-based resources ready to run.
## Phase 3: Work on a Song
This is the musical centrepiece of the lesson — the moment when everything practised in the warm-ups comes together in a full piece of music.
A good boomwhacker song for classroom use should be immediately accessible (so students can participate from the first run-through), musically interesting enough to hold attention, and structured so every group has a clear role rather than some students sitting out while others play.
For this lesson, we use Elephants Walk, Monkeys Run — an original Fun Music Company composition designed specifically for boomwhackers. It’s one of the songs from our [Boomwhacker Songs for K–6](https://funmusicco.com/boomwhacker-songs-for-your-k-6-music-classroom/) post, where you’ll find the full arrangement and free resources.
The song uses four boomwhacker pitches and gives students colour-coded cues throughout — so even a class that’s never played together before can get through it successfully in the first lesson.
*✨ After the song: swap groups and play again if time allows. Students will enjoy the challenge of playing a different boomwhacker part.*
## Phase 4: A Boomwhacker Game
If the song is the centrepiece of the lesson, the game is the reward — and it’s where some of the deepest musical learning quietly happens.
A good boomwhacker game channels the energy that’s been building all lesson into something focused and purposeful. It asks students to listen carefully, make decisions, and respond to what they hear — often without realising they’re doing any of those things because they’re having too much fun.
We have a full post dedicated to [boomwhacker games and activities for K–6](https://funmusicco.com/boomwhacker-games-and-activities-for-k-6-music-classes/), so we won’t replicate all of that here. But for this lesson, we recommend starting with the **Mystery Boomwhacker Game**.
Students watch for their colour to appear and play when they see it. But at certain points, a question mark appears instead of a colour — and students have to stop relying on their eyes and use their ears. They listen carefully to the pitch being played and decide: is this my note? Should I play?
That moment of decision is where pitch recognition starts to develop in a meaningful way. The focus it generates in a classroom is something you need to see to believe.
The Mystery Boomwhacker Game is included in the free [**Boomwhacker Activity Sample Pack**](#BoomwhackerLessonPlanSamplepack). Head to the [games and activities post](https://funmusicco.com/boomwhacker-games-and-activities-for-k-6-music-classes/) for the full range of options, including games that work especially well for Grades 3–6.
## Phase 5: Pack Away and Review
Don’t underestimate this part of the lesson. A structured close is where the learning gets consolidated.
Pack away should be deliberate: students return their boomwhackers to the correct storage location in the order you direct. Doing this calmly after an energetic lesson is itself a valuable skill.
Once boomwhackers are away, use two or three minutes for a brief discussion:
- How did you feel about the music we played today?
- What did you notice about the sound of the boomwhackers?
- How could we make our group performance together even more effective?
- What other instruments might we pair with boomwhackers to make an even more interesting performance?
Try to use this part of the lesson for open ended questions. Allow students to give their input and feedback, and you’ll never know the insights and suggestions that they share. Because they drive the discussion and are felt heard, they will be more enthusiastic to come back to music class again and again!
## Your Boomwhacker Lesson Plan at a Glance
Lesson itemSuggested Fun Music Company content1 – Introduction to boomwhackers2 – Warmups“Whacky Beatz”, “Wait to eat the doughnut”3 – Boomwhacker SongElephants Walk, Monkeys Run4 – Boomwhacker GameThe Mystery Boomwhacker5 – Pack up and review
All of the Fun Music Company resources referenced in this lesson are available as part of the free Boomwhacker Activity Sample Pack. You can have everything ready to go before your next class.
## Boomwhackers Are Great. But Music Is So Much More.
If you’ve made it this far, you’re clearly serious about giving your students a genuinely good music lesson — and that matters.
Here’s something worth saying honestly: boomwhackers are a wonderful part of a music program. They’re accessible, engaging, and musically rich. But they work best as one instrument within a broader curriculum — not as the whole program, week after week.
Music education covers so much ground: rhythm, pitch, melody, dynamics, form, listening, composing, performing. Boomwhackers can touch many of those areas brilliantly — but a full music program is what makes those elements connect and build on each other over time.
The teachers who get the best results from boomwhackers are the ones using them as part of a structured K–6 curriculum — where boomwhackers show up as a tool within a lesson, not as the lesson itself.
If you’d like to see what that looks like in practice, our [K–6 Music Curriculum Program](https://funmusicco.com/fun-music-company-music-curriculum/) is designed to give classroom teachers and music specialists everything they need to deliver a complete, sequential music education — week by week, grade by grade.
[**Learn more about the Fun Music Company K–6 Curriculum Program »**](https://funmusicco.com/fun-music-company-music-curriculum/)
In the meantime, grab the free Boomwhacker Activity Sample Pack below and run this lesson with your next class. We’d love to hear how it goes!
## Download the Free Boomwhacker Lesson Plan Sample Pack
We’ve put everything from this lesson into one easy download — the two warm-ups, Elephants Walk, Monkeys Run, and the Mystery Boomwhacker Game. One PDF and a set of online classroom materials, ready to go.
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**Categories:** Boomwhacker
---
### [Australian Curriculum Music v9: Years 5–6 Explained](https://funmusicco.com/australian-curriculum-music-v9-years-5-6-explained/)
**Published:** March 21, 2026
**Author:** Janice Tuck
**Content:**
Australian Curriculum Music v9:
Years 5–6 Explained for Primary Teachers
Years 5 and 6 are the final band of the Australian Curriculum v9 for Music in primary school, and they represent a really exciting destination. By this stage, the curriculum has moved a long way from the foundational listening and exploring activities of the early years.
Students are now expected to perform music in formal as well as informal settings, to compose with compositional devices and document their work in notation or recordings, and to evaluate music from across cultures and times using musical terminology they have developed across the primary years.
For teachers, these two years are the payoff—where everything that has been built since Foundation Year comes together in music-making that is confident, ambitious and expressive.
The Australian Curriculum v9 groups Years 5 and 6 as a single band with shared content statements and a combined achievement standard, giving schools flexibility in how they sequence the two years while ensuring both are working toward the same set of outcomes.
For a full overview of how the curriculum progresses from Foundation through to Year 6, see our [Australian Curriculum Music v9: Complete Guide for Primary Teachers](https://funmusicco.com/australian-curriculum-music-v9-a-complete-guide-for-primary-teachers/).
## What’s Different About the Years 5–6 Band
The step up from the Years 3–4 band to Years 5–6 is the most significant progression in the K–6 curriculum sequence. Across all four strands, the language of the content statements shifts in important ways. In the performing strand, students move from ‘informal settings’ to ‘informal and/or formal settings’—meaning performance for a real audience is now explicitly expected.
In the composition strand, students must now ‘notate, document and/or record’ their work, adding a layer of accountability to the creative process. In the skills strand, the focus sharpens to manipulating elements of music ‘to achieve expressive effects’—not just developing the skills, but deploying them with intentional artistic purpose.
In the exploring and responding strand, two new ideas appear: students explore how elements of music are ‘combined’ across musical contexts, and how First Nations Australians use music to ‘continue and revitalise’ culture—a meaningfully different emphasis from the Years 3–4 focus on Country/Place.
The Fun Music Company Years 5 and 6 programs are designed to meet students exactly where they are and take them all the way to these outcomes—whether they arrive with years of musical experience or are coming to a structured music program for the first time.
## What Students Should Be Able to Do by the End of Year 6
The Australian Curriculum v9 achievement standard describes what students are expected to know and demonstrate by the end of Year 6:
> By the end of Year 6, students explain how elements of music are combined and how compositional devices are used in music they compose, perform and/or experience. They explain how and why music from different cultural contexts is composed and/or performed.
>
> Students demonstrate listening skills when performing and composing. They manipulate elements of music and use compositional devices to compose music that communicates ideas. They perform music in a range of forms they have learnt and/or composed in informal and/or formal settings.
>
> ###### Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v9.0 Music. Licensed under CC BY 4.0.
In plain language, by the end of Year 6 students should be able to explain—not just describe—how elements of music work together and how compositional devices create particular effects. They should be able to articulate something meaningful about why music from different cultural contexts sounds the way it does and why it exists. Their listening should actively shape the decisions they make as performers and composers. And they should be creating their own music that uses elements and devices with deliberate expressive intent, performing it in settings that include a real audience.
The shift from ‘describe’ in Year 4 to ‘explain’ in Year 6 is the curriculum’s clearest signal of the depth of musical understanding expected by the end of primary school—and it’s an achievable outcome when students have had well-structured musical experiences across the primary years.
## The Four Strands of the Australian Curriculum v9 in Years 5 and 6
The same four interrelated strands continue from earlier years, but with content statements that now expect students to work at a sophisticated level across all four. Here is what each strand requires and how the Fun Music Company program addresses it.
### Strand 1: Developing Practices and Skills (*SKILLS*)
Content statement:
> Develop listening/aural skills and skills for manipulating elements of music to achieve expressive effects when composing, singing and playing instruments. (AC9AMU6D01)
>
> ###### Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v9.0 Music. Licensed under CC BY 4.0.
The Years 5–6 *SKILLS* content statement introduces two important additions from the Years 3–4 version. First, ‘aural skills’ is added explicitly alongside listening skills—recognising that by this stage students should be developing the ability to hear and identify musical elements by ear, not just respond to them. Second, and perhaps most significantly, the statement now specifies that skills are being developed ‘to achieve expressive effects’—adding a purposeful, artistic dimension that was absent from the earlier version. It’s not enough to manipulate elements of music; students should be doing so with a specific expressive outcome in mind. The statement also adds ‘when composing’ alongside singing and playing, formally linking aural and skill development to the compositional work of the *COMPOSE* strand.
In Year 5, the *SKILLS* unit covers complex rhythm patterns including hip-hop rhythmic styles and compound time, treble and bass clef pitch notation, dynamic markings and control, form in music, accents and articulation, and discrimination between straight and swung rhythmic feels. The solfège with pitch matching activities—which first appeared in Year 2—continue at increasing levels of sophistication, developing students’ ability to identify and reproduce pitch by ear.
Year 6 builds this further. Students work on scale and arpeggio recognition both aurally and in notation, accents and articulations, legato and staccato phrasing, triplets and compound time, and continued development of dynamic control. The ‘Don’t clap back’ games—asking students to distinguish between straight and swung rhythms—develop a subtlety of rhythmic discrimination that directly supports the more complex ensemble work of the *SING & PLAY* unit.
Throughout both years, the notation worksheets that were introduced in Years 3 and 4 are extended into new territory: scales and arpeggios, accents and other articulations, triplets, timbre, and song form. By the end of Year 6, students have a comprehensive toolkit of music reading and listening skills—enough to engage with almost any piece of age-appropriate music as an informed performer or listener.
### Strand 2: Presenting and Performing (*SING & PLAY*)
Content statement:
> Perform music in a range of forms they have learnt and/or composed in informal and/or formal settings. (AC9AMU6P01)
>
> ###### Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v9.0 Music. Licensed under CC BY 4.0.
The performing content statement for Years 5 and 6 introduces two significant changes from the Years 3–4 version. First, students must now perform music ‘in a range of forms’—not just the single genre or style of individual songs, but across genuinely different musical formats. Second, performance is now expected in ‘informal and/or formal settings’—meaning performing for a real audience is an explicit curriculum requirement, not an optional extension.
To meet these requirements, the Fun Music Company *SING & PLAY* unit in Years 5 and 6 makes a deliberate and exciting structural shift from the lower primary years. Rather than individual songs with percussion accompaniment, the unit is built around two ensemble formats: **Marimba Band** and **Bucket Drumming**. Each format provides a full sequence of four pieces across 20 lessons, with students learning bass, harmony and melody parts progressively before bringing them together as an ensemble.
**Marimba Band** develops students’ ability to read from notation, maintain independent parts within an ensemble, and perform pieces that span a range of musical styles—from calypso and jazz to contemporary and Latin-influenced works. Students develop genuine instrumental technique alongside ensemble skills: balance, dynamics, listening across the group, and the kind of musical responsiveness that comes from sustained ensemble rehearsal.
[**Bucket Drumming**](https://funmusicco.com/what-is-bucket-drumming/) provides a rhythmically demanding ensemble experience that develops precision, groove, dynamic control, and the ability to maintain complex rhythmic patterns within a group. The pieces in Years 5 and 6 are genuinely exciting for students to play and for audiences to watch—making them ideal for the formal performance settings the curriculum now requires. Year 6 pieces build on the rhythmic vocabulary established in Year 5, adding improvisation sections and more complex rhythmic layering.
The two-format structure also means that students in Years 5 and 6 are performing in genuinely different musical forms—melodic ensemble and rhythmic ensemble—directly satisfying the curriculum’s requirement that performance spans ‘a range of forms.’ By the end of Year 6, students have experienced the full arc of ensemble performance: learning parts from notation, rehearsing together, refining for performance, and presenting to an audience.
### Strand 3: Creating and Making (*COMPOSE*)
Content statement:
> Manipulate elements of music and use compositional devices to communicate ideas, perspectives and/or meaning when composing and practising music for performance, and notate, document and/or record the music they compose. (AC9AMU6C01)
>
> ###### Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v9.0 Music. Licensed under CC BY 4.0.
This is the most demanding content statement in the primary music curriculum, and it introduces two important new requirements. First, students must now use ‘compositional devices’—not just elements of music. Compositional devices include things like repetition, contrast, ostinato, call and response, and variation: techniques that composers use to shape and structure musical ideas over time. Second, students must ‘notate, document and/or record’ their compositions. This accountability to a finished, documented work is a genuine shift from the more exploratory composition activities of the lower primary years.
The Fun Music Company *COMPOSE* unit in Years 5 and 6 addresses these requirements through a project-based structure—four distinct composition projects per year, each exploring a different starting point and set of compositional tools.
In Year 5, the four projects are: improvise to compose (using the pentatonic scale, with notation and sequencing software); musical ingredients (starting from a given rhythm, melody or chord progression and developing it into a complete composition); starting with words (creating a four-line chant, then building a backing beat and melody using digital tools); and musical emotions (composing a piece based on a specific emotion, using digital tools to expand and refine it). Each project culminates in a presentation to the class with self-evaluation—building the reflective practice the achievement standard describes.
Year 6 extends this with five projects: starting with a melodic fragment (developing it using contrast, repetition and balance, adding parts with digital tools); musical landscapes (using a landscape image as compositional inspiration, working collaboratively to add parts and create notation); improvise to compose (recording improvisations in a sequencing application and developing them into multi-track pieces); vocal raps (creating a four-line chant with a backing beat and recorded vocals); and creating a film score (choosing a public domain movie clip and composing music for it using software). The film score project in particular is a genuinely sophisticated undertaking that draws on everything students have learned about elements of music, compositional devices, and expressive intent across the primary years.
Across both years, the mix of technology and non-technology projects is deliberate. In Grade 5, Projects 1 and 3 use sequencing apps and recording software, while Projects 2 and 4 don’t require any technology at all. Whether your school has ready access to devices or not, there’s a pathway through the unit that works for your context — and either way, students are meeting the curriculum’s requirement to notate, document and/or record their compositions.
### Strand 4: Exploring and Responding (*CONNECT*)
Content statements:
> Explore ways that the elements of music are combined in music across cultures, times, places and/or other contexts. (AC9AMU6E01)
>
> Explore ways First Nations Australians use music to continue and revitalise culture. (AC9AMU6E02)
>
> ###### Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v9.0 Music. Licensed under CC BY 4.0.
The exploring and responding strand in Years 5 and 6 makes two meaningful shifts from the Years 3–4 version. The first content statement now asks students to explore how elements of music are ‘combined’—a more analytical lens than the Years 3–4 focus on where and why music is composed and performed. Students are now expected to listen with enough sophistication to identify and describe how multiple elements interact to create a musical effect.
The second content statement makes an equally significant shift. Where Years 3 and 4 required students to explore how First Nations Australians use music to communicate their connection to and responsibility for Country/Place, Years 5 and 6 ask students to explore how First Nations Australians use music to ‘continue and revitalise’ culture. This is a forward-looking lens—it asks students to understand music as a living, evolving expression of cultural identity, not just a historical or spiritual practice.
The Fun Music Company *CONNECT* unit addresses both content statements through twenty guided listening activities in each of Year 5 and Year 6, drawing on a wide range of musical traditions, genres and cultural contexts. In both years, the unit opens with First Nations Australian music—exploring how music is being used to carry culture forward into the present—before moving through classical orchestral works, contemporary classical, jazz, rock, pop, and world music from across Africa, Asia, Latin America, Europe and the Pacific. Each activity is designed to develop students’ capacity to listen analytically as well as responsively, building the musical vocabulary and critical ear the achievement standard requires.
By the end of Year 6, students are equipped to engage with music from any tradition as informed, articulate listeners—which is exactly what the curriculum intends as the goal of primary music education.
## What a Well-Structured Years 5–6 Music Program Looks Like
Years 5 and 6 are where primary music education gets to be a little bit ambitious—and genuinely fun. Students at this level are capable of real ensemble performance, sophisticated composition, and thoughtful musical analysis. A well-structured program gives them the opportunity to do all three, in a way that feels challenging and exciting rather than overwhelming.
The key hallmarks are: **ensemble performance experience** that includes formal performance for an audience; **composition projects** that use compositional devices with deliberate artistic intention and result in documented, finished works; **listening activities** that develop analytical skills alongside personal response; and First Nations Australian music explored as living, evolving culture rather than historical artefact. And all of it delivered in a way that any classroom teacher can lead with confidence, regardless of their musical background.
The Fun Music Company Years 5 and 6 programs are built around exactly this vision. Whether your students are arriving with years of rich musical experience or encountering a structured program for the first time, every lesson is designed to meet them where they are, develop their skills progressively, and give them musical experiences they’ll enjoy and remember.
## Frequently Asked Questions
Is this program suitable for students who haven’t had much music education before Year 5?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-05-01T01:43:30+00:00#### [Is this program suitable for students who haven’t had much music education before Year 5?](#collapse-18-38454)
Absolutely. The Fun Music Company Years 5 and 6 programs are designed to be accessible for students at any starting point. The Marimba Band and Bucket Drumming pieces are scaffolded carefully—students learn bass parts first, then harmony, then melody, building confidence and ensemble skill progressively. The *COMPOSE* projects are structured so that students are always working from a concrete starting point rather than a blank page. And the *SKILLS* and *CONNECT* units develop musical vocabulary and listening skills from the ground up within each year. Students who are newer to music will move through the material at their own pace and still have genuinely rewarding musical experiences—the program meets them where they are.
How does the First Nations Australian music requirement change in Years 5 and 6?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-05-01T01:42:48+00:00#### [How does the First Nations Australian music requirement change in Years 5 and 6?](#collapse-18-38452)
In Years 3 and 4, the curriculum asks students to explore how First Nations Australians use music to communicate their connection to and responsibility for Country/Place. In Years 5 and 6, the focus shifts to how First Nations Australians use music to ‘continue and revitalise’ culture. This is a subtle but important difference: it asks students to understand music as a living, forward-looking expression of cultural identity—not just a traditional or historical practice. The Fun Music Company *CONNECT* unit opens each year with First Nations Australian music explored through this lens, setting the tone for a year of listening that is genuinely analytical, respectful and culturally informed.
Do students need to use technology in the COMPOSE unit?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-05-01T01:41:39+00:00#### [Do students need to use technology in the COMPOSE unit?](#collapse-18-38449)
The short answer is: it depends on what works for your school, and we’ve deliberately built it that way. The *COMPOSE* unit in Years 5 and 6 includes a mix of technology-based and non-technology projects, so you can choose what suits your context. In Grade 5, Projects 1 and 3 use technology such as sequencing apps and recording software, while Projects 2 and 4 don’t require it at all. Whether your school has a laptop trolley that’s always booked out or a class set of iPads that students are expected to use every lesson, there’s a pathway through the unit that works for you. You can run all four projects, or pick the ones that fit your situation — either way, students are meeting the curriculum’s requirement to notate, document and/or record their compositions.
What are compositional devices, and how are they taught?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-05-01T01:36:40+00:00#### [What are compositional devices, and how are they taught?](#collapse-18-38447)
Compositional devices are the techniques composers use to shape and structure musical ideas over time—things like repetition (using a musical idea more than once), contrast (introducing something different), ostinato (a repeating rhythmic or melodic pattern), call and response (a musical conversation between parts), and variation (taking a theme and changing elements of it). In the Fun Music Company *COMPOSE* unit, these devices are introduced practically through the composition projects rather than as abstract theory. Students encounter repetition and contrast when they work with their own melodic fragments in Year 6; they work with ostinato in the improvisation projects; they use call and response structures in their vocal rap and chant projects. The devices are tools for making music, not vocabulary to memorise.
Why does the SING & PLAY unit change format in Years 5 and 6?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-05-01T01:35:16+00:00#### [Why does the SING & PLAY unit change format in Years 5 and 6?](#collapse-18-38445)
The shift to Marimba Band and Bucket Drumming in Years 5 and 6 is a direct response to the curriculum’s requirement that students perform music ‘in a range of forms’ in ‘informal and/or formal settings.’ Individual songs with percussion accompaniment—the format that works beautifully in Years 1 through 4—doesn’t give students the ensemble depth, the formal performance experience, or the range of musical forms the upper primary curriculum requires. Marimba Band and Bucket Drumming do. They also happen to be formats that students find genuinely exciting to play and that make a real impression on audiences—which makes them ideal for the school concert or assembly performance the curriculum now explicitly expects.
## Ready to Teach Years 5 and 6 Music with Confidence?
The Fun Music Company Grade 5 and Grade 6 curriculum programs are fully planned, ready-to-teach, and aligned to the Australian Curriculum v9. Each grade is available individually so you can start exactly where your students are.
### The Grade 5 Music Curriculum
The Grade 5 program introduces Marimba Band and Bucket Drumming ensemble performance, four project-based composition units using digital tools, a full notation and listening skills sequence, and twenty guided *CONNECT* listening activities. Every lesson is clear, step-by-step, and designed to be delivered by any classroom teacher regardless of musical background.
[**Click here to learn more about the Grade 5 program »**](https://funmusicco.com/fun-music-company-music-curriculum/teaching-grade-5-music-lessons/)
[](https://funmusicco.com/fun-music-company-music-curriculum/teaching-grade-5-music-lessons/)
### The Grade 6 Music Curriculum
The Grade 6 program builds on Year 5 with more complex ensemble pieces, five composition projects including film score composition, extended notation and analytical listening skills, and a *CONNECT* sequence that brings students’ musical understanding to its primary school peak. A fitting and exciting conclusion to the K–6 music journey.
**[Click here to learn more about the Grade 6 program »](https://funmusicco.com/fun-music-company-music-curriculum/grade-6/)**
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-6/)
Or, if you’re looking to cover the full K–6 journey in one place, explore the complete [Fun Music Company K–6 Curriculum Program](https://funmusicco.com/fun-music-company-music-curriculum/)—all seven grade levels, all four strands, fully planned and ready to teach.
[](https://funmusicco.com/fun-music-company-music-curriculum/)
### Attribution
###### Australian Curriculum content statements and achievement standards reproduced on this page are © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present. This material was sourced from the Australian Curriculum website (https://v9.australiancurriculum.edu.au) in April 2026 and is licensed under Creative Commons Attribution 4.0 International (CC BY 4.0). ACARA does not endorse the Fun Music Company or its products, and this content should not be taken to indicate any affiliation with or approval by ACARA.
**Categories:** Australian Curriculum v9
---
### [Australian Curriculum Music v9: Years 1–2 Explained for Primary Teachers](https://funmusicco.com/australian-curriculum-music-v9-years-1-2-explained-for-primary-teachers/)
**Published:** March 14, 2026
**Author:** Janice Tuck
**Content:**
Australian Curriculum Music v9:
Years 1–2 Explained for Primary Teachers
The Australian Curriculum v9 for Music groups Years 1 and 2 together as a single band, with shared achievement standards and content statements that apply across both year levels. At this stage, music becomes noticeably more music-specific than at Foundation Year — students move from broad arts exploration into named musical concepts like tempo, dynamics, pitch and timbre, and begin developing skills that are distinctly musical: listening with intention, singing with awareness of pitch, and performing in ensemble settings. For classroom teachers, Years 1 and 2 represent the point where a structured, sequential music program really starts to pay dividends. The habits and confidence built in Foundation Year begin to consolidate into genuine musical skills.
### How Years 1–2 Builds on Foundation Year
If Foundation Year is about awakening curiosity and exploring what music is, Years 1 and 2 are about beginning to understand how it works. Students move from responding to music instinctively to describing what they hear using musical language. They move from exploring their voices freely to developing specific singing skills. They move from simple percussion accompaniment to learning tuned and untuned parts that work together in an ensemble.
Across the two-year band, there is a deliberate progression. Year 1 introduces concepts and builds foundational skills; Year 2 extends and deepens those same skills, adding complexity in both the performing and composing strands. A student who arrives at Year 3 having had a well-structured Years 1–2 music program is in a fundamentally different position from one who hasn’t — and that difference compounds significantly through the upper primary years.
For a full overview of how the curriculum progresses from Foundation through to Year 6, see our [Australian Curriculum Music v9: Complete Guide for Primary Teachers](https://funmusicco.com/australian-curriculum-music-v9-a-complete-guide-for-primary-teachers/).
### What Students Should Be Able to Do by the End of Year 2
The Australian Curriculum v9 achievement standard for the Years 1–2 band describes what students are expected to know and demonstrate by the end of Year 2:
> By the end of Year 2, students identify where they experience music. They describe where, why and/or how people across cultures, communities and/or other contexts experience music.
> Students demonstrate listening skills. They use the elements of music to improvise and/or compose music. They sing and play music in informal settings.
>
> ###### Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v9.0 Music. Licensed under CC BY 4.0.
In plain language, this means that by the end of Year 2, students should be able to talk about where and why people make music in the world around them, demonstrate that they can listen actively and purposefully, use elements of music like rhythm and pitch to make and organise their own musical ideas, and perform songs and pieces they have learned or composed in informal settings.
Notice that the standard doesn’t say students need to read notation, perform in formal concerts, or demonstrate technical mastery. The bar at Years 1–2 is appropriately set around musical thinking, listening, and participation — which means any classroom teacher with a well-designed program can get their students there.
## The Four Strands of the Australian Curriculum v9 in Years 1 and 2
The same four interrelated strands that structure the Foundation Year curriculum continue through Years 1 and 2, but the content statements become more specific and more distinctly musical. Here is what each strand requires and how the Fun Music Company program addresses it across the two-year band.
### Strand 1: Developing Practices and Skills (*SKILLS*)
Content statement:
> Develop listening skills and skills for singing and playing instruments. (AC9AMU2D01)
>
> ###### Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v9.0 Music. Licensed under CC BY 4.0.
This content statement marks one of the most significant shifts from Foundation Year. Where the Foundation statement was broad and arts-wide, this one is clearly music-specific: students are developing listening skills and skills for singing and playing instruments. The musical elements — tempo, dynamics, pitch, timbre, rhythm — now become named objects of study that students learn to identify, describe and manipulate.
The Fun Music Company *SKILLS* unit builds these capacities progressively across Years 1 and 2. In Year 1, students develop their awareness of individual musical elements through guided listening activities, echo singing exercises that build pitch awareness, and echo rhythm games that develop their sense of beat and rhythm. By Year 2, the same activity types become more sophisticated: students encounter compound time rhythms, practise solfège-based pitch matching, and develop the ability to distinguish between musical elements that are increasingly similar — for example, distinguishing between simple and compound rhythm patterns, or identifying a specific instrument within a fuller musical texture.
Throughout both years, the *SKILLS* unit runs parallel to the other three units rather than being taught in isolation. Students are developing listening skills while they are also performing in *SING & PLAY* and composing in *COMPOSE* — which is exactly how musical skills develop in practice.
### Strand 2: Presenting and Performing (*SING & PLAY*)
Content statement:
> Sing and play music they have learnt and/or composed in informal settings. (AC9AMU4P01)
>
> ###### Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v9.0 Music. Licensed under CC BY 4.0.
The presenting and performing strand in Years 1 and 2 builds directly on the performance cycle established in Foundation Year — but the repertoire becomes more musically varied and the ensemble arrangements more layered. Students continue working through a structured sequence for each song: learning, adding tuned and untuned percussion parts, rehearsing, and performing for an audience. The addition of tuned percussion parts is a meaningful step forward from Foundation Year, introducing students to the concept of melody and harmonic accompaniment in a hands-on way.
[Boomwhackers](https://funmusicco.com/boomwhackers/) are the primary tuned percussion instrument across Years 1 and 2 — their colour-coded pitch system bridges the gap between playing by ear and reading colour-coded notation on the staff, building the music literacy foundations that the curriculum requires by the end of Year 2.
Across the two-year band, the Fun Music Company *SING & PLAY* unit draws on a genuinely international repertoire, including songs from African, Japanese, French, American, Australian and other traditions. This is not incidental — it directly supports the *CONNECT* strand’s requirement that students explore music across cultures and communities, creating a natural link between performing and understanding.
Students are not just singing songs; they are also learning that music exists in many forms and contexts around the world. By the end of Year 2, students have experienced multiple complete performance cycles across a varied repertoire, and the experience of preparing and sharing music with an audience has become a familiar and positive part of their musical life rather than something novel or anxiety-inducing.
### Strand 3: Creating and Making (*COMPOSE*)
Content statement:
> Select and combine elements of music when composing and practising music for performance. (AC9AMU2C01)
>
> ###### Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v9.0 Music. Licensed under CC BY 4.0.
The composition content statement for Years 1 and 2 introduces an important new concept: selecting and combining elements of music. This goes beyond the Foundation Year’s broad ‘creating artworks that communicate ideas’ and asks students to make deliberate, informed musical choices — choosing how to use dynamics, tempo, pitch and rhythm to achieve a specific expressive effect.
In Year 1, the Fun Music Company *COMPOSE* unit builds on the creative confidence developed in Foundation Year. Students explore how individual musical elements create expressive effects through structured activities — experimenting with tempo, dynamics, articulation and pitch as tools for communicating ideas and stories.
They begin to combine these elements into short compositions and learn to record their musical ideas in simple ways. By Year 2, the composition projects become more sustained and more intentional: students work toward a completed composition using the pentatonic scale, combine and develop musical ideas with a partner, use technology to sequence and layer sounds, and present finished work to the class with a description of their expressive intent.
This progression across the two years is carefully designed. Students who reach Year 3 having worked through this sequence understand composition not as something that happens by accident, but as a process of making deliberate choices — which is exactly the foundation the upper primary *COMPOSE* units are built on.
### Strand 4: Exploring and Responding (*CONNECT*)
Content statements:
> Explore where, why and how people across cultures, communities and/or other contexts experience music. (AC9AMU4E01)
>
> Explore examples of music composed and/or performed by First Nations Australians. (AC9AMU2E02)
>
> ###### Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v9.0 Music. Licensed under CC BY 4.0.
The exploring and responding strand in Years 1 and 2 introduces something new that didn’t exist as a distinct requirement at Foundation Year: a specific, named content statement requiring students to explore examples of music composed and/or performed by First Nations Australians. This is not a suggestion or an elaboration — it is a content statement, meaning it is a curriculum requirement at this year level.
For many generalist classroom teachers, this is one of the most daunting aspects of teaching music in Years 1 and 2. Understanding how to approach First Nations music respectfully, meaningfully, and in a way that genuinely serves the curriculum requirement — rather than tokenistically ticking a box — requires guidance and well-chosen resources.
The Fun Music Company *CONNECT* unit in Years 1 and 2 addresses both content statements across a sequence of twenty guided listening activities per year. In Year 1, students explore a wide range of music from different cultures and communities, including examples of First Nations Australian music, and develop the language to describe where, why and how music is experienced in different contexts. Year 2 deepens this work with a similar breadth of listening, introducing students to a wider range of musical traditions and styles while continuing to develop their ability to describe and respond to music meaningfully.
The orchestral repertoire in the *CONNECT* unit also introduces students to the instruments of the orchestra in Year 1, building the listening vocabulary they will draw on throughout their primary schooling and beyond.
## What a Well-Structured Years 1–2 Music Program Looks Like
Years 1 and 2 represent the critical window where students either begin to see themselves as musical — capable of singing, listening, creating and performing — or they don’t. A program that covers the curriculum requirements on paper but doesn’t give students genuine, repeated experiences of music-making across all four strands will leave gaps that become increasingly difficult to address in the upper primary years.
A well-structured Years 1–2 program develops specific musical skills progressively across the two years rather than repeating the same content. It introduces the musical elements by name and gives students regular practice in identifying and manipulating them. It provides ensemble performance experience with genuine repertoire, and it approaches First Nations Australian music with depth and respect rather than a single token lesson. And it builds creative confidence through composition projects that ask students to make real musical decisions, not just fill in worksheets.
The Fun Music Company Years 1 and 2 curriculum program provides fully planned, ready-to-teach lessons across all four strands for both year levels, designed to be delivered by generalist classroom teachers with no specialist music background. Every lesson maps directly to the relevant content statements, and the two-year progression is carefully structured so that each year genuinely builds on what came before.
## Frequently Asked Questions
How does the Years 1–2 program connect to Years 3 and 4?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-30T08:57:51+00:00#### [How does the Years 1–2 program connect to Years 3 and 4?](#collapse-19-38406)
The Years 1–2 program is the direct foundation for the significantly more sophisticated content of Years 3 and 4. Students who arrive at Year 3 with well-developed listening skills, performance experience, compositional confidence, and a broad frame of reference for music across cultures are ready for the deeper engagement the Years 3–4 curriculum requires. Students who arrive without those foundations will struggle with the jump in expectations — particularly in the *SKILLS* strand, which introduces music notation in Year 3, and the *COMPOSE* strand, which asks students to manipulate elements of music with artistic intention.
Do students need to learn to read music notation in Years 1 and 2?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-30T08:56:48+00:00#### [Do students need to learn to read music notation in Years 1 and 2?](#collapse-19-38404)
No. The Australian Curriculum v9 does not require music notation reading at Years 1 and 2. Students may be introduced to simple rhythm notation or graphic scores as a tool for recording their own musical ideas in the *COMPOSE* strand, but formal staff notation is not a curriculum requirement until the upper primary years. The emphasis at this level is firmly on aural and kinaesthetic learning — developing the ear, the voice, and the body’s sense of rhythm before adding the abstract layer of notation.
How should I approach First Nations Australian music in Years 1 and 2?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-30T08:56:08+00:00#### [How should I approach First Nations Australian music in Years 1 and 2?](#collapse-19-38401)
The key is to approach First Nations Australian music as music that is important for people and communities — just as you would approach music from any other culture in the *CONNECT* strand. The curriculum asks students to explore examples of music composed and/or performed by First Nations Australians, which means listening to genuine music, learning something about its context and significance, and responding to it thoughtfully. Avoid treating it as a box to tick or confining it to a single lesson. A program that weaves First Nations perspectives through the year, rather than isolating them, is more authentic and more likely to build genuine understanding.
What musical elements should students know by the end of Year 2?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-30T08:55:08+00:00#### [What musical elements should students know by the end of Year 2?](#collapse-19-38399)
By the end of Year 2, students should be able to identify and describe the basic elements of music — including tempo (fast and slow), dynamics (loud and soft), pitch (high and low), rhythm (patterns of long and short sounds), and timbre (the distinctive sound quality of different instruments). They don’t need to use formal notation to demonstrate this understanding — they can describe, respond to, and manipulate these elements through singing, playing, listening and composing activities.
Why does the curriculum group Years 1 and 2 together?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-04-30T08:54:11+00:00#### [Why does the curriculum group Years 1 and 2 together?](#collapse-19-38396)
The Australian Curriculum v9 groups Years 1 and 2 as a band because students at this age develop at different rates, and the curriculum is designed to give teachers flexibility to respond to where their class actually is rather than where the calendar says they should be. The content statements and achievement standard describe what students should reach by the end of Year 2, allowing Year 1 to be used for building the foundations and Year 2 for extending and deepening. In practice, a well-structured program makes the two-year progression explicit, so teachers know what’s expected at each point in the band.
## Ready to Teach Years 1 and 2 Music with Confidence?
The Fun Music Company Grade 1 and Grade 2 curriculum programs are fully planned, ready-to-teach, and aligned to the Australian Curriculum v9. Each grade is available individually so you can start exactly where your students are.
### The Grade 1 Music Curriculum
The Grade 1 program builds directly on Foundation Year with 40 weeks of fully planned lessons across all four strands — SKILLS, SING & PLAY, COMPOSE and CONNECT. Every lesson introduces new musical concepts progressively, develops ensemble performance skills, and is designed to be taught by any classroom teacher regardless of music background.
**[Click here to learn more about the Grade 1 program »](https://funmusicco.com/fun-music-company-music-curriculum/grade-1-music-curriculum/)**
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-1-music-curriculum/)
### The Grade 2 Music Curriculum
The Grade 2 program deepens and extends everything established in Grade 1. Students take on more complex composition projects, more sophisticated ensemble arrangements, and a broader range of musical listening experiences. The same four-strand structure ensures full curriculum alignment, and every lesson is clear, step-by-step, and ready to use from the moment you open it.
**[Click here to learn more about the Grade 2 program »](https://funmusicco.com/fun-music-company-music-curriculum/grade-2/)**
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-2/)
### Attribution
##### Australian Curriculum content statements and achievement standards reproduced on this page are © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present. This material was sourced from the Australian Curriculum website (https://v9.australiancurriculum.edu.au) and is licensed under Creative Commons Attribution 4.0 International (CC BY 4.0). ACARA does not endorse the Fun Music Company or its products, and this content should not be taken to indicate any affiliation with or approval by ACARA.
**Categories:** Australian Curriculum v9
---
### [Teaching Music To Children](https://funmusicco.com/teaching-music-to-children/)
**Published:** November 5, 2008
**Author:** FunMusicCo
**Content:**
# How to Teach Music to Young Children: 4 Active Learning Strategies That Really Work
**How to help young children to have fun and retain more in music.**
I had this question posted to me a few weeks ago and after careful research and consideration have posted this reply. I know this will be of value to many music teachers out there and although the answer is to address teaching at kindergarten level, it is applicable and adaptable to teaching any young class. Please add your own experience and add feedback to the comment box below I would love to hear your perspective on this important issue.
“**I have a part time job teaching children in Kindergarten Music Prep. (Music Theory). I am constantly having to remind them of what we have talked about. How should I go about helping them to remember what we learned in class. Their parents are paying me money, and I would like for the children to actually remember things.”**
Teaching kindergarten music sounds so easy – doesn’t it. After all, the children are so small and cute, seem well behaved and all the literature on growth and development suggests they are capable of retaining massive amounts of information at this age. How could this be causing a teacher any stress I hear you say?
The real truth is that this age requires innate understanding of each individual child and a real strategy and recipe for success. Children of this age can be plain hard work and it takes real courage and honesty for any teacher to identify an area of their own teaching where they don’t feel fully fulfilled. I just want to say from the beginning that I really respect those qualities in this teacher and I understand the frustrations that go along with it.
The reality is immense pressure is placed on the teacher when parents are paying extra money for their child’s lessons outside of usual school curriculum. The expectations are enormous. I know that the act of paying extra money from a parents perspective is that the children should receive all the benefits. They believe that it should be fun and easy, they will instantly be able to play songs, will naturally gain the discipline of practice and will remember everything that is said to them.
However To young children, music is a foreign language. It’s that sound that plays in the background all the time everywhere we go and has done so since pre-birth, it looks easy to do until you try it and if you make mistakes and forget things it looks and sounds terrible.
The long and short of it all is that if music becomes too hard, then children will not remember any of the content and will not enjoy it.
What I would like for you to do as you read this information, is to grow with it and I want to emphasise that you do not have to implement it all straight away. Instead just read it and use it as a spring board to finding out more. If you don’t agree with what my advice is, just stand back from it and say to yourself hmm… just think maybe if i just tried it in a small way without upsetting my usual routine too much, maybe I could test it a few times, just to see.
These strategies can also be used and adapted for all class sizes whether it be a one -on -one lesson or huge classes. I know that as resourceful people we can always find a way to implement the ideas so they can be effective . My advice would be don’t be afraid to ask for help. At kindergarten level, some parents could take a teacher aid role and could really help you keep the momentum flowing throughout the lesson while you facilitate.
The very nature of music is that it is an active lesson (even when you’re teaching music theory), because to make music you need to do it total immersion that works best. Just think, the best way to learn a foreign language is to visit the country for a while ! I fully believe that Music theory works in the same way.
Music is just not a “passive “style of learning. To sit there and talk about it would simply not be enough. To fully retain concepts of music theory, we need to fully engage our children, have them up and buzzing with excitement and have them immersed in the activity of learning music from the outset. Research has shown that active style learning can help retain over 80% of the content given.
In my own experience with this active learning approach, parents always marveled at how their children could remember so much even when the parent was still sitting in the room watching the lesson. The children would often remember much more than the parent, and they often couldn’t understand why it was that their children remembered more until it was explained to them. The reason was that the children were actively immersed in the learning where as the parent was looking on passively – it’s an amazing difference!
The great news for teachers is that anyone can start active learning at anytime and in a big or small way. It doesn’t require any type of personality or extra materials to what you would already find in any general music classroom . It does however require a different road map on how to get there and requires the teacher to grow and change their perspective. This is also often quite different from the way we have often been taught to teach!
So let’s get started:
Here are four advice tips and some suggestions for implementing active style strategies to
a music theory class for kindergarten children:
**Tip#1 : Separate individual Concepts :less = more.**
Learning Music requires a child to interpret new information about all sorts of things.
Imagine learning to ride a bike and we were told all the steps. Now keep your weight in the middle, pedal hard,change gears, look where you want to go, steer and ring the bell if you get too close to someone and you use the brake by applying pressure with our hands or our feet. Its all just too much! If you were given this advice, chances are that you wouldn’t have known where to start and would have taken years to master it.
When children are playing the piano for the first time, just think of all the components they get told to remember at times.They get told to sit up, think about what notes to play, read the notes or remember them, how to hold their fingers, know how long the notes are held for and then on top of all this to play while remembering all of this sometimes while playing along with a sequence or background music. Sounds crazy when you put it this way !
How many times do we as music teachers do it in music theory classes?
This is a Middle C it goes for one crotchet beat and lives in between the treble and bass clef, this is how you play it now lets do a worksheet.
There are ljust too many concepts here- knowing where middle C is means that the child needs to know concepts of rhythm, pitch and musical terms all at the same time. I didn’t even mention the grand stave and manuscipt in this example and the kids would already be confused. If this was all new, as a child you just wouldn’t know where to start.
Just imagine how much easier it would be for a kindergarten student to receive one new piece of information at a time and use it in many different ways so that they can have the chance to fully understand it and retain the information.
**Tip #2 : Start with the known and move into the unknown**
Have you ever asked someone what a crotchet is and they just look back at you and say something like
“Is it a type of knitting?”
The reason they say this is not just to be funny . They have heard of knitting called crochet before, but they haven’t heard of the musical term crotchet so they relate it to something they know over something they don’t.
I know when I was working with kindergarten aged children, I used the age old story of a house to introduce the manuscript- just like so many teachers out there already do.
A first lesson would start on a whiteboard with just the stave lines on it. Five for the treble and five for the bass just like conventional notation has, but it would become a story.
I would say to the children something like “Who can guess what I am drawing?”- rather than
telling them (to help keep hem active and involved in the process). and would draw two walls at the end of the stave,then after I paused and would get no answer I’d draw a roof, a chimmney maybe a door and some windows until the children get it and yell out – a house! It seems simple doesn’t it, but They never forget this and then because they understand the original foundation skill, it’s easy to build adding characters in the house being the music notes and the treble and bass stave and making them into people.
If I had of told them that this is the manuscript stave lines or the grand stave – unless I related it to something that every 4 year old would know, they just wouldn’t get it from the beginning. The house was something they all knew.
The really fun thing about using this concept was watching any parents in the room . They had often gone through years of music as a child themselves, often without really understanding it. By learning it as a four year old again, they would get it after all these years too. You could almost hear the penny drop as they understood the fundamental concept as their children were learning it. Many parents still ask me to print out a copy of the musical house, just so they can help and understand with their children even years later.
**Tip #3 Use different medium to help repeat and reinforce information**
As with anyone learning a new concept, it’s important to explain it over and over again in a
way that will build the information, rather than forget it.
In teaching, the general music notes concept of some go on lines and others on spaces for example, you could approach the same idea in several ways. You could:
-bring the class to sit in front of a whiteboard and share a story. You could build the musical house and then simply explain that inside the music house live all the notes on all the lines and spaces.
-get some magnet round music notes to fit the stave and show the children how they are
placed
– get some children to put a music note up themselves ask some to put them in lines and
others in spaces.
-have a race where teams would race against each other (or against the teacher) to put
notes in lines and spaces,
-practice drawing notes in lines or spaces on the whiteboard with the children
– become music notes and stand on a line or space using masking tape lines on the floor
-do a worksheet where children draw around notes in lines or in spaces and perhaps even
draw a couple of their own
– play a game based on notes on lines and spaces – you could make up a “musical twister”
or “lines and spaces match game” or something with general music notes in lines or spaces.
– put music note magnets on lines and spaces using hand held musical magnet boards.
The ideas are endless- but they all teach the same concept in visual, auditory and kinesthetic ways. All you need to do is pick a mixture of each or the best ones to suit your learners.
**Tip#4 : Provide Challenge to let the children they are Achieving.**
Even in the most interesting lessons, I have found that that Team or individual Challenges tie the learning together and keep children on task and focussed.
Ideas could include:
– a sticker or incentive chart that keeps the class inspired. You might have a class that
just loves games – so inspire them to play more games by completing other tasks and using
a sticker or tick chart to show their progress as they complete each activity to aim for
the goal.
– a happy face sad face chart on a whiteboard. If the class has more happy face ticks than
sad faces ticks at the end of a lesson then they might get to do an extra game or
something else they like to do.
– give children individual challenges where they needed to complete a certain amount of
activities in the lesson and check them off to get a choice of activities at the end of a
lesson.
I had a class once that didn’t like singing solfege, and always complained that it was too hard so I made it into a class challenge. I came up with a “Hall of Fame “ idea where as a class finished an exercise as a group, they would be able to pick out a team or class sticker and put it on their chart. I also gave each child a sticker to take home as well. The children just loved this and it eventually became a whole wall of my classroom. It just turned the whole activity around from something the children didn’t want to do into a highlight of the lesson.
**Action plan:**
Here are some lesson ideas you could use in an First Music Fun (Theory) Lesson designed for Kindergarten Children.
– **Dancing:** Get the children up, active and moving from the beginning and move with them. A simple dance gets their heart rate up and in a state that they will be ready to retain more. Use anything they love and add simple actions like clapping and moving side to side. Do several songs if you wish. It doesn’t matter what genre of music you use, just that it creates a “feel good” atmosphere and the children love it. Get the children more excited as the music continues by lifting the tempo and by the end they will be jumping and excited – perfect retention mode!
– **White Board Story time**: Tell a story about the pitch theory concept for the day! (Use my story in tip#2 as an example) or you could make up your own – it doesn’t matter as long as it’s one clear simple message and it begins and ends quickly. When drawing, the children love to become involved and love to join in.
– **Note Race Game**: Check their knowledge by making a game out of it. Divide the class into two groups and have two racers at a time. You can check how much the children have learned from the story and get them involved in retaining the information. They love doing this game! An example: put music notes on lines or spaces, make the notes Doh Reh Mi, CDE – use the concept learned in the story to set the race content.
– **Do a worksheet**: Have a simple design practicing the content of the story. practice tracing around particular music notes, treble clefs etc. Make it clear how to do it with arrows and demonstrate on the whiteboard or on your own sheet. Concentrate on only the known concepts to help reinforce understanding rather than using it as a test.
– **Play a Song** :Use a class set of instruments (Xylophones or Keyboards) in the classroom to help reinforce the content. For example if you have just told a story about Middle C, then play a song with middle C’s. Play along with a sequence or teacher accompaniment to keep it in time and give them a cue to come in. Use paper templates to explain and practice what to do before doing it on the real instruments. (Remember rhythm hasn’t been covered yet in the lesson) so it should be a song where it is natural to play in time. A song like “Wheels on the Bus” works well to play along with for beginners.
– **Learn Rhythm using percussion Instruments:** Have a simple rhythm drawn up on the white board using time signature, rhythm and a repeat sign. Point to the symbols and clap. Less explanation is the key more movement helps retain. The children ask questions as you go and pick up on the symbols quickly. When the children can clap it then get them a class set of percussion instruments. Demonstrate how to hold them properly and show them how to play- then let them play along. Add accompaniment music to help make it really fun. Classical music works well as an accompaniment. Count 1,2,3,4 and start playing together. The power of “doing” is enormous.
–**Music Appreciation:** Find a piece of classical music and act out a story. “The Elelphant” and “The Swan” from Carnival Of The Animals by Saint Seans are perfect pieces to help children dance like Dinosaurs or swim like fish. A Classic like “March Of The Toreadors’s” (From Carmen by Bizet) will have your children understand what it feels like to be both the bull and the bull fighter. Make up some stories of your own and let your imagination go wild- the children love it and easily make up their own after a while.
–**Sing Solfege:** Start with simple songs such as “Hot cross Buns” and sing them in solfege. The children over time can remember enormous amounts and take real pride in getting to the end of a solfege version and performing it. (The reason why I suggest solfege is because it’s easier to remember and sing than the musical alphabet). In my experience, use the Hall Of Fame in Tip#4 together with this idea as some children find this activity more difficult and need an incentive challenge to focus on.
– **Play Games:** Games are a great way to revise and extend knowledge. Anything from snap, matching games, dice games, spinner games, guessing games, bingo games to board games work extremely well with children of all ages. Have a new game ready each week and your class will always be on side and retaining!
**Categories:** kindergarten music, preschool music
**Tags:** Creating a Lesson Plan, Elementary Music Lesson Plan, Elementary Music Lesson Plans, Fun Music Co, Fun Music Company, general music lesson, General Music Lesson Plans, How to write a lesson plan, Janice Tuck, music education articles, music education blog, music education blogs, Music Lesson Plan for Kindergarten, music lesson plans, music lessons for children, music lessons for kids, music teacher resources, music teaching articles, music teaching blog, printable music games, Teaching young Children Music
---
### [The Power of embracing your NEW!](https://funmusicco.com/the-power-of-embracing-your-new/)
**Published:** July 28, 2022
**Author:** Janice Tuck
**Content:**
# The power of embracing your true self
Have you ever been in that season of “something needs to change here”?
It’s that feeling of balancing where you are now with climbing that “great teacher” mountain. It’s balancing that reality of what’s really going on right now with what you truly want. It’s about all the things you have to do to get there, the overwhelm and taking those first steps towards making that dream come true.
That’s exactly what happened to me, and truthfully that feeling could have kept me in a music teacher “slump” forever. Instead I had to learn some of the most important lessons that I still implement into our programs, even today over a decade later … The power of doing and personally evolving teaching practices into the NEW. That’s what we’re diving into in this latest conversation on the podcast.
Enjoy & Let me know your thoughts!
Get a FREE “Mystery Boomwhacker” game as mentioned in the podcast from our [Boomwhacker Games and Activities collection](https://funmusicco.com/boomwhacker-games-and-activities-for-k-6-music-classes/)
Get 3 FREE [Boomwhacker activities](/boomwhacker-lessons-sample/)
Tweet Me! [@funmusicco](https://twitter.com/funmusicco)
Join me on Facebook:
Get my weekly emails and free resources from our [Music Teaching Resources Archive](https://funmusicco.com/music-teaching-resources-archive/).
**Categories:** Weekly Spark Podcast
---
### [20 Online Resources for Music Teachers](https://funmusicco.com/20-online-resources-for-music-teachers/)
**Published:** April 8, 2009
**Author:** FunMusicCo
**Content:**
# Best Online Resources for Music Teachers (Free Websites & Tools)
The web can be an excellent resource for music teachers who need free lesson plans, sheet music, teaching ideas, classroom materials, and continuing education. The following 20 sites offer all of these resources and more:
**Music Lesson Planning Resources**
[How to create Primary Music Lesson plans](https://funmusicco.com/elementary-primary-music-lesson-plans-guide/) – A step-by-step guide for creating music lesson plans for primary school.
[Five Outstanding Substitute Music Lesson Plans](https://funmusicco.com/5-outstanding-substitute-music-lesson-plans/) – A guide with five ideas you can leave a substitute teacher for music classes.
[Creating Kindergarten Music Lesson Plans](https://funmusicco.com/kindergarten-music-lesson-plans/) – Ideas for creating lesson plans for the first year of school.
[Bucket drumming curriculum](https://funmusicco.com/bucket-drumming-program/) – A complete program for bucket drumming in primary or elementary school.
[Developing a Music Appreciation Curriculum](https://funmusicco.com/music-appreciation-curriculum/) – A guide for developing a music listening program for primary or elementary school.
**Music Lesson Plans for Specific Seasons**
[Easter music lesson plans](https://funmusicco.com/easter-music-lesson-plans/) – three ideas that can be used for music lessons around Easter time
[Valentines Day Music Lesson plans](https://funmusicco.com/valentines-day-music-lesson/) – some ideas for fun ideas for Valentine’s Day.
**General Resources**
[Fun Music Company Music Teaching Resources](https://funmusicco.com/music-teaching-resources-archive/) – One of the original and best archives of music teaching resources on the internet!
[NAfME](https://nafme.org/) – The National Association for Music Education (NAfME) represents all levels of teaching from preschool to graduate school. Some of the resources that can be found on the NAfME site include career information, lesson plans, teaching ideas, music education news, and an event calendar.
[Music Education Magic](https://www.musicedmagic.com/) – This teacher-created site is an excellent resource for music teachers. In addition to free downloads, lesson plans, and sheet music, Music Ed Magic offers education articles, news, and a special music education search engine.
[26 Best online games for classrooms](https://www.musicindustryhowto.com/online-music-games/) – this comprehensive guide gives a great overview of the current apps and websites available for school use.
**Sheet Music and Supplies**
[8 Notes](https://www.8notes.com/) – This site is an excellent place to find free sheet music and music lessons. 8 Notes also has a community forum, free music tools, and a music glossary.
[Blank Sheet Music](https://www.blanksheetmusic.net/) – This site is perfect for teachers who are looking for blank sheet music. Any kind of blank sheet music can be printed for free (piano, bass, guitar, etc.) and customized to suit a musician’s need.
[Mutopia](https://www.mutopiaproject.org/) – The Mutopia Project offers thousands of music pieces that are free to download, print out, perform, and distribute.
**Free Music Education**
[Berklee Shares](https://www.berkleeshares.com) – Anyone with an interest in music can take the free online courses offered by the Berklee College of Music through the Berklee Shares website. Each music lesson was developed by Berklee faculty and includes videos, mp3 files, and other learning resources.
[Open University](https://www.open.ac.uk/) – The UK’s Open University offers many different free courses that may be of interest to music teachers, including a music theory course and a course on using film music in the classroom.
[Wikiversity](https://en.wikiversity.org/wiki/School:Music) – Wikiversity’s School of Music and Dance is a good resource for self-learners who need instruction, ear training, and learning materials.
**Categories:** Music Education Articles, Uncategorized
**Tags:** Music Education Links, Music Education Resources, music teacher resources, Music Teachers Links
---
### [The Best Buckets to Use for Bucket Drumming in Schools](https://funmusicco.com/best-buckets-for-bucket-drumming-in-schools/)
**Published:** January 28, 2025
**Author:** FunMusicCo
**Content:**
# The Best Buckets to Use for Bucket Drumming in Schools
## Where to find bucket drums for students
[**Bucket drumming**](https://funmusicco.com/bucket-drumming-program/) is fun and easy to learn. It’s a great way to teach rhythm and drumming to students. This activity turns ordinary buckets into bucket drums. It’s affordable and works well in schools. However, using the right buckets, drumsticks, and noise management methods can improve the experience. In this guide, we discover the best buckets for bucket drumming in schools. You’ll learn where to buy bucket drums, which drumsticks to use, and how to make drumming quieter.
## Choosing the Best Buckets for Bucket Drumming
When it comes to bucket drumming, not all bucket drums are created equal. The type, size, and material of the bucket can greatly impact the sound quality, durability, and ease of use. Here are some key factors to consider when looking for the best buckets for drumming:
### 1. Size and Shape
- **5-Gallon/20 Litre Buckets**: These are the most popular choice for bucket drumming. Their large size provides a deep, resonant tone when struck in the centre and a higher-pitched tone near the edges. They also accommodate a wide range of drumming techniques. Often they come with a lid, which can be used for a deeper, bass drum style tone. Alternatively, the lids can be removed, and they can be placed open-end down on the floor, and played on the closed end.
- **Smaller Buckets**: For younger students, smaller buckets (e.g., 2-3-gallon/10 Litre) are easier to handle and produce higher-pitched tones. However, often these are made of lighter weight plastic, which may not stand up to the punishment of bucket drumming. These probably should be avoided for that reason. If you can find strong, smaller buckets in the same style as the 5-Gallon/20 Litre ones pictured, they will work well.
### 2. Material
- **Plastic Buckets:** Durable, lightweight, and affordable, plastic buckets are the go-to choice for most bucket drumming programs. They come in various colors, allowing for creative and visually appealing setups.
- **Metal buckets** can add a unique, sharper tone to the ensemble, but should be used **very sparingly** due to their volume and durability.
### 3. Brand and Quality
- **Home Depot “Homer” Buckets**: These bright orange 5-gallon buckets are durable and widely available at hardware stores.
- **Any Generic White 5 Gallon buckets**: Similar in size and quality to the Home Depot ones, these are another popular option.
- **Bunnings Warehouse Green 20L Pail Bucket**: These dark green buckets work well for bucket drumming.
- **Any Generic White 20 Litre buckets**: Similar in size and quality to the Bunnings ones, these are another popular option.
## Where to Buy Bucket Drums
Bucket drums can be purchased from a variety of sources:
- ****Hardware Stores:**** Stores such as [Home Depot](https://www.homedepot.com), [Lowe’s](https://www.lowes.com/), and [Ace Hardware](https://www.acehardware.com/) are excellent places to find affordable, high-quality buckets. Bulk discounts may be available.
- **Online Retailers:** [Amazon](https://amazon.com) and other online stores often sell buckets in packs, which can be convenient for larger school programs.
- **Restaurant Supply Stores**: Many restaurants use 5-gallon buckets for food storage. Contact local establishments to see if they have clean, unused buckets available for free or at a low cost.
- **Recycling Centres:** Check with local recycling facilities for gently used buckets that can be repurposed for drumming.
## Where to Buy Bucket Drums
Bucket drums can be purchased from a variety of sources:
- ****Hardware Stores****: [Bunnings](https://www.bunnings.com.au/), [Mitre 10](https://www.mitre10.com.au/) and [Home Hardware](https://www.homehardware.com.au/) all sell buckets. Supply can vary between stores, but most will have them. Ask the manager for bulk discounts.
- **Online Retailers:** [Amazon](https://amazon.com) and other online stores often sell buckets in packs, which can be convenient for larger school programs.
- **Restaurant Supply Stores**: Many restaurants use 5-gallon buckets for food storage. Contact local establishments to see if they have clean, unused buckets available for free or at a low cost.
- **Recycling Centres:** Check with local recycling facilities for gently used buckets that can be repurposed for drumming.
## Should you have LIDS on bucket drums?
This is a common question we’ve had here at the Fun Music Company.
It goes something like this:
> *“The buckets we purchased came with lids. Should we use them or throw them away?”*
Firstly, bucket drumming will work with or without the lids. The drums can either be:
1\. Placed on their base and played with the lid on as their “skin”
or …
2\. Placed upside down with their open end on the floor and played using the bottom closed end as the “skin”. The lid could be thrown away.
Either way will work. The answer for you may depend on the **sound** that you prefer. The lid tends to be a lower tone, more like a bass drum. However the bottom of the bucket tends to be a slightly higher tone, a little more like a tom tom.
So, experiment with the buckets you have, and perhaps try some with lids, and some without. It is up to you!
## Choosing the Best Drumsticks
The type of drumsticks used in bucket drumming can influence the sound and play-ability. Here are some factors to consider when selecting drumsticks:
### 1. Material
- Wooden Drumsticks: These are the most common choice. Look for sticks made of hickory or maple, which are lightweight and durable.
- Plastic or Nylon-Tipped Drumsticks: These produce a slightly brighter sound and can be more durable than wooden tipped sticks.
### 2. Size and Weight
- **Standard Sizes**: Drumsticks labeled 5A or 7A are ideal for bucket drumming. They are lightweight, making them easy to use for extended periods
- **Home-made Drumsticks**: If budget is a concern, consider making your own drumsticks with straight dowels from the hardware store. They should be sanded carefully and finished with varnish. They can also be covered with plastic tape to make them last longer.
## Where to Buy Drumsticks
Drumsticks can be purchased at:
- **Music Stores:** Local music shops often carry a wide variety of drumsticks. Staff can help recommend the best options for beginners.
- **Online Retailers:** Websites like [Amazon](https://www.amazon.com), [Ebay](https://www.ebay.com/) and [Guitar Center](https://www.guitarcenter.com/) offer extensive selections of drumsticks, often at discounted prices.
- **Educational Suppliers:** Companies like [Rhythm Band Instruments](https://rhythmband.com/) specialize in classroom percussion supplies.
## Where to Buy Drumsticks
Drumsticks can be purchased at:
- **Music Stores:** Local music shops often carry a wide variety of drumsticks. Staff can help recommend the best options for beginners.
- **Online Retailers:** Websites like [Amazon](https://www.amazon.com.au) and [Ebay](https://www.ebay.com.au) offer extensive selections of drumsticks, often at discounted prices.
- **Educational Suppliers:** [Optimum percussion](https://www.optimumpercussion.com.au/) supply classroom percussion across Australia
## Tips for Making Buckets Quieter
Bucket drumming can be loud, which may not always be ideal for classrooms or shared spaces. Here are some strategies to reduce noise levels:
### 1. Use Sound Dampening Materials
- **Alternative Sticks/Rods**: If you can afford them, drum brushes or multi-rods produce a softer sound compared to traditional drumsticks.
- **Foam Pads**: Place a thin layer of foam or rubber over the playing surface to absorb vibrations and reduce sound. It is possible to make these by purchasing a rubber yoga mat, and cutting circles out of it, then gluing or taping it onto the playing surface of the bucket.
- **Towels or cloth:** Drape a towel over the bucket’s playing surface to muffle the sound. This is a quick and affordable solution.
- **Drum Mutes:** Rubber drum mutes designed for drum kits can be cut to fit over bucket surfaces, significantly reducing volume.
### 2. Adjust Playing Techniques
- **Lighter Strokes**: Teach students to play with a lighter touch, focusing on control rather than force. Dynamics control is a critical element which is covered comprehensively in the [bucket drumming program](https://funmusicco.com/bucket-drumming-program/) from the Fun Music Company
### 3. Classroom Management
One of the most important factors in keeping volume under control is **classroom management**. Students should not play the bucket at any time if they are not playing together. Individual practice is not required or desirable in the classroom. They should only ever make a sound on the drum when playing together.
Students who do not comply with this direction should be immediately removed from the activity, until everyone understands that to successfully make music together they must all work as a team. Strict classroom management is very important to make this happen, and at the Fun Music Company we even provide a comprehensive guide for this area in our [bucket drumming program](https://funmusicco.com/bucket-drumming-program/).
[](https://funmusicco.com/bucket-drumming-program/)
## Additional Tips for Success
### 1. Storage and Maintenance
- Stackable buckets save space and make it easy to transport and store your equipment.
- Use one bucket to collect all sticks together. Sticks do not necessarily need to be kept together in perfect pairs for bucket drumming. All sticks can be collected into one bucket.
- Inspect buckets and drumsticks regularly for signs of wear and tear. Replace damaged items promptly to ensure safety.
### 2. Incorporate Creativity
- Allow students to decorate their buckets with paint or stickers. This can make for a visually striking performance.
- Experiment with different bucket types and sizes to create a variety of tones and textures.
- Have students contribute ideas for staging their performance. They enjoy suggesting choreography or costuming ideas to create an engaging performance.
- Have students compose their own pieces. Use this as extension to the composition activities in the Fun Music Company [music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program. Alternatively, then can adapt rhythm compositions they have already made to the bucket drums.
### 3. Teach Correct Techniques
- Show students how to hold drumsticks correctly and strike different parts of the bucket for varied sounds. Videos and guidance on this are included in the Fun Music Company [bucket drumming](https://funmusicco.com/bucket-drumming-program/) program. This not only improves their playing but also minimises wear on the equipment.
### 4. Collaborate with Other Subjects
- Integrate bucket drumming with music theory, mathematics (rhythm counting), or even physical education for a cross-curricular approach.
## Next Steps
Got your buckets sorted? Head to our [beginner’s guide to bucket drumming](https://funmusicco.com/bucket-drumming-for-beginners/) for your first complete lesson plan, or go straight to the [Bucket Drumming Beats Library](https://funmusicco.com/bucket-drumming-beats-library/) for free sheet music and audio tracks to use straight away.
If you are building a broader classroom percussion program [Boomwhackers](https://funmusicco.com/boomwhackers/) are a natural companion to bucket drumming — they’re particularly well suited to lower primary students and make an excellent pitched percussion complement to the rhythmic focus of bucket drumming
## Conclusion
Bucket drumming is a dynamic and cost-effective way to introduce students to the world of percussion. By choosing the right buckets, drumsticks, and noise-dampening techniques, you can create an enjoyable and manageable experience for everyone involved. Whether you source buckets from local hardware stores or online retailers, the key is to prioritize durability, sound quality, and ease of use. With the right tools and a bit of creativity, bucket drumming can become a highlight of your school’s music program!
## A complete step-by-step [bucket drumming](https://funmusicco.com/bucket-drumming-program/) curriculum program
**Engaging animations so that students concentrate and stay on task**
**Modern, exciting backing tracks that students will love!**
**Step-by-step video instruction for everything they need to learn**
[Click here to learn more »](https://funmusicco.com/bucket-drumming-program/)
**Categories:** Bucket Drumming
**Tags:** bucket drumming
---
### [Bucket Drumming Basics: The Complete Beginner's Guide](https://funmusicco.com/bucket-drumming-for-beginners/)
**Published:** February 19, 2026
**Author:** FunMusicCo
**Content:**
# Bucket Drumming Basics: The Complete Beginner’s Guide
### Never taught bucket drumming before? You’re in exactly the right place.
**Whether you’re a music specialist looking for a structured starting point, or a classroom teacher who’s heard that bucket drumming is BRILLIANT for upper primary students and wants to find out if that’s actually true — this guide has you covered.**
Here’s what we’ll walk through together:
- **The 3 core sounds** and how to teach them (even without a music background)
- **How to hold the sticks correctly** — and how to explain it to kids in seconds
- **5 beginner patterns** that build from dead simple to genuinely impressive
- **A complete first lesson framework** you can pick up and use straight away
- **The most common beginner challenges** — and exactly how to solve them
If you’d like to go deeper on what bucket drumming is, why it works, and what age groups it suits best, our [complete guide to bucket drumming](https://funmusicco.com/what-is-bucket-drumming/) covers all of that first.
## Before Your First Lesson: What You Actually Need
**Good news: bucket drumming is one of the most affordable instrument programs you can run. Here’s your quick checklist before you start.**
### Equipment Checklist
- **Plastic buckets** (one per student) — large size heavy duty hardware store buckets work perfectly. See our guide to the [best buckets for bucket drumming](https://funmusicco.com/best-buckets-for-bucket-drumming-in-schools/) if you want specific brand and size recommendations. If the buckets have metal handles, remove them before the lesson. They are not needed and rattle.
- **Drumsticks** . The best choice is to get the cheapest possible actual drum sticks from a music store. It is possible to use wooden dowels from a hardware store, but they can break easily and cause splinters, so we advise real drum sticks if the budget allows.
- **A clear, open space**, ideally with carpet if possible. Carpet will dampen the sound of the buckets a little, and stop the buckets moving around too much.
## Classroom Setup
**How you arrange the room makes a big difference to how the bucket drumming will work in your classroom.**
Here are a few tips that work well:
**1. Dedicated Performance Space.** If you have space, have a dedicated *‘bucket performance area’* where students will go to to play the buckets, and then move physically away from during other parts of the lesson. This is critical, as students will not be able to resist making noise with their sticks and buckets if they are asked to sit behind them being quiet for an extended period of time.
**2. One Bucket in front of one chair.** In the bucket performance area, have the buckets set up in front of chairs, with their open end on the floor. Set them up in a semicircle of one or two rows, so that everyone can see the classroom screen. If possible, always set buckets and chairs up for students where you want them to be in advance.
**3. Control the Stick Distribution.** Place the sticks in a dedicated ‘stick bucket’ where you will hand them out from, and collect them in at the end of the lesson.
**4. Have an idea where sticks will be placed.** Don’t set them in advance, as students need to take responsibility for this, but you need to know exactly where sticks will be placed down after each use. It may depend on the type of chairs you have, and whether you have carpet. On the floor in front of the bucket or to the side works if you have carpet. On the chair works if they are the type of chairs where the sticks won’t roll off.
**4. Establish Clear Expectations.** Establish your classroom rules and routines BEFORE you hand out sticks. This is crucial for a successful bucket drumming lesson. More on this below.
### Bucket Drumming Performance Space
This diagram shows one possible setup, with a dedicated performance space for the buckets, and a space on the floor. Its important for everyone to see the classroom screen from both areas.
### The Most Important Thing You Can Do Before Playing:
## Establish Essential Bucket Drumming Rules and Routines for Beginners
This is non-negotiable. Bucket drumming is loud, students get excited, and without clear, consistent routines and expectations, you will lose control quickly.
## The Rules
### Rule #1: Play only when playing together.
This is the most important expectation to set up. If students are randomly practising, hitting their buckets when you are trying to give instructions, it will quickly get out of hand.
Students have to understand that the ONLY time they play, is when the group is playing together. When the music is on, when the screen is playing, and when the animation says to play, they play. When it does not, there should be no sound.
This is like a computer game, if they play at the wrong time, they are out!
Explain to the students that its like they are in an orchestra. You don’t see people in an orchestra or band on a stage playing randomly. When they play, they play together.
### Rule #2: Break Rule #1 and you lose your sticks.
It is important, from the very first lesson to have ZERO tolerance for breaking rule #1. The consequence needs to be “you will lose your sticks” .. and then the students have to suffer the indignity of having to mime with their hands in the air while all the other students are playing. They won’t want that! That is why we explain this so carefully FIRST, before touching the sticks or going anywhere near the buckets.
## The Routines
### Key routine #1: learn at the floor, play at the buckets
As I wrote above in the setup section, ideally you should have a large enough room to have two separate spaces for bucket drumming.
1. **The floor.** An area where students can sit on the floor, where they can see the screen.
2. **The buckets.** The buckets setup in a dedicated area with chairs
**ALL the instruction, ALL the learning takes place with students sitting on the floor.** They practice miming the patterns first. Working out which hand plays the notes in the centre, and which hand will play the rim notes. They listen to the speed of the music, and mime in time.
Only when you are satisfied that the students understand the activity precisely, THEN you can move to the buckets to have a go.
### Key routine #2: Move silently, no instruction at the buckets
Establish a routine that students need to move SILENTLY to the buckets, pick up their sticks and play.
You will need to practice this several times. The first time, BEFORE you hand out sticks.
Of course you need to firstly make sure that you have the right number of chairs and buckets for your number of students, and make sure they know where they will be seated at the buckets. Once you’ve done that, you’re ready to practise moving to the buckets.
Say something like:
*“We’re a well drilled, high class performance team. We have to be able to move to the buckets quickly and quietly, without making a sound. The faster we can do this, the more bucket drumming we’ll get to do. In a minute, I’m going to start counting, and then we’ll see how quietly and efficiently we can move to the buckets.”*
Then have them practise, without making a sound. Once they’ve done that, have them move back to the floor.
## The 3 Basic Sounds (Learn These First)
Before any patterns, before any rhythms — students need to know how to make three distinct sounds.
These are the building blocks of everything that comes after.
In the Fun Music Company program, we use a simple colour-coded notation system to make these instantly readable. Here’s how they work:
### Centre — Bass Sound
Strike the centre of the bucket with one stick. This produces the lowest, deepest sound — your bass note. Think of it as the foundation of the beat.
### Rim — High Sound
Strike the rim (edge) of the bucket. This produces a higher, sharper crack. Strike with the shoulder of the stick over the raised plastic edge of the bucket.
### Sticks — Click Sound
Click the shoulders of the two sticks together in front of you (not on the bucket). This produces a dry, mid-range click and adds rhythmic variety without any bucket contact.
### Common Sound Mistakes and How to Fix Them
**1. Too Loud.** The most common problem! Hitting a bucket with a wooden stick will be loud, and it needs to be controlled. Particularly the bass sound in the centre will be very loud if it is not controlled. The single best way to control this is simply having the students control their volume with the concept of **stick height,** and we speak about doing that in detail later in this article. There are also various ways of making the drums physically quieter:
a. placing foam or rubber pads on top.
b. rubber tips on sticks.
c. Cloth tape on top
**2. Rim sounds too quiet.** This is usually because the rim is not being hit with the right part of the stick. The rim needs to be struck with the shoulder of the stick, not the tip. If they try and hit with the tip, they will get a very thin sound, and often miss.
**3. Playing is too tense.** This is when students play really tightly and tensely, and might even break the bucket if they keep playing this way. This is normally a grip problem, where they are holding the sticks so tight that the sticks cannot bounce from the bucket. See the section below on holding the sticks for bucket drumming to resolve this issue.
### Holding the Sticks: Matched Grip
For beginners (and for bucket drumming generally), matched grip is all you need. Both hands hold the stick the same way — simple, consistent, and easy to teach.
### How to Teach It
1. Hold the stick about one-third of the way from the bottom end — not at the very end, not at the very top.
2. Hold the stick between your thumb and your index finger. This makes the pivot point, which is called the **fulcrum**. The other three fingers wrap loosely around.
3. Palm faces down, thumb to the side. The thumb should not be on top.
4. Bounce the stick on the surface — it should rebound naturally. If it doesn’t, the grip is too tight.
### Kid-Friendly Cues That Actually Work
1\. Imagine a bolt going through your thumb, through the middle of the stick, and then into your index finger on the other side. Everything rotates around this bolt.
2\. Make a thumbs up sign, then press the pad of your thumb into the middle joint of your index finger. Then put the stick in there, between the pad of your thumb and the middle joint of the index finger.
2\. Your stick should bounce like a basketball — it wants to come back up.
## Your First 5 Patterns
**These five patterns are carefully sequenced — each one builds on the last.** Start at Pattern 1 with every class, regardless of age or perceived ability. Students who grasp it quickly will feel great. Students who need more time won’t feel lost.
**About the notation:** You’ll see each pattern written in standard music notation, colour-coded for clarity (blue = Centre, red = Rim). Music specialists will appreciate the precision; non-specialists, don’t let this intimidate you — the colour tells you *which sound*, and the spacing tells you *when* to play. In the Fun Music Company program, these patterns are animated with moving visuals that make the timing crystal clear.
### Pattern 1: Steady Beat
4 steady centre hits, then 4 steady rim hits. This is your foundation — establishing the beat and getting students comfortable with the two main sounds. Keep the stick heights under control, count it aloud, and play in time with the animation.
### *Why This Animation Matters*
Notice how the animation shows exactly when to play, which hand to use, and keeps the tempo consistent? This is what makes bucket drumming work in real classrooms — students aren’t guessing, and you’re not constantly demonstrating.
Patterns 2–5 below show you the progression, and you can absolutely teach them from the notation — or access the full animated versions with backing tracks in the Bucket Drumming Program.
### Pattern 2: Three notes, one rest
Two centre hits, a rim hit and a REST. The rest is important, and it builds on the concept that beat flows through music, whether there is a sound or silence on it. This is the first pattern that creates a real rhythmic feel — students will start to “hear” the groove. Focus on keeping the beat steady, and not rushing.
### Pattern 3: Stick Clicks
Two centre hits, two stick clicks. This helps them learn to control their stick heights for the centre hits, and create an even sound with their stick clicks. Again, **speeding up** will be the key problem. Every class will get faster and faster, and that is why lots of work on steady beats like this is very important, and following animations and backing tracks is critical.
### Pattern 4: Three Sounds
Here students will play two centre notes, a rim note and a stick click. This pattern requires a bit more co-ordination and makes them concentrate, while still keeping the beat steady.
### Pattern 5: 8 beat sequence
This pattern starts to become more musical, and combines centre and rim notes with a stick click at the end. As with just about every pattern above, your main issue with this will be students **getting faster**. It happens in every group. The only solution for this is continued, consistent practice. Playing with backing tracks and animations is critical, as it gives external focus to allow them to focus on the steady beat.
### Your First Lesson Plan Framework
This is a simple framework for your first bucket drumming lesson. The goal here is not to create amazing musicians, or a polished performance. Your goal here is to have the students leave with a **positive experience playing music with bucket drumming**.
You will notice that a lot of the lesson is focused on classroom management and establishing routines. This is critical, as you don’t always get a second chance to do a first lesson! As students become used to the routines and expectations, you will be able to achieve a lot more music playing in the lessons. This becomes the incentive to behave, and experience the joy and excitement of bucket drumming together as a group.
ActivityDescriptionActivity 1**Welcome and Discussion**Here the discussion needs to cover: - ***What bucket drumming is why we are doing it.***
- The importance of working as a team, as all bands and orchestras do.
- The most important rule: **We only play the buckets when we’re playing together**.
- The consequence of breaking rules: **You will lose your sticks.**
Activity 2**Moving to buckets and back to floor**Before handing out sticks, make sure you have the right number of buckets and chairs set up, and that students know where they will go to to play. They need to be able to move there quickly, and silently. Get them organized at the buckets, then have them come back to the floor. Practise this several times and practise doing it quickly and quietly. Remember, there should be NO sticks present on the floor or around the buckets at this time.Activity 3**Holding the sticks**With the students sitting on the floor, demonstrate the grip in one hand, and talk about the importance of holding the sticks properly. Without holding sticks properly the sound will be tense and uneven, and you could even break the buckets or give yourself an injury. Then, give each student ONE stick, and have them try the fulcrum grip in each hand, one at a time. Only when you’ve seen that each student can demonstrate that they can hold their stick correctly in both of their hands give them the second stick.Activity 4**Sticks down!**Now that students are holding a pair of sticks, now it is time to practice putting them down and picking them up. This may depend on how much space you have, but practice holding both sticks together in the right hand, and placing them on the floor as a pair. This is best done with non-verbal action from you, the teacher. Do a big, deliberate action. Put both sticks together, place them gently down as a pair on the floor. Then have all students copy that action. Then practice picking up and putting down as a class in that slow, deliberate, SILENT manner. This is critical, as this will be how they begin all exercises and pieces at the buckets.Activity 5**Move to the buckets, place the sticks**Here, students will take their sticks to the buckets, but NOT PLAY ANYTHING. You will give them this instruction: *“In a minute, when I begin counting to 10, we are going to take our sticks to the buckets, but we’re not going to play anything just yet. We need to do this silently. When you’re all in position at the buckets, I’ll stop counting, and give the sticks down signal, and you need to place the sticks down directly behind your bucket, like this. I’m going to see what score you can get for this, and see if you can be my best class!”* You need to use your own language style of course, but keeping it positive and happy while simultaneously establishing the importance of discipline in these classes is critical. Once they have placed their sticks behind their buckets, have them leave them there and come back to the floor.Activity 6**Learning the first beat at the floor**Now they have their sticks at the buckets and they know where they will go to play, you can begin to think about a pattern to play. Here is where they learn about centre notes and rim notes, and how the animation works. Then, have the students mime the playing, while watching the animation on the screen. It might seem too easy, but it is very important. Only when you can see that the students are concentrating, can understand what they have to do will you move to the next step of playing on the buckets.Activity 7**First time playing the buckets**Then you may give an instruction like *“OK, class you’re doing great! Now, I really want all of you to have a great success playing this on the buckets for the very first time. But, in order for this to work, we need have to have NO sound, except for when we’re all playing together. That includes talking, stick sounds or hitting the bucket. So, if we have anyone hit a bucket before we’ve started, we’ll all have to come and sit back down. Do you all understand?”* Instructions like this are critical, and you have to follow through on the threat. They’ll test it. If one child hits a bucket, have the WHOLE CLASS come back to the floor and sit down. This kind of whole class discipline is better than the “take sticks away” at first. Then, once the majority of the class is behaving, if one student is still consistently disrupting, then you can use the “take sticks away” consequence. So move to the buckets silently (counting in a quiet voice, if that works for you), do the picking up sticks together action, start the animation and play as a class. **There should be NO instruction at the buckets**. All teaching and conversation occurs on the floor, nothing at the buckets. This gives minimum time with students with sticks in their hands that they could misbehave. Once the animation finishes, give the “sticks down” action, and have them return to the floor. There should be little, if anything spoken while students are at the buckets.Activity 8**Reflection and refinement**When the students return to the floor, have them reflect on what happened. *“What did you notice about what happened there?”* This will lead to effective learning as students are able to notice for themselves what needs to be refined, and what they need to make it better. Most likely, one or both of these things happened:
1\. They got faster and got out of time.
2\. They played too loud.
Solutions to both these issues are below. We highly recommend **focusing on one issue at a time**. So, choose the one which you feel is most important for this class and discuss the solution. Once you’ve discussed the issues, and rehearsed again with miming, you can have another go at the buckets.
Activity 9**Second attempt playing the buckets**Once they are ready, you can give them another go at playing the buckets. Make sure you keep the discipline routine. Make it into a game! *“Hey, you guys scored a 9 last time we moved to the buckets. Lets see if you can make it a 10 this time – I really want you to be my best class! We can only be the best at playing the buckets if we can move there quickly and quietly, that way we get the most playing time in these lessons.”* This kind of language is critical. Students will self-discipline and stop their friends misbehaving if they think they’ll all miss out.Activity 10+**More reflection and refinement, move onto next skills, and or next beats**This lesson can continue in this manner for as long as needed: **Learn a skill at the floor >> Practice on the buckets >> Reflect and refine, onto the next skill or pattern.**
Most likely, in your first attempts at doing this lesson, you will only get up to the first pattern, and that is OK. As you get better at managing the classes, and **enrolling** the students in the activity, then you’ll find that you get through a lot more in each lesson.
Once your first lesson is done, your next step is finding beats to build on. The [Bucket Drumming Beats Library](https://funmusicco.com/bucket-drumming-beats-library/) has free sheet music and audio tracks sequenced from beginner to more advanced — everything you need to keep the momentum going.
## Common Bucket Drumming Challenges for Beginners (and Solutions)
### Students are playing too loud.
This will happen. Students are excited, will really want to hear themselves play, and if they don’t learn to control it will play so loud it will make your ears hurt and the sound coming out of your classroom will disturb other classes!
The key to volume control in all drumming is **stick height**. There is a direct, scientific connection between the distance that the stick moves to strke the bucket and the volume that is created. The higher the sticks are raised from the bucket, the louder the sound. The smaller the distance, the softer the sound.
Students can visualise a distance. Instruct them to visualise a line above their bucket of the distance you specify, and the sticks should not move higher than that line.
**For beginner bucket drumming. we suggest a stick height of approximately 30cm, 12 inches, or one foot.**
This is the absolute maximum that a stick should strike from. You need to demonstrate this to students and get them to understand that lifting sticks higher than this distance is going to result in a very loud, uncontrolled sound.
Students also need to understand that with higher stick heights comes a lack of control. If the stick heights are controlled, then they’ll be able to play all the fast and complex patterns that they will be playing later. If they don’t control it, they’ll never get there!
You may wish to try specifying a smaller height, like 15cm or 6 inches. That can work also – however be consistent and at this beginner bucket drumming stage don’t introduce more than one stick height and keep that expectation.
Later, when. you’re introducing dynamics within the pieces, you can talk about and practise different stick heights, e.g.:
p = piano = stick height of 10cm from the bucket
f = forte = stick height of 30cm from the bucket
### Students get faster, and out of time with the music.
This happens in every class. It doesn’t matter how old they are, or even if they have been doing bucket drumming for a while. Once they get a simple beat going, and they’re playing together, a little bit of adrenaline kicks in and they start getting faster, and out of time with the music.
The keys to fixing this:
**1. Spend enough time miming at the floor.** Don’t let the first time they hear the backing music be when they are hitting a bucket. They need to hear it several times, and feel the beat in their body first.
**2. Body Percussion Practice.** Have them watch the animation, listen to the music and tap their legs in time with the music instead of miming. This way they’re feeling the beat in their body.
**3. Bring the volume down.** Have them play it once super-quiet! When they concentrate on playing quieter, they naturally concentrate also on playing in time with the beat.
### Classroom management feels chaotic
If you’re having to raise your voice at all, then the activity is going to get out of control. You shouldn’t have to yell instructions, and you shouldn’t have to
**1. Enrollment**
The first step is enrollment. Students need to be enrolled as a group into the idea of being a group of musicians, and they have to be keen! If they’re not, then it will be a challenge. So, talk excitedly about the idea of bucket drumming, well before they get to it! Start weeks before your first lesson talking about the idea of doing it. Show them the buckets, and say *“when I think you’re ready, we’re going to get those buckets out and have a bucket drumming class… but only when I know you are all ready to be a great group!”*
**2. Minimal Instruction at the buckets.**
We mentioned this earlier, but it is worth re-iterating again. Instruction happens on the floor, away from the buckets, without sticks in their hands. If you’re trying to teach something and there are 30 kids with sticks in their hands, there will be noise of sticks hitting together, and accidental taps on a bucket. Accidental taps turn into non-accidental taps, students start talking, and then before you know it you’re yelling to get attention.
Once your class knows what they will do, they should silently move to the buckets, you give your “sticks up” signal (non-verbally), and then start the animation. No words are required. Once the animation finishes, you give the “sticks down” signal and then they move to the floor.
**3. Use your emotional tool-box.**
Your emotions might be the best tool you have!
**Start happy and excited:** *“I’m so excited to see what you can do today with our bucket drumming!”*
**Give personal praise, particularly when unexpected:** *“James, I was so happy to see you play that pattern with your sticks controlled”* **Use sadness that you didn’t get through what you wanted:** *“I’m so sad we didn’t get up to pattern 5 today, as we’re only one step away from putting that together into a song. Why didn’t we get there?* (They didn’t get there because we had to practice moving quietly to the buckets over and over).
**4. Make it a game!**
You can give points, and have classes compete with each other, to be the “best bucket drumming crew!” When a class moves perfectly and quietly to the buckets, give them a point. When they have to come back to the floor for misbehaviour, take away a point. They will do anything to not be the student who causes the class to lose a point! This is so much more effective than just yelling to get your point across.
**5, Work towards a performance.**
There is nothing like the intrinsic motivation of a performance coming up to get students motivated. Even if it is just one class playing to another class, they won’t want the embarrassment of not looking like they know what they are doing! So plan a little performance for the end of the term. Even if you can’t do an actual performance, invite another teacher or guest to come and see them play.
### Lesson-by-lesson Progression
Like most of the *SING & PLAY* materials in the Fun Music Company curriculum programs, we suggest approximately a five lesson unit developing one performance piece.
They develop the necessary skills, learn the required patterns, memorise the sections, and add dynamics. The five lesson sequence for a beginner bucket drumming piece might look something like this:
LessonLesson contentLesson 1Introduction to bucket drumming, learning patterns 1 and 2Lesson 2Revise patterns 1 and 2, call and response section, three sections of the songLesson 3Putting the song together, adding dynamicsLesson 4Refinement of performance, dynamics and performance from memoryLesson 5Perform the song to teacher or another class, record for assessment
With a lesson sequence like this, students will have something to achieve, and have the most chance of success. Of course it can be varied from five weeks and done in a shorter or longer period of time, however five weeks is what we have found to be approximately the best time frame.
This lesson sequence structure is similar to how we structure all of the bucket drumming units in our [Grade 5 music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/teaching-grade-5-music-lessons/) and [Grade 6 music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/grade-6/) programs.
The Fun Music Company Curriculum program contains eight complete bucket drumming pieces, with ALL exercises and lesson plan frameworks set up so that you can walk in and teach it. We also expand on this article with a comprehensive **classroom management plan** which you can refine and adapt to your school and your students.
## Get Started Today with a Free Sample Lesson
### [Download here](https://funmusicco.com/bucket-drumming-sample-request/)
We want you to succeed. In bucket drumming, your first lesson needs to be a success.
Therefore, we’ve tried to give you everything possible to make that happen. We’ve made available a special sample pack from our **Fun Music Company curriculum program grade 5**, where students will work towards learning the first piece, called ***Funky Buckets***.
Your sample pack contains:
- Complete animations to use in the classroom
- A step-by-step getting started guide
- A preview of what it looks like when students are begging to come to music class!
### [Download your free sample pack here »](https://funmusicco.com/bucket-drumming-sample-request/)
### You’ve Got This!
The teachers who get the best results with bucket drumming aren’t necessarily the ones with the most musical experience. They’re the ones who start simple, build slowly, and stay consistent.
If you’re also looking for percussion activities that work well with younger students, or want a warm-up activity to complement your bucket drumming lessons, our [Boomwhackers for the Classroom](https://funmusicco.com/boomwhackers/) guide is a great place to start — the two instruments work beautifully alongside each other in a well-rounded K–6 program.
Your first lesson doesn’t need to be perfect. It just needs to happen. Use the framework above, download and use your sample lesson with the animation, and then invest in the Fun Music Company complete materials with all animations.
This bucket drumming unit works perfectly as part of a comprehensive [music curriculum for upper primary](https://funmusicco.com/bucket-drumming-program/) students.
## About the Author
> **Kevin Tuck** knows what it’s like to walk into a room full of students holding buckets and sticks for the first time — he’s done it over hundreds of times. As a professional percussionist and co-founder of The Fun Music Company, Kevin has spent 30 years refining how to teach rhythm in real classrooms.
>
> Kevin has a masters degree in music and music education, and ever since he completed it he has enjoyed studying and reading articles on teaching music, and has particularly maintained an interest in different methodologies of [teaching rhythm](https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://ro.ecu.edu.au/cgi/viewcontent.cgi%3Freferer%3D%26httpsredir%3D1%26article%3D1895%26context%3Dtheses_hons&ved=2ahUKEwi687b39eSSAxVmg2MGHWxbMKY4FBAWegQIGhAB&usg=AOvVaw3jmHp0QTwvc0MzawkfigE-).
>
> His performing and workshops have reached thousands of students across Australia through [Musica Viva](https://www.musicaviva.com.au/shows/program/rhythm-works/)‘s touring programs. This guide is based on his experience of what actually works when you’re standing in front of 25 excited kids with buckets.
**Categories:** Bucket Drumming
---
### [The Tools You Already Have (But Don't Know About Yet)](https://funmusicco.com/the-tools-you-already-have-but-dont-know-about-yet/)
**Published:** April 23, 2026
**Author:** Janice Tuck
**Content:**
How to Save Time by Using What’s Already Inside Your Music Curriculum
A little while ago, I took a short online course in something I thought I already knew pretty well.
What I didn’t know was that what I discovered in that course would completely change the way I work — and make me realise how much time I’d been quietly wasting without even knowing it.
And then something happened at a recent event we held for our curriculum members that hit me with exactly the same feeling!
It made me ask myself a question I want to ask you today:
*What do you already have… that you don’t yet know about?*
In this episode I share a few stories — some funny, some a little humbling — and a gentle challenge that might just free up more of your most precious resource…TIME
This one’s a quick listen. But I have a feeling it’ll stay with you.
🎧 **Listen now** — and then come and tell me what *you* discovered that was hiding in plain sight.
And if you know a music teacher who’s struggling right now — please feel free to pass this on to them. Sometimes the right episode finds someone at exactly the right moment.
Curious about what’s inside the Fun Music Company curriculum? I’d love to chat — **book a free [Zoom call](https://funmusicco.com/teaching-music-soon/) with us.**
Or grab a **free Australian [primary school curriculum sample pack](https://funmusicco.com/primary-school-music-curriculum-resources-sample/)**
If you enjoy this podcast, please give us a **five-star rating and review** on your favourite podcast service.
You can join me on [facebook.](https://www.facebook.com/funmusicco)
Or tweet Me! @funmusicco
And you can check out the full [**K–6 Fun Music Curriculum program.**](https://funmusicco.com/fun-music-company-music-curriculum/)
*I’d love to hear what you discover!*
**Categories:** Weekly Spark Podcast
---
### [The Hidden Reason It's Hard to Get Motivated After the Holidays](https://funmusicco.com/70-the-hidden-reason-its-hard-to-get-motivated-after-the-holidays/)
**Published:** January 20, 2026
**Author:** Janice Tuck
**Content:**
# Getting Motivated After The Holidays
### Ideas and strategies for Music Teachers
**January. New year. Fresh start… and you’re already counting down to Easter break.**
*Sound familiar?*
You love teaching. You had the break. But walking back into that classroom feels like returning to a treadmill you can’t get off.
Here’s what nobody tells you: You don’t need more motivation. You need to answer ONE question that changes everything.
In this episode I reveal the “Bricklayer Story” that instantly shifts how you feel about your work PLUS the 30-second practice to do before your very first class that transforms your entire year.
This is for you if you’re teaching music but feeling stuck in survival mode.
This is for you if you keep thinking: I just need to make it through this week.
Grab your coffee. Ten minutes. One question. Your whole year could be different.
Click play now and discover your bigger WHY for 2026.
Then email me your answer via the Fun Music Company [helpdesk](https://funmusicco.com/contact/). I want to hear what shifts for you!
If you enjoy this podcast, please give us a five-star rating and review on iTunes, subscribe wherever you listen to podcasts, and invite your friends and colleagues to join us.
Get the full K-6 Fun Music programs here:
Tweet Me! @funmusicco
**The spark for music teachers is ten minutes of mindset and energy designed especially for anyone teaching music. Tune in every month for insights that transform how you show up!**
## Ready to Turn That “Why” Into Your Best Music Year Yet?
**You’ve reconnected with your bigger purpose. Now here’s how to make it happen without the overwhelm:**
- Walk into every music class 100% prepared – no more Sunday night panic planning
- Curriculum-aligned lessons that tick every box (so you can stop second-guessing yourself)
- Engaging activities kids actually love – bucket drumming, ukulele, Boomwhackers, and more
- Get your weekends back – everything’s done for you, K through 6
**Stop surviving. Start thriving.**
The Fun Music curriculum is what happens when your “why” meets the “how.”
### [Click here to find out how »](https://funmusicco.com/fun-music-company-music-curriculum/)
[](https://funmusicco.com/fun-music-company-music-curriculum/)
**Categories:** Weekly Spark Podcast
---
### [Cracking the “Code” on how to produce exponential results in music](https://funmusicco.com/cracking-the-code-on-how-to-produce-exponential-results-in-music/)
**Published:** November 24, 2023
**Author:** Janice Tuck
**Content:**
# how to produce exponential results in music education…
We’ve all heard the saying, *“use it or lose it,”* especially when it comes to learning and teaching.
And you know what they say?!?… If you want to succeed with teaching music, you need more variety, more skills, more time, more ideas, more lessons, more personality, more qualifications, more training, more instruments, more services, more youtube videos, more information, more money, more meetings, more admin, more prep, more concerts …. more, more, more!
But what if I told you that these widely held beliefs might be misguided? What if, in fact, the key to growth, success, learning, results and personal fulfilment in music teaching doesn’t just lie in piling more of everything on everyday?
Today I’m going to share a new perspective from the ‘talent code’ mentality that unexpectedly infiltrated my life over the past 20+ years in music teaching and publishing. What I’ve noticed is that there is a **compounding nature** to **learning music,** associated with **exposure and consistency**. … and it starts when you slow things down into a learning zone called **deep practice.**
Today, I’m going to introduce you to the mindset and science that happens when you allow ONE small yet simple, carefully crafted musical skill to build upon another with no gaps or interruptions in between, and how it produces **exponential** results quickly and with less effort.
Are you ready to challenge the notion that more of everything is always better?
If you are, then let’s dive into this exploration of WHY and then HOW this phenomenon of exponential learning works. Sometimes, small yet consistent and simple, focused steps are the keys to reaching your music teaching goals. Stick around, because by the end of this episode, you might just find yourself questioning your own approach to teaching and life!
If you enjoy this podcast, please give us a five-star rating and review on iTunes, subscribe wherever you listen to podcasts, and invite your friends and colleagues to join us.
Here are the all links to the six step lesson resource discussed in today’s podcast:
[https://funmusicmembers.com/wp-content/uploads/2021/01/Ukulele\_Lesson30.pdf](https://funmusicmembers.com/wp-content/uploads/2021/01/Ukulele_Lesson30.pdf)
Get a FREE teaching ukulele guide and lessons here:
Get the full K-6 Fun Music programs here:
Get my weekly emails and free resources here:
Tweet Me! @funmusicco
Join me on Facebook: https://www.facebook.com/funmusicco
Enjoy & Let me know your thoughts!
**Categories:** Weekly Spark Podcast
---
### [Easter Music Lesson Plans](https://funmusicco.com/easter-music-lesson-plans/)
**Published:** April 13, 2025
**Author:** FunMusicCo
**Content:**
# Easter Music Lesson Plans That Will Save You HOURS of Planning!
**Are you scrambling to find engaging Easter-themed music activities that won’t take hours to prepare?**
Easter brings a perfect opportunity to bring some seasonal joy into your music room — without the stress of planning complex lessons from scratch!
Traditionally, music teachers often turn to the same **Easter music lesson plans** year after year:
- Creating and playing with simple egg shakers from plastic eggs filled with rice or beans.
- Colouring worksheets with Easter-themed music symbols.
- Music and movement activities with Easter themes.
- Singing songs about bunnies and eggs!
- Playing circle Easter egg games
These activities are fine… but they often lack the deeper musical learning that makes a lesson truly valuable — not to mention, your students have probably done them all before!
But finding **Easter music activities** that are both educational AND fun can be challenging, especially when you’re already stretched thin with planning and teaching.
You want lessons that engage students while still teaching important musical concepts, not just “keeping them busy” with holiday-themed busywork. What if you could offer Easter activities that get students excited while developing real musical skills? Activities that connect to curriculum standards while still celebrating the season?
That’s why I’ve put together three ready-to-use **Easter music lesson plan ideas** that you can implement RIGHT AWAY — regardless of your resources or teaching experience! These go beyond the basic activities to offer meaningful musical experiences with an Easter twist!
### 1. Easter Egg Matching Games
### Easter Music Lessons Activities — Perfect for Every Grade, K–6!
Do your younger children struggle to remember music concepts?
***Matching games can help!***
Matching games are one of the most effective tools in a music teacher’s toolkit — and here’s why they work so well in the music classroom:
- **They’re active, not passive.** Students have to think, compare, and make decisions — rather than just reading or copying. That mental effort is exactly what moves concepts from short-term memory into long-term recall.
- **They work for every learner.** Whether your kids are confident readers or still developing their literacy skills, matching games give everyone an equal chance to succeed. The visual and auditory formats mean the concept does the heavy lifting, not the words.
- **They’re self-checking.** When a match is wrong, students know immediately — without needing teacher intervention. This builds independence and keeps the whole class engaged at once.
- **They make review feel like play.** Let’s be honest: drilling music symbols from a worksheet is nobody’s idea of fun. A matching game wraps the same learning in a format students genuinely enjoy — and will ask to play again.
- **They’re easy to manage.** No complicated setup, no noise getting out of hand. Students are focused on the task, and you’re free to move around the room and observe.
Want to see how it works? **The Grade 2 game is available free** for all visitors — no membership required!
In this game, students match pictures of **musical symbols** to their names. It’s a wonderful way to review notation concepts in a fun, Easter-themed context — and the whole class loves spotting the Easter egg surprises along the way!
Simply **bookmark** the link below and load it up in your classroom:
### Resources for the Matching Games
[
### Matching game online classroom presentation](https://funmusicmembers.com/easter-matching-game/)
### *For Fun Music Company Curriculum Members*
Inside the [Fun Music Company Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) we’ve created a **complete set of digital Easter Egg Theory Match games** — one for every grade from Kindergarten through Grade 6 — all ready to display on your classroom screen. No printing, no laminating, no prep. Just open it up and play!
And yes — there are some fun Easter surprises in there too. 🐣
Here’s what each grade level covers:
### Kindergarten
**Match classroom instrument pictures**
**🔒** [Members access here »](https://funmusicmembers.com/easter-egg-matching-game-k/)
### Grade 1
**Match a classroom instrument to it’s sound**
**🔒** [Members access here »](https://funmusicmembers.com/easter-egg-matching-game-1/)
### Grade 2
**Match musical symbols**
**🔒** [Members access here »](https://funmusicmembers.com/easter-egg-matching-game-2/)
*non-members can try this with the resource link above*
### Grade 3
**Match musical instruments to their sounds**
**🔒** [Members access here »](https://funmusicmembers.com/easter-egg-matching-game-3/)
### Grade 4
**Match a rhythm’s notation to its sound**
**🔒** [Members access here »](https://funmusicmembers.com/easter-egg-matching-game-4/)
### Grade 5
**Match musical symbols to their names**
**🔒** [Members access here »](https://funmusicmembers.com/easter-egg-matching-game-5/)
*Versions for both US and European language styles included*
### Grade 6
**Music theory concepts match, with some aural examples**
**🔒** [Members access here »](https://funmusicmembers.com/easter-egg-matching-game-6/)
### ***You can use these across grade levels***
***You do not have to use these just for the grade level indicated. You can use whichever ones are best for your students!***
You can also use the grade level arrows within the game to move between levels — so if you teach across multiple grades, or want to challenge a class with the level above or below, it’s easy to do!
### Not a member yet?
Find out how the [Fun Music Company Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) can save you hours of planning every single week — and give your students ready-to-use activities like these for every grade, all year round.
## 2. “Hot Cross Buns” Sing and Play Arrangement
### Music Lesson Ideas for Easter, perfect for Grades 3-4!
***Are you looking for a way to breathe new life into a traditional song that many music teachers use?***
***Hot Cross Buns*** is an Easter song that could be described as a music teacher’s “staple”, particularly for those using recorder in the classroom. Its easy B-A-G fingering has made it a standard for music teachers using the recorder, at all times of the year, not just at Easter!
***We’ve given it a much needed “Fun Music Company revamp” with this new arrangement!***
This multi-style arrangement of ***Hot Cross Buns*** transforms this simple tune into an exciting musical experience that students will ASK to play, over and over again!
*Click play to preview:*
Here’s what makes this arrangement special.
**1 . It transforms it into different musical styles:**
- **Rock** style
- **Jazz** style (with swing rhythm)
- **Disco** style (with shorter articulation)
- **Synth-pop** style (with a strong beat and alternative rhythm)
**2. It includes new lyrics, discussing the various styles of hot cross buns available at Easter.** (chocolate, fruitless etc).
What this does is give an important non-musical connection point for students.
You can discuss:
- *******What style of hot cross buns do you like best?*******
This also leads to the discussion of style in the music:
- *****Which of the musical styles do you connect with the most?*****
**3. It is a FLEXIBLE arrangement, and can be used many different ways.**
It includes a **flexible melody line** that can either be played on recorder, sung, or both!
- For the recorder, most of it stays on B-A-G, however it also introduces a D in the last variation. This could be an extra challenge for students, however if they’re not up to it yet they can switch to singing for this variation.
- If you are not using recorders in your classroom, students can sing the melody instead. This opens opportunities to discuss different ways of using the voice for different styles. Using a shorter style for disco, or half-spoken for the modern synth-pop.
**It includes a flexible tuned percussion part, that can be played on xylophones, or individual pitch instruments such as Boomwhackers.**
The tuned percussion part only contains two notes, so older students can play both notes (one in each hand) and younger students can do one colour each.
**There are also written untuned percussion parts, for tambourines, shakers, claves and rhythm sticks.**
Like all arrangements included in the [Fun Music Company Curriculum program](https://funmusicco.com/fun-music-company-music-curriculum/), students need to READ the music and have specific notes to play. They aren’t ever just given an untuned percussion instrument and told to play along. That is a recipe for poor behavior and distraction! If they are given a specific part and have to follow it that is one of the first steps to keeping them on track!
### Classroom Resource
Click the resource icon below and bookmark the resource for use in your classroom.
We have provided FREE for all visitors the first two elements of this *SING & PLAY* arrangement.
### Resources for the Hot Cross Buns Variation Lesson
[
### Hot Cross Buns Online classroom presentation](https://funmusicmembers.com/hot-cross-bun-variations-ensemble/)
## The Complete “Hot Cross Bun Variations *SING & PLAY* Arrangement (Members)
If you loved the preview above, wait until you see what Fun Music Company members get access to!
We’ve built a **complete 7-step SING & PLAY arrangement of *Hot Cross Buns*** that takes your students all the way from their very first listen through to a polished full ensemble performance. Every step is carefully scaffolded — whether you’re a specialist music teacher or stepping in with no formal music background, you can lead every part with confidence.
Here’s a look at every step:
### Step 1 – Introduction Video *(Free for all visitors!)*
Every great music lesson starts with context and meaning! The Introduction Video sets the scene, previewing the different musical styles and giving students a taste of what they’re about to learn. It’s the perfect way to get your class engaged and curious about the song that they probably already know!
[**Click here to watch the introduction** ](https://funmusicmembers.com/hot-cross-bun-variations-ensemble/)
*(same as the resource above)*
### Step 2 – Singing the Song *(Free for all visitors!)*
Before students pick up an instrument, they sing! This step guides students through the melody and new lyrics across all four musical styles — rock, jazz, disco, and synth-pop. Singing first builds confidence, locks in the melody, and means every student in the room can participate, regardless of their instrumental experience.
[**Click here to sing the song** ](https://funmusicmembers.com/hot-cross-bun-variations-ensemble/)
*(same as the resource above)*
### Step 3 – Untuned Percussion Tutorial *(Members)*
Once students have learned their parts, the Untuned Percussion Score lets them perform alongside the full arrangement. **Variable tempo controls** let you slow things right down as students build fluency, then gradually bring the speed up — a game-changer for mixed-ability classes!
🔒 Steps 3–7 are available to Fun Music Company members. **[Login here »](https://funmusicmembers.com/curriculum-program-3/unit-3/singandplay-3/spsong-3-9/)**
### Step 4 – Untuned Percussion Score *(Members)*
Once students know their parts, they perform with the interactive score — complete with **variable tempo controls** (speed it up or slow it down as your class is ready) and **instrument on/off controls.** This means students can have support when they need it, and play independently when they are ready.
🔒 Steps 3–7 are available to Fun Music Company members. **[Login here »](https://funmusicmembers.com/curriculum-program-3/unit-3/singandplay-3/spsong-3-9/)**
### Step 5 – Tuned Percussion Tutorial *(Members)*
This step walks students through the **tuned percussion part** — playable on xylophones, or individual pitch instruments like Boomwhackers — note by note, before they play along. The part uses just two notes, so younger or less experienced students can each take one note, while older students can play both. Even students who have never played a pitched instrument before can feel genuinely successful here.
🔒 Steps 3–7 are available to Fun Music Company members. **[Login here »](https://funmusicmembers.com/curriculum-program-3/unit-3/singandplay-3/spsong-3-9/)**
### Step 6 – Tuned Percussion Score *(Members)*
The Tuned Percussion Score gives students the chance to perform their part alongside the full arrangement, with **variable tempo controls** to adjust pace as they build fluency. A great tool for independent practice or whole-class performance rehearsal.
🔒 Steps 3–7 are available to Fun Music Company members. **[Login here »](https://funmusicmembers.com/curriculum-program-3/unit-3/singandplay-3/spsong-3-9/)**
### Step 7 – Ensemble Performance Score *(Members)*
This is the moment the whole class has been working towards! The full Ensemble Performance Score brings together the singing, untuned percussion, and tuned percussion parts into one cohesive performance. It’s the kind of musical moment that makes students — and teachers — genuinely proud. And it’s completely ready to go for your Easter lesson.
🔒 Steps 3–7 are available to Fun Music Company members. **[Login here »](https://funmusicmembers.com/curriculum-program-3/unit-3/singandplay-3/spsong-3-9/)**
## ### Ready to access all 7 steps?
Fun Music Company members get instant access to the complete *Hot Cross Buns* SING & PLAY arrangement, plus hundreds of other ready-to-use lessons across every grade from K–6.
Members: [Access the Hot Cross Buns SING & PLAY now »](https://funmusicmembers.com/curriculum-program-3/unit-3/singandplay-3/spsong-3-9/)
**Not a member yet?** Find out how the [Fun Music Company Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) can save you hours of planning every single week.
## 3. CONNECT Listening Lesson: Handel’s ***Hallelujah***
### Designed for Grades 4-6
***Maybe this is one for you, and maybe it isn’t!***
The chorus ***Hallelujah*** from George Frideric Handel’s ***Messiah*** is one of the most popular pieces of classical music ever written. Even in the most secular parts of society, we would suggest that most people have heard a phrase or two from this piece in their lifetimes.
In Christian circles of course this piece is revered and celebrated, not just at Easter but at Christmas and all throughout the year.
The structured approach of our *CONNECT* lesson on this piece helps students deeply connect with this masterpiece while developing critical listening skills.
While it has a religious text, it is well known that Handel wrote this piece for the concert hall, and not specifically for the church.
Teachers may, or may not decide to incorporate this into their music education programs, depending on how much their particular school can include religion. We understand that not all schools can include religious references, so we have not included any pieces that have religious connections (such as Handel’s ***Messiah**)* in the 140 lessons of our standard *CONNECT* program in the Fun Music Company [Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/).
Rather, we have chosen to develop a seasonal supplement, which will gradually become available to members of the Fun Music Company curriculum over the coming year or two. We are creating additional content to mark holidays and events, such as Easter and Christmas, that teachers may or may not decide to include.
For those in religious schools, incorporating a lesson on Handel’s ***Hallelujah*** Chorus at Easter is a perfect way to celebrate and discuss the meaning of Easter. This can help in making it about more than just about the Easter Bunny and Easter Egg hunts in your classroom!
This *CONNECT* lesson has many different educational outcomes for the classroom:
- Students will learn about the musical format of ORATORIO, and how it is different from the form of Opera.
- Students will learn how the entire work of ***Messiah*** was created by Handel in just 24 days, and can discuss and explore how that may have occurred.
- Students will think about what it was like for Handel to compose music over 300 years ago, without access to today’s modern technology.
- Students will think about what made this work become popular, and why it has stayed popular for over 300 years.
Finally we have included a fun “flash mob” video of ***Hallelujah*** being performed in a shopping centre to share with the students, which will help them explore whether or not music can bring joy to strangers.
Even those in secular schools may be able to consider including this lesson, as we have tried to avoid including any religious teaching or meaning on our slides. We have left any religious meanings or interpretations open for discussion. Therefore, it is up to you, the teacher to decide what you can include in YOUR classroom! We think about these things very carefully, and always structure our content to put the teacher in control, while giving a broad framework that makes lesson planning easy.
As with all of our *CONNECT* lessons, this lesson includes:
- **Preframe video.** Gives some background and context of the music they’re about to hear. As the teacher, you can always choose to either show this video or skip it and teach the content yourself.
- **Embedded [Youtube](https://www.youtube.com/) video performance**. We’ve done the hard work and found the best performances of this work.
- **Fact based worksheet.** A worksheet with important facts, and classroom presentation to go through the answers.
- **Discussion Questions.** Carefully considered discussion questions to open up deep learning for your students.
Click below to access and bookmark the classroom presentation for use in your classroom.
You can also access and print the associated PDF worksheet by clicking the worksheet icon below.
### Resources for the Hallelujah Chorus lesson
[
### Classroom presentation](https://funmusicmembers.com/easter-connect-lesson/)
[
### Worksheet](https://funmusicco.com/wp-content/uploads/2025/04/ConnectLessonWorksheet_HallelujahChorus.pdf)
### These Easter Music Lesson Plans Create a COMPLETE Learning Experience!
***With these three Easter-themed music lessons, you’ve got some great suggestions for music classes during Easter week!***
Start with the playful **Easter Egg Theory Match**. It gets your younger students excited about music symbols! Then move to the multi-style ***Hot Cross Buns*** arrangement. It develops performance skills in your middle grades! Finally, try the sophisticated CONNECT lesson on Handel’s ***Hallelujah*** chorus. It builds critical listening skills in your upper primary or elementary students!
You now have a progression of activities that marks the Easter season in a fun and meaningful way. Each one teaches essential musical concepts in an engaging way, and it matches in style with other music curriculum content.
These lessons require minimal prep time but deliver MAXIMUM student engagement and learning outcomes!
The best part? They are FREE, provided with our compliments, from the **Fun Music Company!**
## Need MORE Ready-to-Use Music Lessons Like These?
While these three lesson ideas will add immediate Easter excitement to your classroom, I understand that planning an entire music curriculum can still be overwhelming.
That’s exactly why we created the **[Fun Music Company Curriculum Program](https://funmusicco.com/fun-music-company-music-curriculum/)!**
It’s not just another resource with random activities — it’s a COMPLETE system designed by music teachers FOR music teachers who want to:
Save HOURS of planning time each week
Engage EVERY student, regardless of musical background
Build a structured, sequential music program
Feel CONFIDENT delivering high-quality music education
***“The Fun Music Co is the GOLD STANDARD in music education! I look forward to teaching with these programs “***
Michelle, Elementary School Music Teacher
The curriculum includes projection-ready materials, assessment tools, differentiation guides, and so much more — all organized in a way that makes sense for anyone teaching music.
[**Click here to learn more about the Fun Music Company Curriculum Program »**](https://funmusicco.com/fun-music-company-music-curriculum/)
[](https://funmusicco.com/fun-music-company-music-curriculum/)
***How will YOU celebrate Easter in your music classroom?***
Share your ideas in the comments below.
Happy Easter music-making!
**Categories:** Seasonal
---
### [13: Just told: no singing, no instruments. Any suggestions?](https://funmusicco.com/13-just-told-no-singing-no-instruments-any-suggestions/)
**Published:** August 5, 2020
**Author:** Janice Tuck
**Content:**
# # Just told: no singing, no instruments. Any suggestions?
In this episode of the weekly spark for Music Teachers, Janice Tuck addresses the issue of what music teachers can do in lessons when they’re told that they can’t sing or play any instruments due to COVID-19.
The COVID-19 pandemic has had a massive effect on all teachers, but particularly music teachers, as we’re being asked to change everything we do, and teach without using some of the most important things we do: singing and playing.
Here are some resources that are mentioned during the podcast:
**1. Music Theory**
At the Fun Music Company we have a complete [music theory course](https://funmusicco.com/music-theory-books/?utm_source=podcast&utm_medium=descriptionlink&utm_campaign=PostCovid&utm_content=Ep13), plus lots of innovative worksheets in music worksheets collection.
**2.** ***CONNECT*** **Lessons**
The Fun Music Company Curriculum program for grades K-6 contains a complete listening program called *CONNECT* where students watch a short video and complete a worksheet given.
current curriculum members have access to 70+ of these lessons, and here are a couple of sample ones for non-members:
For Grade 5: [Theme from Star Wars](https://funmusicco.com/connecting-with-grade-five-students/?utm_source=podcast&utm_medium=descriptionlink&utm_campaign=PostCovid&utm_content=Ep13)
For Grade 6: [Ride of the Valkyries](https://funmusicco.com/bridging-the-classical-music-gap/?utm_source=podcast&utm_medium=descriptionlink&utm_campaign=PostCovid&utm_content=Ep13)
**3. Composition**
Composing is one of the greatest opportunities that this pandemic brings us – and you can use lessons like in our [Composition with GarageBand progam](https://funmusicco.com/garageband-lesson-plans-garageband-composition/).
**Categories:** Weekly Spark Podcast
---
### [59: Is your behaviour management strategy working? Do this to change it](https://funmusicco.com/59-is-your-behaviour-management-strategy-working-do-this-to-change-it/)
**Published:** February 29, 2024
**Author:** Janice Tuck
**Content:**
# Behaviour Management Strategies for Music Teaching
Eat, sleep, teach music, repeat…For most this is the treadmill of teaching life we start to settle into at this time of the year! But when was the last time you looked at what’s ACTUALLY working? Especially with behaviour management?
In this episode, I’m breaking down the philosophy of the three S’s you need to ask yourself to determine if you’re stuck in your comfort zone or if you’re trying to change.
And , If you’re struggling with keeping your music classes under control or seeking a fresh start, this episode of the Music Teachers Spark is a must-listen for you!
PLUS, I’ll give you tangible tips on how to break free from all the predictable obstacles and get you enjoying your LOUDEST classes. Click play now – just by listening, you’re one step further on your journey toward impactful music teaching.
If you enjoy this podcast, please give us a five-star rating and review on iTunes, subscribe wherever you listen to podcasts, and invite your friends and colleagues to join us
Here are the all links discussed in today’s podcast:
The Taylor Swift Story is here:
The Dr Bill Rogers Behaviour management video is here:
The Fun Music Behaviour Management video tutorial and and PDF Classroom strategy is here:
Get the full K-6 Fun Music programs here:
Get my weekly emails and free resources here:
Tweet Me! @funmusicco
Join me on Facebook: https://www.facebook.com/funmusicco
Enjoy & Let me know your thoughts!
**Categories:** Weekly Spark Podcast
---
### [Music Trivia Questions](https://funmusicco.com/music-trivia-questions/)
**Published:** April 11, 2008
**Author:** FunMusicCo
**Content:**
# 25 Music Trivia Questions for Kids, Classrooms & Quiz Nights
## Music Trivia
**If you’re like me then you love to find out new and interesting music trivia and facts that will make people sit up and listen – it may be a group of students or even at your next dinner party making general conversation.**
***The fact is it doesn’t matter what you use it for – the music trivia questions just need to be really INTERESTING and something that will capture everyone’s attention.***
Here are a list of my top 25 “Music Trivia Gems” that I’ve found over the years. Please feel free to comment and add others.
**What was the first song to be performed in outer space?**
HAPPY BIRTHDAY
**What band was the first to sell One Million records?**
THE GLEN MILLER ORCHESTRA
**What famous music festival cost $24 for a ticket at the gate**
WOODSTOCK
**What is the stage name of Pop musician Gordon Matthew Sumner?**
STING
**Jimi Hendrix, Janis Joplin, Jim Morrison and which other musician were all 27 years old when they died?**
KURT COBAIN
**Which beatle was rumoured to have died and replaced by a double?**
PAUL MCCARTNEY
**In 1957 which Rock and Roll Star was only filmed from the waist up because it was considered that his hip swinging was too suggestive?**
ELVIS PRESLEY
**How many songs from the beatles “Sgt peppers lonely hearts club band” were released as singles?**
ZERO
**What 70’s British Rock Singer changed his name from **Farrokh Bulsara**?**
FREDDIE MERCURY
**What 15 year old Rock-Icon-to-be was grounded for the whole summer after sneaking out to her first concert to see David Bowie?**
MADONNA
**What studio did the beatles use to record 191 songs?**
ABBEY ROAD
**Which Led Zepellin song went down badly with the audience at its first performance in 1971?**
STAIRWAY TO HEAVEN
**What famous guitar player was thrown out of school for holding the hand of a white girl in class?**
JIMI HENDRIX
**What classical composer wrote the majority of his music when he was deaf?**
LUDWIG VAN BEETHOVEN
**Who wrote the famous piano song ‘Fur Elise’?**
LUDWIG VAN BEETHOVEN
**What classical composer had a piano designed with special smaller keys, as his hands were so small?**
FREDERICK CHOPIN
**What composer once wrote a piece that takes 18 hours to perform?**
ERIK SATIE
**Which composer is considered “Master of the Fugues”?**
BACH
**Which composer learnt to play piano before he could read?**
MOZART
**What City opera house does the “Phantom of the Opera” prowl?**
PARIS
**What country’s national orchestra is bigger than its army?**
MONACO
**What instrument was once known as a SACKBUT?**
THE TROMBONE
**What instrument was formally on the coins of Ireland?**
**THE HARP**
**Translated from the german, this member of the percussion section means “bell play”**
GLOCKENSPIEL
**What is the minimum number of musicians a band must have in order to be considered a “Big Band”**
TEN
**What musical instrument’s sales escalated from 228,000 in 1950 to 2.3 million in 1971**
THE GUITAR
Looking for more fun ideas for your music classroom? Check out our [music teaching resources](https://funmusicco.com/music-teaching-resources-archive/), or explore our complete [K-6 music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) — designed to make music lessons easy and enjoyable for every teacher.
[ ](http://http//www.instantprintmusiclessons.com/ "Instant Print Music Lessons")
**Categories:** Music Teaching, Trivia
**Tags:** Music Games, Music Quiz, Music Quiz Questions, Music Trivia, Music Trivia Games, Music Worksheet Trivia
---
### [April Fools' Day Jokes for Music Teachers | The Fun Music Company](https://funmusicco.com/april-fools-day-jokes-for-music-teachers/)
**Published:** March 31, 2008
**Author:** FunMusicCo
**Content:**
# 6 Fun April Fools’ Day Jokes for Music Teachers
***Are you looking for some easy and fun April fools day jokes for music teachers?***
Coming up this week is April 1st – that crazy morning where April fools Day Jokes are all the rage!
Putting a little harmless practical joke into your music class on April the 1st will create rapport and build friendships between yourself and the students, and it will liven up everyone’s life – so have a bit of fun and enjoy yourself!
Music teachers have a great opportunity, and there are quite a few harmless things you can do to trick the students.
We’ve got a few little suggestions which we came up with, however I’m sure that there are lots that we haven’t thought of – so please leave a comment on this page if you’ve got any other ideas that you’d like to contribute.
The great April fools joke is not really about the Joke itself – its about the delivery! You’ve got to completely believe in it and deliver it in all seriousness, and your students will be tricked … even if just for a few minutes.
### **Music Teacher’s April Fools Joke #1 *– Are you ready for your exam this afternoon?***
This is an old teachers favorite! It works particularly well for private instrumental teachers – you can have your students really believing that they have a practical exam!
The best way to deliver it is to get started immediately with the technical work, and then say something like “Im not sure that’ll be good enough”, or “the examiner won’t give you full marks for that”. Then they’ll say something like “but my exam is a long time away, isn’t it?” – and then you say “no – your exam is this afternoon at 2 o’clock this afternoon, we talked about that last week!” As long as you can say it with a straight face you’ll have them believing it!
### **Music Teacher’s April Fools Joke #2 *– The Super-hard theory test***
This involves some preparation – but worth it if you have the right situation! A theory class can easily be given work that is WAY over their experience level – make them analyze a really complicated piece of music, or write down questions that have absolutely no meaning whatsover – things like this:
*“What is the trionic subdominant of the scale that is in the uppermost register of the Alto voice of the third harmonic equivalent of the natural harmonic minor scale of seven sharps?”*
Then the final question can be:
*“On what day of the year can teachers get away with setting a test full of meaningless questions?”*
**Music Teacher’s April Fools Joke #3 *– Air Guitar Worksheet Task***
Since the team here at the Fun Music Company love April Fools so much, we couldn’t resist coming up with a little resource which teachers can download and use at a moments notice.
It’s a code breaker test for junior high students. You simply make it sound like a serious ad-promtu exam situation and wait for them to work out the clue which tells each student to do their best air guitar impersonation on the spot. Make sure you have your video camera ready as the chaos breaks out.
All you need to do is watch this video below and download the [resources at this page](https://funmusicco.com/april-fools-joke-for-music-teachers/).
### **Music Teacher’s April Fools Joke #4 *– A Practical Joke for the Wind Band***
There are lots of ideas you could use for a band rehearsal on the morning of April 1st –here is one idea:
*“Good Morning Class! Last night I met with the headmaster of the school – and this morning we have an important announcement. The headmaster is concerned about the environmental impact that our band is having on the surrounding area – relating to noise pollution. The sound that we make although excellent of course is a few decibels above the prescribed limits in the environmental impact guidelines for schools”*
*“So long term what we are going to do about it is obviously make some changes to the building in regards to soundproofing, however the headmaster is insistent that we make some changes today. You see there is an inspector from the department of environmental planning in the area, and he wants to make sure that we look like we are going the right thing – just in case this inspector decides to pay us a visit today.”*
*“Therefore I’m going to hand out a plastic bag and a rubber band to everyone, and we all have to place the plastic bag over the bell of our instrument and secure it with the rubber band – this should muffle the sound sufficiently”*
You could do this with plastic bags or cling wrap – or make them stuff tissues up in the bells. Anything that obviously wont do anything harmful to the instruments!
It wont take the students long to work it out – especially when they realize that they really can’t play the instrument with a plastic bag over the bell! It will be worth taking a photograph if you get them all with plastic bags over their bells!
**Music Teacher’s April Fools Joke #5 *– Practical joke for guitar and/or electronic instruments***
“*Good morning guitar players – did you hear about the big announcement last night?”*
*“Its all about the environment, and the focus that all the governments have now on global warming. Apparently guitar amplifiers have been singled out as causing the most environmental pollution of any electronic device. Therefore all guitar amplifers must be converted to battery operation within one month. We’ve all got to take our Amps to the closest music store and ask for a conversion kit to this new clean battery operation that’s been invented.”*
*“I’m not surprised you hadn’t heard about it – because I hadn’t before last night as well. It was kept quiet because they didn’t want the sales of guitars to drop – and they didn’t want to scare people about what their guitar amps are doing to the environment.. but they’ve come up with this solution.. and all we have to is head down to the music store and ask for this conversion kit.”*
**Music Teacher’s April Fools Joke #6 *– Bringing something silly in.***
This is one that you can do if you’ve got them the day before – you can say something like this:
*“Tomorrow morning we are doing a special project – now I can’t tell you what it is today… because it’s a surprise just for tomorrow.”*
*“What I’d like you to do is go out to your backyard and see if you can find two different Bird Feathers, and you need to find a way to attach them to yourself or to your instrument.”*
*“There will be awards for the person who can bring the biggest and/or most unusual feather, or who can attach it in the most interesting way.”*
Of course many will be tricked, and then the next day you can get them to play an arrangement of “the chicken dance” – that can be the special project!
There are many other objects that you could convince the class that it was vital for them to bring in the next day, such as a can of sardines, a small stone or rock (good for playing Rock and Roll!) or anything else that would not normally be brought to music class!
Use your imagination and come up with something unusual!
## Conclusion
Obviously be sensible and exercise due care when playing jokes – but have a bit of fun and brighten up your day with an April fools joke in your music class!
Hopefully these will have given you an idea that you may be able to adapt to your particular situation. Feel free to leave a comment if you thought up something which worked well and you’d like to share it with others!
***The Fun Music Company disclaim all responsibility for the outcome of these jokes! Use them at your own discretion!***
**Categories:** Classroom Music, Fun and Games, Music Teaching, music teaching inspiration
**Tags:** April Fools in music class, April Fools Jokes, Music Jokes, Music Lesson Fun, Music Teaching
---
### [Developing a Music Appreciation Curriculum](https://funmusicco.com/music-appreciation-curriculum/)
**Published:** January 16, 2025
**Author:** Janice Tuck
**Content:**
# Developing a Music Appreciation Curriculum for Primary or Elementary School
Music plays a vital role in a child’s development. It stimulates creativity, improves focus, and fosters emotional expression. For primary school students, music appreciation can open the door to a lifelong love of music.
But how do you create an engaging and effective curriculum? Here’s a step-by-step guide to help you design one.
Music plays a vital role in a child’s development. It stimulates creativity, improves focus, and fosters emotional expression. For elementary school students, music appreciation can open the door to a lifelong love of music.
But how do you create an engaging and effective curriculum? Here’s a step-by-step guide to help you design one.
### Step 1: Define The Goals of The Music Appreciation Curriculum
Start by determining what you want students to achieve with a music appreciation class curriculum. Clear goals help you focus your lessons. For young learners, the goals may include:
- Recognising different musical instruments
- Identifying basic [elements of music](https://funmusicco.com/elements-of-music-the-complete-guide-for-australian-teachers/) (rhythm, melody, and harmony)
- Appreciating music from a variety of cultures and genres
- Developing active listening skills
Write these goals down to guide your planning.
### Step 2: Understand Your Students
Consider the age, interests, and abilities of your students. Young children have short attention spans, so keep lessons brief and interactive.
Most importantly, consider the length of the music you wish to have them listen to. Early grades (K, 1 and 2) can only be expected to sit and listen for a few minutes. Therefore, expecting them to sit and listen to a whole symphony isn’t going to happen!
Use activities that match their developmental stage. For instance, younger students might enjoy moving to music. Older students might be ready to discuss how music makes them feel.
### Step 3: Plan The Framework of the Music Appreciation Curriculum
A good curriculum has structure. Divide your lessons into manageable units. For example, you could organize your curriculum into monthly themes:
- Month 1: Introduction to Music Basics
- Month 2: Exploring Instruments
- Month 3: Learning About Genres
- Month 4: Music from Around the World
This framework provides a road map but allows room for flexibility.
### Step 4: Create Engaging Lessons
Make lessons fun and interactive. Here are some ideas:
- **Listening Activities**: Play short clips of music. Ask students to identify instruments or describe how the music makes them feel.
- **Instrument Exploration**: Let students try simple instruments like tambourines or maracas. If possible, invite a musician to visit your class to demonstrate an instrument.
- **Storytelling Through Music**: Share stories about composers or musicians. Connect their lives to the music they created.
- **Movement Activities**: Encourage students to move to the beat. Dancing or simple gestures can help them feel the rhythm.
### Step 5: Incorporate Cultural Diversity
Expose students to music from different cultures in your music appreciation syllabus. This fosters respect and curiosity about the world.
For example:
- Listen to African drumming and discuss its communal importance.
- Share traditional Chinese music and its use of unique instruments like the guzheng.
- Introduce classical pieces from Western composers, such as Beethoven or Mozart.
- Highlight similarities and differences to deepen their understanding.
### Step 6: Watch as well as listen
Use a variety of media to listen to music. Sometimes, you can use
- Videos: Use [YouTube](https://www.youtube.com/) or other platforms to watch performances.
- Listen without watching: You can have students close their eyes to focus just on the sounds they are hearing.
- Old fashioned records, tapes or CDs: Students will be amazed with old style media
- Go to concerts. There is nothing like a live experience for students to experience music
A variety of methods of listening will keep classes interesting and engaging for students.
### Step 7: Encourage Participation and Discussion
Active participation enhances learning. Encourage students to:
- Share their thoughts on the music they are listening to
- Give reasons why they like or dislike a musical example
- Suggest their own favourite songs\* or genres to listen to as a class
- Follow up their listening with playing or composing their own music in a similar style.
\* We recommend ALWAYS having children suggest their music in a formal way, in writing. Never take suggestions ‘on the fly’ and play them. Emphasize that they cannot suggest anything with inappropriate themes or lyrics. Then listen carefully prior to presenting to the class. This will ensure students are not exposed to inappropriate content or lyrics. Plus, it will make sure that there is an educational reason for the listening.
### Step 8: Build Connections to other Curriculum Areas
Help students connect music to other subjects. For example:
- Mathematics: Discuss patterns in rhythms.
- History: Explore how historical events influenced music.
- Art: Draw correlations between styles and periods in visual art and in music.
These cross-curricular activities enrich the learning experience.
### Step 9: Assess Progress in your Music Appreciation Curriculum
Regularly evaluate how students are progressing. Use simple methods like:
- Quizzes on musical terms or instruments
- Observation during activities
- Short presentations or performances
Keep assessments light and positive. The goal is to encourage, not pressure.
### Step 10: Adapt and Improve Your Music Appreciation Syllabus
Be flexible. Not every lesson will work perfectly. Pay attention to what engages your students and adjust accordingly. Gather feedback from students and parents to refine your approach.
## Sample Music Appreciation Curriculum Lesson Plan
Here’s a quick example of what a single lesson might look like:
1\.
**Introduction and Pre-frame.** Discuss the background of the music being shown. Who is the composer and/or performer? What instruments will they see? What is special about this particular musical example? The more enthusiasm you can give to this introduction, the more successful the music listening will be.
2\.
**Listen or Watch**: Show a video or listen to the recording. Remind students that talking, moving is not appropriate, and distracts others. Create an atmosphere of quiet reflection ready to hear the music.
3\.
**Worksheet:** Depending on their age, this could be as simple as blank piece of paper. Alternatively it can be quite an extensive questionnaire about the music they’ve just heard. Young students can draw a picture of something that the music reminds them of or colour a musical picture. Older students can answer factual questions and write about how the music made them feel.
4\.
**Discussion**: Ask students to share their drawings and feelings about the music. Use open prompting questions such as “If this music was happening in a movie, what may be happening on the screen?.” This is preferable to closed questions such as “Who was the composer of this music?”
5\.
**Expansion/exploration**: If you have time, find ways to expand the activity further. For example, have older children make a playlist of similar music on their devices. Younger children may like to create a poster for a similar musician’s concert, or draw themselves playing the featured musical instrument.
## Does this all seem like a lot of work?
Yes, it is! That is why the Fun Music Company [Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) exists. We have done all of the hard work for you in creating a music appreciation curriculum. We’ve found the examples and we’ve created the pre-frame videos and discussion points. We’ve made worksheets and discussion questions for every activity. And we’ve provided great ideas for expansion and exploration.
In the Fun Music Company Curriculum there is twenty *CONNECT* listening lessons in every single grade. That means that there are 140 lessons across all grades K-6.
Here is an example of the *CONNECT* music appreciation syllabus from just one grade:
This covers all genres of music, from classical composers through to jazz and rock styles. It also covers music from many different cultures and backgrounds.
Click through these slides to see the steps in one of the lessons:
1. The pre-frame video
2. Listening to the music
3. The worksheet presentation
4. The discussion
## Conclusion: Why do all the work yourself?
So yes, you can create your own music appreciation curriculum for primary or elementary school.
This page has given you many insights on how to do that. However, if you don’t have time, the Fun Music Company [Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) will give you a head start. As well as music listening, you’ll have the rest of your curriculum covered as well!
[Click here to see the details »](https://funmusicco.com/fun-music-company-music-curriculum/)
**Categories:** Music Appreciation
---
### [The New Australian Curriculum (version 9) has been released. This is what it means for music teachers in Australia.](https://funmusicco.com/the-new-australian-curriculum-version-9-has-been-released-this-is-what-it-means-for-music-teachers-in-australia/)
**Published:** June 9, 2022
**Author:** FunMusicCo
**Content:**
# What Version 9 of The Australian Curriculum Means for Music Teachers
After a long delay which was extended due to COVID, The Australian Curriculum Assessment and Reporting Authority (ACARA) have released the final version of the new [Australian Curriculum](https://v9.australiancurriculum.edu.au/).
This represents the first major change in the Australian curriculum for Arts:Music, since the original version was released in 2014.
You may be confused to see that this is released as “version 9” – but for our purposes as music teachers this can be thought of as essentially version TWO. The curriculum for Arts:Music was first released in February 2014, and did not change substantially in the years between its release and today. It is “version 9” because there has been changes in other subject areas such as languages and mathematics.
However, this new version contains some very important changes for us as music teachers, and it is overall a great improvement to the curriculum.
Here is what we have observed as the major changes in the curriculum:
### 1. The foundation year now has its own curriculum achievement standards and content statements, rather than being grouped with Grades 1 and 2.
This is an excellent change, as teachers no longer need to worry about how to keep students engaged for three full years on the same content statements. The first year of formal schooling, whether it be called Foundation, Kindergarten, Pre-primary or prepatory is a critical time for a child’s development, and we applaud the Australian curriculum authorities for recognizing that and giving it due importance in the Australian curriculum. The separate achievement and content standards mean that teachers can focus in on this age group, and also extend the grade 1 and grade 2 students to the best of their abilities.
### 2. Reduced emphasis on aural skills, with that content statement reshaped to cover developing all practices and skills related to music.
The old content statement (grades 1 & 2) was : *“Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion”* and this has been changed to: *“Develop listening skills and skills for singing and playing instruments”* There are similar changes to the statements for the other grades as well.
This is a wonderful change, and one that should be most welcomed by teachers. This will open a world of wonderful and interesting exercises, games and activities that can be done by teachers to develop those listening skills, and open up the student’s skills in singing and playing instruments.
Here at the Fun Music Company we are currently developing brand new and exciting directed listening games, voice manipulation exercises, playing instrument activities and improvisation games. This is one of the areas of our new curriculum program we are really excited to be able to bring you in our new version very soon!
### 3. Exploring and Responding strand now has two content statements, to give the exploration of the music of First Nation Australians its own content statement.
The inclusion of the music of First Nations Australians has always been a priority in the Australian curriculum, as *Aboriginal and Torres straight Islander Histories and Cultures* is identified as a Cross Curriculum Priority. Previously in the Australian curriculum it was included in a content statement around “listening to music” as follows in this example from version 8, Grade 3 and 4: *“ Identify intended purposes and meanings as they listen to music using the elements of music to make comparisons, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples” (ACAMUR087)*
Now however, with the new version it is separated out into two distinct content statements:
*explore and describe how music created for different purposes and contexts communicates meaning for audiences (AC9AMU4E01)*
and
*describe how First Nations Australians use cultural expressions to communicate connection to and responsibility for Country/Place, Culture and People (AC9AMU4E02)*
This is a great thing, as it will enable music teachers to explore a wide variety of music, created or different purposes and explore how it creates meaning in the first content statement. Plus with the second content statement it will really enable teachers and students to respectfully explore the music and cultural expressions of First Nations Australians.
Here at the Fun Music Company we’re expanding our *CONNECT* program to include a much wider variety of music, created for different purposes and contexts, and we’ll be exploring how it creates meaning for audiences.
We’ll also be working on a special supplement for covering the First Nations cultural aspect, and we’re hoping to work with some First Nations Australians to create this.
### 4. “Creating and making” and “presenting and performing” are now better defined
This has always been something of a challenge for curriculum writers when it comes to music. You see, curricula like to compartmentalize, and fit things into a framework that will work for subject areas within a big area.
So the big areas that we’ve been forced to fit into don’t always necessarily fit exactly what our day-to-day activities have been. For example, in visual art a student may paint a picture, and then present it to the class, explaining their meaning. This fits well into the idea of putting creating and presenting together.
However for music, composition is a very important skill, but in music the skill of leaning and performing music composed by others is also really important – far more important than in visual art. Its also a different skill-set required, involving potentially reading notation, interpreting a composer’s intention and developing the skills necessary to reproduce a musical performance.
So we’ve had a fairly confused mix of composition activities and performing activities, previously in the curriculum with content statements like these:
(from Curriculum Grade K-2)
*Create compositions and perform music to communicate ideas to an audience (ACAMUM082)*
*Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community (ACAMUM081)*
And now in the new version we have:
*Experiment with ways to interpret the elements of music and create music that communicates ideas*
*Sing and play music for audiences in informal settings*
This means that for the Fun Music Company Curriculum program we can continue to be extremely clear in having both COMPOSE sections meet the composition parts of the program, and SING AND PLAY meet the performance elements. Of course there is an aspect of students presenting and performing their own compositions, but this new structure allows teachers to be more specific and make sure that they are doing good amounts of both composition and performing other’s compositions in their classes.
### 5. Increased emphasis on the Elements of Music from earlier grades, and less musical jargon terms in the content statements.
We have noticed that the umbrella term of “Elements of Music” has been included in every grade from Grade 1, where previously it only appeared in Grade 5 and 6. for example, in the grade 1 and 2 curriculum: *Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community (ACAMUM081)*
has become:
*select and combine elements of music when composing and practicing music for performance*
This is a very good thing, as it is a way for teachers to discuss and communicate about music, regardless of the amount of training they have in specific musical skills. Every teacher can speak about melody, rhythm and beat in their own way, and the framework of “elements of music” allows them to do this. Reference to “rhythm, pitch and form” in the content statements have been removed, and instead it has been replaced with “manipulate elements of music and use compositional devices to communicate ideas”.
Overall, here at the Fun Music Company we feel that the changes to the Australian Curriculum in version 9 are to be commended. They provide a more accessible framework for teachers to work with in the implementation of a music program, and we’re able to support that with our curriculum program materials.
### Implementation.
According to ACARA, the implementation timeline of the Australian curriculum is up to each individual state, and each state will have different guidelines on when it should be implemented. ACARA have said that both version 9 and the older version 8 will still be available on the website for the next few years, until everyone has transitioned to the new version.
Please click here to learn more about the [Fun Music Company Curriculum Program](https://funmusicco.com/fun-music-company-music-curriculum/) and how it matches the Australian curriculum requirements.
**Categories:** Uncategorized
---
### [ONE Simple Shift That Transforms Music Classes](https://funmusicco.com/the-hidden-music-teaching-challenge-most-teachers-face-and-how-to-transform-it-in-one-class/)
**Published:** July 10, 2025
**Author:** Janice Tuck
**Content:**
## Are your music students resistant, distracted, or disengaged despite your best efforts?
In this eye-opening episode, I reveal the critical mistake that’s sabotaging music classrooms everywhere—and the simple shift that transforms reluctant learners into enthusiastic musicians. You’ll discover why even the most creative lesson plans fail without this foundational step, and learn the exact moment-by-moment approach that gets students asking “What amazing thing are we doing today?” instead of groaning when music class begins. If you’re tired of fighting for attention and ready to see immediate transformation in your classroom, this 10-minute listen will change everything about how you approach teaching music.
Listen to the podcast episode:
Then subscribe [here](https://creators.spotify.com/pod/profile/janice-tuck/episodes/The-Hidden-Music-Teaching-Challenge-Most-Teachers-FaceAnd-How-to-Transform-It-in-One-Class-e35c8f8/a-ac1tbn9) using your favourite podcast reader so you don’t miss any future episodes.
# The Hidden Music Teaching Challenge Most Teachers Face…
And How to Transform It in One Class
What if I told you that the real reason your music classes feel like chaos isn’t because you need better lesson plans—but because you’re missing the ONE critical step that happens before any real learning can take place?
You might have the most beautifully crafted activities and expensive instruments, but if students aren’t prepared for what you’re about to teach them, no amount of fancy resources will fix that classroom resistance.
That’s exactly why I’m so excited for you to hear today’s episode—because I’m exposing the barrier that could be sabotaging your classes and revealing the simple shift that makes students who used to groan:
*“Do we have to?”*
to then start show up asking:
*“What amazing thing are we doing today?”*
In this episode, I’m sharing the exact moment I went from making this critical error *(and nearly losing my love for teaching music)* to discovering the principle that transforms any classroom.
We’re unpacking why your current approach might be creating resistance instead of enthusiasm, and the secret behind lessons that don’t just deliver content but actually transform kids into lifelong musicians.
This isn’t another “tips and tricks” episode—this is me sharing the most vulnerable moment of my teaching career and the breakthrough discovery that my musician husband helped me see about the walls I was unknowingly building.
And if you’re tired of fighting for your students’ attention and feeling “push back” or resistance every single lesson, I invite you to test this ONE simple shift before your next music class.
The change is so dramatic that within minutes, you’ll see kids who were previously tuned out suddenly leaning in and asking for more!..
When your principal walks by and stops to ask “What are you doing differently?”, you’ll know exactly what transformed your classroom. [Email me](https://funmusicco.com/contact) with your “This completely transformed my classroom!” story because I live for these moments!
Your breakthrough is just 10 minutes away as you listen to this— don’t let another day go by struggling when the solution is right here.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Teaching Music isn’t about luck —it’s about taking specific, deliberate actions and steps and practicing these with daily commitment.
This podcast will give you the steps and approaches that the most successful teachers, coaches and top performers use.
Listen now to learn how to transform your teaching and achieve the goals you’ve always dreamed of.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
If you enjoy this podcast, please give us a five-star rating and review on iTunes, subscribe wherever you listen to podcasts, and invite your friends and colleagues to join us.
Additional Resources:
Get the full K-6 Fun Music programs here: [https://funmusicco.com](https://funmusicco.com/)
Get my weekly emails and free resources here:
Tweet Me! @funmusicco
Join me on Facebook:
Enjoy & Let me know your thoughts!
The spark for music teachers is ten minutes of mindset and energy designed especially for anyone teaching music. Tune in every month for insights, tips, strategies for dealing with common issues that arise in teaching music in schools and everything in between! Follow us for more.
**Categories:** Weekly Spark Podcast
---
### [How to Reclaim the Joy in Music Teaching (even when nobody seems to care)](https://funmusicco.com/how-to-reclaim-the-joy-in-music-teaching-even-when-nobody-seems-to-care/)
**Published:** October 16, 2025
**Author:** Janice Tuck
**Content:**
# How to Reclaim the Joy in Music Teaching (even when nobody seems to care)
“Feeling so defeated. The kids have been completely wild and out of control lately. I feel so swamped with everything I want to do, the rehearsing we NEED to do, the assessments I had planned on doing… How do you spread the joy when you feel like nobody appreciates your field at all?”
*Sound familiar?*
In this week’s podcast, I’m sharing the ONE mindset shift that changed everything for me (hint: it has NOTHING to do with working harder or getting more recognition)… plus the 3-step system I use EVERY day to reclaim my joy in music teaching.
Click play now – just by listening, you’re taking the first step toward reclaiming your joy and teaching with appreciation for yourself again.
Teaching Music isn’t about luck —it’s about taking specific, deliberate actions and steps and practicing these with daily commitment.
This podcast will give you the steps and approaches that the most successful teachers, coaches and top performers use.
Listen now to learn how to transform your teaching and achieve the goals you’ve always dreamed of.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
If you enjoy this podcast, please give us a five-star rating and review on iTunes, subscribe wherever you listen to podcasts, and invite your friends and colleagues to join us.
Additional Resources:
Get the full K-6 Fun Music programs here: [https://funmusicco.com](https://funmusicco.com/)
Get my weekly emails and free resources here:
Tweet Me! @funmusicco
I posted this fun picture of the quote and explained it [here ](https://www.instagram.com/p/DP3MgnnEw9D/)@[janice\_tuck\_funmusic](https://www.instagram.com/janice_tuck_funmusic/#)
Join me on Facebook:
Enjoy & Let me know your thoughts!
The spark for music teachers is ten minutes of mindset and energy designed especially for anyone teaching music. Tune in every month for insights, tips, strategies for dealing with common issues that arise in teaching music in schools and everything in between! Follow us for more.
**Categories:** Weekly Spark Podcast
---
### [Creating a St Patrick's Day Music Lesson](https://funmusicco.com/creating-a-st-patricks-day-music-lesson/)
**Published:** March 4, 2025
**Author:** FunMusicCo
**Content:**
# St. Patrick’s Day Music Lesson Ideas for Primary & Elementary School
St. Patrick’s Day offers an excellent opportunity to introduce music classes to the rich musical heritage of Ireland. These three ideas for a comprehensive St Patrick’s day Music lesson plan incorporate research on traditional Irish instruments, interactive performance of a classic Irish folk song, and appreciation of contemporary Irish music through the study of The Corrs. You may choose to do one of these activities, or all three! It is up to you!
### The background of St Patrick’s Day
St. Patrick’s Day, celebrated annually on March 17th, commemorates Saint Patrick, the patron saint of Ireland who lived during the 5th century. Originally a religious feast day marking the anniversary of Saint Patrick’s death, it has evolved into a global celebration of Irish culture. Saint Patrick is credited with bringing Christianity to Ireland and, according to legend, driving all the snakes from the island (though this is widely understood to be a metaphor for his eradication of pagan beliefs).
The shamrock, now an iconic symbol of the holiday, was reportedly used by Saint Patrick to explain the Holy Trinity. In Ireland, the day traditionally began as a religious observance, but has expanded to include parades, festivals, céilithe (traditional Irish social gatherings with music and dancing), and the wearing of green attire and shamrocks. When Irish immigrants brought their traditions to America and other countries, St. Patrick’s Day transformed into a broader celebration of Irish heritage and culture, where music has always played a central role.
Begin by discussing the significance of St. Patrick’s Day and its cultural importance in Ireland and around the world. Explain that music plays a central role in Irish celebrations and cultural identity. Below is a brief video clip of traditional Irish music being performed to set the tone and spark interest.
### Today we are sharing with you three options for a St Patrick’s day music lesson:
1. Exploring traditional Irish instruments
2. Learning and performing “The Rattlin’ Bog”
3. Discovering contemporary Irish music through The Corrs
## Activity 1: Researching and Learning About Irish Musical Instruments
**Preparation Materials**
- Images or videos of traditional Irish instruments
- Information about each instrument
- If possible, examples of instruments for demonstration
### 1. Bodhrán (pronounced “bow-rawn”)
- A frame drum made with a wooden body and a goatskin head
- Played with a double-headed stick called a “tipper” or “beater”
- Serves as the rhythmic heartbeat of traditional Irish music
### 2. Tin Whistle
- Also known as the penny whistle
- A simple six-holed woodwind instrument
- Made of metal or wood
- One of the most accessible Irish instruments for beginners
### 3. Uilleann Pipes
- Complex bagpipes unique to Ireland
- Bellows-blown (rather than mouth-blown) pipes with a softer sound than Scottish bagpipes
- Include a chanter, drones, and regulators
- Known for their ability to play staccato notes and harmonies
### 4. Celtic Harp
- Ireland’s national emblem
- Wire-strung or nylon-strung
- Used for both accompaniment and melody
- Historical significance in Irish culture and mythology
### 5. Fiddle
- Physically the same as a violin but played differently
- Central to Irish dance music
- Distinctive ornamentation techniques including rolls, cuts, and slides
- Regional playing styles (Donegal, Sligo, Clare)
### 6. Accordion and Concertina
- Button accordions became popular in Irish music in the 20th century
- The concertina (particularly the Anglo system) is smaller and produces a more crisp sound
- Both add harmonic richness to ensemble playing
## Interactive St Patrick’s Day Music Lesson Activity
Click here to play the interactive [St Patrick’s day matching game](https://funmusicmembers.com/irish-instruments-game/) from the Fun Music Company. This game features all the instruments above, where students can play each of the sounds and match the sound to the image.
[](https://funmusicmembers.com/irish-instruments-game/)
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/irish-instruments-game/)
## Activity 2: Learning and Performing ‘The Rattlin’ Bog’ — A Complete St. Patrick’s Day Music Activity
[**The Rattlin’ Bog**](https://funmusicco.com/rattlin-bog-song/) is an excellent choice for a St. Patrick’s Day lesson as it’s a traditional Irish folk song with a cumulative structure that makes it engaging and accessible for students of various ages.
### About the Song
- A traditional Irish folk song (with variants in many cultures)
- Cumulative structure with each verse building on previous verses
- Fast-paced and rhythmic, making it exciting to perform
- Teaches sequencing and memory skills
### Teaching Approach
**Introduction (5 minutes)**
1. Explain the song’s origin and structure
2. Discuss what a bog is (a wetland ecosystem) and its significance in Ireland
3. Show how cumulative songs work as memory devices in oral tradition
**Learning the Basic Pattern (10 minutes)**
1. Start with the chorus and first verse at a slow tempo
2. Teach the melody line first without the cumulative elements
3. Gradually increase the tempo as students become comfortable
**Adding Instrumentation (15 minutes)**
1. Incorporate simple percussion (bodhrán if available, or substitutes like frame drums)
2. Add untuned percussion parts found in the Fun Music Comapany arrangement available here
3. Add melodic instruments for accompaniment, such as xylophones, boomwhackers or chime bars
**Performance Practice (10 minutes)**
1. Incorporate dynamics to build excitement as verses accumulate
2. Consider adding simple choreography or hand movements
3. Create a performance structure with solos, group sections, and instrumental breaks
### Modifications for Different Age Groups
**Younger students:** *Focus on fewer cumulative elements and more movement*
**Middle grades:** *Full song with instrumental accompaniment*
**Older students:** *Add harmony parts and more complex arrangements*
## St Patrick’s *SING & PLAY* song
Click here to view the play-along video of “The rattlin’ bog” from the Fun Music Company. Click the link below and bookmark the page below to use in the classroom.
[](https://funmusicmembers.com/rattling-bog-song/)
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/rattling-bog-song/)
## The Complete “Rattlin’ Bog” SING & PLAY Arrangement (Members)
If you loved the play-along resource above, wait until you see what Fun Music Company members get access to!
We’ve created a **complete 7-step SING & PLAY arrangement of “The Rattlin’ Bog”** — designed specifically for **Grades 3 and 4** — that takes your students from their very first listen all the way through to a full ensemble performance. Every step is scaffolded so that even if you’re not a specialist music teacher, you can confidently lead each part of the lesson.
Here’s a look at every step of the arrangement:
### Step 1 – Introduction Video *(Free for all visitors!)*
Every great lesson starts with context and excitement! The introduction video sets the scene for students, giving them a feel for the song before they start singing or playing. It’s the perfect hook to get your class curious and engaged right from the start.
##### [**Click here to watch the introduction video**](https://funmusicmembers.com/rattling-bog-song/) *(same as the resource above)*
### Step 2 – Singing the Song *(Free for all visitors!)*
Once students have heard the song, it’s time to join in! This step guides your class through learning the melody and the cumulative lyrics of “The Rattlin’ Bog” — one of the most fun, memory-building songs you’ll ever teach. The cumulative structure means every new verse adds to the last, so students are challenged to keep up as the song builds.
##### [**Click here to sing the song** ](https://funmusicmembers.com/rattling-bog-song/)*(same as the resource above)*
### Step 3 – Untuned Percussion Tutorial *(Members)*
In this step, students learn the rhythms of the untuned percussion parts through a clear, step-by-step tutorial. No prior experience needed — the tutorial walks through each pattern so your class can build confidence before picking up an instrument.
##### **🔒 Steps 3–7 are available to Fun Music Company members.** [Login here »](https://funmusicmembers.com/curriculum-program-4/unit-4/singandplay-4/spsong-4-9/spvid4-9-3/)
### Step 4 – Untuned Percussion Score *(Members)*
Once students know their parts, they perform with the interactive score — complete with **variable tempo controls** (speed it up or slow it down as your class is ready) and **instrument on/off controls.** This means students can have support when they need it, and play independently when they are ready.
##### **🔒 Steps 3–7 are available to Fun Music Company members.** [Login here »](https://funmusicmembers.com/curriculum-program-4/unit-4/singandplay-4/spsong-4-9/spvid4-9-4/)
### Step 5 – Tuned Percussion Tutorial *(Members)*
Now the melody comes to life! This tutorial teaches students the tuned percussion part step by step — ideal for xylophones, glockenspiels, marimbas, or mettalophones. Even students who have never played a tuned instrument before can follow along and feel successful.
##### **🔒 Steps 3–7 are available to Fun Music Company members.** [Login here »](https://funmusicmembers.com/curriculum-program-4/unit-4/singandplay-4/spsong-4-9/spvid4-9-5/)
### Step 6 – Tuned Percussion Score *(Members)*
The tuned percussion score gives students the chance to perform their part alongside the full arrangement, with **variable tempo controls** to adjust the pace as they build fluency. Students can have the support they need with the **instrument display on/off control** – moving from following along with the displayed instrument through to reading the sheet music independently.
##### **🔒 Steps 3–7 are available to Fun Music Company members.** [Login here »](https://funmusicmembers.com/curriculum-program-4/unit-4/singandplay-4/spsong-4-9/spvid4-9-6/)
### Step 7 – Ensemble Performance Score *(Members)*
This is what the class can work towards! The full ensemble performance score brings together the singing, untuned percussion, and tuned percussion parts into one cohesive performance. Students can prepare this ensemble arrangement for a class performance, or teachers can record it for assessment purposes.
##### **🔒 Steps 3–7 are available to Fun Music Company members.** [Login here »](https://funmusicmembers.com/curriculum-program-4/unit-4/singandplay-4/spsong-4-9/spvid4-9-7/)
## ### Ready to access all 7 steps?
Fun Music Company members get instant access to the complete Rattlin’ Bog *SING & PLAY* arrangement, plus hundreds of other ready-to-use lessons across every grade from K–6.
Members: [Access The Rattlin’ Bog SING & PLAY now »](https://funmusicmembers.com/curriculum-program-4/unit-4/singandplay-4/spsong-4-9/)
Not a member yet? Find out how the **[Fun Music Company Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/)** can save you hours of planning every single week.
## Activity 3: Learning About The Corrs
The Irish band The Corrs provide an excellent bridge between traditional Irish music and contemporary pop, showing students how cultural traditions evolve and remain relevant.
### Background Information on The Corrs
**1. Band Formation and Members**
- Siblings from Dundalk, County Louth, Ireland: Andrea (lead vocals, tin whistle), Sharon (violin, vocals), Caroline (drums, bodhrán, vocals), and Jim Corr (guitar, keyboards, vocals)
- Formed in 1990
- Blend traditional Irish music with pop/rock elements
- Multi-instrumentalists who showcase traditional Irish instruments in a modern context
**2. Musical Style and Influence**
- Fusion of Celtic folk music with contemporary pop/rock
- Incorporation of traditional instruments alongside modern ones
- Harmonies reflecting Irish musical traditions
- Evolution of their sound through different albums
**3. Cultural Impact**
- International success bringing Irish music to global audiences
- Revitalizing interest in traditional Irish music among younger generations
- Representing Ireland’s cultural heritage on the world stage
- Collaborations with traditional Irish musicians
### Step through this step-by-step *CONNECT* lesson
As our [music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) members are aware, the Fun Music Company *CONNECT* lessons step through a consistent, logical progression in every lesson, which develops for each grade. There are 20 of these lessons in every grade of our program, meaning that members have access to 140 of these lessons.
Below is a lesson from our [Grade 5 Music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/teaching-grade-5-music-lessons/) about the Corrs and their song “Breathless”
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/connect-grade-five-sample-lesson-page-1/)
[Classroom Presentation](https://funmusicmembers.com/connect-grade-five-sample-lesson-page-1/)
[
### PDF Worksheet](https://funmusicco.com/wp-content/uploads/2023/03/CONNECTworksheet_Corrs.pdf)
## Conclusion
Whichever of these activities you include, you can bring it together by discussing:
- The continuity between traditional instruments, folk songs, and contemporary Irish music
- How cultural traditions evolve while maintaining their distinctive characteristics
- The role of music in preserving and celebrating cultural heritage
Have students reflect on what they’ve learned by writing a brief response about their favorite aspect of Irish music, or discussing how learning about another culture’s music helps us understand our own musical traditions better.
These St. Patrick’s Day music lesson ideas do more than celebrate the holiday. They help students explore Irish musical heritage, build performance skills, and understand how traditional music continues to evolve. Through these activities, students can connect with history while appreciating the role of Irish music today.”
## Get a full program of lessons with the [Fun Music Company music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program
It includes:
- 40 pre-programmed lessons for every grade from K-6.
- Complete *SING & PLAY* arrangements with singing, untuned and tuned percussion.
- 20 unique COMPOSE lessons in every grade.
- Structured assessments matching curriculum requirements.
So yes, you can create your own music appreciation curriculum for primary or elementary school.
This page has given you many insights on how to do that. However, if you don’t have time, the Fun Music Company [Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) will give you a head start. As well as music listening, you’ll have the rest of your curriculum covered as well!
[Click here to learn more about it »](https://funmusicco.com/fun-music-company-music-curriculum/)
**Categories:** Seasonal
**Tags:** Seasonal
---
### [What exactly is in the new “Developing Skills” strand in the Australian Curriculum for Music?](https://funmusicco.com/what-exactly-is-in-the-new-developing-skills-strand-in-the-australian-curriculum-for-music/)
**Published:** June 22, 2021
**Author:** FunMusicCo
**Content:**
# What exactly is the SKILLS Component of the new Australian Curriculum v9?
Here at the Fun Music Company we’re working hard at the moment to keep in touch with the curriculum requirements in our home country of Australia, as well as around the world.
Right now, the Australian National Curriculum is being reviewed, and is currently in its consultation phase. Some states in Australia use the National curriculum exclusively, and some use its state based equivalents. Even if you’re in a state that uses a state curriculum (e.g. NSW and Western Australia) it is likely that those curricula will change soon to reflect changes in the National Curriculum, as they are all modeled on the national version.
In this article we thought we would look at one area in depth, and explore exactly what has changed, and what kind of teaching ideas need to be implemented going forward to cover it comprehensively.
Today we’re looking at the new ***“Developing Skills”*** strand, which is designed to help students develop skills, practice and ideas.
Previously, the content statement for this began with the phrase “Develop Aural skills” for K-4, and included “Using Aural Skills” for Grades 5-6.
The content statements WERE:
Foundation, Grades 1 and 2Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion (ACAMUM080)Grades 3 and 4Develop aural skills by exploring, imitating and recognising elements of music including dynamics, pitch and rhythm patterns (ACAMUM084)Grades 5 and 6Explore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns (ACAMUM088)The proposed new content statements:
Foundationuse play, imagination, arts knowledge and skills to discover possibilities and develop ideas (AC9ADRFP01)Grades 1 and 2trial options for using voices and instruments for specific purposes and develop listening skills (AC9AMU2P01)Grades 3 and 4use listening skills and experiment with ways to manipulate the elements of music using voice and instruments to achieve intended effects (AC9AMU4P01)Grades 5 and 6develop vocal, instrumental and listening skills and techniques to control and vary sounds (AC9AMU6P01)It should be noted that this is only a draft proposal at this stage, and it still under consultation.
This is quite a big change – and obviously contains quite a departure from the idea of “developing aural skills” to a more general process which could include quite a few different skills including listening and performing.
Here at the Fun Music Company we are excited about these changes, as we can see a lot of opportunity to develop new lesson ideas which will expand students awareness and knowledge.
To expand on this further, here are the descriptions of what the “developing skills” strand should include, and a few ideas on how we could apply these in the classroom.
> Skills, techniques and processes for using the elements of music: rhythm, pitch, dynamics and expression, form and structure, timbre and texture
The ***elements of music*** are front and center of this. Having students understand that elements of music are like the “building blocks” that make up music is important in all music instruction.
A key idea for implementing this in the classroom is *AURAL GAMES*
In the [Fun Music Company curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program we have many aural games, where students are asked to echo or repeat a pattern played by the teacher. These are always designed to highlight particular elements of music.
For example, an echo clapping exercise will have some loud and some soft patterns, therefore emphasizing the musical element of **dynamics**. Alternatively an echo singing activity will focus on the musical element of **pitch**.
Always, as is practiced in all good music instruction – students learn through DOING. This is why experiential games are part of all of our materials here at the Fun Music Company. Information that we just tell students will go in one ear, and out the other. However knowledge that is gained through experience will be retained.
> Listening skills for performing and composing including skills for identifying, interpreting and understanding how elements of music are being used or manipulated (aural skills)
Here what we need is to encourage directed listening, and we need to implement highly targeted *DIRECTED LISTENING GAMES*.
What is needed here is to implement really targeted listening: 20-30 second excerpts of music that focus in on one particular elements of music, so that students can really hear how the element of music is creating to the musical experience that the listener experiences.
> Vocal and instrumental techniques and skills for individual and collaborative music-making
Here music teachers will do what music teachers have done for generations: teaching musical techniques for playing and experiencing music through playing and singing music.
At the early grades this will include things like marching to the beat, clapping and using body percussion to feel consistent beat.
As students get older skills will include things like directed breathing, pitch matching and reading notation.
> Processes for creating new music works such as composing, song-writing, music production, improvising or sound design
To cover this, what is needed is a range of *IMPROVISATION GAMES*.
These games will begin with improvisation starting with some really simple ideas such as having students clap back a different rhythm in response to a musical question.
For example it can be as simple as clapping in time with,… “What is your name..” and having the students respond with their name rhythmically.
As students get older, this can progress to instruments and beginning to notate their own improvisations and turn them into their own compositions.
> Processes for interpreting music such as arranging, re-imagining, editing or mixing
Here at the beginning levels this will begin with *DIRECTED LISTENING GAMES*, where students will listen to a short excerpt of music and interpret what is going on.
From here, students can view performances and learn a process of critical evaluation, thinking about how the music is put together, and moving to their own ideas about how music can be constructed and created.
> Processes for documenting music using conventional notation and/or emerging forms and methods
Beginning in the Grade 3-4 area, students will explore here how to use conventional music notation, and non-traditional methods.
For example, students inventing their own notation systems can be a wonderful way of starting the process of reading and writing music!
In summary, here at the Fun Music Company we are really excited about the possibilities of this new strand in the Australian Curriculum. We’re currently working really hard on a new set of *AURAL GAMES*, *DIRECTED LISTENING GAMES*, *IMPROVISATION GAMES* and *NOTATION GAMES* for the [Fun Music Company Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) which will make this content strand super easy to cover in the classroom.
**Categories:** Uncategorized
**Tags:** australian curriculum music lesson plans, Curriculum
---
### [Teaching music with no instruments other than recorder, no technology and no recorded music allowed.](https://funmusicco.com/teaching-music-with-no-instruments-other-than-recorder-no-technology-and-no-recorded-music-allowed/)
**Published:** March 10, 2021
**Author:** Janice Tuck
**Content:**
# Teaching Music Without Technology or Instruments: Ideas That Actually Work
### “I have to teach music with no instruments other than recorder, no technology and no recorded music allowed… what can I do?”
Here at the Fun Music Company we have a wonderful community of teachers through our mailing list, and I get questions all the time. This is one that came in this week:
> “I’ve been asked to music for years 1-7 with no no instruments other than recorders, no recorded music allowed at all, no computer laptop allowed and nothing too rhythmical allowed eg using school desks . Buckets – no. Children behind desks. Last century blackboard and chalk only. How would you go about this? I would deeply appreciate your thoughts.”*
I’ve had variations of this particular question many times over the years, because there are a lot of religious and alternative educational philosophies around that limit the use of technology and popular culture in their schools.
I am not here to judge any particular teaching philosophy or religious reasons why they do this. It is completely understandable, and they have good reasons behind their choices.
My response here might surprise you because it’s not necessarily going to be practical. I’m not going to say: ”Here is this activity you could do” or “Here is a resource that would work” which on the surface might seem to be what the questioner was asking for.
However I believe in helping people at a fundamental level with things that really help them every single day, in every single lesson and in every single moment that they are in that school, so that is why I’ve written this article.
So for that reason there are two suggestions I have for the teacher who asked this question, and anyone else in this type of situation.
1. *****Change the way you look at the situation.*****
2. ***Have faith in the frameworks you know and adapt them.***
## Change the way you look at the situation
Recently I was at a virtual educational event for business people, and it had hundreds of attendees. It was great, but like all live events … things happen! People get cut off, can’t see or hear speeches, or whatever.
We had breakout groups and a leader, who would answer questions for the participants.
Often our group leader would be asked questions she couldn’t answer, or have to deal with complaints and difficult questions from participants, but one of the greatest things I got from that whole event was *the way she handled* these type of questions.
She would always say ***“That’s amazing!”***.. and find then a benefit or great thing in what the participant said before she solved the problem for them.
So for example if someone said *“I got kicked offline and missed part of that last session”* .. she would say: *“Thats amazing!, because you had some extra rest time you’ll be recharged and ready to learn in the next session!”* And then she’d say *“Here is how to catch up on what you missed …”*
Now this is important. Because her focus, and the way she directed the focus of all participants was on the benefit of the situation. Of course she would direct someone to the solution to the problem, but she didn’t go there first. She always, and I mean ALWAYS did this. This is really important. Its not sometimes, it ALWAYS.
There is always a silver lining. I firmly believe that nothing is ever “good” or “bad”. Even the worst possible event in memory, has a silver lining.
In his book called the “Gratitude Effect” Dr. John DeMartini wrote more than 50 blessings that occurred as a result of the 9/11 attacks on the World Trade Center and Pentagon.
I’m NOT saying that people dying and terrorist attacks are a good thing, of course not! But the point is that nothing is inherently good or bad. Events or situations just are what they are. And there are blessings and benefits to everything.
So let’s look at how my trainer from my business seminar would have responded to this question about teaching in a school with no technology or instruments!
*Thats Amazing! I can see that you’re in a wonderful teaching situation with some brilliant students and colleagues. Because your students don’t have access to recorded music you’ll be able to shape their minds like clay!*
*They won’t have preconceived ideas on what music is good or bad, and you’ll be able to introduce many wonderful styles of music that other kids would be too closed off to already.*
*Plus because these kids only have access to live and not recorded music, they’re going to develop as wonderful, sensitive musicians who understand music as a live thing that THEY create and participate in. What an amazing blessing!*
*Also how great is it to be in a school where the recorder is seen as such a cool thing? You don’t have to deal with that negative perception from students and parents about this instrument!*
*The lack of technology isn’t a problem – you’re going to be able to spend every minute teaching.. .and not playing around with cables and trying to get the internet working!*
Of course I could go on… and If I was teaching in this situation I would. Every day. Every day I would write these things down on my list of blessings and find new variations of things that I can be grateful for in my situation.
However this isn’t my situation today. Today I run a business, and things do come up for me every day. Things costing more than they should and things going wrong etc.
Every day I write down my gratitude list and blessings, morning and night.
If something “bad” happens, I force myself to write down the blessings that have occurred, could occur, can occur and will occur as a result.
We all need to focus on the benefits in the situation, and not the problems. If we focus on the problems, we’ll just get more of the problems.
So that is my first piece of advice for anyone in this situation. Focus on what you have, and what the benefits of your teaching situation are. Do this every day until it becomes your entire focus, and you don’t even think about what the limitations are in your setting.
This is not just “positive thinking”… I’m not just saying “think positive and it will be ok”. I’m suggesting to you that reshaping those beliefs about the situation on a consistent basis, until you really feel that your situation is a benefit, and not a limitation will result in a massive shift in your success.
## Have faith in the frameworks you know and adapt them.
In the second part of the original question, the questioner asked *“How would you go about this?”*
Well, how I would go about this would be I would stick to my framework.
Everything is a framework. A framework is just a step by step process. For example, for brushing your teeth, the framework normally looks something like this:
1. Put a little bit of toothpaste and water on your brush
2. Brush lower and upper teeth for at least 2 minutes
3. Expel liquid from the mouth.
Now if you don’t have toothpaste for whatever reason (you didn’t get to the shops, or your husband & kids used it all!)… the framework is still the same!
1. Put a little bit of water on the brush
2. Brush lower and upper teeth for at least 2 minutes
3. Expel liquid from the mouth
Of course it isn’t ideal brushing your teeth without toothpaste, and you’ll want to get to the shops and get some as soon as you can, but its still better than not brushing your teeth at all!
So with your music lessons … **the framework still needs to be the same, no matter what technology or instrument limitations you may have**.
The [***Fun Music Company Curriculum Program*** ](https://funmusicco.com/fun-music-company-music-curriculum/)is a framework. So if I was in this situation, then what I would do is use that as my framework for these lessons. I’d spend my evenings looking at the curriculum on my computer, and I’d master the lesson content so I could deliver it the next day without the computer in the classroom.
Each lesson would start with *AURAL*, just as the Fun Music Company Curriculum does. I’d master those activities and know exactly which ones I’d do for each class. In fact it would be better because I’d be able to customize them for each classes abilities, and I know that I’ll get amazing at doing this pretty quickly if I practice it in every class!
After aural we’d move to *SING & PLAY*. Now just because I can’t use the technology in the classroom doesn’t mean that I can’t do the same songs! I’d still use “A Ram Sam Sam” with Grade three, and “Bim Bom” with Grade four. It would of course mean a lot more preparation from me – but then I would master them quickly, and eventually I would know the songs and be able to do it without much prep time.
I can’t use recorded music for the backing tracks – but what skills DO I have? *Can I play piano? Can I play guitar or Ukulele?* Even if I couldn’t play piano or guitar what I would do if I had this job and was in this situation is buy a $50 ukulele and one month membership of the [***Ukulele Curriculum System***](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/), and that would be enough skills to play the 1-2 chords that are necessary to accompany the students for a couple of these folk songs.
Then not in all lessons, but in some we’d do *COMPOSE* activities. These are able to be delivered personally and by watching the lesson video from the Fun Music Company Curriculum the night before I can be well prepared.
Then you have *CONNECT*. Now of course because of the technology and recordings limitation you will need to find new ways to implement this, but what an amazing opportunity!
Start with yourself. What instruments can you play and bring in and show them?
What about friends and colleagues? I bet some of your close friends would be prepared to drop into one of your classes and share some musical experiences, different experiences or different cultures with them.
Then you can reach out the school community. I’m sure that there are parents who may be willing to drop into their child’s class and show a different instrument, play a song with the children or share experiences.
These children get to experience music LIVE, and not recorded! They actually have an amazing advantage because of their school situation!
So that is what I would do. I would take the framework of the [***Fun Music Company Curriculum***](https://funmusicco.com/fun-music-company-music-curriculum/), and I’d teach that. Yes, I don’t have technology, and I might have to work a bit harder at first, but the framework would still work just fine.
So whatever framework you are used to using to teach, or you have used to teach before, use it.
**The “how” changes, but not the “what”**.
I do hope that this has been helpful. You can always find new “whats” (new songs, activities etc).. but you need to have faith in your frameworks. You have experience, you have training as a teacher, and you have a world of resources available to you on the internet.
So change the way you look at the situation, have faith in your frameworks and I look forward to hearing all the wonderful stories of how amazing your teaching in this wonderful school has been!
**Categories:** Uncategorized
---
### [55: You can’t afford to ignore these productivity tips!](https://funmusicco.com/55-you-cant-afford-to-ignore-these-productivity-tips/)
**Published:** March 21, 2023
**Author:** Janice Tuck
**Content:**
# Productivity Tips for Music Teachers
As music teachers, we all tend to get “too busy” doing things . But being busy doesn’t actually mean we’re being productive. The most successful music teachers I know have figured out how to use their time and make it as productive as possible.
We all get the same 24 hours in a day, and YOU get to decide how you want to use those hours.You can fill your time with lots of after hours preparation…Or you can be productive with your time, and use small amounts of time to get the best results!
Enjoy & Let me know your thoughts!
Get nine FREE most effective work-every-time ideas for music classes here: [https://funmusicco.com/music-teacher-secrets/](https://funmusicco.com/music-teacher-secrets/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP55)
Get a FREE teaching ukulele guide and lessons here: [https://funmusicco.com/teaching-ukulele-lesson-plans/](https://funmusicco.com/teaching-ukulele-lesson-plans/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP55)
Get 3 FREE Boomwhacker activities here: [https://funmusicco.com/boomwhacker-activities/](https://funmusicco.com/boomwhacker-activities/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP55)
Tweet Me! [@funmusicco](https://twitter.com/funmusicco)
Join me on Facebook:
Get my weekly emails and free music teaching resources: [https://funmusicco.com/music-teaching-resources-archive/](https://funmusicco.com/music-teaching-resources-archive/)
**Categories:** Weekly Spark Podcast
---
### [Why waiting for a “free lunch” is a waste of time](https://funmusicco.com/61-why-waiting-for-a-free-lunch-is-a-waste-of-time/)
**Published:** November 7, 2024
**Author:** Janice Tuck
**Content:**
# Don’t wait for a “free lunch”
We’ve all heard the saying: “There’s no such thing as a free lunch.” But how often do we take that advice to heart?
Today’s episode is a little different—and really special—because I’m taking you on an “inside out” journey of the Fun Music Curriculum by exploring this story. Grab your [curriculum membership](https://funmusicco.com/fun-music-company-music-curriculum/) here.
In this episode, I dive into how a single story such as this can control every single aspect of your teaching life and how what seems like the little decisions you make affect your whole life! Because your life and everything you do is basically one big story. And stories we get told and the stories we tell ourselves do matter! Even as you read this, you are telling yourself a story about what you read. Keep listening because this is what I believe to be one the BIGGEST mindset secrets to having a fulfilling and long lasting music teaching career.
What stories do you tell yourself?
If you enjoy this podcast, please give us a five-star rating and review on iTunes, subscribe wherever you listen to podcasts, and invite your friends and colleagues to join us.
Get the full K-6 Fun Music programs here: [https://funmusicco.com](https://funmusicco.com/)
Get my weekly emails and free resources here:
Tweet Me! @funmusicco
Join me on Facebook:
Enjoy & Let me know your thoughts!
**Categories:** Weekly Spark Podcast
---
### [The everyday self-talk every music teacher should be using!](https://funmusicco.com/the-everyday-self-talk-every-music-teacher-should-be-using/)
**Published:** September 5, 2024
**Author:** Janice Tuck
**Content:**
# Self talk for Music Teachers
We all know we need to take care of ourselves to be the best teacher, colleague, spouse, parent, and person we can be. This includes taking care of both physical and mental well-being.
What I wasn’t aware of until recently was how impactful it is to take everyday language and intentionally use it to empower and impact ourselves (and others) for the better.
Often, particularly as teachers, we’re so busy! We don’t take the time out to stop and ask ourselves a simple question and actually care about the response we give back… *but we really should!*
We’re teachers. We’re leaders. We have to get up in front of our classes everyday and lead them to greatness. We can’t do that if we don’t take this little bit of time to feel great ourselves.
Author Patricia Ireland once said “I don’t think you lead by pessimism and cynicism. I think you lead by optimism and enthusiasm and energy.”
That is what we’re about here at the Fun Music Company. I want to make it my mission to really help teachers, and help them have the three keys of optimism, enthusiasm.. and energy they need to have a fantastic time teaching.
And it’s that notion of these three keys that sparked the need for our newest K-6 Curriculum v2.0 update to include 280 done-for-you lessons. You’ll find all the details to it here:
If you enjoy this podcast, please give us a five-star rating and review on iTunes, subscribe wherever you listen to podcasts, and invite your friends and colleagues to join us.
Get the full K-6 Fun Music programs here:
Get my weekly emails and free resources here:
Tweet Me! @funmusicco
Join me on Facebook:
Enjoy & Let me know your thoughts!
**Categories:** Weekly Spark Podcast
---
### [Are you ready to THRIVE in 2025? (Here's how)](https://funmusicco.com/62-thrive-in-2025/)
**Published:** January 2, 2025
**Author:** Janice Tuck
**Content:**
# How to THRIVE as a music teacher – Music Teachers’ Spark Podcast
Are you going into another year of music teaching feeling overwhelmed or like it could be impossible to keep up with? Or maybe you’ve had a tough year last year and already feel like you’ve given up because it all feels way too much?
I’ve been there, too. For years, I struggled with feeling overwhelmed and daunted with facing another year ahead. Gradually, after doing some learning and personal development, I adopted these three tools to help me to not just survive, but THRIVE!
In this episode, we’re adding some fresh takes to the strategies you may have tried in the past—and throwing in some new mindset tips on how to approach goal-setting in a way that actually works with no overwhelm, no burnout—just sustainable, simple daily actions that feel good and
actually stick!
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Teaching Music isn’t about good luck or charisma — it’s about taking specific, deliberate actions and steps and practicing these with daily commitment.
This podcast will give you the steps and approaches that the most successful teachers, coaches and top performers use.
Listen now to learn how to transform your teaching and achieve the goals you’ve always dreamed of.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
If you enjoy this podcast, please give us a five-star rating and review on iTunes, subscribe wherever you listen to podcasts, and invite your friends and colleagues to join us.
**Additional Resources:**
Get my FREE music teaching yearly goal setting and planning here:
Get the full K-6 Fun Music programs here: [https://funmusicco.com](https://funmusicco.com/fun-music-company-music-curriculum/)
Get my weekly emails and free resources here:
Tweet Me! @funmusicco
Join me on Facebook:
Enjoy & Let me know your thoughts!
The spark for music teachers is ten minutes of mindset and energy designed especially for anyone teaching music. Tune in every month for insights, tips, strategies for dealing with common issues that arise in teaching music in schools and everything in between! Follow us for more.
**Categories:** Weekly Spark Podcast
---
### [Feeling unsupported? Here’s how to let go of destructive criticisms.](https://funmusicco.com/feeling-unsupported-heres-how-to-let-go-of-destructive-criticisms/)
**Published:** February 18, 2025
**Author:** Janice Tuck
**Content:**
# How to get rid of destructive criticisms in music education
Most music teachers struggle to feel fully supported by their school administration and fellow colleagues, students and parents because of everyday things that are said including feedback, judgements and criticisms.
This leaves them feeling like music isn’t given enough priority amongst other teachers and in the school curriculum.
In this episode, I break down exactly how to let go of destructive judgments and criticisms. If you feel like you’re constantly under the spotlight with criticism, and this stops you from making positive daily progress in your teaching, this episode is what you need.
Key highlights include:
- The secret to becoming criticism-proof, and letting criticism and judgement fall right off your back~ Most music teachers are experts at fitting a LOT into their schedules, but struggle and eventually burn-out when unforeseen challenges come up such as compounding criticism from other teachers.
- Why learning about beliefs is everything! – because often it’s not just the thing that happens, or what someone says that is the most destructive.
- How to instantly dissolve negative, disempowering beliefs and embed new positive ones inside of you!
That’s why in this episode of the Spark for Music Teachers podcast we’re talking about how your beliefs will determine everything you do, feel and have and how to implement a simple but powerful “self-talk” tool to give you the EDGE in your music teaching this year!
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Teaching Music isn’t about luck —it’s about taking specific, deliberate actions and steps and practicing these with daily commitment.
This podcast will give you the steps and approaches that the most successful teachers, coaches and top performers use.
Listen now to learn how to transform your music teaching and achieve all the goals you’ve always dreamed of.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
If you enjoy this podcast, please give us a five-star rating and review on iTunes, subscribe wherever you listen to podcasts, and invite your friends and colleagues to join us.
Additional Resources:
Get the full K-6 Fun Music programs here: [https://funmusicco.com](https://funmusicco.com/)
Get my weekly emails and free resources here:
Tweet Me! @funmusicco
Join me on Facebook:
Enjoy & Let me know your thoughts!
The Spark for Music Teachers is ten minutes of mindset and energy designed especially for anyone teaching music.
Tune in every month for insights, tips, strategies for dealing with common issues that arise in teaching music in schools and everything in between! Follow us for more.
**Categories:** Weekly Spark Podcast
---
### [The Sneaky Assumptions We Don’t Even Notice](https://funmusicco.com/the-sneaky-assumptions-we-dont-even-notice/)
**Published:** May 2, 2025
**Author:** Janice Tuck
**Content:**
# Three Sneaky Assumptions…
**Have you ever heard this quote supposedly said about the invention of the telephone?**
***“This thing is unnecessary, it’s intrusive, and frankly, we have better ways of communication!”***
Sounds ridiculous now, right?
But at the time, it reflected a real hesitation—people assumed something **new** meant something **bad**. That it would replace connection, not enhance it. And yet, here we are: the telephone didn’t stop creativity or skill—it freed people to focus better on communications.
When Alexander Graham Bell made the first voice call, he didn’t see a threat. Instead, he saw potential saying:
*“I feel I have at last struck the solution of a great problem… The day is coming when wires will be laid to houses just like water or gas—and friends converse with each other without leaving home.”*
He wasn’t wrong.
Today, we treat the telephone as a basic utility. It became a tool so seamlessly integrated into our lives that we forget how disruptive it once seemed.
And that’s exactly the kind of sneaky assumption we’re talking about in this episode … especially assumptions called: ***“presuppositions”*****.**
When it comes to music teaching—whether you’re an experienced educator or completely new to the field—there are plenty of assumptions, presuppositions and inherited skepticism, especially around tools, or so-called *“scripted curriculum.”* But what if those assumptions are holding you back?
What if using time-saving tools and structured support actually opens up MORE space for creativity and better classroom communications and rapport, not less?
In this episode of *The Spark*, we’re unpacking those sneaky presuppositions that get in our way—especially when we don’t even realise they’re there until we look more carefully.
**🎧 Click play, and let’s take one more step together towards getting you the confident, creative, and impactful music lessons you deserve!**
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Teaching Music isn’t about luck —it’s about taking specific, deliberate actions and steps and practicing these with daily commitment.
This podcast will give you the steps and approaches that the most successful teachers, coaches and top performers use.
Listen now to learn how to transform your teaching and achieve the goals you’ve always dreamed of.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
If you enjoy this podcast, please give us a five-star rating and review on iTunes, subscribe wherever you listen to your podcasts, and invite your friends and colleagues to join us.
Additional Resources:
Get the full K-6 Fun Music programs here: [https://funmusicco.com](https://funmusicco.com/)
Get my weekly emails and free resources here:
Tweet Me! @funmusicco
Join me on Facebook:
Enjoy & Let me know your thoughts!
The spark for music teachers is ten minutes of mindset and energy designed especially for anyone teaching music. Tune in every month for insights, tips, strategies for dealing with common issues that arise in teaching music in schools and everything in between! Follow us for more.
**Categories:** Weekly Spark Podcast
---
### [Are Your Beliefs Secretly Sabotaging Your Teaching Success?](https://funmusicco.com/are-your-beliefs-secretly-sabotaging-your-teaching-success/)
**Published:** June 5, 2025
**Author:** Janice Tuck
**Content:**
# Are Your Beliefs Secretly Sabotaging Your Music Teaching?
In this episode of The Spark for Music Teachers, host Janice Tuck explores how our deeply-held beliefs can sometimes work against us without us even realising it.
From outdated ideas about technology and resources to limiting beliefs about what makes a “good” music teacher, Janice shares eye-opening examples of how old beliefs can hold us back from easier, more fulfilling teaching lives.
Discover why beliefs like “good teachers create everything from scratch” or “I’m not musical enough to teach music” might be burning you out unnecessarily. Learn how to identify which of your beliefs are still serving you and which ones need updating for today’s educational landscape.
Perfect for music teachers, classroom teachers covering music, and anyone interested in examining the hidden barriers to their success. This episode will challenge you to question assumptions and embrace solutions that could transform your teaching experience.
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Teaching Music isn’t about luck —it’s about taking specific, deliberate actions and steps and practicing these with daily commitment.
This podcast will give you the steps and approaches that the most successful teachers, coaches and top performers use.
Listen now to learn how to transform your teaching and achieve the goals you’ve always dreamed of.
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If you enjoy this podcast, please give us a five-star rating and review on iTunes, subscribe wherever you listen to podcasts, and invite your friends and colleagues to join us.
Additional Resources:
Get the full K-6 Fun Music programs here: [https://funmusicco.com](https://funmusicco.com/)
Get my weekly emails and free resources here:
Tweet Me! @funmusicco
Join me on Facebook:
Enjoy & Let me know your thoughts!
The spark for music teachers is ten minutes of mindset and energy designed especially for anyone teaching music. Tune in every month for insights, tips, strategies for dealing with common issues that arise in teaching music in schools and everything in between! Follow us for more.
**Categories:** Weekly Spark Podcast
---
### [The Pop Culture Problem Sabotaging Music Classes—And How to Fix It](https://funmusicco.com/the-pop-culture-problem-sabotaging-music-classes-and-how-to-fix-it/)
**Published:** September 5, 2025
**Author:** Janice Tuck
**Content:**
# The Pop Culture Problem Sabotaging Music Education Today
Have you ever wondered why students can’t seem to tell the difference between a beat, rhythm or track anymore?
We’ve all been there—asking students to “clap along with the beat” and watching them look completely lost. It’s frustrating, it’s discouraging, and it can make you question your own teaching abilities.
But what if the problem isn’t your teaching at all?
Here’s what’s really happening: Pop culture is hijacking the word “beat,” and even government education departments are promoting programs such as “Beat Lab” in schools.
When the people creating educational policy don’t understand basic musical terminology correctly, how can we expect our students to?
In this episode, I’m breaking down how one simple language shift can transform your entire classroom dynamic. You’ll discover the exact words that turn student resistance into enthusiasm, how to make corrections feel like insider secrets instead of criticism, and why students naturally show more respect when you speak to them like professional musicians.
Whether you’re a new teacher struggling with terminology confusion or a veteran looking to refine your approach, I want to help you save time, energy, and a whole lot of frustration.
When you get this right, you’re not just teaching music—you’re giving your students a skill they’ll use for life.
*Ready?* Great! Press play on this episode now.
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Teaching Music isn’t about luck—it’s about taking specific, deliberate actions and steps and practicing these with daily commitment.
This podcast will give you the steps and approaches that the most successful teachers, coaches and top performers use.
Listen now to learn how to transform your teaching and achieve the goals you’ve always dreamed of.
If you enjoy this podcast, please give us a five-star rating and review on iTunes, subscribe wherever you listen to podcasts, and invite your friends and colleagues to join us.
**Additional Resources:**
**Get my FREE music teaching resources:**
- How to Teach Steady Beat to First Graders (The Easiest Way):
- How to Explain Rhythm vs Beat to Primary Students:
**Get the full K-6 Fun Music programs here:**
**Get my weekly emails and free resources here:**
**Tweet Me!** @funmusicco
**Join me on Facebook:**
**Enjoy & Let me know your thoughts!**
The Spark for Music Teachers is ten minutes of mindset and energy designed especially for anyone teaching music. Tune in every month for insights, tips, strategies for dealing with common issues that arise in teaching music in schools and everything in between! Follow us for more.
**Categories:** Weekly Spark Podcast
---
### [The science of dealing with constant criticism](https://funmusicco.com/the-science-of-dealing-with-constant-criticism/)
**Published:** December 14, 2021
**Author:** Janice Tuck
**Content:**
# How to deal with constant criticism
Being happy in the school workplace especially at this busy time of the year is critical to your longevity, happiness and success in teaching, and by extension the happiness and success of your students”. But often as the end of year approaches, we’re left with the feeling of not being able to do anything right or being able to make anyone happy and are instead faced with criticism after criticism. If you have ever encountered criticism, or if you just want to create a culture of happiness in your classroom, this conversation is for you.
Enjoy & Let me know your thoughts!
Get a FREE teaching ukulele guide and lessons here: [https://funmusicco.com/teaching-ukulele-lesson-plans/](https://funmusicco.com/teaching-ukulele-lesson-plans/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP45)
Get 3 FREE Boomwhacker activities here: [https://funmusicco.com/boomwhacker-activities/](https://funmusicco.com/boomwhacker-activities/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP45)
Tweet Me! [@funmusicco](https://twitter.com/funmusicco)
Join me on Facebook:
Get my weekly emails and free resources: [https://funmusicco.com/music-teaching-resources-archive/](https://funmusicco.com/music-teaching-resources-archive/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP45)
**Categories:** Weekly Spark Podcast
---
### [What does a music history curriculum for primary school look like today?](https://funmusicco.com/teaching-music-history-and-music-history-curriculum/)
**Published:** January 13, 2022
**Author:** FunMusicCo
**Content:**
# What a Music History Curriculum May Look Like
**Are you teaching music history?
This article explores what a music history curriculum for primary school may look like today.**
If you’ve ever wondered if you should be teaching music history in primary or elementary music, then you’ve come to the right place!
***Music History.*** Just the mention of those two words beings up some sort of emotion for just about every person alive today.
For many people I’m sure it’s pure boredom! They might think it’s all about “classical” music that they have no connection with. It might be a sense of pain, remembering dreary and boring lessons about Mozart and Beethoven! We try as teachers to make our lessons NOT boring …. But sometimes the subject matter makes it really difficult
These days, teachers are under a lot of pressure from many different sources. The internet, while it’s a wonderful connection with so much amazing information- also makes it more difficult, as we feel so judged with everything we put together for our students, as google is never far away for our students and parents and they trust us as their teachers to find the best and most relevant information
So how do we as teachers of primary or elementary music put together a music history program for our students that will be relevant, engaging and full of valuable information?
That is what this article hopes to give you… a starting point for reflection and it outlines what we are doing here at the Fun Music Company in our curriculum program to cover the area of music history.
I hope that whether you choose to use our program or create your very own music history curriculum for primary school, that this information will be valuable and useful for you.
## What the various curricula around the world say about teaching music history.
Let’s begin by exploring what the various curricula around the world say about “music history”
To read a curriculum document today, you’d almost think that “music history” wasn’t something that was required at all – as it isn’t said in those terms, but it is most certainly required in some form in nearly every curriculum we have encountered.
For example, anchor standard 11 of the US common core arts curriculum is:
> “Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.”
Those two little words in that sentence – “historical context” means so much! It means that if we’re teaching music, we should be including some form of historical context to what we’re doing … even if we don’t teach music history as a separate topic.
And in the latest revision to the Australian curriculum, we also find:
> “describing purposes music is created for in different social, cultural or historical contexts”
Again those two little words “historical contexts” … mean effectively we must include some form of “music history” within our program somewhere, or we’re not really covering this part of the curriculum.
The British are somewhat more direct in the way they write it in the national curriculum of England and Wales:
> “develop a deepening understanding of the music that they perform and to which they listen, and its history”
So music history has to be there, but how do we cover it in a way that it’s not boring… and that won’t cause or students to associate boredom to it in the future?
That is the key question – and one that we are constantly thinking about here at the Fun Music Company as we put together our programs.
## The issues facing teachers in today’s world with music history curriculum.
And also, in today’s world, with today’s values and beliefs we absolutely must be completely fair and equitable in all things, and there is a big issue that comes up when teaching music history to do with two issues that are really important in today’s world: racism and sexism.
It is a sad, unfortunate fact that many of the things we might look at in “music history” might be looked at as “The history of the music of white European men”. Mozart, Beethoven, Bach and Williams are all white males. 10-20 years ago, nobody gave it a second thought. We all just accepted that the composers of the past were mostly men, and we just accepted that this was were the music came from.
So here at the Fun Music Company we are dedicated to changing that.
We acknowledge that we have not been great in this area in the past. We’ve focussed too hard on the traditional “classical” compositions written by white males. However, we’re dedicated to changing that, so in our expanded CONNECT program in the next edition of the Fun Music Company curriculum will contain at least two lessons per grade level that focus on female composers, plus two lessons per grade that come from non-white composers.
For now, we are doing the best we can in this area – and you are as well.
“Music history” should really be “music listening”
Music is an aural art form. it is not about words on a page – it is about sound in the air. So, no lesson on music history should be done without spending time actually listening to music. Putting a recording on and letting students hear the music that we’re talking about is really critical., Obviously we must be careful not to bore students, and pick examples that are the right length, and have context to make them think about.
Those curriculum statements really free us – because they really are encouraging us to study “music and its historical context” .. rather than “the history of music” – so we should think of that as freeing us to listen to a wide variety of music and consider its historical context while we do that.
## How to make teaching music history engaging for children today
Here are three keys to making music history engaging for your students
### 1. Start with enthusiasm for teaching music history.
Your enthusiasm as the teacher might be the single biggest factor in this. If you go about this by saying in a low tone “lets listen to some music today” and proceed to bluff your way through without having thought about it… The students are not going to get into it. However, if you listen in advance to the music, prepare and have real enthusiasm for the music you’re sharing with them, then you’ll have much greater chance of engaging them in the lesson. Have some stories to share with them – either personal experience with a piece or stories you might learn on the internet about the composer or the performances of the work. There are lots of great stories – like if you’re learning about Beethoven, you can talk about how he wrote most of his music when he was deaf, and how we would conduct and have to have someone behind him really conducting the orchestra. In short, have a good “hook” to the lesson that will get them interested.
### 2. Allow students to have a voice and an opinion.
Whatever your format for teaching music history and listening is, it should always include a space for students to give their reflections on the pieces, and express what they like or dislike about particular music. Not just “I don’t like it”.. but encouraging them to give a thoughtful reflection on what they like or don’t like. If you do this regularly, then students will get used to the process, and know what kind of responses you expect.
### 3. Give variety in repertoire in the music history curriculum.
If you’re always playing the same material and the same style of music.. then children will get bored very easily! So therefore lessons should be mixed between traditional and more modern composers.
That is why the *CONNECT* lessons in our curriculum program contain such a wide variety of musical styles – not just the traditional “white male” classical composers, but jazz and pop music and music from many different countries and genders.
## Next Steps in Teaching Music History
You can make your own program of listening with our [elementary music resources](https://funmusicco.com/elementary-music-resources-for-classroom/). However, who has the time to do that with everything else that a music teacher has to do in a day?
That is why we’ve included a complete listening program built within the [Fun Music Company Curriculum](https://funmusicco.com/music-lesson-ideas/?utm_source=blog&utm_medium=textlink&utm_campaign=MusicHistoryArticle2022) entitled *CONNECT*, where students will listen to a piece of music, explore its historical and cultural context and express their opinions on the music, at an appropriate level for their age.
**Categories:** Articles, Music Appreciation
---
### [The Weekly Spark ep3: The power of connecting with why we do what we do](https://funmusicco.com/3-the-power-of-connecting-with-why-we-do-what-we-do/)
**Published:** March 31, 2020
**Author:** Janice Tuck
**Content:**
# The power of connecting with why we do what we do
Today’s episode is talking about the ultimate source of resourcefulness: the power of connecting to the reasons why we do what we do.
Particularly at this time, when the world is facing some major challenges – we all need to connect with our reasons why to have the motivation to get going in the morning.
Many teachers around the world are being asked to teach remotely: teaching via the internet right into students homes. This is something that most of us would have never considered even a possibility a few months ago, and yet here we are doing it.
So with being asked to teach remotely, plus the frustrations that are a part of our regular jobs, we need to find more resourcefulness inside of ourselves to make things happen, and this podcast will give you a few ideas to think about to help in this area.
---
The ***Weekly Spark for Music Teachers*** is a podcast designed to help music teachers everywhere connect and find a little “spark” of mindset and energy to start their day.
Its a quick little ten minute does of mindset, energy, motivation and FUN for music teachers on a weekly basis!
You can subscribe here via your favorite podcast service and have the latest episode delivered automatically to your device:
- [Apple Podcasts](https://podcasts.apple.com/au/podcast/the-weekly-spark-for-music-teachers/id1502747861)
- [Spotify](https://open.spotify.com/show/2nlN6QFIOR3L1CMMcABe4F)
- [Anchor](https://anchor.fm/janice-tuck)
- [Google Podcasts](https://www.google.com/podcasts?feed=aHR0cHM6Ly9hbmNob3IuZm0vcy8xNTgyOGIwMC9wb2RjYXN0L3Jzcw==)
**Categories:** Weekly Spark Podcast
---
### [Something You Can (And Should) include in Your Daily Planning](https://funmusicco.com/something-you-can-and-should-include-in-your-daily-planning/)
**Published:** March 9, 2022
**Author:** Janice Tuck
**Content:**
# Daily Planning Rituals …
I love being efficient, but beyond efficiency, I love it when I find HARD things and make them EASY to achieve ahead of time. Time is my obsession, it’s something that we can’t earn more of and yet we often need to fit more in. So if there are ways to not only save my time but spend it in the right places – I’m all in!
That’s why I’m obsessed with creating simple tech -free strategies like the one I’m sharing today. Once you know it, it will help you tell yourself “that was easy!”…It’s funny that once I reminded myself of it this week, I realised I had already been doing it and was actually one of our biggest **core underlying principles** we **incorporate into just about every lesson we create!**
Enjoy & Let me know your thoughts!
Get a FREE teaching ukulele guide and lessons here: [https://funmusicco.com/teaching-ukulele-lesson-plans/](https://funmusicco.com/teaching-ukulele-lesson-plans/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP48)
Get 7 FREE k-6 music curriculum lesson plans here : [https://funmusicco.com/music-lesson-ideas/](https://funmusicco.com/music-lesson-ideas/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP48)
Tweet Me! [@funmusicco](https://twitter.com/funmusicco)
Join me on Facebook:
Get my weekly emails and other free resources here: [https://funmusicco.com/music-teaching-resources-archive/](https://funmusicco.com/music-teaching-resources-archive/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP48)
**Categories:** Weekly Spark Podcast
---
### [49: Could “Minding The Gap” work for you?](https://funmusicco.com/49-could-minding-the-gap-work-for-you/)
**Published:** May 19, 2022
**Author:** Janice Tuck
**Content:**
# Minding The Gap …
Can you remember when you were filled with thoughts, dreams and ambitions about the impact you’d create when you started teaching?
That’s how most of us live our early lives – until the real world brings us back to reality and we start teaching in a school where we hit major obstacles. Whether your students or parents don’t like you; your principal doesn’t want to rehire you; you’re teaching on a cart and it’s hard or Sally doesn’t have a hand but wants to play the violin… These are all challenges that every music teacher faces and being able to navigate them can mean the difference between having a fulfilling career or quitting!
What if you could stand on a foundation of wisdom and experience and combine what you have now with what you want? That would be an incredible career wouldn’t it?
Wait. It’s possible!
All you have to do is “Mind the Gap”. I’ll show you how in today’s conversation.
Enjoy & Let me know your thoughts!
Watch “The Gap” by Ira Glass as recommended in this podcast here:
Get my FREE teaching ukulele guide and lessons here: [https://funmusicco.com/teaching-ukulele-lesson-plans/](https://funmusicco.com/teaching-ukulele-lesson-plans/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP49)
Get 7 FREE k-6 music curriculum lesson plans here : [https://funmusicco.com/music-lesson-ideas/](https://funmusicco.com/music-lesson-ideas/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP49)
Get 3 FREE Boomwhacker classroom activities here: [https://funmusicco.com/boomwhacker-activities/](https://funmusicco.com/boomwhacker-activities/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP49)
Tweet Me! [@funmusicco](https://twitter.com/funmusicco)
Join me on Facebook:
Get my weekly emails and free resources here: [https://funmusicco.com/music-teaching-resources-archive/](https://funmusicco.com/music-teaching-resources-archive/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP49)
**Categories:** Weekly Spark Podcast
---
### [50: Don’t Quit: Utilise the power of constant improvement.](https://funmusicco.com/50-dont-quit-utilise-the-power-of-constant-improvement/)
**Published:** June 9, 2022
**Author:** Janice Tuck
**Content:**
# The power of constant improvement
If the thought of getting through the last few weeks of school, new curriculum updates or starting from scratch again next term gives you a rash just thinking about it, I don’t blame you. Teaching can be “stress city”. Instead I’ve pulled together some resources that will get you to re-focus, so you can show up next term to re-invent your program from a happy and balanced space.
Enjoy & Let me know your thoughts!
Get a FREE teaching ukulele guide and lessons here: [https://funmusicco.com/teaching-ukulele-lesson-plans/](https://funmusicco.com/teaching-ukulele-lesson-plans/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP51)
Get 3 FREE Boomwhacker activities here: [https://funmusicco.com/boomwhacker-activities/](https://funmusicco.com/boomwhacker-activities/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP51)
Tweet Me! [@funmusicco](https://twitter.com/funmusicco)
Join me on Facebook:
Get my weekly emails and free resources:
**Categories:** Weekly Spark Podcast
---
### [Stop doing what you’re “supposed to” and start living your own teaching truth …](https://funmusicco.com/stop-doing-what-youre-supposed-to-and-start-living-your-own-teaching-truth/)
**Published:** April 28, 2021
**Author:** Janice Tuck
**Content:**
# Start living your true teaching self…
**Have you ever been given teaching advice that just hasn’t worked for you and wondered why?**
**Everyone needs to focus on their own truth and make sure they are being their authentic self. It makes you feel so good to be teaching congruently to living your real life. But how?!?**
**This is how to be comfortable with yours, because people outside of your own experience don’t always know your own truth.**
**Enjoy & Let me know your thoughts!**
**Tweet Me! @funmusicco**
**Get my weekly emails and free resources:** [**https://funmusicco.com/music-teaching-resources-archive/**](https://funmusicco.com/music-teaching-resources-archive/)
**Join me on Facebook:** [**https://www.facebook.com/funmusicco**](https://www.facebook.com/funmusicco)
**Categories:** Weekly Spark Podcast
---
### [43: What have you done lately to rekindle the passion for your music teaching?](https://funmusicco.com/43-what-have-you-done-lately-to-rekindle-the-passion-for-your-music-teaching/)
**Published:** November 4, 2021
**Author:** Janice Tuck
**Content:**
# How to rekindle the passion for your music teaching
Rekindling the passion for teaching music can mean hundreds of different things to different people- for It might be taking a moment to breathe, booking a dinner out, learning a new instrument, it might be taking time out or it might simply be sharing your wins! Whatever it is, it’s more about the “how” in making sure you do it regularly so that it creates lasting memories and impact leaving you feeling fulfilled and happy about your career. Do you want to know: The system I’ve learned for rekindling the passion used by the best teachers and coaches? How to make it a daily, weekly, monthly and yearly routine? If you’ve been waiting for an excuse to pause and celebrate.. I’ll share with you a framework for celebrating both small and big wins, because these things truly matter!
Enjoy & Let me know your thoughts!
Tweet Me! [@funmusicco](https://twitter.com/funmusicco)
Join me on Facebook:
**Categories:** Weekly Spark Podcast
---
### [How to find the Blessings (Even in the Midst of BIG Change)](https://funmusicco.com/how-to-find-the-blessings-even-in-the-midst-of-big-change/)
**Published:** May 13, 2021
**Author:** Janice Tuck
**Content:**
# How to find the blessings in any change
**Change. How do you cope with it? Or maybe the question should be how many people do YOU know who don’t cope with change too well?**
**How in the world can you actually cope with teaching and life, without things crumbling down while in the middle of a BIG challenge or change? Let’s talk about how to strategically position yourself and your mindset for the win! What’s the ONE THING you need to look for and focus on while preserving your well being AND keeping your teaching and skills up to date through inevitable change.**
**Enjoy & Let me know your thoughts!**
**Tweet Me! @funmusicco**
**Get my weekly emails and free resources: https://funmusicco.com/music-teaching-resources-archive/**
**Join me on Facebook: https://www.facebook.com/funmusicco**
**Categories:** Weekly Spark Podcast
---
### [2: Why I think ukulele matters!](https://funmusicco.com/2-why-i-think-ukulele-matters/)
**Published:** January 22, 2021
**Author:** Janice Tuck
**Content:**
# Why the Ukulele Matters in the Music Classroom
**Have you ever wondered why we’re always creating new resources using different instruments when it would be so much easier to sit back and relax? Enjoy this episode explaining the reason why ukulele is a great instrument and resource for music education.**
**Categories:** Weekly Spark Podcast
---
### [Leveraging the power of humour to get attention in the classroom.](https://funmusicco.com/leveraging-the-power-of-humour-to-get-attention-in-the-classroom/)
**Published:** April 16, 2021
**Author:** Janice Tuck
**Content:**
# Using humour to get attention in the music classroom.
Today’s podcast is about **attention**.
*How do you get it, and how do you keep it?*
There are many tools that we can access and use as teachers to gain our students attention, and this episode is about sharing one of them, which is totally learnable – and that is the power of humour.
Today I’ve also got a story for you about how a wonderful band director I knew engaged their band, however this episode isn’t just for band directors. This session is useful for anyone teaching … just about anything! The[ ideas learned](https://funmusicco.com/four-great-music-teaching-ideas/) are useful in any situation.
Here at the Fun Music Company we’re committed to helping music teachers make their lessons more fun and engaging, so over the next few months we will be publishing lots of music jokes and other tools for making music lessons fun.
We are even starting a new email list very soon with a “joke of the day” for music teachers. It isn’t available just yet, but will be very soon.
In the meantime, you can start with this: [**10 Music Theory Jokes for every occasion.**](https://funmusicco.com/10-music-theory-jokes-for-every-occasion/)
**Categories:** Weekly Spark Podcast
---
### [The Weekly Spark ep1: This storm will pass](https://funmusicco.com/1-this-storm-will-pass/)
**Published:** March 19, 2020
**Author:** Janice Tuck
**Content:**
# The Weekly Spark ep1: This storm will pass
In this first episode of the Weekly Spark for Music Teachers Janice Tuck shares some thoughts about how music teachers can adapt to the current situation the world finds itself in.
The idea behind this podcast is to provide Music Teachers with a little bit of mindset and motivation to get going through their day, and keep inspiring and motivating their students.
This episode is actually different from the first episode we had planned – we had been planning this podcast for months, and had a whole range of topics scheduled, but we’ve decided to record this special episode because the world is facing a big challenge right now: the Coronavirus.
In this episode Janice talks about how she is preparing and adapting her life, and how she thinks about the situation. This is relevant for anyone who is having to adapt to new ways of doing things and new challenges each day.
---
The ***Weekly Spark for Music Teachers*** is a podcast designed to help music teachers everywhere connect and find a little “spark” of mindset and energy to start their day.
Its a quick little ten minute does of mindset, energy, motivation and FUN for music teachers on a weekly basis!
You can subscribe here via your favorite podcast service and have the latest episode delivered automatically to your device:
- [Apple Podcasts](https://podcasts.apple.com/au/podcast/the-weekly-spark-for-music-teachers/id1502747861)
- [Spotify](https://open.spotify.com/show/2nlN6QFIOR3L1CMMcABe4F)
- [Anchor](https://anchor.fm/janice-tuck)
- [Google Podcasts](https://www.google.com/podcasts?feed=aHR0cHM6Ly9hbmNob3IuZm0vcy8xNTgyOGIwMC9wb2RjYXN0L3Jzcw==)
**Categories:** Weekly Spark Podcast
---
### [The power of systems in teaching.](https://funmusicco.com/the-power-of-systems-in-teaching/)
**Published:** December 4, 2020
**Author:** Janice Tuck
**Content:**
# The power of systems in music teaching
**On this episode Janice talks about creating empowering systems to make daily teaching routines faster and easier allowing you to fit more content into each day.**
**Here are some of the awesome things to listen for in this episode:**
- **How using consistent systems can save you many hours per day in time and energy spent.**
- **How you can do a quick evaluation of your empowering teaching systems.**
**Categories:** Weekly Spark Podcast
---
### [3 Super Simple Systems for Stress- Free Music Teaching](https://funmusicco.com/3-super-simple-systems-for-stress-free-music-teaching/)
**Published:** September 24, 2021
**Author:** Janice Tuck
**Content:**
# Super Simple Systems for Stress-Free Music Teaching
It doesn’t matter what area of music we’re teaching- instruments, theory, curriculum or something new- there is a non-negotiable that is essential and helps save us from all the stress, fear and nerves about teaching music! This non-negotiable allows us to go through each lesson with confidence, creativity and strategy. Let’s dive into what my 3 super simple examples of systems and plans look like!
Get a FREE [teaching ukulele guide](https://funmusicco.com/teaching-ukulele-lesson-plans).
Watch my FREE video based on the [Classroom management idea for music teachers with Popsicle sticks](https://funmusicco.com/classroom-management-with-popsicle-sticks/) mentioned in this episode,
**Categories:** Weekly Spark Podcast
---
### [10 Funny Popular Music Jokes for any occasion](https://funmusicco.com/10-funny-popular-music-jokes-for-any-occasion/)
**Published:** May 14, 2021
**Author:** FunMusicCo
**Content:**
# Popular Music Jokes For Any Occasion
Do you need some quick one-liner music jokes?
Here at the Fun Music Company we’re dedicated to creating lots of tools for #FunMusicTeachers to create fun and exciting music lessons, and Music Jokes are a really key tool for teachers to use.
So today we thought we’d share a few that are based around popular music artists and lyrics:
> Worst Christmas present ever: a Bonnie Tyler sat nav. Keeps telling me to turn around, and every now and then it falls apart.
> Rick Astley will let you borrow any movie from his collection of Pixar films except one. He’s never going to give you Up.
> I fainted in the curry house when I heard REM had split up. That’s me in the Korma.
> My girlfriend said she was leaving me because of my obsession with the Monkees. I thought she was joking. But then I saw her face.
> Very sad today – found my pet mouse ‘Elvis’ dead this morning, he was caught in a trap.
> Two windmills are standing in a field and one asks the other, “What kind of music do you like?” – The other says, “I’m a big metal fan.”
> My laptop’s broken. It keeps playing ‘Chasing Pavements’ on a loop. I Think it’s a Dell.
> Two Beach Boys walk into a bar. “Round?” “Round.” “Get a round?” “I’ll get a round!”
> Q. How does Lady Gaga like her meat?
> Raw raw raw!
> Q. How do you wake up Lady Gaga?
> A. Poker Face!
Do you struggle to remember music jokes like these? If you do, you’re not alone. Its a difficult thing to do… and that’s why professional comedians have to work really hard to remember their jokes and deliver them with perfect timing every time. So you can’t be expected to remember lots of music jokes, so why not try to remember just ONE at a time? That is why we created the [music joke of the day email list](https://funmusicco.com/daily-music-jokes-email-list/) – where you can subscribe to get one joke in your inbox each day for a year. You might not find them all funny, but every day will be something in your inbox that you may be able to use. Even if you can’t use it, maybe it will give you a little laugh to lighten your day!
[](https://funmusicco.com/daily-music-jokes-email-list/)
**Categories:** Uncategorized
---
### [30: Are you a #Fun Music Teacher?](https://funmusicco.com/30-are-you-a-fun-music-teacher/)
**Published:** March 18, 2021
**Author:** Janice Tuck
**Content:**
# The power of becoming a #Fun Music Teacher
**We’ve all heard of the phrase “Time flies when you’re having fun!” but what does it really mean to be a Fun Music Teacher?**
Over the years, my husband Kevin and I have been able to shift our music teaching mindsets in a positive way! And it’s transformed so many aspects of our teaching and publishing life. I feel like we’ve learned that being a fun music teacher is much more than just being a superficial “happy” person all the time.
This podcast isn’t created to lessen the importance of working hard and the disciplines required of any music or teaching practice. But I do hope it helps you look at what it means to be a music teacher through a different lens and invites more happiness and understanding in your life and career for the role fun plays in it.
**Fun Music Company FB community:** [**https://www.facebook.com/funmusicco**](https://www.facebook.com/funmusicco)
**Free Fun Music Co Teaching Resources:** [**https://funmusicco.com/music-teaching-resources-archive/**](https://funmusicco.com/music-teaching-resources-archive/)
**Categories:** Weekly Spark Podcast
---
### [25: Do You Have a Vision?](https://funmusicco.com/25-do-you-have-a-vision/)
**Published:** February 10, 2021
**Author:** Janice Tuck
**Content:**
# The power of a vision
**Do you have an image of what you want your teaching career to look like and where you want to grow to in the next few years? There’s no doubt that at times, life gets in the way and can distract us from these goals. This weekend I had the chance to see an unexpected yet excellent interview. Let me show you what I learned and how you can model it for what you do. Follow us on FB https://www.facebook.com/funmusicco or write a comment below to share your own teaching success stories.**
**Categories:** Weekly Spark Podcast
---
### [Why being late is a powerful lesson.](https://funmusicco.com/why-being-late-is-a-powerful-lesson/)
**Published:** March 11, 2021
**Author:** Janice Tuck
**Content:**
# A powerful lesson from being late …
**Have you ever been late for your classes? How do you react when other staff members are disappointed because of your lateness? Does being late teach you important lessons? …Or is it the last thing you want to think about.**
**As music teachers being late from time to time is inevitable – there’s not much time between lessons, teaching from a cart can be time consuming, classroom drama’s happen and returning teachers be can blissfully unaware about being late coming back to the class while the next teacher is getting angrier by the second because you’re running late!**
**Whatever the reason- there’s a sinking feeling about when you’re late …Or worse still you hear it from one of the students. So what do you do?**
**Categories:** Weekly Spark Podcast
---
### [Journalling And a BIG secret.](https://funmusicco.com/journalling-and-a-big-secret/)
**Published:** November 26, 2020
**Author:** Janice Tuck
**Content:**
# How journals work for music teachers
I’ve been journaling for years now and I wanted to share one of my big takeaways that I had with it this week. Leading up to Thanksgiving this is something we think about a lot.
One of the first things I suggest to people who are starting out is to do something that feels good on the inside- then it will start radiating outwards to your school, students etc. One of the things I suggest is to trash conventional diaries. I know that might sound scary!!
Why do I do this?
1\. To customise it the way you want it, means you get out of it what you need- let’s face it, no-one else is going to read it!
2\. Writing a bunch of things on a list doesn’t make you feel good- it just gives you a long list!! And the whole point of journaling is to help you feel good.
Listen to find out more! You can also listen on : [Spotify ](https://open.spotify.com/show/2nlN6QFIOR3L1CMMcABe4F)| [Apple Podcasts](https://podcasts.apple.com/au/podcast/the-weekly-spark-for-music-teachers/id1502747861) |
Let me know what you think once you listen to the podcast, and feel free to share your own teaching success stories by leaving a comment below.
**Categories:** Weekly Spark Podcast
---
### [15: How one speech radically changed the course of one of our most successful programs](https://funmusicco.com/15-how-one-speech-radically-changed-the-course-of-one-of-our-most-successful-programs/)
**Published:** September 3, 2020
**Author:** Janice Tuck
**Content:**
# How one speech shaped our pograms …
This episode is a special tribute to the wonderful speaker and inspirational educational mentor, Sir Ken Robinson, who passed away recently at the age of 70 after a battle with cancer.
In this episode Janice Tuck talks about how the message in Sir Ken’s famous TED talk of 2016 resonated with her and her team when creating the Fun Music Company curriculum program, and how this shaped the direction of the COMPOSE section of the program.
You can view Sir Ken’s famous TED talk on how schools kill creativity [here](https://funmusicco.com/what-to-do-when-you-are-not-feeling-valued-as-a-music-teacher-even-if-you-are-effective/?utm_source=podcast&utm_medium=descriptionlink&utm_campaign=Ep15).
if you’re interested in seeing how the COMPOSE lessons came together in our curriculum program, you can also request a 30 day preview to the first lesson of each grade of our curriculum [at this page](https://funmusicco.com/request-preview/?utm_source=podcast&utm_medium=descriptionlink&utm_campaign=Ep15).
**Categories:** Weekly Spark Podcast
---
### [41: How to reach those naughty kids who just don’t seem to listen](https://funmusicco.com/41-how-to-reach-those-naughty-kids-who-just-dont-seem-to-listen/)
**Published:** September 9, 2021
**Author:** Janice Tuck
**Content:**
# How to cope with naughty children in music class
You might already have strategies for behaviour management – some passive, some active and some which might be rewards based. But what do you do with those naughty kids who can’t seem to be reached?.. oppositional kids who are non- compliant, unsafe, disrespectful and walking out of the room. Why do they continue to act out and miscommunicate? What are your back-up options for when most strategies don’t work. Whether you’re a veteran or a first year teacher, I want to help you think outside the box to start working on your perception to boost your fulfilment as a music teacher.
Enjoy & Let me know your thoughts!
Tweet Me! [@funmusicco](https://twitter.com/funmusicco)
Join me on Facebook:
Check out our complete [music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) here and request a quote today!
Plus you may be able to keep some kids quiet with some [music theory worksheets](https://funmusicco.com/music-theory-worksheets/).
**Categories:** Weekly Spark Podcast
---
### [40: How to Tap into the one teaching “Superpower” we ALL have.](https://funmusicco.com/39-how-to-tap-into-the-one-teaching-superpower-we-all-have/)
**Published:** August 25, 2021
**Author:** Janice Tuck
**Content:**
# Tapping into your SuperPower!
If you watch any successful music teacher in action and ask them how they got that way, it boils down to these three things:
1\) They act, sound and feel confident about the content they deliver.
2\) They believe in themselves and in the skills they’ve developed.
3\) They know what they want from any lesson or situation and know why they want it.
I suppose if I said it another way, it’s like they tap into a natural “superpower” and they appear to have this magical charm or charisma with their students’. The thing to know here is that it’s not just something unique to them, in fact it’s something we all have inside ourselves. All we have to do is learn how to tap into it!
When you say “Yes” to learning about this, you’re choosing to be the captain of your own ship and not trust luck, fate or someone else’s opinion. Making choices and doing these 3 empowering daily habits give you the edge in your day-to-day teaching and life.
Enjoy & Let me know your thoughts!
Tweet Me! [@funmusicco](https://twitter.com/funmusicco)
Join me on Facebook:
Get my weekly emails and free resources: http[s://funmusicco.com/music-teaching-resources-archive/](https://funmusicco.com/music-teaching-resources-archive/?utm_source=podcast&utm_medium=textlink&utm_campaign=HowToTapIntoTheOneTeachingSuperpowerWeALLHave)
**Categories:** Weekly Spark Podcast
---
### [33: How to build a music curriculum system (For FREE!)](https://funmusicco.com/33-how-to-build-a-music-curriculum-system-for-free/)
**Published:** April 12, 2021
**Author:** Janice Tuck
**Content:**
# How to build a music curriculum
We’re going to dive into my go to methods for building a music curriculum system from scratch plus the mindset behind it all .. All for free. No resources, no huge music budget while using what you’ve got, okay? For me it’s always been about finding simple ways to grow, to better serve and foster the students’ needs which is based around heart-centred strategies.
Free[ Ukulele System Teaching Resources](https://funmusicco.com/teaching-ukulele-lesson-plans/)
Free Fun Music Co [Teaching Resources](https://funmusicco.com/music-teaching-resources-archive/):
**Categories:** Weekly Spark Podcast
---
### [53: What do you really need to upgrade your music curriculum?The gifts and challenges](https://funmusicco.com/53-what-do-you-really-need-to-upgrade-your-music-curriculumthe-gifts-and-challenges/)
**Published:** September 1, 2022
**Author:** Janice Tuck
**Content:**
# Upgrading your music curriculum
There’s no doubt about it.. These are changing times! And music curricula are changing. Here’s the thing: creating an upgraded music curriculum can be incredibly confusing and frustrating
So it’s no wonder you might feel overwhelmed and overworked just thinking about curriculum and how to implement it into the classroom!
So today I thought I’d share with you some insights which were gained from our work here at the Fun Music Company as we analyse and look at all the different curriculum documents that come across our desks. We look at them all from our home country of Australia of course, plus the international ones as well.
In this podcast I want to share with you three GIFTS that any curriculum document will give you, as well as three challenges that can be associated with them.
This is because I really am a firm believer that everything in life has two sides. Its yin & yang, day & night and there is always two sides of a coin!
Psychologist Carl Jung is quoted as saying “Wisdom accepts that all things have two sides”
Let’s awaken our confidence about working with a new curricula by looking at both sides to take that overwhelm away, so we’ll be ready to implement and upgrade to the next level. We’re getting you SET today!
Enjoy & Let me know your thoughts!
Get 7 FREE k-6 music curriculum lesson plans here : [https://funmusicco.com/music-lesson-ideas/](https://funmusicco.com/music-lesson-ideas/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP53)
Tweet Me! [@funmusicco](https://twitter.com/funmusicco)
Join me on Facebook:
Get my weekly emails and free resources: [https://funmusicco.com/music-teaching-resources-archive/](https://funmusicco.com/music-teaching-resources-archive/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP53)
**Categories:** Weekly Spark Podcast
---
### [Find your focus, then double down.](https://funmusicco.com/find-your-focus-then-double-down/)
**Published:** February 18, 2021
**Author:** Janice Tuck
**Content:**
# Finding your Focus in Music Teaching
Call me crazy, but I believe that music teaching programs should be kept simple- and there’s no better way than following an uncomplicated view. I originally learned this strategy from another podcaster Gary V and I’ve been putting it into practice with music teaching ever since. [Click here to get the resources mentioned in the podcast](https://funmusicco.com/teaching-ukulele-lesson-plans/?utm_source=podcast&medium=description&campaign=FindYourFocus).
**Categories:** Weekly Spark Podcast
---
### [Pineapple on Pizza?](https://funmusicco.com/pineapple-on-pizza/)
**Published:** October 18, 2022
**Author:** FunMusicCo
**Content:**
# The Pineapple Rhythm Survey
Here at the Fun Music Company, we really value the interactions with our customers and clients.
We’ve just put together a brand new ebook with a collection of nine of what we feel are “work every time” ideas for Music Education. These are tried and tested ideas which we’ve learned from the best in the world and adapted, tested and used ourselves as we teach and conduct seminars. This collection will be available shortly on the internet.
Something came up during the creation of this resource, and members of our team just could not agree – so we decided to put it to a world-wide vote!
We have a game in it called “Musical Pizza” which works by using the word rhythms of the various ingredients of a pizza.
We were unsure whether the word rhythm of the word “pineapple” should be expressed as eighth and sixteenth notes (quavers and semiquavers) or as a triplet.
What do you think?
Should it be:
Rhythm 1:
Rhythm 2:
or
Rhythm 3:
Please enter your answer in the poll below:
\[poll id=”5″\]
And contribute to the discussion if you wish by leaving a comment below.
**Categories:** Uncategorized
---
### [31: Progress vs Perfection](https://funmusicco.com/31-progress-vs-perfection/)
**Published:** March 25, 2021
**Author:** Janice Tuck
**Content:**
# Progress verses Perfection in Music Teaching
Progress and perfection do not mean the same things. One is much more important than the other.
In this episode Janice explains why making progress on your skills in music are more important than the perfection of having completed that course or obtaining mastery in a specific area.
Free Fun Music Ukulele Teaching Resources:
Fun Music Company FB community:
Free Fun Music Co Teaching Resources:
**Categories:** Weekly Spark Podcast
---
### [Welcome to the Music Teachers Blog!](https://funmusicco.com/welcome-to-the-music-teachers-blog-2/)
**Published:** August 27, 2007
**Author:** FunMusicCo
**Content:**
# Welcome Music Teachers!
Hi I’m Janice Tuck and welcome to the Music Teachers Blog where we can share the most exciting, inspiring and *FUN* new ideas for us all to implement into our classrooms and studios around the world.
How many times have we all heard ” Music lessons are less important than Science, Computing or Maths” or ” Music lessons used to be like a form of punishment, being wrapped around the knuckles everytime I played a wrong note” or Music is easy if you have the talent for it” or ” My music teacher was a fruit cake!”…….. The list goes on and on doesn’t it.
Anyone who teaches the “*art of music* ” knows that these are all myths and the real story is that we all see the benefits that music brings to children around the world each and every single day.
As a group lets become passionately committed to providing the best in education through music. We have the chance to revolutionize the way the subject is taught and to give as many children of all ages access to one of the most important disciplines and skills they could ever learn.
The future vision of this blog is to ensure you access to
–*interesting and fun* lesson plan ideas
– *Fun facts and trivia* which will inspire
– Reviews on books and products that are at the cutting edge of music education
So lets get to it….
Blogs will be rapidly appearing in this space so make sure you connect this direct to your email or you frequent this post often,
Musically Yours
Janice Tuck.
**Categories:** Classroom Music, Music Teaching, Site Announcements
---
### [What Does a Good K–6 Music Curriculum Actually Look Like?](https://funmusicco.com/what-does-a-good-k-6-music-curriculum-actually-look-like-3-things-most-get-wrong/)
**Published:** March 5, 2026
**Author:** Janice Tuck
**Content:**
# What Does a Good K–6 Music Curriculum Actually Look Like?
## 3 Things That Most Documents Get Wrong
**Opening a government lesson resource is the most brutal confidence hit you didn’t ask for, and I’m not even talking about the 160 pages.**
I’m talking about the version of yourself that starts to believe the lie: the teacher who thinks she’s not good enough, the teacher who apologises for not being a music specialist, that part of you who thinks if you just work harder and read more documents, you’ll finally feel prepared.
I’ve watched teachers get handed music on top of everything else. I’ve witnessed the “just make it work” culture get normalised. I’ve opened resources expecting answers, only to discover they were designed for a version of me that doesn’t exist.
Here’s what I know after thirty years in and around music education: teaching music is not just about delivering content. It’s about becoming someone who can stand in front of kids and lead them to learning something incredible. And for teachers especially — already stretched thin, already doubting themselves — this journey shouldn’t require you to sacrifice your mental health, your evenings, or your belief that you’re capable.
This isn’t about one document. It’s about what happens when the tools you’re given expect you to teach in a way that just doesn’t work in a classroom. It’s about the teacher who stays up late trying to decode jargon. The one who feels guilty for not understanding. The one who blames themselves when it’s the document that failed them.
If you’ve ever opened something that was supposed to help you and you felt your stomach drop, if you’re teaching music without being a musician, or if you’re just tired of resources that make you feel small — this one’s for you!
Listen to this episode now on The Spark for Music Teachers.
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If you enjoy this podcast, please give us a five-star rating and review on iTunes, subscribe wherever you listen to podcasts, and invite your friends and colleagues to join us.
Additional Resources:
Get my FREE grade specific [K-6 music lesson sample pack here »](https://funmusicco.com/primary-school-music-curriculum-resources-sample/)
Tweet Me here: @funmusicco
Join me on [Facebook](https://www.facebook.com/funmusicco)
Enjoy & Let me know your thoughts!
*The spark for music teachers is ten minutes of mindset and energy designed especially for anyone teaching music. Tune in every month for insights, tips, strategies for dealing with common issues that arise in teaching music in schools and everything in between! Follow us for more.*
**Categories:** Weekly Spark Podcast
---
### [56: Feel like a fraud? What to do about those thoughts](https://funmusicco.com/56-feel-like-a-fraud-what-to-do-about-those-thoughts/)
**Published:** September 21, 2023
**Author:** Janice Tuck
**Content:**
# Feel like a fraud? What to do about those thoughts
If you’ve ever thought to yourself, “I can’t do this” or “I’m not expert enough at this” or “I don’t deserve to be doing this” and then proceeded to melt into a puddle of self-doubt …You’re not alone! Many music teachers question whether they are prepared to do the work they do. Here’s how to overcome that feeling, recognize your strengths and take that awful feeling and turn it into a positive motivating force. In today’s Spark Podcast you’ll learn two simple techniques to turn self doubt into your secret superpower.
If you enjoy this podcast, please give us a five-star rating and review on iTunes, subscribe wherever you listen to podcasts, and invite your friends and colleagues to join us
Here’s the link to the TED talk resource discussed in today’s podcast: [https://www.ted.com/talks/amy\_cuddy\_your\_body\_language\_may\_shape\_who\_you\_are](https://www.ted.com/talks/amy_cuddy_your_body_language_may_shape_who_you_are)
Get the full K-6 Fun Music programs here: [https://funmusicco.com/](https://funmusicco.com/music-teaching-resources-archive/)
Get my weekly emails and free resources here:
Get nine FREE most effective work-every-time ideas for music classes here:
Tweet Me! [@funmusicco](https://twitter.com/funmusicco)
Join me on Facebook:
Enjoy & Let me know your thoughts!
**Categories:** Weekly Spark Podcast
---
### [54: What music teachers can learn from comedians in cars!](https://funmusicco.com/54-what-music-teachers-can-learn-from-comedians-in-cars/)
**Published:** December 1, 2022
**Author:** Janice Tuck
**Content:**
# What music teachers can learn from comedians in cars!
A few days ago, I stumbled into a show called comedians in cars getting coffee. It didn’t take long while watching it to realize that even though comedians look effortless on stage, they actually have to work really hard behind the scenes to come up with new material that people will laugh at!
What I didn’t know was that there is a specific process comedians use to get the best jokes and materials to their audiences via testing.
While music teaching isn’t quite like a comedian’s performance where every component needs to be original and funny, in music teaching we can “stand on the shoulders of giants’ while incorporating the comedians process. And that’s also what sparked our newest free resource called “Music Teachers Secrets” which includes the top nine active ideas for music teachers for you to use in ANY classroom. You’ll find it here: [https://funmusicco.com/music-teacher-secrets/](https://funmusicco.com/music-teacher-secrets/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP54)
Enjoy & Let me know your thoughts!
Get nine FREE most effective **work-every-time ideas** for music classes here**:** [https://funmusicco.com/music-teacher-secrets/](https://funmusicco.com/music-teacher-secrets/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP54)
Get my weekly emails and free resources: [https://funmusicco.com/](https://funmusicco.com/music-teaching-resources-archive/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP54)[resource](https://funmusicco.com/music-teaching-resources-archive/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP54)[-archive/](https://funmusicco.com/music-teaching-resources-archive/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP54)
Tweet Me! [@funmusicco](https://twitter.com/funmusicco)
Join me on Facebook:
Get more insights about the [importance of music lessons](https://funmusicco.com/the-importance-of-music-lessons/) here.
**Categories:** Weekly Spark Podcast
---
### [39: The most valued commodity most people underutilise ... Are you?](https://funmusicco.com/39-the-most-valued-commodity-most-people-underutilise-are-you/)
**Published:** July 23, 2021
**Author:** Janice Tuck
**Content:**
# The most valued commodity…
Feel like you want to pursue other interests outside of teaching? Conflicted about what you really want? Before you hold your hands up and resign to it all being “too hard” I’ve got a secret to share with you for you to improve your efficiency so you’ll be able to do more with less. If you think you’re ready to take your music teaching to the next level, let this episode be your guide. From “time centred planning” to building a flexible program for the long haul, here’s what you need to consider as you venture back into music teaching and prepping for a new term.
**Enjoy & Let me know your thoughts!**
**Categories:** Weekly Spark Podcast
---
### [Why intentional listening matters (and is making a difference) for today's post-covid generation.](https://funmusicco.com/why-intentional-listening-matters-and-is-making-a-difference-for-todays-post-covid-generation/)
**Published:** April 1, 2025
**Author:** Janice Tuck
**Content:**
# Why intentional listening matters in music education
Guess what?! One of your most valuable teaching activities that is making a difference for today’s post-covid generation … is INTENTIONAL LISTENING.
Intentional listening enables children to sit, focus, and truly absorb what’s being shared!
Think about it- Right now, we’re seeing a generation of children who have been through something no other generation in recent history has experienced. These post-COVID kids have spent years behind screens, with masks, and in isolation. And now that we’re back in classrooms, many teachers are telling me the same thing: *“These kids just don’t know how to listen anymore!”*
Now, you might be thinking, “Of course we do listening activities in music class!” …But what I’m talking about here goes beyond the usual “listen and identify” exercises *(though those are always a great starting point)* **.**
So if you’re ready to step up your teaching level in this area, this episode is for you!
And—just a heads-up—about halfway through, I share my own personal story about its true power that reached me beyond the classroom, and let me tell you, it’s such a powerful testament to the importance of connections made by teaching this curriculum component in music class.
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Teaching Music isn’t about luck —it’s about taking specific, deliberate actions and steps and practicing these with daily commitment.
This podcast will give you the steps and approaches that the most successful teachers, coaches and top performers use.
Listen now to learn how to transform your teaching and achieve the goals you’ve always dreamed of.
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If you enjoy this podcast, please give us a five-star rating and review on iTunes, subscribe wherever you listen to podcasts, and invite your friends and colleagues to join us.
Additional Resources:
Check out out ideas for developing a [music listening curriculum](https://funmusicco.com/music-appreciation-curriculum/).
Enjoy & Let me know your thoughts!
The spark for music teachers is ten minutes of mindset and energy designed especially for anyone teaching music. Tune in every month for insights, tips, strategies for dealing with common issues that arise in teaching music in schools and everything in between! Follow us for more.
**Categories:** Weekly Spark Podcast
---
### [NSW Curriculum Changes for K-6 Music](https://funmusicco.com/nsw-curriculum-changes-for-k-6-music/)
**Published:** November 17, 2024
**Author:** Janice Tuck
**Content:**
# NSW Curriculum Changes for K-6 Music
## A guideline to the changes in the NSW Creative Arts Curriculum for anyone teaching K-6 Music.
The New South Wales Creative Arts Syllabus is changing. NESA (The NSW Education Standards Authority) have announced changes this year to the Creative Arts Syllabus that has been in place since 2006.
NESA have introduced a [new syllabus (2024)](https://curriculum.nsw.edu.au/learning-areas/creative-arts/creative-arts-k-6-2024/overview) that is to be implemented from 2027.
Some secondary school music teachers are quite upset about the changes to their curriculum, and there has been quite a bit of attention in the media about these changes.
However this article is not about changes to the year 11-12 Curriculum, or even the grade 7-10 curriculum.
Here at the Fun Music Company, we specialize in K-6 Music, and so this article focuses on the changes that specifically affect anyone teaching **K-6 Music** in New South Wales. We will also highlight changes we are making to our programs to match the requirements, so that our programs are ready for teaching the new program in 2027.
The focus of this article is therefore to highlight the changes between the Creative Arts Syllabus ([2006](https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/creative-arts/creative-arts-k-6-syllabus)) and the Creative Arts Syllabus ([2024)](https://curriculum.nsw.edu.au/learning-areas/creative-arts/creative-arts-k-6-2024/overview), particularly relating to MUSIC.
## Terminology differences between the Australian Curriculum and the NSW Curriculum
Governments don’t like to make it easy for us as teachers. If they did, they would at least use the same terminology in curriculum documents!
Every curriculum has a broad description for the subject, then 3-4 broad areas of focus, and then explanatory points underneath those areas of focus.
Confusion comes however, because the NSW Education Standards Authority (NESA) and the Australian Curriculum Assessment and Reporting Authority (ARACA) have different terminology for these aspects of the curriculum.
Before starting this article, we thought it was important to highlight this, as it may become confusion because the term “content” is used differently in the NSW Curriculum from how it is used in the Australian National Curriculum.
In an attempt to clarify the terminology difference between the Australian Curriculum and the NSW Syllabus documents, we came up with this diagram:
Where it is a little confusing is whether the content statements are **mandatory** in the NSW Curriculum. i.e. Is it actually **required** that teachers cover every single one of the content statements?
In the Australian Curriculum it is clear. It says in the FAQ section of its website:
> The elaborations that appear under content descriptions are examples of how the content could be addressed and therefore do not have to be taught. They give guidance to teachers about age-appropriate contexts, activities, and tasks. Teachers can choose to base their teaching on one or more elaborations or plan their own activities.
So in the Australian National Curriculum, it is clear that it is NOT mandatory to cover every single elaboration.
The NSW Curriculum however, includes various statements on the word ‘content’ on [this page](https://curriculum.nsw.edu.au/about-the-curriculum/introduction) and it is not clear reading this syllabus whether teachers must cover every single content statement or not.
Our reading of this seems to suggest that NESA regard their content statements as essential content, and therefore must be covered.
It says:
> New syllabuses focus on essential content, which identifies the core skills and knowledge necessary for developing teaching and learning programs.
>
> Essential content:
> stands alone without the need for further elaboration, and can be easily sequenced
> is necessary for students to progress in their learning
> is part of students’ learning entitlement – the knowledge and skills that every student should have an opportunity to learn.
The good news is however, here at the Fun Music Company we have firmly ‘ticked the box’ on all 86 of the 86 content statements included in the NSW Curriculum (2024) for K-6 Music.
## An overview of the changes in the 2024 NSW Curriculum for K-6 Music
Here is an outline of the changes we have noticed, and then we’ll discuss each change in detail.
- 1There is a change in name of one of the three focus areas of the curriculum from **Organising Sound** to **Composing**.
- 2**There is one less outcome statement for Early Stage 1**. Composing and Performing are joined together.
- 3**Removal** of the second outcome statement relating to notation in the Composing area in stages 1, 2 and 3. Now covered in content statements under the main outcome statement relating to composition.
- 4**A new outcome statement added for Stage 3** relating to creating written texts supporting understanding in Music.
- 5**More** content statements under each outcome statement. Previously there was 3-5 for each outcome statement, now there is 8-10.
- 6**Aboriginal and Torres Strait islander music** is specifically mentioned in the listening and composing area content statements, but not the outcome statements.
## Lets look in detail …
Now that we have an understanding of the broad changes, lets dig into each one of them in detail.
 There is a change in name of one of the three focus areas of the curriculum from **Organising Sound** to **Composing**.
## The more things change … the more they stay the same!
Looking through the NSW Creative Arts syllabus for K-6, it is clear to us that while many things have changed, the essential factors that make up the subject of MUSIC for us, have not changed.
Fundamentally the music part of the creative arts syllabus is focused around three core areas:
### **Performing,**
### **Listening,**
and
### **Composing.**
Previously in the 2006 syllabus, there was performing, listening and **organising sound**. However, in the new version that has been renamed to **composing**, as fundamentally that is what it is.
So the fact that the three areas of focus have not changed is a very good thing. I don’t think there would be a music education professional anywhere that would have a problem with these three areas as the core focus of the curriculum.
The renaming from organising sound to composing, is essentially a very good thing. “Composing” is a word generally understood by the community, and in our understanding means the same as “organising Sound” but can be used more widely and more musically.
**There is one less outcome statement for Early Stage 1**. Composing and Performing are joined together.
## Kindergarten Students Perform and Compose Together?
In the NSW Creative Arts Curriculum (2006) There are outcome statements for Performing, “Organising Sound” (composing), and for Listening.
However in this new edition there are only two: **Performing and Composing** in one outcome statement, and **Listening** in a second.
This new combined statement reads:
> “Performing and composing: Music is performed and made by organising sound through singing, moving and playing”
Exactly WHY this change has been made remains a mystery to us. No amount of searching on Google has explained the rationale for this change. Most likely it is simply to fit into a template or framework that is used in other subjects. Usually this is the reason for those type of changes.
However, the good news is that the content is the same as it was. Early Stage 1 students can still perform. They can still learn songs and chants. They can still learn to keep steady beat. They can still learn to clap, move, and play instruments in time. They can still compose.
If the same amount of lesson time is allocated, then it should still be allocated to Performing, Composing and Listening, exactly as it is for all other grades.
This change really doesn’t change anything in the way we need to teach music. We should teach it the same we always have, covering performing, composing and listening at Early Stage 1 as well as the other levels.
**Removal** of the second outcome statement relating to notation in the Composing area in stages 1, 2 and 3. Now covered in content statements under the main outcome statement relating to composition.
## Less focus on notation doesn’t mean ‘dumbing’ anything down!
In the Composing area (previously called “Organising Sound”) there used to be a separate outcome statement in stages 1, 2 and 3 that specifically covered the use of symbol systems and traditional and non-traditional notation.
For example, stage 1 had **MUS1.3 Uses symbol systems to represent sounds**, and stage 2 had **MUS2.3 Uses commonly understood symbols to represent own work**.
In the new syllabus these have been removed.
Instead, the same things are covered in content statements, underneath the umbrella **composing** outcome statement.
For example in stage 1, underneath the outcome of “Composing: Music is composed to communicate musical ideas through sound”
we find a content statement that reads:
> Use symbols or graphic notation to represent duration, pitch, dynamics and other musical ideas
So in essence, nothing has changed.
We can still use graphic notation. We still use simple notation symbols to represent sounds. We can still teach traditional music notation. It is definitely still part of the curriculum, and still part of what we do as music teachers.
If anything, this requirement makes it easier for teachers. An outcome statement should be specifically assessed, whereas a content statement doesn’t need to be.
So this is a good change. It makes it easier for teachers to cover the syllabus content, and doesn’t mean we need to change anything about how we go about including notation in our lessons.
** A new outcome statement added for Stage 3** relating to creating written texts supporting understanding in Music.
## The teaching of writing is now part of the expectations of the creative arts, along with all other subjects.
We have found [a little more explanation](https://www.nsw.gov.au/education-and-training/nesa/about/research/reports/teaching-writing/australian-writing-survey-report) from NESA on this than we did for some of the other changes in this syllabus.
The inclusion of a specific writing into all subjects including creative arts, stems back into an [extensive report](https://www.nsw.gov.au/education-and-training/nesa/about/research/reports/teaching-writing/australian-writing-survey-report) that was done in 2018 into the teaching of writing.
A key recommendation of this report was to ***“Clarify and Strengthen Writing content in syllabus documents.”***
This is clearly what has been done, and it has been done by adding content statements in Stage 2, such as:
> “Use [Tier 2 and Tier 3 vocabulary](https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://cer.schools.nsw.gov.au/content/dam/doe/sws/schools/c/cer/localcontent/selecting_words_final.pdf&ved=2ahUKEwik79-gjuKJAxWv4TgGHcrJEaIQFnoECA0QAQ&usg=AOvVaw0TsJYMAGy0x-y-cyjhbYdI) and a combination of written sentences to give an opinion about, describe or explain music”
In Stage 3 however, a new **outcome** statement has been added, which reads
> “Creating written texts supports understanding in Music” \*
###### *\* This is exactly the way this outcome statement is written on the NSW Curriculum website at this time. It doesn’t read as grammatically correct to us, but we don’t know why they have used this language style.*
Because this is an outcome statement rather than a content statement this is something which we are directly addressing at the Fun Music Company, and we have already added new content to the Grade 5 and 6 curriculum to meet this outcome statement in time for implementation of this syllabus in 2027.
**More** content statements under each outcome statement. Previously there was 3-5 for each outcome statement, now there is 8-10.
## More content statements doesn’t mean necessarily its any more difficult, or different!
Comparing the content statements provided by NESA between the 2006 Creative arts syllabus, and the 2024 Creative arts syllabus, the conclusion we come to is … (drum roll please!)
**Its not that different.**
Ultimately content statements are the equivalent of *elaborations* in the Australian curriculum. Whether or not they are mandatory is still a question for NESA, however what we’ve noticed is that there are **more** of them in the 2024 edition than were in the 2006 edition.
However, just because there are more of them, doesn’t necessarily mean that there is more content. In most cases, they are just describing the activity above them in a more detailed way.
For example in Stage 1, we have:
While the content statements in the 2024 edition have different language, they are all covering the **same content** as was in the 2006 edition.
These content statements just make it easier to know what to teach underneath the umbrella of the outcome statement.
So while they may be slightly different, there is nothing in there to be concerned about.
For example a 2024 content statement in the composition area reads:
> “Select and organise sounds into simple structures, using melodic or non-melodic sound sources”
While a 2006 content statement in the composition area reads:
> “explores ways of making different sounds on instruments or sound sources”
So while they might be different, the majority of them simply have different language, and don’t require anything new.
Here at the Fun Music Company, we wrote the latest edition of our program based on the content statements and elaborations of the Australian curriculum v9, which provided the basis for the changes to the NSW Curriculum.
There was only one or two content statements that required additional content added, and we’ve just done that so we now cover all 86 of the content statements required in the NSW Curriculum (2024).
**Aboriginal and Torres Strait islander music** is specifically mentioned in the listening and composing area content statements, but not the outcome statements.
## NSW has finally caught up with the Australian Curriculum on this one, but we’re not sure they’ve got it in the right place.
A priority on including Aboriginal and Torres Straight islander content has been part of the Australian curriculum for Arts:Music since its inception.
Therefore, here at the Fun Music Company, we’ve always covered this area in our *CONNECT* listening section of the Fun Music Company Curriculum program.
So it therefore we don’t see a problem at all with the inclusion of a content statement under the listening area of the curriculum.
For example, under the **listening** area, stage one a content statement has:
> “Describe ways Aboriginal and/or Torres Strait Islander Peoples express connection to Country and Place through music.”
This is perfect. It is really good to see that we’re including First Nations peoples’ music and exploring the connection to country and place through music. This is excellent.
What is NOT excellent is in the inclusion of a content statement relating to Aboriginal and Torres straight islander music in the **composition** area.
This curriculum includes a content statement for Stage 1 that reads:
> “Explore sound sources used in Aboriginal and/or Torres Strait Islander music”
I will call that out for what I think it is:
Inappropriate.
I don’t feel it is appropriate for teachers to have students “explore the sound sources” of the didgeridoo (Yidaki in some regions) or tapping sticks (known as bilmba in some regions), without a solid understanding of the background of those instruments, learned from First Nations peoples.
There is also that whole issue of it not being acceptable for the didgeridoo to be played by female people in some areas. Mostly it is accepted today, but not universally by all indigenous peoples.
This could be a real issue for teachers, and I don’t think this is something that teachers should be doing in the classroom. It is certainly not something that should be mandated by the curriculum.
One indigenous person offended is too many. As teachers we should not say or do anything in our classes that may be considered offensive to our first nations peoples. Our curriculum certainly should not put us in a position to be doing so.
We don’t have a problem with students listening to the sound, learning about the sound, or experiencing the sound. It is specifically **composing** with the sound that is problematic, so it is our opinion that this content statement needs to be revised. That, however, is only our opinion of course.
This is a small criticism of only one content statement (which may not even be mandatory), and in the greater context of the curriculum it is not really a big problem.
## Overall Conclusions
**Are the changes for the NSW Creative Arts Curriculum (K-6) a bad thing?**
*Not really, from a K-6 music perspective.*
Like all changes, there are some good things, things we like, and there are things we don’t like.
Change is inevitable, whether we like it or not.
However, here at the Fun Music Company we have your back. We are on top of the changes, and we’re constantly adapting, creating more content and adding more to match the curriculum requirements and needs.
Right now, we know our [Fun Music Company Curriculum Program](https://funmusicco.com/fun-music-company-music-curriculum/) matches every single one of the requirements of the NSW Creative Arts Syllabus (2006), and we are 95% of the way there to matching every single one of the requirements of the 2024 Syllabus.
**We are in your corner, helping you to implement the music curriculum.**
It doesn’t matter if you’re a music teacher with years of experience, or you’re just starting.
it doesn’t matter if you’re a trained music specialist, or a classroom teacher who has to pick up a little bit of music for their class.
We are on top of it, so you don’t have to work yourself into the ground to know that you’re meeting the curriculum requirements.
Join the [Fun Music Company curriculum Program](https://funmusicco.com/fun-music-company-music-curriculum/) now and know that you’re covered if you’re teaching music in NSW, as well as any other state in Australia. We even adapt and cover international curricula for music as well.
NSW teachers can download a Scope and Sequence for the 2006 curriculum below, and if you do so we’ll let you know as soon as the 2024 edition is available for you.
## Download a NSW Creative Arts Scope and Sequence
## Download a PDF scope and sequence document showing how The Fun Music Company curriculum program meets the outcomes of the NSW Creative Arts Syllabus (2006) for Grade 3. This is still the current edition required for teaching in 2025 and 2026. We will also email you a Scope and Sequence for the 2024 edition when it becomes available.
### Download now
Enter your details here and we will email you a scope and sequence document showing how the Grade 3 Fun Music Company curriculum meets the needs of Stage 2 of the NSW Creative Arts Syllabus.
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**Categories:** Curriculum Australia
**Tags:** Australia, Curriculum, NSW
---
### [10 Music Theory Jokes for every occasion](https://funmusicco.com/10-music-theory-jokes-for-every-occasion/)
**Published:** April 13, 2021
**Author:** FunMusicCo
**Content:**
# Music Theory Jokes for every occasion
This collection of 10 music theory jokes is one of the many Fun Music Company of ***Tools for #FunMusicTeachers.***
In this series of articles we aim to give teachers lots of ideas and resources for making their music lessons FUN!
## Why use Humor in music theory?
Having a few music theory jokes in the memory is always a good thing as a teacher. So, we hope you enjoy a few of these for your next music theory lesson. They also work whenever you want to lighten the mood!
This little list has something for everyone – some that suit younger students, and some that are a little more intellectual.
Feel free to add your own favorite music theory jokes in the comment section below!
## The 10 Music Theory Jokes:
> 1\. Why was the musician arrested?
> She got in treble.
> 2\. What musical keys do cows sing in?
> Beef flat
> 3\. Want to hear the joke about a staccato?
> Never mind — it’s too short.
> 4\. Want to hear the one about a fermata?
> Wait, it’s too long.
> 5\. Someone keyed the music teacher’s car.
> Fortunately, the damage seems to B minor.
> 6\. Middle C, E flat, and G walk into a bar.
> “Sorry,” the bartender says. “We don’t serve minors.”
> 7\. What do you get when you drop a piano down a mine shaft?
> A flat minor.
> 8\. What do you get when you drop a piano on an army base?
> A Flat Major
> 9\. What do you get when you play New Age music backwards?
> New Age music.
> 10\. Arnold Schoenberg walks into a bar. “I’ll have a gin please, but no tonic.”
## Want more Music Theory Jokes?
Here at the Fun Music Company, we spend many hours collecting fun (and hopefully clean!) music jokes suitable for the classroom. Next, we collated all of these into the [Music teacher’s joke of the day email list](https://funmusicco.com/daily-music-jokes-email-list/). You can join this list for free and get a music joke in your inbox every day, for a year.
**Categories:** #FunMusicTeachers, Music Jokes
---
### [10: Assessments: How we assess our students and assess ourselves](https://funmusicco.com/10-assessments-how-we-assess-our-students-and-assess-ourselves/)
**Published:** June 18, 2020
**Author:** Janice Tuck
**Content:**
# How we assess students and how we assess ourselves
In this episode Janice gets excited about assessment!
At the Fun Music Company we are working hard on a new product at the moment for Ukulele, and we’ve been putting together a series of assessments for this new program.
This led us to think about the language that we use on rubrics and assessments – where we are always encouraging and positive about the student, even if they are really struggling or even failing the subject.
So the question is.. why do we not assess ourselves in the same way?
By assessing ourselves – we’re not talking about formal assessments or evaluations, but rather the internal self-talk that we say to ourselves every day.
Every day we say things to ourselves about our own performance, and the things we say to ourselves – our internal self-talk really affects how we go about our day.
So here Janice talks about the idea of taking the positive style of language that we write for students, and applying it to our own lives.
**Categories:** Weekly Spark Podcast
---
### [Valentines Day Music Lesson](https://funmusicco.com/valentines-day-music-lesson/)
**Published:** February 1, 2026
**Author:** Janice Tuck
**Content:**
# *Valentine’s Day Music Lesson Plans & Activities for your Primary or Elementary Classroom*
## *We’ve done the hard work for you – here are three fun Valentine’s Day music lessons your class will love!*
Valentine’s Day is a wonderful opportunity to bring a little extra love and fun into your music classroom — and we know how busy February can be!
That’s why we’ve put together **three simple, engaging music lessons** that are ready to use straight away. Whether you’re teaching younger primary students or older elementary classes, there’s something here for everyone. Scroll down and grab what you need!
## Three Valentine’s Day Music Lesson Ideas
Today we want to share with you two variations of a Valentines Day listening game, which are both fun and educational for students. Then we have a fun ukulele play-along to share with you, suitable for Valentines Day.
The first one suits younger students, and the second one slightly older elementary students. Either could easily be included in a Valentines Day music lesson plan for primary or elementary school.
### 1. Simple Valentine’s Day Matching Game
Please see this video for an explanation of this game:
This game is a simple Valentines matching game, with the prompt:
***Match each person with a style of music you think they would love.***
Some slides have music, and others have pictures. For example, this image of a violin player, is matched with the music of the violin playing.
To play the game, simply click the icon below, and the game should load into a new browser window. Save this link as a bookmark for use in the classroom.
When pairs are matched, they will stay on the screen, making the game easier as it goes through. Have students take turns to come to the board, and turn over two slides until you match them all.
### Lesson Resource: Valentine’s Day Matching Game
Click to open classroom resource in a new window.
Bookmark this page for use in the classroom.
[
### Online classroom presentation](https://funmusicmembers.com/valentines-day-game/)
### 2. Valentine’s Day Worksheet Matching Game
Please see this video for an explanation of this game:
This game uses a worksheet, and a screen that has five musical examples, marked A, B, C, D and E.
This game uses the same concept as the first lesson idea, with almost the same prompt:
***Connect each person which the musical example which you think they will love.***
The twist is this: there is not really a ‘right’ or ‘wrong’ answer!
This lesson could be used as a follow up to the first lesson and students may be expecting that there is a right or wrong answer, but there is not.
For example, we might look at this worksheet and assume that the man with the tattoos is into heavy metal music. However, he may just as well like jazz or classical music!
This may help define a beautiful learning moment for students – that we should not make assumptions about people based on the way that they look. Either way, it will make for a fun discussion on different styles of music.
### Resources for this lesson
Click and the resource will open in a new window.
Bookmark the resource to it to use it anytime in the classroom.
[
### Valentine's Day Worksheet](https://funmusicco.com/wp-content/uploads/2023/02/ValentinesDayFunWorksheet.pdf)
[
### Online Classroom Presentation](https://funmusicmembers.com/valentines-day-quiz-page/)
### Valentine’s Day Ukulele Play Along
Click to see a preview of the animation:
***Using ukulele in the classroom?***
To celebrate Valentine’s day we’ve put together a brand new ukulele play-along you-tube song for you to try so you can continue to celebrate your LOVE of music with your classes throughout the week with a child friendly song about love called LAVA!
Have you ever heard the song before? If not, ‘Lava’ is a short animated song-story about two volcanoes who fall in love.
Then, all you need to do is use the [Ukulele Curriculum System](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/) to help your classes to build the skills they’ll need for this play-along (they’ll need to be able to do the Hawaiian Strum lesson #30) then put the resource on your class screen to have your students play along with it.
[You’ll find your free Fun Music ukulele play-along video to “Lava” on YouTube HERE »](https://www.youtube.com/watch?v=GyDRRePsIZI)
[](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
### Resources for this lesson
[
### YouTube Video](https://www.youtube.com/watch?v=GyDRRePsIZI)
### Background of Valentine’s Day
Valentines Day has its roots in ancient Rome and early Christian traditions. It is believed to have originated as a celebration of Saint Valentine, a priest who secretly performed marriages for couples when Emperor Claudius II outlawed them.
Over time, the day became associated with love and romance, especially during the Middle Ages, when poets like Geoffrey Chaucer wrote about courtly love. By the 18th century, people in England began exchanging handwritten notes and small tokens of affection, a tradition that spread around the world.
Today, Valentines Day is celebrated on February 14 as a day to express love, appreciation, and kindness to those we care about.
### Valentine’s Day in the music classroom
Valentines Day is a wonderful holiday to celebrate in the classroom because it promotes the ideas of love, kindness, and appreciation for one another.
These values tie in beautifully with the universal language of music, which often serves as a way for people to express their deepest emotions, including love and connection.
Whether it’s through heartfelt lyrics, melodies that stir emotions, or rhythms that bring people together, music is a powerful tool for showing care and building relationships.
In the music classroom, we can explore how songs communicate feelings of love and friendship, and we can even create our own musical messages to celebrate the special people in our lives. This makes Valentines Day a perfect opportunity to highlight the emotional power of music while building a sense of community and joy.
### **Teaching a Valentine’s Day Music Lesson**
Valentine’s Day is a brilliant theme to work with in the music classroom — and there are so many ways to run with it. You might teach students a love-themed song like “You Are My Sunshine” or “Skidamarink” and add in some movement or rhythm instruments. Or you could have students create their own “Musical Valentines” by composing short melodies or rhythms to represent a message or feeling for someone special.
## These free activities are just the start for Valentine’s day …
If you really want to take the stress out of your planning, our [Fun Music Company curriculum program](https://funmusicco.com/fun-music-company-music-curriculum/) now includes seasonal Valentine’s Day content specifically designed for each year level from Kindergarten through to Grade 4. That means there’s a Valentine’s Day quiz tailored to your class — no adapting, no tweaking, just open it up and go. It’s the kind of thing that makes February a little less hectic in the music room.
[Explore the Fun Music curriculum program here »](https://funmusicco.com/fun-music-company-music-curriculum/)
## **Want to see how our full curriculum works? Grab our free sample pack below and take a look inside.**
### ***“Having access to your music program has made the teaching and planning of my music classes SO much easier!”***
This was what Liz, a music teacher from a small Catholic school in Sydney wrote to us in an email recently. This is typical of the hundreds of responses we get every week from teachers across Australia using the Fun Music Company Curriculum Program.
**Imagine having an entire year of music lessons already planned, prepared, and ready to teach** — no more Sunday night scrambles or piecing together resources from different places. That’s exactly what teachers at over 350 schools across Australia are experiencing right now.
Our curriculum program gives you complete, sequential lesson plans for every week of the school year, with videos, worksheets, interactive resources, and everything you need to walk confidently into your music room — whether you’re a specialist or a classroom teacher who’s been asked to teach music.
**Ready to see what a week of music lessons looks like in your grade level?**
Download a free sample pack below and take it for a test drive in your classroom.
First Name First
Email
Please select a grade for your sample:KindergartenGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6
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We value your privacy and would never spam you. We may email you valuable ideas for music teaching once or twice a week, however you can unsubscribe at any time. Check details of our privacy policy [here](https://funmusicco.com/privacyandlegal/).
### Conclusion
Valentine’s Day is one of those great opportunities to bring a little extra warmth and fun into the music classroom — and hopefully these three lessons have given you something easy to work with this week.
If you loved these and want more seasonal content like this built right into your planning for the whole year, don’t forget to check out the [Fun Music Company curriculum program](https://funmusicco.com/fun-music-company-music-curriculum/) — it’s designed to take the hard work out of exactly these kinds of moments.
We’d love to hear how it goes! Leave a comment below and let us know which lesson your students enjoyed most. And if there are other special days or occasions you’d like us to create music lessons for, we’d love to know — it helps us build the resources that actually matter to you.
**Categories:** Seasonal
**Tags:** Seasonal, Valentines Day Music Lesson Plan
---
### [How to figure out how to get music students from where they are NOW to where they need to BE!](https://funmusicco.com/how-to-figure-out-how-to-get-music-students-from-where-they-are-now-to-where-they-need-to-be/)
**Published:** August 11, 2022
**Author:** Janice Tuck
**Content:**
# How to get music students from where they are to where they need to be
A long time ago, it occurred to me that music teaching is like going on a big treasure hunt. Always looking for that next tip, that next idea, that next nugget of gold, that next piece of the puzzle…but really all that time I was asking myself a question :
***“What formula or steps do you take to get students from where you find them now to where they need to be?”***
Everyone has one of these formulas, although they don’t always realise what it is. I now call them “frameworks”. It’s worth thinking about, so that you can share what you do with your students and colleagues and share it with intention so they’ll better understand. Life is full of questions and the most successful teachers are always solving the answers to the questions they ask! NOW is the time to get started!
Enjoy & Let me know your thoughts!
Get my weekly emails and free resources from our [Music Lesson Resource Archive](https://funmusicco.com/music-teaching-resources-archive/)
Tweet Me! [@funmusicco](https://twitter.com/funmusicco)
Join me on [facebook](https://www.facebook.com/funmusicco).
**Categories:** Weekly Spark Podcast
---
### [Ten Top YouTube Videos for Music Teachers](https://funmusicco.com/ten-top-youtube-videos-for-music-teachers/)
**Published:** November 2, 2012
**Author:** FunMusicCo
**Content:**
# Best YouTube Videos for Music Teachers: Educational, Inspiring and Ready to Use
**Looking for suitable Youtube Videos for Music Teachers**? Look no further!
[](https://funmusicco.com/wp-content/uploads/2012/11/iStock_000017672206XSmall.jpg)
It’s so easy to connect to your students in a meaningful way with multimedia and with music education videos on YouTube. With a single click, you can instantly inspire young musicians to excel musically and academically. Use videos to teach a concept through the language of video or simply enjoy exploring the many educational offerings.
Here are 10 of my favourites:
1)[ **Why an “A” is not enough:**](https://youtu.be/KpyzGO2aQzE)
Dr. Brennan makes a poignant point about the educational system using a familiar tune at a band concert while encouraging excellence through music education and performance.
2)[**Vibration: See The Unseen:**](https://youtu.be/W4s2UwKm7dc)
This is an excellent slow motion look at vibrations that can serve as a music teaching resource. With a catchy electronic melody and awe-inspiring imagery, this YouTube video will help your music students understand vibrations and sound wave in an unforgettable way.
3)[**Animusic on YouTube**:](< https://www.youtube.com/user/AnimusicLLC?feature=watch>)
Animusic creates musically inspiring computer animation combining imaginative virtual instruments with MIDI music. Works for every instrumental group from percussion to strings will awe students!
4)[**Deaf Percussionist Evelyn Glennie Teaches How to Truly Listen**:](https://youtu.be/IU3V6zNER4g)
Scottish percussionist Evelyn Glennie has mesmerized audiences for decades. She explains how to listen to music, including interesting insights from her own experiences with music, deafness and how there’s much more to the art of listening than act meets the eye. This TED talk video is over 30 minutes long and makes a great start to discussion for any older class.
5)[**Music Advocacy YouTube Video**:](https://youtu.be/R0JKCYZ8hng)
What are the benefits of music? This simple presentation is one of the best music advocacy videos I’ve seen- it’s simple yet tasteful and provides interesting insight and facts on the benefits of music education to our brains.
6)[**Eric Whitacre’s Virtual Choir “Lux Aurumque”**:](https://youtu.be/D7o7BrlbaDs)
Choral directors who love Eric Whitacre’s lush harmonies and ethereal compositions will enjoy sharing Whitacre’s innovative take on choral music in this popular YouTube video.
7)[**Evolution of Music – Music History Mashup**](https://youtu.be/wb2akjZsl9k)
With over 100 songs spanning a millennium, this music history mash-up takes your students through an exciting historical journey through time in just 11 minutes.
These seven videos are a start to sharing, but I’m sure you will agree there are so many more high quality videos freely available. Please feel free to leave your comments and share your favourite music education videos so that all teachers can get easier and quicker access to resources.
Enjoyed these videos? If you’re looking for something more structured to take back to your classroom, our [Elementary & Primary Music Lesson Plans Guide](https://funmusicco.com/elementary-primary-music-lesson-plans-guide/) is a great starting point — covering everything from how to structure a lesson to ready-to-use ideas for every grade level.
And if you’re ready to go beyond individual lesson ideas, the [Fun Music Company Curriculum Program](https://funmusicco.com/fun-music-company-music-curriculum/) gives you a complete K-6 music program that’s fully laid out and ready to teach — no specialist music background required.
**Categories:** #FunMusicTeachers, Video
**Tags:** educational music videos, music education videos, music education videos for kids, Music Teaching, music teaching resources, music teaching videos
---
### [Instrument Choices For Young Children In Schools](https://funmusicco.com/instrument-choices-for-young-children-in-schools/)
**Published:** March 6, 2013
**Author:** Janice Tuck
**Content:**
# Best Instruments for Young Children to Learn at School: A Music Teacher’s Guide
Recently I had the privilege of talking with a reporter Margie Sheedy from Australian Newspaper, The [Sydney Morning Herald](http://www.smh.com.au/national/education/the-power-of-music-20130304-2ffcc.html) on the subject of young children learning instruments in school as a compulsory subject.
The topic has come about because an independant school in Australia has made learning an instrument a compulsory part of the school curriculum in the early years of schooling. This means that children as young as year 1 (approx age 6) have a choice of playing either the violin or cello and by year 2 (age 7 years) each student chooses to keep the instrument they started (or they can choose a wind instrument) and they are pulled out of class to participate in a private instrumental lesson.
A parent from the school commented:
“ From the moment they start school, it’s drummed into us parents that the curriculum is packed and we can’t take our children out of school for a long weekend. Yet there’s no choice about them being taken out of class – or which class they’re taken out of – for a private music lesson.”
There’s no doubt that research shows the many benefits in music and in starting young. I also believe that children having a positive start to learning is also a crucial factor. When children start in school at this age together, they’ll all be at pretty much the same ability level. There may be one or two children who may have started playing an instrument early, but they can still be easily extended and they’ll have fun learning and playing with their classmates. In my opinion every child should have the experience of learning an instrument in their lives in this positive environment.
So what is the right choice for young children learning instruments in schools?
Developmentally children at this age are still very small. I’ve always believed that a small instrument such as the violin or a foundational instrument such as the piano are the best for this age group because a violin is made for small hands, while with piano it’s easy to make a good sound on it straight away.
I also know there are never any hard and fast rules on this as many instruments such as the cello and wind instruments such a the clarinet can be made smaller to fit the size of a child. Its also well known that an instrument such as the recorder is a great small, cheap instrument to get started with young- however recorders don’t always fit well intonation wise with a band program.
Generally full sized wind instruments in my opinion require small children to have to think of too many things at one time as they need to incorporate breathing, fingering and embouchure which they will be able to adapt to more easily at about ages 8 or 9. Likewise Instruments such as guitar or drums require a large amount of co-ordination. I also know that there are exceptions to every rule- there are some kids who are just busting to play drums and guitar, but I would look at a foundational instrument such as piano at first with a go from time to time on a ukulele or smaller drum kit for motivation.
I thought this was generally the consensus of most music teachers, but I would love to know your thoughts. Would you be happy to see a child play a cello a drumkit at the age of 6 or 7? Feel free to add to the discussion by using the comment box below.
[Click here](http://www.smh.com.au/national/education/the-power-of-music-20130304-2ffcc.html) to view the published article featured in the Sydney Morning Herald.
**Categories:** General
---
### [What do you do if you have no funding available?](https://funmusicco.com/what-to-do-in-a-low-budget-music-teaching-situation/)
**Published:** February 6, 2014
**Author:** FunMusicCo
**Content:**
# What do you do if you have no funding available?
Today’s discussion in Music Teacher’s Q&A covers an extremely important area for just about any teacher: the issue of what to do when there is little or no funding available for new instruments or resources.
The question came from Liz, in Colorado, USA, and she said:
> *“Teaching the music class in low income schools can be challenging since the materials available are usually substandard and not up to date. Any ideas about sources for purchasing items or making them?”*
So watch the video above, and then contribute to the discussion by filling in the comment box below this video. Any more ideas from teachers out there for funding sources for Liz and anyone else in this situation are very much appreciated!
**Categories:** Music Teachers Q and A
---
### [What should a music teacher do when asked to teach performing arts?](https://funmusicco.com/what-should-a-music-teacher-do-when-asked-to-teach-performing-arts/)
**Published:** June 12, 2014
**Author:** FunMusicCo
**Content:**
# Music Teacher Asked to Teach Performing Arts? Here’s What to Do
***What would YOU do in this situation:***
You’ve taught music at the same school for several years. You enjoy the job, you have a good relationship with your students, and everything is going well.
Then one day at the end of the year the principal calls you into their office and says “I think we need to cut back on staff next year. I’m going to cut out the drama teacher and the occasional dance program, and I’m going to make you our performing arts teacher…. ok?”
**What do you say?** We know this happens, because we had this question submitted for our Music Teacher’s Q and A recently:
> “If your title has changed from Music Teacher to Performing Arts Teacher how would you plan your year….”
Here is our thoughts on this topic on video:
Please add to this discussion! This is one where we certainly could do with as many suggestions as possible! We’d love to hear all your suggestions for any teachers in this situation.
We’ve also got something coming up which I know will also help teachers in this situation – our Virtual Music Education Conference.
This year we’re pleased to be having a session with John Jacobson- who is known as the choir choreography king! If anyone knows how to get a choir performance sounding and LOOKING great.. its John. You can get that ‘performing arts’ happening right there!
So after you’ve added your comments and suggestions below, click here to check out the ***Virtual Music Education Conference***, and see how you can learn from the amazing educators like John.
**Categories:** Music Teachers Q and A
---
### [How To Teach Music](https://funmusicco.com/how-to-teach-music/)
**Published:** August 1, 2017
**Author:** Janice Tuck
**Content:**
# How to Teach Music
Listening. Playing. Reading. Creating. For anyone about to teach music of any curricula, these words all pose many questions and unknowns looking more academic than practical making it all way too hard. For many teachers it all just sounds way too confusing, stopping them from even starting in the first place.
With National standardized government testing taking a leading focus in school time, music is still expected to be a curricula need, however it often doesn’t get the time it deserves to be done well. Recent media reports suggest that [music is as a luxury](https://www.theguardian.com/commentisfree/2017/mar/27/music-lessons-children-white-wealthy), where only students who can afford to get lessons do so outside of school hours.
Like many other educators and as a music specialist myself, I’ve devoted much of my time teaching and writing materials for music over these past two decades. Sometimes these answers haven’t always been clear, so I decided to dig deeper. I found to learn the best strategies, I needed to find the best educators in the world and learn from them. Also, by talking to thousands of active music teachers daily and researching in detail as many major curricula based across the world, these findings led me to better understand some of the core underlying principles that shape our curricula and teaching today.
And that’s what my video blog is all about. It’s all about how to teach music in a relevant, inspiring way which feels natural and relevant to today’s kids without being too academic or “heavy” is why it shapes the core of our Fun Music Co philosophy.
If you or somebody you know faces challenges with teaching music then this video is a must watch.
Even if you’re not, this perspective on the underlying philosophy is important to hear. Especially because in our community, this isn’t often talked about or understood.
In this video you will learn:
- How there is no “special” age for general music to be taught and how it can be taught from ANY age appropriately.
- How to best use music notation in the classroom
- How you can make music learning a beautiful experience for your children which nurtures rather than teaches encouraging good behaviour in your children right from the get-go
- How you promote great questioning and a love for learning through music, even from early ages.
[Click here for the free resource mentioned in this video »](https://funmusicmembers.com/tafta-hindi-sample/1-2/)
Now, I would love to hear from you.
What’s the single biggest insight you’re taking from this discussion? Do you have a specific deepening or growth experience you’ve realised as you’ve taught or researched about music yourself?
Remember, share as much detail as possible in your reply. Many incredible teachers come here every week for insight and inspiration and your story may help someone else spark a meaningful realisation or breakthrough.
Leave your comment below and let us know.
*Please note: share your thoughts and ideas directly in the comments. Links to other posts, videos etc will be deleted because they come across as “spammy”.*
PS. If you or someone you love or care about is in the midst of a challenging time with their teaching career, feel free to share this post. This might be shift in perspective they might need right now.
Wishing you well always and with much love,
Janice :-)
**Categories:** CurriculumSpecialPost
**Tags:** how to teach music
---
### [The Weekly Spark ep2: Three ways to deal with fears or worries](https://funmusicco.com/2-three-ways-to-deal-with-fears-or-worries/)
**Published:** March 25, 2020
**Author:** Janice Tuck
**Content:**
# Three ways to deal with fears or worries
In this episode Janice Tuck discusses three ways to overcome fears or worries.
There are a lot of stressors on Music teachers, and more than usual at the moment with the situation that the world finds itself in with the COVID-19 virus affecting everyone.
Fear is a natural emotion – we all have it. Its natural to be fearful in normal everyday circumstances, and everyone is particularly fearful right now.
How you deal with fears and worries and show up every day is the most important thing, and this podcast episode may give you some ideas to help you.
Managing your fears and worries will help you be a better teacher, a better leader and role model for your students.
---
The ***Weekly Spark for Music Teachers*** is a podcast designed to help music teachers everywhere connect and find a little “spark” of mindset and energy to start their day.
Its a quick little ten minute does of mindset, energy, motivation and FUN for music teachers on a weekly basis!
You can subscribe here via your favorite podcast service and have the latest episode delivered automatically to your device:
- [Apple Podcasts](https://podcasts.apple.com/au/podcast/the-weekly-spark-for-music-teachers/id1502747861)
- [Spotify](https://open.spotify.com/show/2nlN6QFIOR3L1CMMcABe4F)
- [Anchor](https://anchor.fm/janice-tuck)
- [Google Podcasts](https://www.google.com/podcasts?feed=aHR0cHM6Ly9hbmNob3IuZm0vcy8xNTgyOGIwMC9wb2RjYXN0L3Jzcw==)
**Categories:** Weekly Spark Podcast
---
### [The Weekly Spark ep5: Priorities for Music Teachers](https://funmusicco.com/5-priorities-for-music-teachers/)
**Published:** April 16, 2020
**Author:** Janice Tuck
**Content:**
# Priorities for Music Teachers
Right now, in these unprecedented times, with many of us working from home or having to adapt to many different situations, there is no better time to think about what is really important in life, and make sure that we’re really taking care of ourselves.
For this reason in this episode Janice Tuck will talk about the priorities we have as teachers and how to align them with our situation.
We all have priorities to plan lessons, mark assessments, follow up with parents, and to prepare ourselves for this crazy remote teaching situation many of us find ourselves in, so now more than ever we’ve got to think about how we order our priorities and whats most important in structuring our
---
The ***Weekly Spark for Music Teachers*** is a podcast designed to help music teachers everywhere connect and find a little “spark” of mindset and energy to start their day.
Its a quick little ten minute does of mindset, energy, motivation and FUN for music teachers on a weekly basis!
You can subscribe here via your favorite podcast service and have the latest episode delivered automatically to your device:
- [Apple Podcasts](https://podcasts.apple.com/au/podcast/the-weekly-spark-for-music-teachers/id1502747861)
- [Spotify](https://open.spotify.com/show/2nlN6QFIOR3L1CMMcABe4F)
- [Anchor](https://anchor.fm/janice-tuck)
- [Google Podcasts](https://www.google.com/podcasts?feed=aHR0cHM6Ly9hbmNob3IuZm0vcy8xNTgyOGIwMC9wb2RjYXN0L3Jzcw==)
**Categories:** Weekly Spark Podcast
---
### [Dyslexia and Music: An Overview](https://funmusicco.com/dyslexia-and-music-an-overview/)
**Published:** December 3, 2012
**Author:** FunMusicCo
**Content:**
# Teaching Music to Students with Dyslexia: Practical Strategies for the Classroom
[](https://funmusicco.com/wp-content/uploads/2012/12/BlurryMusicNotes.jpg)
**What is Dyslexia?**
Let me be clear from the outset – dyslexia has nothing to do with how intelligent a person is.
Sadly, there is no single definition of the condition. And, there’s no fundamental scientific understanding of the underlying cause of dyslexia despite a number of detailed theories. The condition is usually defined as someone who has significant problems in areas such as; reading, writing, spelling, numbers, short- term memory, sequencing of events, motor and/or special skills, auditory and/or visual perception. It is also very important to view the condition as a continuum; with some people,only mildly affected, while others can be seriously impaired in their daily life.
It’s also surprisingly common, as it’s thought that around 15% of people are at some point on this continuum. Also, it appears to be more common in men than women.
**Music and Dyslexia**
Dyslexia has been known to affect student’s ability to learn music, and musical instruments. Although, paradoxically, music-related therapies are sometimes used as an aid to help people with dyslexia improve their reading and mathematics skills. (It’s worth bearing that in mind if you are doing an online search looking for music and dyslexia related resources.)
There’s been very little proper research into the specific area of music skills and the condition. This doesn’t mean, though, that there are no effective strategies for helping a pupil.
**Strategies**
(With thanks to Jenny Macmillan – see Resources below). Here, at last, there is some agreement amongst all the experts – multi-sensory learning. By involving all the senses in the learning process a student with dyslexia can learn more effectively. Allow a student to listen to the piece, to practice the fingering silently as they’re hearing it, to touch the notes, to get an overall sense of the shape of the piece.
One issue for some dyslexics is the rapid processing of information. This, of course, can really affect a pupils ability to sight read, for example. However, trying to break things down into smaller chunks can sometimes help.
In the 1970s Margret Hubicki created a system which involved a colour staff. The use of colour as an aid to recognise patterns and shapes is widely used for dyslexia.
One theory on the cause of dyslexia is that it’s about timing issues in the firing of clusters of brain cells. It’s possible that this could be the reason why some dyslexics have issues with fast notes or keeping time. Some students playing in orchestras can struggle with the task of keeping count during a long section of rests. Obviously, it would help to seat them next to someone you know is good at counting.
**Involvement**
While it’s frustrating that there is so little basic research, there is something that I know, empirically, to be true – dyslexic people are very good at creating solutions to their own problems. So, it’s critical that you involve a dyslexic student in any solution. Remember, its a condition that can affect a lot of different aspects of their perception, and it be across a wide spectrum of severity. The most useful strategy for you both will be creating a dialogue; trying to understand where the problems are and how the various strategies are working.
**Resources**
Fortunately, there are a few really excellent resources online.
• The Australian Dyslexia Association
• Dyslexia Foundation
• British Dyslexia Association
**Categories:** Music For Special Needs Students
**Tags:** dyslexia teaching strategies, Fun Music Co, Fun Music Company, Fun Music Company Blog, music teaching and dyslexia, teaching students with dyslexia
---
### [Feel like a fraud? What to do about those thoughts](https://funmusicco.com/music-teaching-music-psychology/)
**Published:** September 2, 2023
**Author:** Janice Tuck
**Content:**
# Music Psychology – Ideas for Music Teachers
### Feel like a fraud? Here are some ideas on eliminating those self-doubt feelings.
If you’ve ever thought to yourself, “I can’t do this” or “I’m not expert enough at this” or “I don’t deserve to be doing this” and then proceeded to melt into a puddle of self-doubt …You’re not alone! Many music teachers question whether they are prepared to do the work they do. Here’s how to overcome that feeling, recognize your strengths and take that awful feeling and turn it into a positive motivating force. In today’s Spark Podcast you’ll learn two simple techniques to turn self doubt into your secret superpower.
If you enjoy this podcast, please give us a five-star rating and review on iTunes, subscribe wherever you listen to podcasts, and invite your friends and colleagues to join us
Here’s the link to the TED talk resource discussed in today’s podcast: [Your body language may shape who you are](https://www.ted.com/talks/amy_cuddy_your_body_language_may_shape_who_you_are)
Get the full K-6 Fun [music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) programs here.
Get my weekly emails and [free music teaching resources](http://https://funmusicco.com/music-teaching-resources-archive/).
Get nine FREE most effective work-every-time [music lesson ideas](https://funmusicco.com/music-teacher-secrets/) for music classes.
Tweet Me! @funmusicco, or join me on [facebook](http://https://www.facebook.com/funmusicco).
Enjoy and let me know your thoughts!
**Categories:** Uncategorized
---
### [Introducing Music Appreciation to Elementary and Primary Students](https://funmusicco.com/introducing-music-appreciation-to-elementary-and-primary-students/)
**Published:** September 5, 2012
**Author:** FunMusicCo
**Content:**
# 5 Music Appreciation Activities for Primary and Elementary Students
[](https://funmusicco.com/wp-content/uploads/2012/09/iStock_000006033054XSmall.jpg)
Exploring new musical cultures through music appreciation brings music to life in any primary classroom. Enjoy these fun innovative music appreciation activities below. Each music appreciation activity encourages active music listening and student participation.
**Music Appreciation Activity 1: Painting to Music**
In this interdisciplinary music appreciation activity, students discover classical music through visual art. For this activity, you will need classical recordings from different eras (ex. Impressionism, Classical Era, Baroque, avant-garde) and basic art supplies. I found that watercolors worked best. For extra resources, you can include paintings from each of the eras.
As the children listen to the recording, encourage them to paint what they hear or what the music makes them feel. Ask students to share what they painted. Post the paintings on a bulletin board separated into the different musical eras. After the students share their work, show them images of art from that time period. Some composers, like Debussy and Mussorgsky, were inspired by specific artworks. Discuss how these visual works inspired musical composition.
**Music Appreciation Activity 2: Musical Movement**
For this activity, include several different recordings from all musical styles and eras. For example, you may have Stravinsky’s Rite of Spring, some jazz tunes, music from a local indie artist, and salsa music. Bring out some scarfs, streamers, or other fun music movement props. As the music plays, encourage students to express themselves through dance.
**Music Appreciation Activity 3: Popular Music Appreciation Books**
For quieter times in the primary classroom, you can share stories about composers and music around the world. Kathleen Krull’s Lives of the Musicians: Good Times, Bad Times (and What the Neighbors Thought) is a fun book about classical composers with humorous illustrations by Kathryn Hewitt and Barrie Carson Turner’s Carnival of the Animals (Illustrated by Sue Williams) includes a great commentary on Saint-Saens.
**Music Appreciation Activity 4: World Music Singalong**
Your students can enjoy music from around the world with fun songs. Resources online like [Mama Lisa’s World](http://www.mamalisa.com/) includes lyrics, MIDI playback, and rhymes from all over the world. Other great resources include [Putamayo World Music ](http://www.putumayo.com/) and and [Mama’ Goose: A Latino Nursery Treasure.](http://www.amazon.com/Mama-Goose-Nursery-Treasury-English/dp/0786819537)
**Music Appreciation Activity 5: Puppet Show Fun**
If you do not have a class set of puppets, you can make fun brown paper bag puppets for this music appreciation activity. Select a few musical works that include a story. Tchaikovsky’s Nutcracker Suite is an excellent example. Explain the story behind the music to the class. The children take turns playing the parts in the music. For example, students can make their toy soldier puppets march in time to the music or have their flower puppets dance and twirl like ballerinas.
The puppet play can take place at their desks or you can create a center stage using a puppet stage or a table turned on its side. You might even use this idea for a fun school program!
**How do you add music appreciation to your classroom?**
Check out our recommendations on what is included in a [music appreciation curriculum](https://funmusicco.com/music-appreciation-curriculum/) here. Music listening and appreciation is also featured in our complete [K-6 music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/).
What are your best ideas and strategies for teaching music appreciation to your younger students? Hearing your real life stories can help benefit other teachers and provide a network where more relevant teaching ideas can be found more effectively on the internet- so please feel free to share your thoughts and ideas in the comments area below.
**Categories:** Music Appreciation
**Tags:** music appreciation, music appreciation articles, music appreciation classes, music appreciation ideas
---
### [Critical Thinking: Practical Music Teaching Strategies](https://funmusicco.com/critical-thinking-practical-music-teaching-strategies/)
**Published:** August 1, 2012
**Author:** FunMusicCo
**Content:**
# Critical Thinking in Music Education: 3 Practical Strategies for Your Classroom
### [](https://funmusicco.com/wp-content/uploads/2012/08/iStock_000016063657XSmall.jpg)
Incorporating the Socratic Method and Critical Thinking in music education in schools involves creativity and a break from traditional classroom teaching strategies.
## ***What are the benefits of Critical Thinking?***
Critical thinking also known as the Socratic Method is based on the question-and-answer style of teaching accredited to the philosopher Socrates. Critical thinking in music education takes the basic premise of debate and inquiry and applies it to music education in schools. This teaching strategy encourages students to question each other, and removes the instructor from all-knowing professor to a fellow seeker of knowledge.
From the University of Phoenix to California’s public school system, educators and students alike have found the benefits of critical thinking strategies in the classroom.
As one student at California’s KIPP High School mentioned, “\[Critical Thinking is\] thinking beyond what you hear, what you know in your brain, in your heart, in your soul.”
Critical thinking puts the power of influence in the hands of the student, giving students the tools they need to function in college and in society (Edutopia, Geert ten Dam).
Critical thinking strategies extend from private lessons to the public university setting. In the United States, where an emphasis on standardised testing has changed the music teacher’s role in music education in schools, critical thinking strategies aid music classrooms by providing a framework that incorporates reading and writing requirements within an artistic scope.
## ***Music Critique Circle (Secondary)***
A key component of critical thinking and the Socratic method involves students learning how to critique each other in a constructive way. In the Music Critique Circle, students present a music project (ex. a simple composition, music performance, or paper presentation) to the class. After the presentation, students take turns responding to the performance or project with thoughtful questions. For example, a student may ask a piano student, “Is there a reason why you performed the Moonlight Sonata in a sad way?” or “What would happen if you played Beethoven’s piece allegro?”
The key here is to emphasize critical thinking, engaging discussion, and constructive debate.
## ***Music Listening Exercise (Primary & Secondary)***
Music educators can encourage age appropriate discussions at both the primary and secondary levels using music listening activities. The music educator selects several recordings in different styles and moods. After playing an excerpt, the music instructor engages students in a discussion using critical thinking questions.
Some sample questions include:
“Why do you think this song makes you happy?”
“If the musician played a drum instead of a flute, what would happen?”
“Does this type of music always have strings?”
“What do the lyrics mean to you?”
As a variation to these music teaching strategies for older students, the instructor can divide students into several small groups and give each group a series of critical thinking questions. After fifteen minutes, each group shares their responses to the questions. The music educator follows up with challenging questions that encourage students to view their discussion from alternate viewpoints. Questions like “Why do you think that?” and “Group A stated the opposite view. How can you support your viewpoint?”
To learn more about how to create K-6 lessons including critical thinking questions, check out our video blog here : ***[Fun Music Company Curriculum Video Series for Grade 6](https://funmusicco.com/curriculum-mini-workshop-grade-6/)***
## ***Exit Tickets (Primary & Secondary)***
Writer and educator Maria Stefanova encourages the use of “Exit Tickets” in her article “Developing Critical Thinking and Assessment in Music Classrooms”. The “Exit Ticket” teaching strategy requires every child to answer a critical thinking question before leaving the class. This strategy encourages the concept of “Asking a question instead of giving the answer,” a key component in another popular teaching method – the Suzuki Method (Stefanova, pg 30).
## *Incorporating Critical Thinking Strategies in The Music Classroom*
Incorporating critical thinking strategies in the music classroom promotes higher order thinking and engaging discussion and by involving your students in the discussion process, you will prepare students for future success. This article outlines some beginning ideas for the music classroom, at the Fun Music Company we aim to include critical thinking questions and discussions in every step of our approach from playing instruments to through to connecting with cultural music and composition. In fact, you can start implementing some of these strategies into your lessons TODAY.
## Ready to bring critical thinking into every music lesson?
Our free sample pack includes complete lesson plans for K-6 that incorporate questioning strategies, listening activities and discussion prompts — all designed for primary classroom teachers. [Download your free sample pack here »](https://funmusicco.com/primary-school-music-curriculum-resources-sample/)
**SOURCES:**
Edutopia. (2011, August 17). Critical Thinking Wins the Day at a KIPP High School \[Video file\]. Retrieved from YouTube.com website: https://www.youtube.com/watch?v=dazO9o2aJU4
Stefanova, M. (2011). Developing Critical Thinking and Assessment in the Music Classrooms. American String Teacher, 61(2), 29-31.
Nobori, M. (2011). Ten Takeaway Tips for Teaching Critical Thinking. Retrieved from http://www.edutopia.org/stw-kipp-critical-thinking-10-tips-for-teaching
Fisher, C. (2008). The Socratic Medthod. Socratic Method–Research Startes Education, 1.
Geert ten Dam, (., & Monique, V. (2004). Critical Thinking as a citizenship competence: teaching strategies. Learning and Instruction, 14 359-379.doi:10.1016/j.learninstruc.2004.01.005
**Categories:** Music Education Articles, music teacher resources, Music Teaching Ideas
**Tags:** critical thinking activities, critical thinking music, fun music co blog, fun music company articles, Janice Tuck, music education articles, teaching in the music classroom
---
### [Music Teaching Quotes](https://funmusicco.com/music-teaching-quotes/)
**Published:** May 18, 2012
**Author:** FunMusicCo
**Content:**
Inspire your music classroom or studio with these music teaching quotes. Post them in your classroom, share music quotes with your colleagues, or add these inspirational music sayings to a band, choir or school newsletter.
[](https://funmusicco.com/wp-content/uploads/2012/05/iStock_000020162771XSmall.jpg)
# 50+ Music Teaching Quotes to Inspire Your Classroom
## Music teaching quotes from famous people
> “You are the music while the music lasts.”- T.S. Eliot
> “Music is a moral law. It gives soul to the universe, wings to the mind, flight to the imagination…”-Plato
> Albert Einstein was once asked how he discovered the Theory Of Relativity. He said “ I didn’t discover it. I was listening to music and the whole thing dropped in.”
> “Music was my refuge. I could crawl into the space between the notes and curl my back to loneliness.”- Maya Angelou
> “Music is the movement of sound to reach the soul for the education of its virtue.”- Plato
> “Music expresses that which cannot be said and on which it is impossible to be silent.” – Victor Hugo
> “A film is – or should be – more like music than like fiction. It should be a progression of moods and feelings. The theme, what’s behind the emotion, the meaning, all that comes later.” – Stanley Kubrick
> “The man that hath no music in himself, Nor is not moved with concord of sweet sounds, is fit for treasons, stratagems and spoils.” – William Shakespeare
> “A good compromise, a good piece of legislation, is like a good sentence; or a good piece of music. Everybody can recognize it. They say, ‘Huh. It works. It makes sense.'”- Barack Obama
> “For me, everything definitely comes from music.” – Mike Myers.
> “My heart, which is so full to overflowing, has often been solaced and refreshed by music when sick and weary.” – Martin Luther
> “I would say that music is the easiest means in which to express, but since words are my talent, I must try to express clumsily in words what the pure music would have done better.” – William Faulkner
## Music teaching quotes from famous musicians
> “Tell me, I forget; Show me, I remember; Involve me, I understand”- Carl Orff
> “To play without passion is inexcusable!” – Ludwig von Beethoven.
> “Young people can learn from my example that something can come from nothing. What I have become is the result of my hard efforts.” – Franz Joseph Haydn
> “A great work of art is made out of a combination of obedience and liberty.” – Nadia Boulanger.
> “Music doesn’t lie. If there is something to be changed in this world, then it can only happen through music.” – Jimi Hendrix
> “Music can change the world because it can change people.” – Bono.
> “It isn’t where you came from, it’s where you’re going that counts.” – Ella Fitgerald
> “Always be a first-rate version of yourself, instead of a second-rate version of somebody else.” – Judy Garland
> “I was born with music inside me. Music was one of my parts. Like my ribs, my kidneys, my liver, my heart. Like my blood. It was a force already within me when I arrived on the scene. It was a necessity for me-like food or water.” – Ray Charles
## **What’s your favorite music quote?**
Please feel free to share your most inspirational quote or story in the comments section below. What quotes have made the biggest impact on you and your students? By networking together we can build an extensive resource of the best quotes to save time in finding them when we need them. We’d love to hear from you!!
**Categories:** Music Advocacy, Trivia
**Tags:** music education quotes, music inspirational quotes, music learning quotes, music life quotes, music love quotes, music teaching quotes, quotes for music teachers
---
### [How to teach the Beat Sequencer using iPads](https://funmusicco.com/how-to-teach-the-ipad-beat-sequencer/)
**Published:** February 15, 2021
**Author:** Janice Tuck
**Content:**
# How to use the iPad Beat Sequencer in the Music Classroom
### Help students build drum beats, bass lines and guitar parts using GarageBand’s Beat Sequencer.
There’s so much technology in the classroom information out there it can make your head spin.
But, you don’t have time, the energy or the money to try promising everything to your students under the sun.
You just want to know what works best, apply it to your teaching and get the results you need for your classes.
That’s why today we are going to look at a step by step lesson using the iPad Beat Sequencer. The Beat sequencer tool in Garageband is a fun and easy way to learn how drum beats work and how they are built. It has a grid system to make it easy to understand how to use.
In this lesson you’ll get:
- A “teachers” video tutorial outlining how the resource works
- A classroom screen presentation video showing step by step instructions for the lesson
- A student assessment sheet outlining the tasks required for the lesson and an easy assessment chart for the lesson to mark off once each task is completed.
Want to learn more detail about how to use this Beats Sequencer lesson plan without needing any lesson preparation in 3 easy steps?
Keep reading …
**Step #1 : Students will learn to program a basic drum pattern into the beat sequencer tool and learn to record it.**
This is the student tutorial [Beats Sequencer Video Lesson](https://funmusicco.com/garageband-beat-sequencer/) you can use to learn from or have your students use to do this short 11.40 minute lesson:
[](https://www.youtube.com/watch?v=k7lS-f9btIo)
Here is what you will find inside the video:
**Step #1 : The students will learn to program a basic drum pattern into the beat sequencer tool and learn to record it.**
Here is the first assessment task of the lesson the students will learn to do in the lesson:
[](https://funmusicco.com/garageband-beat-sequencer/)
Students don’t need any prior knowledge of Garageband to complete this lesson and the [student video tutorial](https://www.youtube.com/watch?v=k7lS-f9btIo) will guide them through the process of completing this first task step by step in just a few minutes.
- At .30 minutes the student video tutorial starts by running through how to get to the Beat Sequencer in Garageband using the Ipad.
The beat sequencer tool looks like this:
[](https://www.youtube.com/watch?v=k7lS-f9btIo)
- At .55 minutes, the video shows you how the Beat sequencer looks and how to get to it in Garageband for iPad. This is a 2018 version, but still works perfectly on any iPad as the software for this tool hasn’t changed.
- At 1.21minutes students will discover what all these little buttons at the bottom of the screen are and how they work in the beat sequencer tool :
- At 1.35 minutes we look at preset patterns in the beat sequencer tool and how to use them. The beat sequencer preset patterns look like this:
- At 2.05 minutes we look at how to choose a drum kit and how to program a drum pattern into the beat/drum sequencer tool. Here is where we are introduced to the first task of the lesson:
- At 5.09 minutes Students will learn how to make this given drum pattern on the beat sequencer:
- At 5.51 minutes Students learn to record the pattern they have made and have this first assessment task checked by their teacher.
**Step #2: Students will expand their pattern into a two bar pattern, with a variation in the second bar.**
Here is the second assessment task of the lesson;
- At 6.49 minutes students discover how to make a two bar pattern (instead of the one bar pattern we made in step 1 above)
- At 6.53 minutes students learn to record that new two bar pattern into a new track by finding the “information” button to show pattern settings to extend the sequence we’re creating.
- At 7.40 minutes the slight variations are added to the longer sequence by tapping extra light up squares and experimenting with the sounds.
- At 8.50 minutes task B is complete!
**Step #3: Students will create a guitar and bass guitar parts to go with their drum pattern and learn to follow a chord progression using the “smart” tools in Garageband**.
Here is the third assessment task of the lesson:
- At 8.34 students learn to go into editing mode and press + icon to add a new track:
Editing mode looks like this and you press the + icon (the big red circle on bottom left of the picture) to add a new track like this picture shows:
- At 8.41 minutes, the students choose Smart Bass to make a bassline for their 2 bar sequence.
The Smart Bass screen looks like this:
- At 8.54 students choose chords mode and auto play to experiment with choosing a pattern they like.
- At 9.14 students learn to record the given chord progression in the assessment above using the smart bass pattern they have chosen.
- At 9.40 students go back to track mode and record another part- the guitar part, choosing the “smart guitar” instrument.
The smart Guitar screen looks like this:
- At 9.56 students again use the Autoplay feature to record a guitar chord progression.
- At 10.40 students record their two bar chord progression.
- At 10.50 students save their work and sign off on task C!
**More resources for teaching Garageband using iPads**
If you’re serious about teaching Garageband to its full potential and learn more about the different tools that Garageband offers as a learning experience, you might want to join our [Composition for Garageband Course](https://funmusicco.com/garageband-lesson-plans-garageband-composition/), one of our signature programs. It’s all laid out step by step and you don’t even have to do any extra preparation to get it started with your classes. Updates to the course occur whenever a new update has been made to the software.
You can learn more by watching this short video:
[](https://funmusicco.com/garageband-lesson-plans-garageband-composition/)
**Categories:** Garageband
---
### [Fun Music Company Curriculum Reviews](https://funmusicco.com/fun-music-company-curriculum-reviews-2025/)
**Published:** June 10, 2025
**Author:** Janice Tuck
**Content:**
# What Music Teachers Really Think. Our 2025 Survey Results Are In!
We recently surveyed our community of music educators to find out how The Fun Music Company curriculum is really performing in classrooms around the world. The results? We’re honestly blown away by the feedback from all the teachers who took the time to share their experiences.
**But we didn’t stop there**. We’ve been proactively reaching out to many of our survey participants, setting up Zoom calls to dive deeper into their feedback and suggestions. These conversations have been incredibly valuable, giving us real insights into what’s working in classrooms and what teachers need most.
## The Numbers Speak for Themselves
When we asked curriculum customers to rate our program on a scale of 1-10, here’s what happened:
- 90% rated us 8 or higher
- 70% gave us a 9 or 10
- 25% awarded us a perfect 10/10
- Average rating: 8.7/10
But what really got our attention was this statistic: **37% of specialist music teachers said The Fun Music Company curriculum was the single best purchase they’ve ever made for their classroom.** That’s more than 1 in 3 teachers putting us at the top of their list!
## It’s All About Time (And You Don’t Have Enough of It)
Every teacher knows the struggle of lesson planning. That’s why we were thrilled to see these time-saving results:
- **100% of customers save at least 1 hour per week** on lesson preparation
- **65% save more than 3 hours per week**
- **30% save more than 5 hours per week**
- **20% save more than 10 hours per week**
As one teacher put it: *“Your program has been a gift! I feel so refreshed and love knowing I can quickly review and set things up so quickly. It has allowed me to be able to take on other leadership roles in the school, because I have brain space.”*
## What Teachers Are Really Saying
Here’s what landed in our inbox when we asked for honest feedback:
*“It’s the best I’ve ever used!”*
*“So easy to use and fills government requirements.”*
*“It is everything I need for my teaching. It’s complete!”*
*“I use Fun Music Company because it is comprehensive and **the kids love it!**“*
*“This curriculum has quality ideas and lessons and there are so many of them to choose from. I use it as a backbone for lots of my singing and playing parts of the lesson and listening too.”*
## Perfect for Every Skill Level
One response particularly caught our attention: *“Your curriculum can be taught by anyone so can be left as relief lessons, but also it provides scaffolding, and hands on playing and composing opportunities.”*
Whether you’re a seasoned music specialist or a classroom teacher who’s been asked to cover music, our curriculum is designed to support you. In fact, we discovered something interesting: even teachers with advanced training in Orff and Kodály methods are choosing our program to complement their expertise.
## Student Engagement? Check.
Teachers consistently mentioned how much their students love the program:
*“The kids are loving the music choices in Sing & Play – sometimes they say, ‘Oh, I can’t get that song out of my head!'”*
*“It has been a lifesaver and the children love it.”*
## What’s Next?
Your feedback is already shaping our future development. Through our survey responses and follow-up Zoom calls with teachers, we’ve gathered incredible insights that are forming the backbone of our Version 3 release. We heard your requests for more recorder resources for younger grades, additional assessment tools, more song variety, and enhanced support for different skill levels.
Not just the survey responses, but the one-on-one conversations with educators have been invaluable. Teachers have shared specific challenges they face in their classrooms, suggestions for new features, and ideas for making our curriculum even more effective. Every piece of feedback is being carefully considered as we develop the next evolution of The Fun Music Company curriculum.
We’re not just listening – we’re actively incorporating your suggestions into our roadmap. Version 3 will reflect the real needs and wishes of music teachers around the world.
Ready to Join Our Community?
If you’re spending hours each week planning music lessons, struggling with student engagement, or looking for a comprehensive curriculum that actually works, maybe it’s time to see what all the fuss is about.
**Download a Sample Pack Below to try The Fun Music Company curriculum today and discover why 9 out of 10 customers recommend us so highly!**
### ***“Having access to your music program has made the teaching and planning of my music classes SO much easier!”***
This was what Liz, a music teacher from a small Catholic school in Sydney wrote to us in an email recently. This is typical of the hundreds of responses we get every week from teachers across Australia using the Fun Music Company Curriculum Program.
**Imagine having an entire year of music lessons already planned, prepared, and ready to teach** — no more Sunday night scrambles or piecing together resources from different places. That’s exactly what teachers at over 350 schools across Australia are experiencing right now.
Our curriculum program gives you complete, sequential lesson plans for every week of the school year, with videos, worksheets, interactive resources, and everything you need to walk confidently into your music room — whether you’re a specialist or a classroom teacher who’s been asked to teach music.
**Ready to see what a week of music lessons looks like in your grade level?**
Download a free sample pack below and take it for a test drive in your classroom.
First Name First
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Please select a grade for your sample:KindergartenGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6
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We value your privacy and would never spam you. We may email you valuable ideas for music teaching once or twice a week, however you can unsubscribe at any time. Check details of our privacy policy [here](https://funmusicco.com/privacyandlegal/).
**Categories:** Uncategorized
---
### [Special announcement](https://funmusicco.com/special-announcement/)
**Published:** July 22, 2024
**Author:** FunMusicCo
**Content:**
# The Fun Music Company Curriculum V2.0 is here!
### [Members, click here to login to see the new curriculum »](https://funmusicmembers.com)
### [Non-members, please click here to learn more »](https://funmusicco.com/fun-music-company-music-curriculum/)
**Categories:** Uncategorized
---
### [46: Creating a Daily Empowerment Plan for 2022: What it means and how to use it.](https://funmusicco.com/46-creating-a-daily-empowerment-plan-for-2022-what-it-means-and-how-to-use-it/)
**Published:** January 19, 2022
**Author:** Janice Tuck
**Content:**
So you’re looking ahead at your calendar and the date keeps getting closer. The first term of teaching for 2022 you’ve been preparing for is coming at you full steam ahead, and just thinking of it makes you feel uncertain and anxious.
What will happen when that first school bell finally rings? What changes will be about to take place for the 2022 teaching year? How will you focus amidst the pressure and nerves?
Since it’s a new year with new goals, visions and plans I thought it was the perfect time to introduce you to what I’ve learned about the gift of certainty. With this sorted, you can have certainty in the classroom (or in hybrid, remote or in person teaching ) and therefore get certainty in your live. So the question is how do we create certainty in ourselves? … How do you create that feeling like you can make it all happen despite what’s happening around you… because when you create that “I can do this NO Matter what” feeling, the truth is you can do the job to the best of your ability,.. and you’ll thrive because of it.
Enjoy & Let me know your thoughts!
Get a FREE teaching ukulele guide and lessons here:[https://funmusicco.com/teaching-ukulele-lesson-plans/](https://funmusicco.com/teaching-ukulele-lesson-plans/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP46)
Get 7 FREE k-6 music curriculum lesson plans here : [](https://funmusicco.com/music-lesson-ideas/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP46)
Get 3 FREE Boomwhacker activities here: [](https://funmusicco.com/boomwhacker-activities/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP46)
Tweet Me! [@funmusicco](https://twitter.com/funmusicco)
Join me on Facebook: [](https://www.facebook.com/funmusicco)
Get my weekly emails and free resources: [](https://funmusicco.com/resource-archive/?utm_source=podcast&utm_medium=textlink&utm_campaign=EP46)
**Categories:** Weekly Spark Podcast
---
### [9: I’m a recovering racist - and I won’t be a bystander](https://funmusicco.com/9-im-a-recovering-racist-and-i-wont-be-a-bystander/)
**Published:** June 10, 2020
**Author:** Janice Tuck
**Content:**
This is a special episode of the weekly spark for music teachers to address the situation that is going on in our world right now.
Since the terrible death of George Floyd in the United states there has been much said about racism and there have been protests everywhere, not just in the United states, but all around the world.
Janice Tuck believes that as teachers and as people of influence in our community we all have a duty to stand up and say “this is not ok” and that she will not be a bystander and allow racism to continue in her world.
For feedback you can email Janice directly at janice (at) FunMusicCo.com
**Categories:** Weekly Spark Podcast
---
## Pages
### [The Fun Music Company](https://funmusicco.com/)
**Published:** January 15, 2016
**Author:** FunMusicCo
**Content:**
# Primary Music Teaching Made Easy For You!
### Get prepared lessons for your next primary music class.
[Start Now](/fun-music-company-music-curriculum/)
## Would you like to get a free teaching resource every week?
#### Join our mailing list on this page and you'll get free resources for music teaching every single week, plus instant access to our teaching resources archive of over 100 activities for classroom music teaching.
### Register here for free teaching resources
Join our mailing list on this page and receive free teaching ideas for music education every week in your email.
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## Latest News
Check out the latest news from our blog
-  [What Music Teachers Really Think: Our 2026 Survey Results Are In!](https://funmusicco.com/what-music-teachers-really-think-our-2026-survey-results-are-in/)
[ Gallery ](https://funmusicco.com/wp-content/uploads/2026/09/2026SurveyStockImage_sq.jpg)#### [ What Music Teachers Really Think: Our 2026 Survey Results Are In! ](https://funmusicco.com/what-music-teachers-really-think-our-2026-survey-results-are-in/)
[\#FunMusicTeachers](https://funmusicco.com/category/funmusicteachers/), [Australian Curriculum v9](https://funmusicco.com/category/australian-curriculum-v9/), [Curriculum Australia](https://funmusicco.com/category/curriculum-australia/), [Fun Music Co in the News](https://funmusicco.com/category/fun-music-co-in-the-news/), [Fun Music Company Announcements](https://funmusicco.com/category/fun-music-company-announcements/)
[](https://funmusicco.com/what-music-teachers-really-think-our-2026-survey-results-are-in/)
## [What Music Teachers Really Think: Our 2026 Survey Results Are In!](https://funmusicco.com/what-music-teachers-really-think-our-2026-survey-results-are-in/)
[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2026-09-09T05:13:19+00:00September 9th, 2026|[\#FunMusicTeachers](https://funmusicco.com/category/funmusicteachers/), [Australian Curriculum v9](https://funmusicco.com/category/australian-curriculum-v9/), [Curriculum Australia](https://funmusicco.com/category/curriculum-australia/), [Fun Music Co in the News](https://funmusicco.com/category/fun-music-co-in-the-news/), [Fun Music Company Announcements](https://funmusicco.com/category/fun-music-company-announcements/)|
What Music Teachers Really Think: Our 2026 Survey Results Are In! We recently surveyed our community
[Read More](https://funmusicco.com/what-music-teachers-really-think-our-2026-survey-results-are-in/)
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-  [Just told: music’s down to six months. Sound familiar?](https://funmusicco.com/just-told-musics-down-to-six-months-sound-familiar/)
[ Gallery ](https://funmusicco.com/wp-content/uploads/2023/09/3508768-1679998174904-26c34d2170a0b-scaled.webp)#### [ Just told: music’s down to six months. Sound familiar? ](https://funmusicco.com/just-told-musics-down-to-six-months-sound-familiar/)
[Weekly Spark Podcast](https://funmusicco.com/category/weekly-spark-podcast/)
[](https://funmusicco.com/just-told-musics-down-to-six-months-sound-familiar/)
## [Just told: music’s down to six months. Sound familiar?](https://funmusicco.com/just-told-musics-down-to-six-months-sound-familiar/)
[Janice Tuck](https://funmusicco.com/author/janice/ "Posts by Janice Tuck")2026-08-13T16:26:10+00:00August 13th, 2026|[Weekly Spark Podcast](https://funmusicco.com/category/weekly-spark-podcast/)|
Numeracy block, literacy block and squeeze music in if there's time… For some schools, that's become the rhythm
[Read More](https://funmusicco.com/just-told-musics-down-to-six-months-sound-familiar/)
[ 0](https://funmusicco.com/just-told-musics-down-to-six-months-sound-familiar/#respond)
-  [Music Crossword Puzzles: The Ultimate Collection](https://funmusicco.com/music-crossword-puzzles-the-ultimate-collection/)
[ Gallery ](https://funmusicco.com/wp-content/uploads/2026/07/MusicCrossword_featureimgSquare.jpg)#### [ Music Crossword Puzzles: The Ultimate Collection ](https://funmusicco.com/music-crossword-puzzles-the-ultimate-collection/)
[Worksheets and Puzzles](https://funmusicco.com/category/worksheets-and-puzzles/)
[](https://funmusicco.com/music-crossword-puzzles-the-ultimate-collection/)
## [Music Crossword Puzzles: The Ultimate Collection](https://funmusicco.com/music-crossword-puzzles-the-ultimate-collection/)
[Janice Tuck](https://funmusicco.com/author/janice/ "Posts by Janice Tuck")2026-08-04T21:32:41+00:00July 24th, 2026|[Worksheets and Puzzles](https://funmusicco.com/category/worksheets-and-puzzles/)|
Music Crossword Puzzles: The Ultimate Collection for All Ages Music crossword puzzles are
[Read More](https://funmusicco.com/music-crossword-puzzles-the-ultimate-collection/)
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-  [Primary School Music Resources: The Complete Guide for Primary School Teachers](https://funmusicco.com/primary-music-resources/)
[ Gallery ](https://funmusicco.com/wp-content/uploads/2026/07/ClassroomStudentsInMusicLesson_Square.jpg)#### [ Primary School Music Resources: The Complete Guide for Primary School Teachers ](https://funmusicco.com/primary-music-resources/)
[Primary School Music](https://funmusicco.com/category/primary-school-music/), [Worksheets and Puzzles](https://funmusicco.com/category/worksheets-and-puzzles/)
[](https://funmusicco.com/primary-music-resources/)
## [Primary School Music Resources: The Complete Guide for Primary School Teachers](https://funmusicco.com/primary-music-resources/)
[Janice Tuck](https://funmusicco.com/author/janice/ "Posts by Janice Tuck")2026-08-04T08:20:11+00:00July 22nd, 2026|[Primary School Music](https://funmusicco.com/category/primary-school-music/), [Worksheets and Puzzles](https://funmusicco.com/category/worksheets-and-puzzles/)|
Primary School Music Resources: The Complete Guide for Primary School Teachers Whether you're
[Read More](https://funmusicco.com/primary-music-resources/)
[ 0](https://funmusicco.com/primary-music-resources/#respond)
## Why The Fun Music Company?
- **Serving music teachers since 2006**
- **12,500+ teachers trust our resources**
- **Used in 149 countries worldwide**
- **More than 3,000,000+ children reached**
## **What We Do At The Fun Music Company**
We help busy music teachers move from overwhelm to confidence with our comprehensive [music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) for kindergarten through grade 6.
***New to lesson planning?*** Our [guide to elementary and primary music lesson plans](https://funmusicco.com/elementary-primary-music-lesson-plans-guide/) breaks down everything you need to know about creating effective, curriculum-aligned lessons. Whether you're a specialist music teacher or a classroom teacher asked to teach music, we provide ready-to-use resources that save you hours of preparation time—so you can focus on what matters most: connecting with your students and sharing the joy of music.
***Navigating Australian curriculum requirements?*** We've analyzed every state and federal curriculum to create resources that actually work in your classroom. Check out our [state-by-state music curriculum guide](https://funmusicco.com/the-state-of-music-curriculum-in-australia-your-2026-guide/) and our [complete guide to teaching the elements of music](https://funmusicco.com/elements-of-music-the-complete-guide-for-australian-teachers/)—two essential resources that clarify what to teach and how to teach it across K-6.
***Have some under-used classroom instruments?*** If you've got a box of Boomwhackers, a class set of ukuleles, or a stack of buckets sitting in a cupboard gathering dust, you're closer to your students' new favourite lesson than you think. Our [Boomwhackers for the Classroom](/boomwhackers/) guide gets you started in one lesson flat, [How to Teach Ukulele in the Classroom](/how-to-teach-ukulele-in-the-classroom-a-complete-guide-for-primary-and-elementary-teachers/) walks you through everything from first chord to first ensemble (even if you've never played one yourself), and if buckets are more your speed, [What Is Bucket Drumming?](/what-is-bucket-drumming/) shows you exactly how to turn them into a genuine classroom instrument.
## Explore our complete resources for every grade level
## The Fun Music Company Curriculum Program
[](https://funmusicco.com/fun-music-company-music-curriculum/kindergarten-music-curriculum/)
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-1-music-curriculum/)
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-2/)
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-3-music-curriculum/)
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-4/)
[](https://funmusicco.com/fun-music-company-music-curriculum/teaching-grade-5-music-lessons/)
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-6/)
## [Ukulele Curriculum](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
A complete program for [teaching ukulele](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
[](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
## [Bucket Drumming Program](https://funmusicco.com/bucket-drumming-program/)
Fun music with animations for [bucket drumming](https://funmusicco.com/bucket-drumming-program/)!
[](https://funmusicco.com/bucket-drumming-program/)
## **Order your music teaching resources online, its easy!**
That feeling of being able to teach music anywhere, anytime is what encouraged Janice and Kevin Tuck to found the Fun Music Company back in 2006. With Kevin being a highly sought after musician and music teacher and Janice having taught music in schools both in Australia and overseas, they both struggled with getting access to quality online music teaching resources which meet the needs of any curriculum. In an effort to reduce their own out of hours preparation when teaching in schools, they set up a private music school where within 3 years, they were able to serve 300 families per week over a three year period using specially crafted music lessons. After their music school transformation, Kevin and Janice’s focus has been to empower fellow music teachers with fun online music lessons which meet the needs of any curricula. Janice and her husband Kevin reside in Adelaide, South Australia with their daughter Danielle.
## Featured Articles
[](https://funmusicco.com/what-is-bucket-drumming/)### [What Is Bucket Drumming? The Complete Classroom Guide](https://funmusicco.com/what-is-bucket-drumming/)
What Is Bucket Drumming? The Complete Classroom Guide for TeachersPicture this: thirty students, thirty buckets, ...
[](https://funmusicco.com/boomwhacker-songs-for-your-k-6-music-classroom/)### [Boomwhacker Songs for Your K–6 Music Classroom](https://funmusicco.com/boomwhacker-songs-for-your-k-6-music-classroom/)
Boomwhacker Songs for Your K–6 Music ClassroomLooking for boomwhacker songs? Have you ever pulled out ...
[](https://funmusicco.com/play-alongs-pop-songs-and-copyright/)### [Play-Alongs, Pop Songs, and Copyright](https://funmusicco.com/play-alongs-pop-songs-and-copyright/)
Play-Alongs, Pop Songs, and Copyright: What Every Music Teacher Should UnderstandYou’ve probably seen them. Boomwhacker ...
[](https://funmusicco.com/boomwhackers/)### [Boomwhackers for the Classroom: Everything You Need to Get Started](https://funmusicco.com/boomwhackers/)
Boomwhackers for the Classroom – Everything You Need to Get StartedBoomwhackers are colour-coded hollow plastic ...
[](https://funmusicco.com/bucket-drumming-for-beginners/)### [Bucket Drumming Basics: The Complete Beginner’s Guide](https://funmusicco.com/bucket-drumming-for-beginners/)
Bucket Drumming Basics: The Complete Beginner’s GuideNever taught bucket drumming before? You’re in exactly the ...
[](https://funmusicco.com/elements-of-music-the-complete-guide-for-australian-teachers/)### [Elements of Music: The Complete Guide for Australian Teachers](https://funmusicco.com/elements-of-music-the-complete-guide-for-australian-teachers/)
Elements of Music: The Complete Guide for Australian TeachersIf you’ve ever felt confused about the ...
[](https://funmusicco.com/how-to-teach-ukulele-in-the-classroom-a-complete-guide-for-primary-and-elementary-teachers/)### [How to Teach Ukulele in the Classroom: A Complete Guide for Primary and Elementary Teachers](https://funmusicco.com/how-to-teach-ukulele-in-the-classroom-a-complete-guide-for-primary-and-elementary-teachers/)
How to Teach Ukulele in the Classroom: A Complete Guide for Primary and Elementary TeachersWorld ...
[](https://funmusicco.com/the-state-of-music-curriculum-in-australia-your-2026-guide/)### [The State of Music Curriculum in Australia: Your 2026 Guide](https://funmusicco.com/the-state-of-music-curriculum-in-australia-your-2026-guide/)
The State of Music Curriculum in AustraliaYour 2026 Guide to Teaching Primary School MusicJump to ...
[](https://funmusicco.com/kindergarten-music-lessons-early-years-musical-education/)### [Kindergarten Music Lessons: The Complete Guide](https://funmusicco.com/kindergarten-music-lessons-early-years-musical-education/)
Kindergarten Music Lessons: The Complete Guide to Teaching Early Years MusicHave you ever wondered how ...
[](https://funmusicco.com/fun-music-company-curriculum-reviews-2025/)### [Fun Music Company Curriculum Reviews](https://funmusicco.com/fun-music-company-curriculum-reviews-2025/)
What Music Teachers Really Think. Our 2025 Survey Results Are In!We recently surveyed our community ...
[](https://funmusicco.com/how-to-teach-grade-4-music-lessons/)### [How to Teach Grade 4 Music Lessons](https://funmusicco.com/how-to-teach-grade-4-music-lessons/)
How to Teach Inspiring Grade 4 Music LessonsStruggling to create fun Grade 4 music lessons ...
[](https://funmusicco.com/music-word-search-puzzles-the-ultimate-collection/)### [Music Word Search Puzzles: The Ultimate Collection](https://funmusicco.com/music-word-search-puzzles-the-ultimate-collection/)
Music Word Search Puzzles: The Ultimate Collection for All AgesLooking for engaging music word search ...
[](https://funmusicco.com/what-is-kodaly-a-guide-to-kodaly-music-education/)### [What is Kodaly? A Guide to Kodály Music Education](https://funmusicco.com/what-is-kodaly-a-guide-to-kodaly-music-education/)
What is the Kodály Method? A Complete Guide to Kodály Music EducationThe Kodály method is ...
[](https://funmusicco.com/5-outstanding-substitute-music-lesson-plans/)### [5 Outstanding Substitute Music Lesson Plans](https://funmusicco.com/5-outstanding-substitute-music-lesson-plans/)
5 Outstanding Music Substitute Lesson Plans That ANYONE Can Teach (Even Non-Music Teachers!)Have you ever ...
[](https://funmusicco.com/best-buckets-for-bucket-drumming-in-schools/)### [The Best Buckets to Use for Bucket Drumming in Schools](https://funmusicco.com/best-buckets-for-bucket-drumming-in-schools/)
The Best Buckets to Use for Bucket Drumming in SchoolsWhere to find bucket drums for ...
[](https://funmusicco.com/kindergarten-music-lesson-plans/)### [Kindergarten Music Lesson Plans](https://funmusicco.com/kindergarten-music-lesson-plans/)
Kindergarten Music Lesson PlansHow to create kindergarten music lesson plans — a practical guideCreating kindergarten ...
[](https://funmusicco.com/music-appreciation-curriculum/)### [Developing a Music Appreciation Curriculum](https://funmusicco.com/music-appreciation-curriculum/)
Developing a Music Appreciation Curriculum for Primary or Elementary SchoolMusic plays a vital role in ...
[](https://funmusicco.com/teach-grade-two-music/)### [How to Teach Grade Two Music Lessons](https://funmusicco.com/teach-grade-two-music/)
How to Teach Grade Two Music LessonsEver wondered how to write and teach an effective ...
[](https://funmusicco.com/elementary-primary-music-lesson-plans-guide/)### [Elementary & Primary Music Lesson Plans Made Easy](https://funmusicco.com/elementary-primary-music-lesson-plans-guide/)
How do you create effective, easy to use primary and elementary music lesson plans?What are ...
[](https://funmusicco.com/how-to-teach-grade-1-music-lessons/)### [How to teach Grade 1 Music Lessons](https://funmusicco.com/how-to-teach-grade-1-music-lessons/)
Teaching grade 1 music lessons?This article gives an overview of a typical grade 1 music ...
---
### [Singing in Kindergarten](https://funmusicco.com/getting-kindergarten-students-to-sing/)
**Published:** September 3, 2026
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Getting Kindergarten Students Singing
### Resources for this lesson
[
### Classroom videos for cows in the kitchen](https://funmusicmembers.com/curriculum-k-sample-1/)
[
### Lesson plan guide](https://funmusicco.com/wp-content/uploads/2019/07/Grade_K_SingAndPlayLessonPlanGuide_CowsInTheKitchenSample.pdf)
## Want to see how this works in all the grades?
[Yes! Show me the full program](https://funmusicco.com/fun-music-company-music-curriculum/)
---
### [Download Music Theory Worksheets](https://funmusicco.com/music-theory-worksheets/)
**Published:** September 1, 2023
**Author:** FunMusicCo
**Content:**
# Download Music Theory Worksheets
## Download an outstanding collection of 100+ music theory worksheets below.
Below, you’ll discover an assortment of music worksheets designed for teaching music theory. All available worksheets offer options for both American and European languages. Consequently, these worksheets can effectively incorporate either *staffs* or *staves*, as well as *bars* and *measures*, depending on the your requirements. Also, they consistently employ accurate rhythm terminology. In instances where it’s needed, we have provided both worksheet versions. Additionally, our comprehensive products come with formatting tailored for both Letter and A4 paper sizes.
## Curriculum-aligned music theory worksheets for classroom lessons
***Download your FREE sample music theory worksheets here:***
- [Music Staff Worksheet](https://funmusicco.com/wp-content/uploads/2025/09/Grade3_MusicStaff.pdf)
- [Dynamics Worksheet](https://funmusicco.com/wp-content/uploads/2025/09/Grade3_Dynamics.pdf)
- [Notes and Clefs Worksheet](https://funmusicco.com/wp-content/uploads/2025/09/Grade3_NotesAndClefs.pdf)
- [Rhythm Notation Worksheet](https://funmusicco.com/wp-content/uploads/2025/09/Grade3_RhythmNotation.pdf)
- [Pitch notation worksheet](https://funmusicco.com/wp-content/uploads/2025/09/Grade4_PitchNotation.pdf)
- [Note duration worksheet](https://funmusicco.com/wp-content/uploads/2025/09/Grade4_NotesAndDuration.pdf)
- [Eighth and sixteenth notes worksheet](https://funmusicco.com/wp-content/uploads/2025/09/Grade4_EighthAndSixteenthNotes.pdf)
- [Form worksheet](https://funmusicco.com/wp-content/uploads/2025/09/Grade4_Form.pdf)
- [Notes in the treble clef](https://funmusicco.com/wp-content/uploads/2025/09/Grade5_NotesInTheTrebleClef.pdf)
- [Notes in the bass clef](https://funmusicco.com/wp-content/uploads/2025/09/Grade5_NotesInTheBassClef.pdf)
- [Scales, chords and arpeggios](https://funmusicco.com/wp-content/uploads/2025/09/Grade6_Scales_ChordsAndArpeggios.pdf)
- [Accents and articulations](https://funmusicco.com/wp-content/uploads/2025/09/Grade6_AccentsArticulations.pdf)
**Worksheets to the left are just a few samples from the *SKILLS* section of the [Fun Music Company curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program.**
This program includes:
- Step-by-step lesson plans for each grade.
- Video tutorials for all technical aspects.
- Complete assessment templates and rubrics.
- Light-up lyrics and animated notation for easy learning.
[Learn More](https://funmusicco.com/fun-music-company-music-curriculum/)
## Music theory worksheets from our complete music theory course
***Download Your FREE Music Theory Worksheets Here:***
Blank Manuscript Paper
- [Regular Size](https://www.funmusiccoimages.com/pdf/basicmanuscript.pdf)
Music Worksheets Level One:
- [The Treble Clef](https://www.funmusiccoimages.com/pdf/01-treble-clef.pdf)
- [Treble Clef Notes](https://www.funmusiccoimages.com/pdf/02-notes-treble-clef.pdf)
- [The Bass Clef](https://www.funmusiccoimages.com/pdf/03-bass-clef.pdf)
- [Bass Clef Notes](https://www.funmusiccoimages.com/pdf/04-notes-bass-clef.pdf)
- [C Major Scale](https://www.funmusiccoimages.com/pdf/07-C-major-scale-worksheet.pdf)
- Time Signatures [US](https://www.funmusiccoimages.com/pdf/09-time-signatures-music-theory-worksheet.pdf) [EU](https://www.funmusiccoimages.com/pdf/09-time-signatures-music-theory-worksheet-eu.pdf)
- Adding Rests [US](https://www.funmusiccoimages.com/pdf/10-complete-measures-theory-worksheet.pdf) [EU](https://www.funmusiccoimages.com/pdf/10-complete-bars-theory-worksheet-eu.pdf)
Music Worksheets Level Two:
- [Basic Intervals](https://www.funmusiccoimages.com/pdf/11_bk2_intervals-theory-worksheet.pdf)
- [Circle of Fifths](https://www.funmusiccoimages.com/pdf/12_bk2_circle-of-fifths-music-worksheet.pdf)
- Major Scales [US](https://www.funmusiccoimages.com/pdf/13_bk2_writing-major-scales_us.pdf) [EU](https://www.funmusiccoimages.com/pdf/13_bk2_writing-major-scales_eu.pdf)
- Major and Minor [US](https://www.funmusiccoimages.com/pdf/14-bk2-relative-major-minor-worksheet.pdf) [EU](https://www.funmusiccoimages.com/pdf/14-bk2-relative-major-minor-worksheet_eu.pdf)
- Harmonic Minor [US](https://www.funmusiccoimages.com/pdf/15-bk2-harmonic-minor-scales_us.pdf) [EU](https://www.funmusiccoimages.com/pdf/15-bk2-harmonic-minor-scales_eu.pdf)
- Note Values[ US](https://www.funmusiccoimages.com/pdf/19-bk2-note-values-theory-worksheet.pdf) [EU](https://www.funmusiccoimages.com/pdf/19-bk2-note-values-theory-worksheet-eu.pdf)
- Compound Time [US](https://www.funmusiccoimages.com/pdf/20_bk2-compound-time-theory-worksheet.pdf) [EU](https://www.funmusiccoimages.com/pdf/20_bk2-compound-time-theory-worksheet-eu.pdf)
Music Worksheets Level Three:
- [Clefs: Treble, Bass & Alto](https://www.funmusiccoimages.com/pdf/47_bk3_clefs_worksheet.pdf)
- [Adding Time Signatures](https://www.funmusiccoimages.com/pdf/48_bk3_adding-time-signatures-worksheet.pdf)
- [Major Intervals](https://www.funmusiccoimages.com/pdf/49_bk3_major-intervals-worksheet.pdf)
- [Melodic Minor Scales](https://www.funmusiccoimages.com/pdf/50_bk3_melodic-minor-scales-worksheet.pdf)
- [Primary Triads in Major Keys](https://www.funmusiccoimages.com/pdf/51_bk3_major-primary-triads.pdf)
- [Perfect Cadences](https://www.funmusiccoimages.com/pdf/52_bk3_perfect-cadences.pdf)
- [Piano Style Harmony ](https://www.funmusiccoimages.com/pdf/53_bk3_piano-style-harmony.pdf)
Music Worksheets Level Four:
- [Modal Scales](https://www.funmusiccoimages.com/pdf/54_bk4_modal-scales-worksheet.pdf)
- [Primary and Secondary Triads](https://www.funmusiccoimages.com/pdf/55_bk4_primary-secondary-triads.pdf)
- [Traditional Harmony: Harmonizing Complete Phrases](https://www.funmusiccoimages.com/pdf/56_bk4_harmonizing-complete-phrases.pdf)
- [Modern Harmony: Using Secondary Triads](https://www.funmusiccoimages.com/pdf/57_bk4_using-secondary-triads.pdf)
### These music theory worksheets are samples from our *complete music theory course*
Download and print a complete course of music theory for your students.
[](https://funmusicco.com/music-theory-books/)
- Flexible for different ages and abilities.
- Copyright free with printing license.
- Compatible with major examination systems.
- Everything included: Printable student workbooks, assessments, quizzes and examinations.
- Print workbooks out, or page by page as you need.
[Learn More](https://funmusicco.com/music-theory-books/)
## Music theory worksheets for young children
***Download Your FREE Music Theory Worksheets Here:***
- [Draw Five Notes ](https://www.funmusiccoimages.com/pdf/35-jms-drawing-notes-worksheet.pdf)
- [Copy Five Notes](https://www.funmusiccoimages.com/pdf/36-jms-copying-music-notes-worksheet.pdf)
- [Draw Notes in Treble](https://www.funmusiccoimages.com/pdf/37-drawing-octave-notes-worksheet.pdf)
- [Naming Bass Clef Notes](https://www.funmusiccoimages.com/pdf/38-naming-bass-notes-worksheet.pdf)
- [Keyboard Connections](https://www.funmusiccoimages.com/pdf/39-keyboard-music-worksheet.pdf)
- [Name Notes in Treble Clef](https://www.funmusiccoimages.com/pdf/40-note-name-worksheet.pdf)
- [Drawing Treble Clefs](https://www.funmusiccoimages.com/pdf/44-treble-clef-worksheet.pdf)
- Identifying Notes [US](https://www.funmusiccoimages.com/pdf/41-whole-notes.pdf) [EU](https://www.funmusiccoimages.com/pdf/r18e.pdf)
- Identifying Notes [US](https://www.funmusiccoimages.com/pdf/42-quarter-notes.pdf) [EU](https://www.funmusiccoimages.com/pdf/r24e.pdf)
- [Add Barlines](https://www.funmusiccoimages.com/pdf/43-add-barlines-worksheet.pdf)
- [Key Signatures](https://www.funmusiccoimages.com/pdf/45-key-signatures-worksheet.pdf)
- [Dynamics](https://www.funmusiccoimages.com/pdf/46-dynamics-theory-worksheet.pdf)
## Music Word Search Worksheets
Word search worksheets are an easy way to engage students in an activity, that can be quiet and require little supervision. If you choose a puzzle at the right level, this will keep the students busy for a little while and build their musical vocabulary.
These worksheets are part of the ultimate [music word search](https://funmusicco.com/music-word-search-puzzles-the-ultimate-collection/) collection from the Fun Music Company.
**Musical Instruments Word Search**
- [Easy level](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_07_E.pdf)
- [Moderate level](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_08_M.pdf)
- [Challenge Level](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_09_C.pdf)
These **musical instruments word search puzzles** introduce students to the vast world of orchestral, band, and world instruments. These worksheets help students recognize instrument names while learning about different instrument families.
**Great Composers Word Searches**
- [Easy level](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_19_E.pdf)
- [Moderate level](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_20_M.pdf)
- [Challenge Level](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_21_C.pdf)
These **composer word search puzzles** introduce students to the great masters of classical music and contemporary artists who have shaped musical history.
**Music Theory Word Searches**
- [Easy level](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_34_E.pdf)
- [Moderate level](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_35_M.pdf)
- [Challenge Level](https://funmusicco.com/wp-content/uploads/2025/05/WordSearch_36_C.pdf)
These **music theory word search** puzzles reinforce theoretical concepts essential for serious music study, from basic note relationships to complex harmonic progressions.
## Join the Fun Music Company Weekly Resource Email List and access our Music Teaching Resource Archive
### ### Every week we share new teaching ideas for music lessons. This includes games, music theory worksheets, an interactive whiteboard resource, or a lesson plan. We give you the resource and we show you how to use it in a short video.
#### **Enter your name and email below to subscribe to our weekly resources for music lessons. Plus you will gain access to the Fun Music Company Resource Archive.**
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**SECURE & CONFIDENTIAL**
Your details will not be shared with anyone else.
[Privacy Policy](https://funmusicco.com/privacyandlegal/)
---
### [About The Fun Music Company](https://funmusicco.com/aboutus1/)
**Published:** December 3, 2012
**Author:** FunMusicCo
**Content:**
# About The Fun Music Company
***Have you ever spent your entire Sunday afternoon planning just ONE music lesson?***
Us too.
That’s exactly why we created The Fun Music Company.
Hi! We’re Janice and Kevin Tuck, and we know what it’s like to feel overwhelmed, under-resourced, and completely burned out as a music teacher.
Janice spent over 20 years in the classroom, constantly battling the same frustrations you face today:
- **Limited budgets** that make it nearly impossible to access quality instruments or materials
- **Unrealistic time constraints** that force you to choose between lesson planning and your personal life
- **Lack of support** that leaves you feeling isolated and undervalued
- **The pressure** to keep students engaged when every class has different needs and abilities
Sound familiar?
After years of creating her own resources just to survive each week, Janice had a lightbulb moment: ***What if there was a better way?***
What if music teachers could walk into their classrooms feeling **confident, prepared, and excited** instead of stressed and scrambling?
That question changed everything.
### **The Fun Music Company Story**
Started in 2005 by Janice Tuck, a passionate music educator with over 20 years of classroom experience, The Fun Music Company began as a simple solution to a complex problem: music teachers were drowning in planning time.
After years of creating and refining her own resources, Janice realized other teachers were struggling with the same challenges. Together with her husband Kevin, she transformed her classroom materials into a comprehensive music education company that now serves thousands of teachers across Australia and around the world.
Today, The Fun Music Company is trusted by music educators everywhere as the go-to resource for curriculum-aligned, engaging, and genuinely effective music education programs.
## Our Mission: Give Teachers Their Time Back
Here’s what we believe: ***Your time is your most valuable commodity.***
You didn’t become a music teacher to spend every weekend glued to your laptop, desperately searching for lesson ideas that actually work.
You became a music teacher because you love music. You love seeing that magical moment when a child “gets it.” You love the energy, the creativity, the joy that happens when students discover their musical voice.
**But here’s the truth:** You can’t pour from an empty cup.
That’s where we come in.
At The Fun Music Company, we’ve done the hard work for you. We’ve created comprehensive, curriculum-aligned music programs that you can implement immediately—no PhD in music education required, no fancy equipment needed, and definitely no more sacrificing your weekends.
## What Makes Us Different?
We’re not just throwing random activities at you and calling it a “curriculum.”
Every resource we create is:
✅ **Curriculum-compliant** across Australian states (and adaptable for international teachers)
✅ **Grade-differentiated** from Kindergarten through Grade 6
✅ **Ready to use** with minimal prep time—download, print, and teach
✅ **Classroom-tested** by real teachers in real classrooms
✅ **Designed for ALL skill levels**—whether you’re a music specialist or a generalist teacher assigned music class
✅ **Budget-friendly**—because we know school budgets are tight
We believe **every teacher deserves access to high-quality music education resources**, regardless of their musical background or budget.
## What You’ll Find at The Fun Music Company
We’ve spent over two decades building a complete music education ecosystem, including:
**Complete Curriculum Programs:**
- [Comprehensive K-6 Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) with 140+ ready-to-use lessons
- [Preschool Music Curriculum](https://funmusicco.com/preschool-music-curriculum-program-2/) with 20 engaging themes
- Grade-specific programs designed around developmental milestones
**Specialized Instrument Programs:**
- [Ukulele Curriculum System](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)—from first chords to ensemble playing
- [Bucket Drumming Program](https://funmusicco.com/bucket-drumming-program/)—affordable rhythm education
- [Boomwhackers Resources](https://funmusicco.com/boomwhackers/)—colorful, kinesthetic learning
**Teaching Resources:**
- [Elementary & Primary Music Lesson Plans](https://funmusicco.com/elementary-primary-music-lesson-plans-guide/)
- [Music Theory Worksheets](https://funmusicco.com/music-theory-worksheets/)
- Seasonal resources (Christmas, Halloween, and more!)
- A [comprehensive guide to teaching the elements of music](/elements-of-music-the-complete-guide-for-australian-teachers/)
**Professional Development:**
- [Composition Workshop Training](https://funmusicco.com/composition-workshop/)
- [GarageBand Composition Program](https://funmusicco.com/garageband-lesson-plans-garageband-composition/)
- Ongoing support through our community
## **Real Teachers, Real Results**
Don’t just take our word for it. Here’s what music teachers are saying:
> *“The Fun Music Co is the GOLD STANDARD in music education! I look forward to teaching with these programs and can’t wait to see what you create next!”*
> *“Having access to the Fun Music Company online lessons over the last couple of years has made the teaching and planning of my music lessons SO much easier!”*
> *“The content and quality of the materials have been outstanding and the children have always been fully engaged and excited by their learning.”*
## From Burnout to Breakthrough
Here’s what we want for you:
**Instead of** spending hours every week searching for lesson ideas… **you’ll have** a complete, sequenced curriculum at your fingertips.
**Instead of** feeling anxious about Monday morning music class… **you’ll walk** into your classroom confident and prepared.
**Instead of** sacrificing your personal time for lesson planning… **you’ll reclaim** your evenings and weekends to actually enjoy your life.
**Instead of** wondering if your students are really learning… **you’ll see** measurable progress and genuine engagement week after week.
That’s the Fun Music Company difference.
## Ready to Transform Your Music Teaching?
Whether you’re a seasoned music specialist or a classroom teacher who’s been assigned music lessons (we see you!), we’re here to support you every step of the way.
**Start with our most popular resources:**
[Explore Our Complete Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/)
[Browse Our Resource Archive](https://funmusicco.com/music-teaching-resources-archive/)
[Get Free Music Teaching Ideas](https://funmusicco.com/blog/)
Have questions? [Contact us](https://funmusicco.com/contact/)—we’d love to hear from you!
---
### [Bucket Drumming Program for Primary School](https://funmusicco.com/bucket-drumming-program/)
**Published:** December 7, 2023
**Author:** FunMusicCo
**Content:**
### Attention: Anyone Teaching Primary or Elementary Music Classes
# The Bucket Drumming Program That Music Teachers Actually Enjoy Teaching — Now Including Everything You Need For Teaching Grades 5 & 6 General Music.
***Click the sound icon below*** to unmute and make sure your sound is turned on!
[See ordering options now](#orderbuckets)
### For anyone who is frustrated teaching bucket drumming, or looking for new, and exciting methods!
## How music teachers just like you are successfully teaching bucket drumming. It doesn’t even matter if they haven’t had any experience with a bucket drumming program before!
From: Kevin Tuck
Adelaide, Australia
### ***“Did you need some help controlling the students?”***
The kind deputy principal asked me.
That was pretty humiliating. I was a young teacher, and I was a guest presenter at a school. This was not a good question to be asked by the supervising teacher!
I’d been asked to give a special workshop for some students on bucket drumming. I’d been working as a performer, playing percussion for a few years. I thought ***“how hard could it be?”***
However, I was not prepared for the reality of 40 students with drum sticks in their hands! I went home frustrated, tired, and with a sore throat from raising my voice over the sound of student’s bucket drumming.
I had planned many complicated activities and music for the students. After this day I realised the problem wasn’t in WHAT I’d prepared. It was that I had no system for HOW I was going to present it.
So when I was asked to run another workshop, I decided to take a different approach. I decided to be incredibly strict! I was not going to take any prisoners – and I would make them behave like a well-oiled machine!
This time it worked a little better, but students still misbehaved! At the end of this day, all I had was a worse sore throat! This was because I was yelling even louder to try and be heard over the students playing their bucket drums.
Then I worked it out. I discovered that it wasn’t how strict or how casual I was that would make a difference. It wasn’t what the bucket drumming program was – how much they liked or didn’t like it. None of those things mattered!
What made the difference was a SYSTEM. A system that would allow me to speak and, communicate the teaching to the students. A system that would keep them moving and interested in what we were doing.
**Kevin Tuck**
Percussionist and workshop presenter, plus manager of the ***Fun Music Company***.
I discovered that I needed certain tactics in my teaching for when and how they would pick up drum sticks. That way I could communicate with students without having to speak over someone bucket drumming.
I discovered that if the students are moving around the room and doing different things, they don’t get bored and play at the wrong times!
I realised that it wasn’t my fault. In all my years at university and teacher training, nothing had prepared me for this situation.
No-one prepared me for the reality of standing in front of a group of 40 students with drum sticks in their hands!
Of course, I’d seen people claiming it was easy, but in truth it isn’t. People tried to tell me that standard behaviour management tactics will work just as well with this. Well, lets just say that some ideas worked, and many didn’t!
## That’s when I decided to make a change.
Once I realised and adopted the system I needed, then I was able to break free! I broke free from the condescending looks from other teachers! I got the respect of the students and had great success in my programs.
But it’s not just me! Since we started sharing this system with others, we’ve had many teachers write back to us. They’ve told us how much they have enjoyed working with bucket drumming in their classrooms.
I hadn’t realised this when I started. Teaching bucket drumming with the students teaches them important musical concepts. It also gives an amazing experience and wonderful memories for the students involved.
So that is why we have refined and expanded on the materials I pioneered to create:
[See ordering options now](#orderbuckets)
The bucket drumming program in the Fun Music Company Curriculum is a result of my 20+ years working as a workshop presenter in schools. Then, I worked together with experienced classroom educators to create activities that work, each and every time.
***Because I’ve been through the challenges, the ups and downs and made all the mistakes, you don’t have to!***
After going through the included bucket drumming training you’ll feel ready to go, and have a system to implement on day one.
The classroom management system, which took me years to develop, you can learn by reading a simple PDF document!
## ### **Unique bucket drumming animations**, so you can show the students what to play in a familiar game-like style.
We revised, tested and refined this animation style until it was perfect! Children watch the balls fall down onto the buckets, and they keep in time. Because the animation on the screen takes care of the timing, you can focus on other aspects of their playing.
## ### **Real music notation and elements of music** are used, so you can cover important parts of your music curriculum.
### We use bucket drumming to cover important elements of music such as beat, rhythm, dynamics and expression. We expose students to real music notation, which helps students transition from using animations to sheet music.
## ### **Detailed instructional videos***, so you can easily communicate the essential information on how to play the buckets.*
We took the key technical elements that have to be communicated to students and put them all on video. This means you don’t have to remember them! Of course teachers can do all the [direct instruction](https://en.wikipedia.org/wiki/Direct_instruction) themselves. However, if running short of time they can just press play on the video!
[See ordering options now](#orderbuckets)
Actual feedback from bucket drumming program user, Leonie:
“Thank you for your excellent work and engaging programs – you made my teaching so much easier!”
## ## Content structured to prepare for 8 bucket drumming pieces
### This program is set up to prepare 8 fun and engaging bucket drumming ensemble pieces.
Each piece has a clear outcome and learning goals. Teachers have the flexibility to add more revision, or skip over material if the class is moving quickly.
Each lesson could be completed in a standard school lesson time frame. However, each piece should take several sessions to master.
### ### Key Elements of the Fun Music Company ***Bucket Drumming Program***
## ## The Fun Music Company Bucket Drumming Animation System
The ***Bucket Drumming Animations*** have been carefully designed to make bucket drumming easy and fun.
While they do make it easy, the animations also provide accurate music notation. This means that students are familiar and learn to read sheet music.
[See ordering options now](#orderbuckets)
## ## Bucket Drumming Performance Pieces
### Eight **Performance pieces** form the structure of the bucket drumming system.
This is because we believe that the experience of preparing a piece for performance is critical for students. They learn each section, and memorise the structure and form of the piece. This assists their musicianship and learning.
### Performance piece example
Please note: *Reading sheet music is not a prerequisite!* We do provide all the sheet music for these pieces, but teachers do not need to use them. The students can just follow the animation, as in the example below.
[See ordering options now](#orderbuckets)
## ## Bucket Drumming Instructional Videos
This ***Bucket drumming program*** doesn’t intend to replace the teacher in the classroom. The teacher has to drive the lessons and keep the students moving through the program.
However, it isn’t a problem if the teacher doesn’t feel confident with the technical areas of bucket drumming. This program has video instruction to help!
These videos are often very short, containing just what is needed. They have nothing that serves to distract from the core learning of the lesson.
### Instructional Video Example
[See ordering options now](#orderbuckets)
## What about the classroom management?
*That is why we’ve included this really important bonus:*
### Bucket Drumming Bonus
## ## The Bucket Drumming Classroom Management System
Good classroom management is **essential** when you are dealing with a class of children with sticks in their hands!
It doesn’t matter if this is your first year teaching, or you’ve been teaching for many years. It is still going to be challenge!
So that is why we’ve put together this 8 page document. In a quick 10 minute-read you’ll get an overview and some ideas for how to manage bucket drumming in your classroom.
### Bucket Drumming: Solved. Now Let’s Talk About the Rest of Your Program.
## Bucket Drumming Is Your Way In With The Students — however Here is The Complete Grade 5 & 6 Program That Comes With It!
In the Fun Music Company Curriculum program for Grades 5 and 6, Bucket Drumming forms part of the *SING & PLAY* section of the curriculum.
Every music curriculum in the world contains the same content:
- Singing and playing
- Basic skill development
- Composing
- Listening
These are grouped into the four UNITS of the Fun Music Company Curriculum program:
[See ordering options now](#orderbuckets)
## How Do You Build On The Success Of Bucket Drumming With Tuned Instruments?
This program includes a complete *MARIMBA BAND* Program
introducing tuned instruments in a way that students will LOVE!
# Marimba Band
**How Do You Create A Real Ensemble Experience With Upper Primary or Elementary Students?**
The secret isn’t complicated: give it an exciting name, use accessible music that works, and make performance achievable from day one.
That’s exactly what the *MARIMBA BAND* program delivers. Built around straightforward pieces using just one or two notes, this program works with the basic marimbas or xylophones most schools already own. Like everything in the curriculum, complete instructional tutorials show you exactly how to teach and play each piece.
**Here’s how it works:** Each instrumental part is taught separately so students can master their role before combining. The pieces use repetitive patterns that students can learn by ear, supported by on-screen animations that guide them to the correct notes. Every piece follows familiar musical structures, making learning intuitive rather than intimidating.
The program includes three distinct parts—Bass, Harmony, and Melody—each designed to fit within a single octave. This smart design means multiple students can share instruments. Got a three-octave marimba? Three students can play it simultaneously.
Complete video tutorials guide students through learning each part. Music specialist teachers can teach directly if they prefer, but the videos provide essential backup for generalist teachers or when you’re short on time.
The repertoire spans multiple musical styles and progresses logically from simple two-note pieces to more sophisticated arrangements requiring greater focus and practice time.
*sample ensemble score:*
Actual feedback from curriculum user, Abraham:
“Your Curriculum is all I need to teach the skills that I need to teach in the classroom: Critical listening, singing, reading music notation and instrumental playing. Music appreciation, too!”
## What About Teaching The Technical Basics They Actually Need?
### Quick 5-Minute Warmup Activities That Systematically Build Singing, Playing, Listening, And Theory Skills.
The SKILLS component takes care of the technical foundation your students need—without you having to become an expert in every area. Structured activities progressively build singing ability, instrumental technique, and listening skills. Music theory and notation are woven in naturally, so students actually understand what they’re learning.
[](https://funmusicco.com/wp-content/uploads/2024/08/SKILLS.001-3-1024x683.jpeg "SKILLS.001")
*Click to see sample:*
### Echo Rhythm and Echo Singing
These echo activities make skill-building effortless. Students hear a rhythm or melody, then echo it back—starting simple, gradually building complexity. You can demonstrate the patterns yourself if you’d like, or let the professionally recorded tracks handle the modeling while you focus on listening and giving feedback.
### Dynamics Control
Volume control is where many upper primary students struggle—they know the notes, but everything comes out at one level. These dynamic exercises systematically train students to play soft, loud, and everything in between across all activities: clapping, instruments, and singing. No guesswork needed; the progression is built in.
*Click to see sample:*
*sample explainer video:*
*Click to see sample worksheet:*
[](https://funmusicco.com/wp-content/uploads/2024/08/SkillsWorksheetLarge-1-723x1024.jpg "SkillsWorksheet")
### Music theory worksheets with explainer videos
The theory component teaches essential music notation without overwhelming students or teachers. These worksheets are laser-focused on reinforcing what students actually need for the program—no filler, no irrelevant busywork that gets filed away and forgotten. Each worksheet connects directly to the music students are playing, singing, and listening to in class. They’ll learn to read rhythmic notation, understand pitch on the staff, recognize musical symbols, and grasp the concepts that make everything else make sense. It’s theory with a purpose, not theory for theory’s sake.
Short explainer videos walk you through the technical information before each lesson, making theory instruction straightforward even if music isn’t your specialty. These videos cover exactly what you need to know to introduce the concept confidently—nothing more, nothing less. You’re not expected to already be an expert in music theory. The videos give you the background, the worksheets give students the practice, and together they create genuine understanding. Teaching theory doesn’t require a music degree when you have the right support system in place.
Actual feedback from curriculum user, Michelle:
“The Fun Music Co is the GOLD STANDARD in music education! I look forward to teaching with these programs and can’t wait to see what you create next!”
[See ordering options now](#orderbuckets)
## What about developing their creativity?
### This program includes a complete Composition program, making use of current technology.
The COMPOSE section transforms students from music consumers into music creators. Through extended 5-10 week composition projects, students explore the elements of music by actually making their own pieces—not just learning about composition in theory. Some projects use technology, letting students create on their individual devices with digital tools. Others use traditional classroom instruments for hands-on, acoustic composition. This variety ensures every student finds their creative entry point, regardless of their access to technology or their learning style.
Each project is structured to build genuine pride and ownership. Students aren’t completing worksheets about composition—they’re composing real music they’ll want to share with friends and family. The extended time frame means they can develop ideas, revise, refine, and create something substantial. By the end of each project, students won’t just understand musical elements intellectually; they’ll know them intimately because they’ve wrestled with them, made decisions about them, and used them to express their own musical ideas.
Click through some of the activities in this section:
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[See ordering options now](#orderbuckets)
## What About Listening Skills And Musical Appreciation?
### Students Explore Everything From Beethoven To Japanese Pop, Middle Eastern Traditions To Modern Jazz
CONNECT builds the listening skills that make everything else click. Students explore diverse music—from Star Wars to Middle Eastern and Japanese pop—learning to identify how musical elements create meaning and serve specific purposes. They’ll recognize how rhythm drives energy, how melody carries emotion, and how dynamics shape drama. These aren’t abstract concepts; students hear them in action across multiple cultures and genres, building a sophisticated musical vocabulary they can apply when performing, composing, or simply enjoying music.
*Click through some of the activities in this section:*
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[See ordering options now](#orderbuckets)
## Frequently Asked Questions
Do I need a classroom whiteboard?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2025-10-15T06:14:35+00:00#### [Do I need a classroom whiteboard?](#collapse-25-27086)
All you need is a screen of some kind – a large TV screen or projector will work just fine.
Do I need to be a drummer to teach this program?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2023-12-17T01:52:49+00:00#### [Do I need to be a drummer to teach this program?](#collapse-25-31196)
Absolutely not! Anyone can teach this program, no matter your drumming experience. We have included instructional videos which cover all technical issues.
You don’t even need to read music, as you can just follow the animations. Students just play the bucket when the ball hits the bucket on screen,
What equipment do I need for bucket drumming?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2023-12-17T01:52:17+00:00#### [What equipment do I need for bucket drumming?](#collapse-25-31199)
There are only two pieces of equipment needed for each student.
1. Bucket
2. Pair of sticks
**Buckets**
Please see the bonus item provided below for guidance on the best type of buckets to get. Generally these can be sourced from local hardware stores at a relatively small price. They can sometimes be sourced from people in industrial businesses free of charge. Search on google or ask around parent and friend groups and you can be amazed at what may be donated!
**Sticks**
Ideally real drum sticks are best. Ask your local music store for a bulk price on the cheapest sticks they have, and these will be just fine.
If this is too expensive, then it is possible to use plain wood dowels. Buy 10-12mm dowel rod from the local hardware store, and cut them to length. If doing this, consider winding the sticks with electrical tape. This will make the sticks last longer, and avoid the chance of splinters.
Isn’t bucket drumming too loud?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2023-12-17T01:56:04+00:00#### [Isn’t bucket drumming too loud?](#collapse-25-31202)
True, it can be loud when you’ve got 30 students with sticks in their hands.
We have provided some suggestions for dampening and making the buckets quieter in our ***bucket guide*** bonus. This guide is provided free with this program.
The key to not having a headache at the end of a bucket drumming session is effective classroom management. Review the ***bucket drumming classroom management system*** article included in this program.
If you follow all the suggestions in that document, the bucket drumming shouldn’t be too loud. The buckets are not too loud if the only time they are played is when the students are playing all together.
What grades does this bucket drumming program suit?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2023-12-11T04:58:55+00:00#### [What grades does this bucket drumming program suit?](#collapse-25-31204)
This program was designed for upper primary or elementary students: grade 5 and grade 6.
However, this program could work for grade 3 or 4s, or even for middle school or high school students without a problem.
How does this fit into the Fun Music Company curriculum program?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2023-12-17T01:56:01+00:00#### [How does this fit into the Fun Music Company curriculum program?](#collapse-25-31206)
This is part of the SING & PLAY component of Grade 5 and grade 6 of the Fun Music Company curriculum program.
The first four pieces are part of the Grade 5 program, and the second four are part of the grade 6 program. You can do it independently if you wish or as part of the Grade 5 and 6 program.
Full members of the Fun Music Company curriculum do not need to buy this program separately. It is provided in their membership.
[See ordering options now](#orderbuckets)
## Here’s Everything You Get With This Complete Grade 5 & 6 Program:
**The Bucket Drumming Program (What You Came For):**
1. 8 complete bucket drumming performance pieces with animations
2. Step-by-step lesson plans for each piece
3. Instructional videos covering all technical elements
4. “Classroom Management for Bucket Drumming” PDF guide
5. Bucket selection guide
**PLUS: Your Complete Grade 5 & 6 General Music Curriculum:**
**SING & PLAY:**
• Complete Bucket Drumming unit (detailed above)
• Marimba Band ensemble program with performance pieces and arrangements
**SKILLS:**
• Echo rhythm and singing activities (with professional audio tracks)
• Dynamic control exercises
• Music theory worksheets with explainer videos for non-specialists
**COMPOSE:**
• Extended 5-10 week composition projects
• Technology-based projects for individual devices
• Traditional instrument composition projects
**CONNECT:**
• Guided listening activities spanning classical, jazz, modern, and world music
• Analytical frameworks for understanding musical purpose and meaning
## Annual
### **$398 / Year**
[Join Now](https://funmusicco.com/get-bucket-drumming-package-annual/)
##### Does not auto-renew. We will contact you at the end of the year to invite you to re-subscribe, but there is no obligation.
## Monthly
### **$39.90 / month**
[Join Now](https://funmusicco.com/get-bucket-drumming-package-monthly/)
##### Auto-renews each month. You can cancel anytime, but you must let us know before your next monthly payment.
### ***[Or get it included with your complete Fun Music Company K-6 Curriculum program »](https://funmusicco.com/fun-music-company-music-curriculum/)***
Your Complete Grade 5 & 6 Music Program …
Ready To Use This Week.
No more scrambling for bucket drumming resources. No more wondering what to teach next. You’ll have everything planned, prepared, and ready to go—bucket drumming, marimba band, skills, composition projects, and listening activities. The full year, covered.
Choose the membership option that works best for you on this page. As soon as your payment processes, you’ll get instant access to the entire Grade 5 & 6 program. You can start reviewing materials today and be teaching bucket drumming as soon as tomorrow morning.
### Your Risk-Free Guarantee:
Whether you choose annual or monthly access, you’re completely protected.
**Annual Membership**: Try the complete program for 30 days. Use it with your students, test the lesson plans in your real classroom. If you’re not completely satisfied within the first 30 days, contact us for a full refund and we’ll stop your membership.
**Monthly Membership:** Cancel anytime, no questions asked. We’ll stop future charges immediately and you’ll keep access through the end of your current month. While we don’t refund months you’ve already used (just like a gym membership—once the month starts, it’s yours), you have complete control to stop whenever you choose.
Here’s the reality: You can keep piecing together lessons from YouTube and Pinterest, spending your evenings hunting for materials when you should be relaxing. Or you can join the hundreds of music teachers already using this complete system—with zero risk.
**When you join today, you’re getting the complete bucket drumming program, the marimba band unit, all the skills activities, composition projects, and listening library. Everything you need for Grade 5 & 6 music, ready to go. Choose your membership option by clicking the button below and we’ll see you in the members’ area.**
[See ordering options now](#orderbuckets)
Actual feedback from curriculum user:
“Having access to the Fun Music Company online lessons over the last couple of years has made the teaching and planning of my music lessons SO much easier.”
---
### [Grade 5](https://funmusicco.com/fun-music-company-music-curriculum/teaching-grade-5-music-lessons/)
**Published:** April 21, 2017
**Author:** FunMusicCo
**Content:**
Teaching Grade 5 Music Lessons?
Access a complete step-by-step grade 5 music curriculum.
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[Click here to subscribe to this grade](#ordernow)
## What is the Fun Music Company Curriculum?
The Fun Music Company curriculum is a complete music program for Primary or Elementary general music classes.
The grade 5 program is specifically designed to meet the requirements of the Australian national curriculum v9.0 and its state-based equivalents. It also makes teaching grade 5 music lessons **engaging** and **fun** for children.
It does this by structuring activities around the four areas found in the grade 5 music curriculum: *SKILLS*, *SING & PLAY*, *COMPOSE* and *CONNECT*.
Want to understand the foundational principles behind effective music lesson planning for elementary music teachers? Our [comprehensive lesson planning guide](https://funmusicco.com/elementary-primary-music-lesson-plans-guide/) provides the framework that underpins this curriculum approach.
## Benefits of teaching Grade 5 music lessons with the Fun Music Company Curriculum
Structured to make it easy to cover your curriculum requirements for grade five with the minimum of preparation time.
Includes step-by-step videos for you to play in the classroom, so even if you aren’t experienced teaching an activity all you need to do is play the video and follow the instructions.
Has engaging and fun songs to sing and play, plus a complete **composition** program which will inspire and motivate children to make music class the best part of their day!
Easy to use with no software to install. All you need is a projector or video screen attached to a computer with internet access. Just login to the members’ area, select the module you want to work with and away you go!
[Click here to subscribe to this grade](#ordernow)
This grade five music curriculum includes a whole range of activities designed to help build the student’s musical skills.
Skills for singing, playing instruments and listening are included.
There are also music theory and notation skills.
[](https://funmusicco.com/wp-content/uploads/2024/08/SKILLS.001-3-1024x683.jpeg "SKILLS.001")
*Click to see sample:*
[](https://funmusicco.com/wp-content/uploads/2024/08/SKILLS.002-4-1024x683.jpeg)
### Echo Rhythm and Echo Singing
Students can begin music instruction with listening and reproducing sound.
Firstly, as simply as reproducing a clapped rhythm pattern.
Then, singing a small phrase.
The teacher can clap or sing the examples themselves if they wish, or use the included recorded track.
### Dynamics Control
As students get to grade five, one of key skill is not just to be able to replicate rhythm and pitch patterns, but to control the level of volume.
Students must be able to control their level of volume while clapping, playing instruments and singing.
A series of exercises are included in this grade to help make this possible.
*Click to see sample:*
[](https://vimeo.com/922584344?share=copy#t=0)
*Click to see sample explainer video:*
[](https://vimeo.com/926127731?share=copy#t=0)
*Click to see sample worksheet:*
[](https://funmusicco.com/wp-content/uploads/2024/08/SkillsWorksheetLarge-1-723x1024.jpg "SkillsWorksheet")
### Music theory worksheets with explainer videos
As students get to grade five, they need more theoretical understanding of the elements of music.
Students will learn the essentials of music notation in a consise, clear way.
These are not irrelevant music worksheets that students won’t need. They are specifically designed worksheets that reinforce the students learning.
Short explainer videos are included to help non music specialists with the technical information.
[Click here to subscribe to this grade](#ordernow)
### SING and PLAY for Grade five contains two exciting elements:
**Q. How can you get students in grade five playing instruments and creating an ensemble?**
Step 1: Call it something FUN.
Step 2: Play simple, effective, and FUN music!
Step 3: Make a performance something they can **achieve**.
That is what our MARIMBA BAND program is designed to do. It is based on simple pieces that use one or two notes. It uses simple marimbas or xylophones, which many schools have. As with all our other materials, complete tutorials are included on how to play and teach the pieces.
## Marimba Band
Every part is learned individually.
Students can learn by rote, as the pieces are made up from repeated patterns.
Animations on the screen will help the students find their notes.
*A sample bass part:*
[](https://vimeo.com/848208391?share=copy)
*Click to see a sample ensemble score:*
[](https://vimeo.com/848207578?share=copy)
Every piece uses a familiar pattern.
There are three parts: Bass, Harmony and Melody.
Each part is designed to fit within one octave of an instrument. This means that many students can share the marimbas you have. If you have a three octave marimba, three students can play it.
As with all our other materials, we provide complete tutorials for the students to learn the parts.
Specialist music teachers can skip these videos and teach the pieces themselves. However, these videos are in place to assist if they are required.
***A tutorial video sample:***
[](https://vimeo.com/848205059?share=copy#t=0)
[](https://vimeo.com/848213293?share=copy#t=0)
A variety of musical styles are included.
There is also a progression from easy pieces using just a couple of notes, to more complex pieces requiring a bit more concentration and practice.
[Click here to subscribe to this grade](#ordernow)
## Bucket Drumming
It is possible that students may come into grade five music without ever having much music instruction.
That is why it is important to find a way to have activities for singing and playing music that will involve ALL students, no matter their experience level.
Bucket drumming is one way we have addressed this problem at grade give level.
***Click here to see a sample:***
[](https://vimeo.com/884676591?share=copy#t=0)
***Click here to see a sample:***
[](https://vimeo.com/884676502?share=copy#t=0)
**Complete instruction included, but optional.**
As always we have included complete tutorial videos that show how to play each piece and each part step-by-step.
These are always at the discretion of the teacher to use, or not use. Music specialists can skip over any tutorials that are not needed, and skip straight to exercises and performance pieces.
[Click here to subscribe to this grade](#ordernow)
In the grade five music curriculum *COMPOSE* section, students will explore the elements of music through composing their own music.
In this grade, students will work in projects. They will work for 5-10 weeks on a composition project that they will be proud to call their own.
Click through some of the activities in this section:
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[Click here to subscribe to this grade](#ordernow)
In the CONNECT unit of Grade 5 students will listen to a wide variety of music from the theme to “Star Wars” through to Middle-Eastern and Japanese pop music.
Through listening to a wide variety of music in this unit, children will identify purpose and meaning in music and discover how the elements of music are used to convey these meanings.
*Click through some of the activities in this section:*
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[Click here to subscribe to this grade](#ordernow)
## Say goodbye to teaching preparation stress.
Once you get going with this program for teaching grade five music lessons, you’ll say goodbye to a lot of teaching preparation stress.
**You won’t have to stay up late looking for appropriate songs and arranging them for your instruments.**
You won’t have to spend hours and hours trawling the internet, looking for lesson plans suitable for your class.
**You won’t have to worry about whether or not you’re meeting the needs of your curriculum, because you will be.**
And you won’t have to stress about providing a scope and sequence to your administrator if they ask for it, because we provide that, too.
So give it a go, you have nothing to lose!
You’re absolutely covered by our 30 day risk-free guarantee. If it doesn’t work for you for any reason, just contact us and we’ll give you your money back.
### Here’s everything you get access to today:
***MARIMBA BAND* program with tutorials and play-along videos.**
**Complete *SKILLS* development program with rhythm, singing and listening.**
***BUCKET DRUMMING* program to engage, motivate and teach music fundamentals**
**20 Complete** ***COMPOSE*** **lessons for learning the fundamentals of music.**
**Complete** ***CONNECT*** **listening program on a variety of musical styles.**
**All of this content pre-programmed into 40 lessons, set and ready to go!**
## Get this single grade now:
## $199 / year
[Subscribe to this grade now](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=326)
[Subscribe to this grade now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=372)
## Package to save!
[](https://funmusicco.com/fun-music-company-music-curriculum/)
You can purchase a membership to individual grades, however did you know that you can get access to the complete [Fun Music Company Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program in an annual or monthly membership for less than $20 per week?
### [Check out our package offer »](https://funmusicco.com/fun-music-company-music-curriculum/#ordernow)
---
### [Grade 6](https://funmusicco.com/fun-music-company-music-curriculum/grade-6/)
**Published:** April 21, 2017
**Author:** FunMusicCo
**Content:**
# Introducing the Fun Music Company Grade 6 Music Curriculum
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[Click here to subscribe to this grade](#ordernow)
## What is the Fun Music Company Grade Six Music Curriculum?
The Fun Music Company Grade 6 Music Curriculum is a complete music program for Primary school music, grade 6.
It is specifically designed to meet the requirements of the Australian national curriculum v9 and its state-based equivalents, while at the same time making lessons **engaging** and **fun** for children.
It does this by structuring activities around the four areas found in the Australian curriculum: *SKILLS*, *SING & PLAY*, *COMPOSE* and *CONNECT*.
For a deeper understanding of the foundational principles behind creating effective elementary music lessons, our [elementary music lesson planning guide](https://funmusicco.com/elementary-primary-music-lesson-plans-guide/) explores the essential strategies that inform this structured approach.
## Benefits of the Fun Music Company Grade Six Music Curriculum
Structured to make it easy to cover your grade 6 curriculum requirements with the minimum of preparation time.
Includes step-by-step videos for you to play in the classroom. Even if you aren’t experienced teaching an activity, all you need to do is play the video and follow the instructions.
Has engaging and fun songs to sing and play, plus a complete **composition** program which will inspire and motivate children to make music class the best part of their day!
Easy to use with no software to install. All you need is a projector or video screen attached to a computer with internet access. Just login to the members’ area, select the module you want to work with and away you go!
[Click here to subscribe to this grade](#ordernow)
The very first requirement of the Australian curriculum for Grade six is ***develop listening/aural skills and skills for manipulating elements of music***, and there are similar requirements in every major curriculum in the world.
This is what this collection of activities and exercises is designed to do. Using simple warmup activities, students will improve their listening and aural skills.
They will control and manipulate the elements of music such as dynamics and tempo to create expressive effects.
[](https://funmusicco.com/wp-content/uploads/2024/08/SKILLS.003-5-1024x683.jpeg)
### Aural Rhythm and Singing Activities
As in earlier grades, a fundamental part of music instruction is the ability to hear and then reproduce a sound.
Students start with clapping back a pattern. Then, singing back a pattern.
Students will then experience a range of more advanced aural skills activities such as note identification and rhythm pattern games.
### Control of the elements of music
Students will do a range of activities designed to help them manipulate and control the elements of music. Dynamics, tempo, pitch and rhythm are all developed in these exercises.
[](https://funmusicco.com/wp-content/uploads/2024/08/SKILLS.002-5-1024x683.jpeg)
[](https://funmusicco.com/wp-content/uploads/2024/08/SKILLS.004-5-1024x683.jpeg)
### Music Theory Worksheets with Explainer Videos
An important skill to develop in grade six is an awareness of music notation.
Covering only the necessary information, these music theory worksheets provide exactly what is needed for the grade six music curriculum.
An explainer video is included which covers all the musical concepts in the worksheet. Experienced teachers can teach this content themselves and skip straight to the worksheet.
*Click for sample explainer video:*
[](https://vimeo.com/926128721?share=copy#t=0)
*Click for sample worksheet:*
[](https://funmusicco.com/wp-content/uploads/2024/08/SKillsWorksheetLarge-2-723x1024.jpg)
[Click here to subscribe to this grade](#ordernow)
### The SING & PLAY unit in the Grade 6 music curriculum includes two exciting elements:
## Marimba Band
*Ever want to get grade 6 students to play music and love every minute of it?*
Well, that’s impossible. They are year 6s after all!
Still, this the next, best thing. Music that they will enjoy, that they can play, and that will cover the curriculum in a fun way.
*MARIMBA BAND* is a collection of fun tuned percussion pieces that year 6 students will really enjoy.
Do you have to have marimbas? NO!
These pieces will work with whatever tuned percussion instruments you happen to have. If you call it “marimba band” with grade 6, then that can differentiate it from the xylophone pieces that younger grades are working on.
Every part can be learnt individually.
Students will learn by rote, as the pieces are made up from repeated patterns.
Animations on the screen will help the students find their notes.
*A bass part example:*
[](https://vimeo.com/915835015?share=copy#t=0)
*A full score example:*
[](https://vimeo.com/915834544?share=copy#t=0)
Every piece uses a familiar pattern.
There are three parts: Bass, Harmony and Melody.
Each part is designed to fit within one octave of an instrument. This means that many students can share the marimbas you have. If you have a three octave marimba, three students can play it.
As with all our other materials, we provide complete tutorials for the students to learn the parts.
***A grade 6 tutorial video:***
[](https://vimeo.com/916070629?share=copy)
***A grade 6 ensemble:***
[](https://vimeo.com/916091063?share=copy)
Students develop through the pieces, and are able to learn quite complex parts after a while.
[Click here to subscribe to this grade](#ordernow)
As well as MARIMBA BAND, Grade 6 also includes:
## Bucket Drumming
There is a difficult truth facing everyone teaching general music at this level:
Sometimes students come in with little or no musical experience, while in the same class there can be those who have been playing an instrument since they were three years old!
How can you provide activities that meet the needs of students with little or NO musical experience, while still providing something for those who have learnt music for several years?
**One answer is *BUCKET DRUMMING*.**
Because students can follow the animations and play these pieces with little or no musical experience. At the same time, students with musical experience can shape the musical elements, learn about the composition and form, and add improvisation.
### Animations with real notation AND “dropping balls”
The animations in this unit feature “dropping balls”, similar to a video game.
Those without musical experience can follow them and play the piece with relatively little instruction.
There is also real music notation, allowing the musicians in the class to feel this is a real musical activity, and focus on the musical elements they are learning.
***Click here for a sample from Grade 6:***
[](https://vimeo.com/868981668?share=copy)
[](https://vimeo.com/868976625?share=copy#t=0)
### Optional tutorials all included
For every piece we have provided all the essential learning in the form of tutorial videos.
Experienced teachers will be able to skip many of these videos, and skip straight to the exercise animations.
However, for those teachers who aren’t familiar with the material the videos can be played in class as needed.
[Click here to subscribe to this grade](#ordernow)
In the *COMPOSE* unit of Grade 6 children will work with technology and real instruments to record and notate their own compositions.
We use simple and free software solutions, suitable to whatever devices you have available for your students to use.
Students begin with improvisation, then learn to record and notate their improvisation patterns using notation and technology.
*Click through some of the activities in this unit:*
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[Click here to subscribe to this grade](#ordernow)
In the *CONNECT* unit of Grade 6 students will listen to a wide variety of music from classical, through to jazz, blues and rock.
Through listening to the music in this unit children will identify purpose and meaning in music and discover how the elements of music are used to convey these meanings.
*Click through some of the lesson activities in this unit:*
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[Click here to subscribe to this grade](#ordernow)
## What this program is really worth.
This program is unique. It is a complete prepared program of lessons for grade six music classes.
You show up, click the lesson you’re up to, and teach.
> ***If you only got the songs, would it be worth it?***
Many teachers have told us that their students LOVE the bucket drumming in this program, and that this program is worth it for that element alone.
And other teachers have said that the marimba band songs are so popular in their classes that it has transformed their teaching.
In this program, you’ll get BOTH. So you have two different ways to reach your students.
> ***If you only got the COMPOSING projects, would it be worth it?***
> ***If you only got the LISTENING program, would it be worth it?***
Some teachers are running band or choir programs, and so therefore have the practical side of their lessons covered. For them, they really appreciate having the *COMPOSE* projects set out in a logical, practical way for grade six.
Others are so busy they don’t have time to find listening examples for their classes. For them, the *CONNECT* listening program which covers all the essential elements and gives them a step-by-step program is invaluable.
Composing and listening represent 50% of the curriculum.
Even if you have the practical side covered with other things, **how much would it be worth to you to have those elements of the curriculum just covered?**
### Here’s everything you get access to today:
***MARIMBA BAND* program, with tutorials and play-along videos.**
**Complete *SKILLS* development program with rhythm, singing and listening.**
***BUCKET DRUMMING* program with animations and tutorials**
**20 Complete** ***COMPOSE*** **lessons for learning the fundamentals of music.**
**Complete** ***CONNECT*** **listening program on a variety of musical styles.**
**All of this content pre-programmed into 40 lessons, set and ready to go!**
## Get this single grade now:
## $199 / year
[Subscribe to this grade now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=374)
[Subscribe to this grade now](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=328)
## Package to save!
[](https://funmusicco.com/fun-music-company-music-curriculum/)
You can purchase a membership to individual grades, however did you know that you can get access to the complete [Fun Music Company Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program in an annual or monthly membership for less than $20 per week?
### [Check out our package offer »](https://funmusicco.com/fun-music-company-music-curriculum/#ordernow)
---
### [Grade 1 Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/grade-1-music-curriculum/)
**Published:** May 20, 2018
**Author:** FunMusicCo
**Content:**
# Introducing the Grade One Music Curriculum
***Click the sound icon below***  to unmute and make sure your sound is turned on!
***Click the sound icon below***  to unmute and make sure your sound is turned on!
[Click here to subscribe to this grade](#ordernow)
## What is the Fun Music Company Grade One Music Curriculum?
This program is a complete Grade 1 Music Curriculum!
Year one teachers, or anyone teaching music lessons for grade one will enjoy these lessons, full of fun and exciting songs, games and activities.
It is specifically designed to meet the requirements of the Australian national curriculum and its state-based equivalents, while at the same time making lessons **engaging** and **fun** for children.
It does this by structuring activities around the four areas found in the Australian curriculum: *SKILLS*, *SING & PLAY*, *COMPOSE* and *CONNECT*.
[Click here to subscribe to this grade](#ordernow)
## Benefits of the Fun Music Company Grade 1 Music Curriculum
A step by step program of 40 lessons for grade one music. Open the program, click the lesson you’re up to … and teach!
It doesn’t matter how much experience you have teaching music. Even if you can’t play an instrument or sing a note, you could still successfully teach music to your grade one students with this program.
Easy for any grade one classroom! All you need is some sort of a display screen in your classroom.
[Click here to subscribe to this grade](#ordernow)
## 40 prepared and ready to teach lessons for First Grade!
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[Click here to subscribe to this grade](#ordernow)
## A short overview and preview of each of the units in this grade 1 music curriculum:
Students will begin working with basic skills in music, such as rhythm and pitch.
They do this through easy and fun games such as echo clapping, echo singing, note recognition and listening games.
The students will be gently introduced to the elements of music through these experiences.
[](https://funmusicco.com/wp-content/uploads/2024/08/Grade1SkillsSingPlayImages.001-1024x683.jpeg)
[](https://funmusicco.com/wp-content/uploads/2024/08/Grade1SkillsSingPlayImages.003-1024x683.jpeg)
### Imitation Singing
Students will warm up and grow in their vocal skills by singing back easy phrases.
Experienced teachers who would like to sing can follow the sheet music, and expand these activities for the students.
However, ***teachers do not need to be able to sing***, as there are fully recorded tracks which can be used.
### Imitation Rhythm
Students will participate in a variety of imitation rhythm activities, where they will listen and imitate the rhythm they have just heard.
If the teacher is feeling confident and prepared with this activity, then they can begin with our suggestions and expand the activity. If not, they can use the recorded track.
[](https://funmusicco.com/wp-content/uploads/2024/08/Grade1SkillsSingPlayImages.002-1024x683.jpeg)
[](https://funmusicco.com/wp-content/uploads/2024/08/Grade1SkillsSingPlayImages.004-1024x683.jpeg)
### Listening Games
One of the most important skills we can build in students is the skill of **listening**.
We begin this in grade one through the use of some listening games, where students will listen to a short piece of music, and then discuss and think about what the title may be, before it is revealed to them.
[Click here to subscribe to this grade](#ordernow)
Here at the Fun Music Company, we believe that every lesson should include opportunities for students to be involved in ***singing*** and ***playing*** music.
This the foundation that this program is built on. Every lesson contains a *SING & PLAY* song where children will build on their skills. They work on a song for five weeks and sing, play untuned instruments and tuned instruments. They can then put all the parts together into an ensemble.
[](https://funmusicco.com/wp-content/uploads/2024/08/Grade1SkillsSingPlayImages.005-1024x683.jpeg)
*Click to see a sample:*
[](https://vimeo.com/901020873?share=copy#t=0)
### Singing
We always begin with **singing**.
At grade one we know that students are still developing the skills of reading and writing, so the songs are very simple, with repetitive phrases they can memorize.
We always have the words and the sheet music present on the screen, so that children are learning through exposure.
### Untuned percussion instruments
Students will develop a strong sense of beat and rhythm through learning parts for untuned rhythm instruments.
They will not just play randomly, they will follow notation and play specific parts with the on-screen animations.
*Click to see a sample:*
[](https://vimeo.com/901022318?share=copy#t=0)
*Click to see a sample:*
[](https://vimeo.com/901023413?share=copy#t=0)
### Playing tuned instruments
In the grade one music curriculum, students will learn tuned instrument pieces beginning with just one note.
Students can use single pitched instruments such as Boomwhacker® pitched percussion tubes, chime bars or handbells. They can also find the single notes on xyophones or other instruments.
In grade one they will progress from using one note to using two notes, playing one with each hand.
[Click here to subscribe to this grade](#ordernow)
In the *COMPOSE* unit of this grade children will develop their understanding of the elements of music. They will use this understanding to create their own pieces, working as a big group and individually.
We begin with creating soundscapes using technology and then use instruments to create soundscapes and record them using simple invented notation styles.
[](https://funmusicco.com/wp-content/uploads/2024/08/Grade1SkillsSingPlayImages.011-1024x683.jpeg "Grade1SkillsSingPlayImages.011")
*Click through some of the activities in this section:*
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[Click here to subscribe to this grade](#ordernow)
In the *CONNECT* unit of this grade students will listen to a wide variety of music styles and learn about instruments of the orchestra, world music styles and popular music through the years.
Students will complete a simple worksheet in each lesson with a few questions and a drawing or colouring task.
To meet the Australian curriculum requirements, students will explore the *music of Aboriginal and Torres Strait Islander Peoples*.
*Click through some of the activities in this section:*
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## *Your time* is the most valuable asset you have.
There is, rightly, a lot of talk about the cost of living these days.
However, the truth is, every month, you can earn more money. If you have a job, people pay you for that job to turn up and teach.
The reality is though: the job of teaching requires you to spend hours and hours planning, unless you invest in a curriculum program like this one.
**They don’t pay you to spend hundreds of hours planning!**
That *TIME*, if you choose to spend it, is yours.
It is the time that you should be spending with your family. It is the time you should be spending exercises, relaxing, and walking in nature to replenish your mind and your body.
That *TIME*, if you spend it, never comes back.
Money, however, if you spend it, gets replenished. Next month, there will be a new pay check. The month after that, another one.
I believe that YOUR TIME is worth far more than money!
The money we’re asking for a single grade of this program works out to less than $3 per week. That’s less than a single cup of coffee.
Your school should pay for this in their budget. It is a very reasonable request to make of them.
If they can’t or won’t, then the cost to you directly at less than $3 per week is still worth it.
***Wouldn’t that be worth it to have every lesson you teach prepared and ready to go?***
Try it out today with no risk …
If this doesn’t work for you for whatever reason, rest assured that you’re covered by our no-questions-asked **30 day money back guarantee**.
### Here’s everything you get access to today:
**Complete *SKILLS* development program with rhythm, singing and listening.**
***SING & PLAY* songs for grade one, with tutorials and play-along videos.**
**20 Complete composition lessons for learning about the elemtents of music.**
**Complete** ***CONNECT*** **listening program on a variety of musical styles.**
**All of this content pre-programmed into 40 lessons, set and ready to go!**
## Get this single grade now:
## $199 / year
[Subscribe to this grade now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=364)
[Subscribe to this grade now](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=385)
## Package to save!
[](https://funmusicco.com/fun-music-company-music-curriculum/)
You can purchase a membership to individual grades, however did you know that you can get access to the complete [Fun Music Company Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program in an annual or monthly membership for less than $20 per week?
### [Check out our package offer »](https://funmusicco.com/fun-music-company-music-curriculum/#ordernow)
---
### [Grade 4](https://funmusicco.com/fun-music-company-music-curriculum/grade-4/)
**Published:** April 21, 2017
**Author:** FunMusicCo
**Content:**
# Grade 4 Classroom Music Made EASY!
## ## Complete Curriculum Program That Makes Teaching Grade 4 Music Fun, Engaging, and Stress-Free!
***Click the sound icon below***  to unmute and make sure your sound is turned on!
[Click here to subscribe to this grade now](#ordernow)
Are you struggling to keep your Grade 4 students engaged during music lessons?
Does this sound familiar?
**You’re sitting up late at night…** trying to plan tomorrow’s Grade 4 music lesson, wondering:
- “How can I get these 9-10 year olds excited about music?”
- “What activities will actually hold their attention for a full lesson?”
- “How do I teach ensemble skills when half the class can barely keep a beat?”
- “Where do I even start with composition activities for this age group?”
If you’re nodding your head thinking *“Yes! That’s exactly me!”* then you’re not alone.
**Grade 4 students are at that tricky age…** They’re too sophisticated for the simple songs they loved in earlier grades, but not quite ready for the complex material that works with older students.
They want to feel grown-up and capable, but they still need structure and guidance. And let’s be honest – they can be a tough crowd to please!
## What is the Fun Music Company Grade Four Music Curriculum?
The Fun Music Company grade four music curriculum is a complete music program for primary school music classes.
It is specifically designed to meet the requirements of the Australian national curriculum v9 and its state-based equivalents, while at the same time making lessons **engaging** and **fun** for children.
It does this by structuring activities around the four areas found in the Australian curriculum: *SKILLS*, *SING & PLAY*, *COMPOSE* and *CONNECT*.
## Click, review and teach.
This grade four music curriculum is designed so that teachers do not have to plan individual lessons.
You simply click the lesson you’re up to, have a quick review of the content, and then click start.
All lesson content and resources required are set and ready to go!
### But here’s what makes this program truly different…
### ### Everything is Done FOR You!
**40 Complete Lessons** – Just click and teach!
**Step-by-Step Lesson Plans** – Know exactly what to do and when
**Animated Sheet Music** – Students can follow along visually
**Video Tutorials** – See exactly how each activity works
**Assessment Rubrics** – Easy grading and progress tracking
**All Materials Included** – No hunting for resources!
[Click here to subscribe to this grade now](#ordernow)
Students at grade four level need to develop their skills in listening and singing and playing instruments.
This unit is designed to do that, in an easy and fun way.
This unit contains simple warm up exercises, which are usually used at the start of lessons.
[](https://funmusicco.com/wp-content/uploads/2024/08/SKILLS.002-3-1024x683.jpeg)
[](https://funmusicco.com/wp-content/uploads/2024/08/SKILLS.005-3-1024x683.jpeg)
### Rhythm development
In grade four, students will develop their rhythm skills with a variety of exercises.
Students will begin with **echo rhythm**, where they echo pattern played by the teacher or the recorded track.
Students will also do **rhythm pattern variation**, where they will use the elements of music to vary a given rhythm.
They will also love the **poison rhythm** game, where they will echo rhyhms except if the ‘poison’ rhythm is played.
### Pitch development
In this grade students will continue to develop their pitch awareness.
They will sing simple phrases in **echo singing**.
They will learn pitch control with the **pitch roller coasters**.
They will identify notes with the **note guessing games**.
[](https://funmusicco.com/wp-content/uploads/2024/08/SKILLS.006-1-1024x683.jpeg)
### Breathing
Effective breath control is not just a musical skill, its a life skill!
Students will learn to breathe from the diaphragm which will help them with singing and playing wind instruments.
### Theory worksheets with explainer videos
In this grade, students need to begin to connect their learning with notation.
Therefore this grade includes a series of music theory worksheets, aligned to the curriculum requirements.
To assist the teacher we provide an explainer video for each worksheet, explaining the underlying concepts.
*Click here to preview an explainer video:*
[](https://vimeo.com/923972371?share=copy#t=0)*Click here to see a worksheet:*
[](https://funmusicco.com/wp-content/uploads/2024/08/SkillsWorksheetLarge-722x1024.jpg)
[Click here to subscribe to this grade now](#ordernow)
The Fun Music Company *SING & PLAY* unit for Grade 4 contains both folk songs, and a selection of modern songs.
These songs are selected to meet the needs of the curriculum, while also being enjoyable and engaging for children.
There are videos showing each step of the process, from the introduction to the song through to playing as a classroom ensemble.
[](https://vimeo.com/914588201?share=copy#t=0)
[](https://vimeo.com/914586674?share=copy#t=0)
### Singing
In this grade four music curriculum students are going to sing a variety of fun songs.
There are animations with all words on the screen to support their learning.
Students will learn actions and movement along with many of the songs.
### Untuned percussion
After learning the singing, students will be able to add untuned percusion rhythm parts to the song.
The parts are flexible and workable with whatever instruments you have in your classroom,.
The music is fun to play and it builds musical skills in the students at the same time.
[](https://vimeo.com/914586826?share=copy#t=0)
[](https://vimeo.com/914587879?share=copy#t=0)
### Tuned instruments
Students can learn some tuned percussion parts appropriate for fourth grade.
In this grade parts can still be learnt by rote, however the students will need to follow the music.
Scrolling animation on the screen helps the students stay in time and on task throughout the process.
[Click here to subscribe to this grade now](#ordernow)
In the COMPOSE unit of the grade four music curriculum children will work on manipulating and organising sounds.
They will learn about the elements of music, and how to combine them to create their own music.
They will creating improvisations and then learn to record them with simple notation.
[](https://funmusicco.com/wp-content/uploads/2024/08/COMPOSE.001-3-1024x683.jpeg "COMPOSE.001")
Click through some of the activities in this unit:
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[Click here to subscribe to this grade now](#ordernow)
In the *CONNECT* unit of Grade 4 students will listen to a wide variety of music from Mozart to Midnight Oil.
Through listening to a wide variety of music in this unit, children will identify purpose and meaning in music and discover how the elements of music are used to convey these meanings.
[](https://funmusicco.com/wp-content/uploads/2024/08/CONNECT.001-3-1024x683.jpeg "CONNECT.001")
Click through some of the lessons in this unit:
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[Click here to subscribe to this grade now](#ordernow)
## You have two choices today …
You have two choices today.
### 1. Do nothing.
You could do nothing with the information you’ve learned on this page, and leave. You can continue to search the internet for resources for grade four music lessons, and continue planning all lessons yourself.
That choice, although it might save you some dollars in the short term, has its consequences.
You’re going to be spending hours and hours looking for songs, and arranging them suitable for your class.
You’re going to be spending countless hours on the internet, looking for lesson ideas, games and worksheets suitable for grade four music.
You’ll have a Hodge-podge of lesson plans drawn from many different sources. If an administrator asked to see your plan or scope and sequence, you’ll be panicking trying to bring it together into a coherent document to show them.
When. instead, you have a better choice:
### 2. Take action and join this program today.
For the small investment below you can have a complete prepared program for grade four music lessons.
**You’ll have 40 lessons ready to go.** You show up, you click the lesson you’re up to, have a quick review, and teach!
Give it a shot, see if it will work for you. If it doesn’t work, then of course you’re covered by our no-questions-asked money back guarantee.
You have nothing to lose, but the stress and the headaches!
### Here’s everything you get access to today:
***SING & PLAY* arrangements, with tutorials and play-along videos.**
***SKILLS* development program for singing and playing instruments.**
**Complete** ***COMPOSE*** **lesson program for learning the fundamentals of music.**
**Complete** ***CONNECT*** **listening program on a variety of musical styles.**
**All of this content pre-programmed into 40 lessons, set and ready to go!**
## Get this single grade now:
## $199 / year
[Subscribe to this grade now](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=324)
[Subscribe to this grade now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=370)
## Package to save!
[](https://funmusicco.com/fun-music-company-music-curriculum/)
You can purchase a membership to individual grades, however did you know that you can get access to the complete [Fun Music Company Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program in an annual or monthly membership for less than $20 per week?
### [Check out our package offer »](https://funmusicco.com/fun-music-company-music-curriculum/#ordernow)
---
### [Grade 2](https://funmusicco.com/fun-music-company-music-curriculum/grade-2/)
**Published:** May 20, 2018
**Author:** FunMusicCo
**Content:**
# Introducing the Fun Music Company Grade Two Music Curriculum
***Click the sound icon below***  to unmute and make sure your sound is turned on!
***Click the sound icon below***  to unmute and make sure your sound is turned on!
[Click here to subscribe to this grade](#ordernow)
## What is the Fun Music Company Grade Two Music Curriculum?
The Fun Music Company curriculum is a complete music program for Australian primary school music classes.
It is specifically designed to meet the requirements of the Australian national curriculum and its state-based equivalents, while at the same time making lessons **engaging** and **fun** for children.
It does this by structuring activities around the four areas found in the Australian national curriculum v9: *SKILLS*, *SING & PLAY*, *COMPOSE* and *CONNECT*.
## Benefits of the Fun Music Company Grade Two Music Curriculum
Structured to make it easy to cover your curriculum requirements with the minimum of extra stress and preparation time.
Includes step-by-step videos for you to play in the classroom, so even if you aren’t experienced teaching an activity all you need to do is play the video and follow the instructions.
Has engaging and fun songs to sing and play, plus a complete **composition** program which will inspire and motivate children to make music class the best part of their day!
Easy to use with no software to install. All you need is a projector or video screen attached to a computer with internet access. Just login to the members’ area, select the module you want to work with and away you go!
[Click here to subscribe to this grade](#ordernow)
## 40 lessons ready to click and teach for grade two
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## Click, review the lesson plan, and teach.
The Fun Music Company curriculum program for grade two is designed so that ***teachers do not have to plan every lesson.***
The idea with this program is that you should have time for yourself, and not have to spend hours and hours choosing materials and planning lessons.
So for this reason, you just click the lesson you’re up to, have a quick review (which takes less than two minutes) and start teaching!
In grade two students need lots of consistency and routine, and that is what the Fun Music Company program provides. With its 40 consistent lessons students will start most of the time with a *SKILLS* warmup, and follow up with *SING & PLAY* activities in the middle of the lesson. Lessons will then have either a *COMPOSE* or a *CONNECT* activity to complete the lesson.
*Click through some sample lesson plans:*
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[Click here to subscribe to this grade](#ordernow)
## Content of the Grade Two Music Curriculum
***“Develop skills for singing and playing instruments”***
That is the simple language that is found in the Australian curriculum v9 for grade two music.
This is why here at the Fun Music Company we have hit this right on the head, straight away in the program with a series of warm up activities that cover all the bases and develop those necessary skills.
[](https://funmusicco.com/wp-content/uploads/2024/08/SKILLS.001-1024x683.jpeg)
[](https://funmusicco.com/wp-content/uploads/2024/08/SKILLS.004-1024x683.jpeg)
### Echo Singing
Students will learn to sing through imitating simple phrases. Its as simple as that!
If you’re worried about singing in front of your students, don’t worry, **we have you covered**.
You can either sing for the students to copy yourself, or you can use our pre-recorded examples.
### Echo Rhythm
Just like with the singing, students will improve their steady beat and rhythm skills with many of these exercises.
Students will copy patterns clapped by the teacher.
Or, if you wish you can simply play the “music with clapping” track and copy with the students.
*Click to try it out!*
[](https://funmusicmembers.com/curriculum-grade-2-skills-example/)
[](https://funmusicco.com/wp-content/uploads/2024/08/SKILLS.002-1024x683.jpeg)
### Listening games
***“Develop skills for listening…”***
That is what these special listening games are designed to do.
They feature especially composed musical examples, which are unique and do not appear anywhere else. They are designed to tell a story or highlight something specific in the music. Students listen to the example **without knowing the title** and are given specific prompting questions, which are in the teachers’ notes.
When students have discussed the music, they then can press a button on the page to reveal the title, and compare what they heard and discussed, with the title given to the. music by the composer.
[Click here to subscribe to this grade](#ordernow)
The *SING & PLAY* unit is featured in every one of the 40 lessons of this program.
Students will work on one of these pieces for five weeks. During those five weeks they will sing and do actions with the music. If appropriate they will move and do some simple folk dances as well.
Then they will learn untuned rhythm instruments for the music, while following along with the sheet music and developing their rhythm skills.
They will also learn tuned percussion, beginning with very simple parts with one or two notes.
[](https://funmusicco.com/wp-content/uploads/2024/08/AllScreenShotsForSalesLetters_AllGrades.001-1024x683.jpeg)
[](https://vimeo.com/896455724?share=copy#t=0)
### Singing
Students learn to sing and do actions with the song, and all the words and sheet music are presented on the screen to help their memory.
### Rhythm Instruments
Students will play rhythm instruments like tambourines, drums and tapping sticks.
They will learn to read music by following specific rhythm patterns shown on the screen.
[](https://vimeo.com/896455411?share=copy#t=0)
[](https://vimeo.com/896455098?share=copy#t=0)
### Tuned Instruments
Students will learn simple tuned percussion parts.
Starting with just one or two notes, students will learn the parts using singing and body percussion before playing them with instruments.
[Click here to subscribe to this grade](#ordernow)
In the *COMPOSE* unit of the grade two music curriculum students will continue with working with the elements of music. They will work on creating music in order to express an emotion or tell a story.
We use a mixture of lessons using technology on the screen and lessons creating music with real instruments.
[](https://funmusicco.com/wp-content/uploads/2024/08/COMPOSE.001-1024x683.jpeg "COMPOSE.001")
*Click through some of the activities in this section:*
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[Click here to subscribe to this grade](#ordernow)
In the *CONNECT* unit of this grade students will learn to listen with intention to music from a variety of styles.
After watching a short introductory video, students will complete a simple worksheet in each lesson. They will provide some factual answers, plus a section where they will be asked to write some words in response to the music they have listened to.
To meet the Australian curriculum requirement, *music of Aboriginal and Torres Strait Islander Peoples* is included at Lesson 10.
[](https://funmusicco.com/wp-content/uploads/2024/08/CONNECT.001-1-1024x683.jpeg "CONNECT.001")
*Click through some of the activities in this section:*
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[Click here to subscribe to this grade](#ordernow)
## Don’t leave this page without taking action!
**Habits are really hard to change.** If you leave this page right now, you might think you’ve learned a little more about how to teach grade two music lessons.
However, you’re still going to be spending hours and hours looking for songs, activities and games that will suit your grade two music class.
**You won’t have the benefit of a prepared program, set and ready to go for you.**
You need to show up in your best possible state, rested and prepared.
You can only do that if you have access to a complete, ready to use system for grade two music lessons like this one.
Try it out today with no risk …
If this doesn’t work for you for whatever reason, rest assured that you’re covered by our no-questions-asked **30 day money back guarantee**.
### Here’s everything you get access to today:
**Complete *SKILLS* development program with rhythm, singing and listening.**
***SING & PLAY* arrangements for grade 2, with tutorials and play-along videos.**
**20 Complete** ***COMPOSE*** **lessons for learning the fundamentals of music.**
**Complete** ***CONNECT*** **listening program on a variety of musical styles.**
**All of this content pre-programmed into 40 lessons, set and ready to go!**
## Get this single grade now:
## $199 / year
[Subscribe to this grade now](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=387)
[Subscribe to this grade now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=366)
## Package to save!
[](https://funmusicco.com/fun-music-company-music-curriculum/)
You can purchase a membership to individual grades, however did you know that you can get access to the complete [Fun Music Company Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program in an annual or monthly membership for less than $20 per week?
### [Check out our package offer »](https://funmusicco.com/fun-music-company-music-curriculum/#ordernow)
---
### [Grade 3](https://funmusicco.com/fun-music-company-music-curriculum/grade-3-music-curriculum/)
**Published:** April 20, 2017
**Author:** FunMusicCo
**Content:**
# Grade 3 Music Curriculum
***Click the sound icon below***  to unmute and make sure your sound is turned on!
[Click here to subscribe to this grade](#ordernow)
## What is the Fun Music Company Curriculum?
This program is a complete grade 3 music curriculum for Primary school music classes.
It is specifically designed to meet the requirements of the Australian national curriculum and its state-based equivalents, while at the same time making lessons **engaging** and **fun** for children.
It does this by structuring activities around the four areas found in the Australian curriculum: *SKILLS*, *SING & PLAY*, *COMPOSE* and *CONNECT*.
## Benefits of the Fun Music Company Grade 3 Music Curriculum
Structured to make it easy to cover the curriculum requirements for Grade three
Includes step-by-step videos for you to play in the classroom, so even if you aren’t experienced teaching an activity all you need to do is play the video and follow the instructions.
Has engaging and fun songs to sing and play, plus a complete **composition** program which will inspire and motivate children to make music class the best part of their day!
Easy to use with no software to install. All you need is a projector or video screen attached to a computer with internet access. Just login to the members’ area, select the module you want to work with and away you go!
## 40 Lessons, a ready to go Grade 3 music curriculum.
## Click, review and teach.
[](https://funmusicco.com/wp-content/uploads/2024/07/LessonClickThrough.001-1024x683.jpeg)
The Fun Music Company Grade 3 Music Curriculum is designed so that ***teachers do not have to plan lessons.***
They can if they wish of course, and full control of the content is still in their hands. However teachers can choose a lesson, have quick review of the content, and begin teaching.
This system allows teachers the flexibility to focus on delivering the best possible lessons for their students, knowing that their curriculum is fully covered.
[Click here to subscribe to this grade](#ordernow)
SKILLS training is very important in Grade 3, with lots of repetition of echo rhythm and echo singing activities. Plus fun ‘roller coaster’ singing activities are introduced, working on the skill of pitch control.
The students use their ears to learn essential elements of music such as rhythm, dynamics, tempo and timbre.
Grade 3 SKILLS development also introduces some fun ‘note guessing games’ which reappear through the grades with increasing complexity.
[](https://funmusicco.com/wp-content/uploads/2024/08/SKILLS.007-1024x683.jpeg "SKILLS.007")
### Echo rhythm
In Echo rhythm students listen to a rhythm, and clap it back.
Gradually more complexity is added in this grade. As well as rhythm, other elements of music are varied such as dynamics and tempo.
### Roller coaster singing
In this grade students will learn to control pitch with their voices through a series of singing exercises, known as ‘sirens’ by singing teachers.
Students vary their pitch up and down in response to the roller coaster moving up and down in the animation.
[](https://funmusicco.com/wp-content/uploads/2024/08/SKILLS.003-2-1024x683.jpeg)
[](https://funmusicco.com/wp-content/uploads/2024/08/SKILLS.004-2-1024x683.jpeg)
### Breathing exercises
Effective breathing is a critical skill for singing.
However, deep diaphragmatic breathing is also a life skill that students will benefit from, no matter if they sing or nor in later life!
In this grade students do a variety of fun exericses to improve the depth and length of their breathing.
[Click here to subscribe to this grade](#ordernow)
Music education needs to be built on a foundation of children being actively involved in ***singing*** and ***playing*** music.
This is no more needed than at Grade 3, where students are still needing a lot of fun in their songs, but need to be challenged as well.
There are videos showing each step of the process, from the introduction to the song through to playing as a classroom ensemble.
[](https://funmusicco.com/wp-content/uploads/2024/08/SINGANDPLAY.001-1024x683.jpeg "SINGANDPLAY.001")
[](https://vimeo.com/918751341?share=copy#t=0)
### Singing
Students will sing a variety of fun songs in this grade.
There are traditional folk songs, such as A Ram Sam Sam, Tideo and Debka Hora. In these songs, students will sing and do actions to reinforce the beat in the music.
### Rhythm Instruments
In the grade three music curriculum students will play a range of untuned percussion rhythm instruments.
They will learn specific rhythms, and follow sheet music displayed on the screen, and cover multiple curriculum outcomes.
Not only that, its lots of fun at the same time!
[](https://vimeo.com/918750950?share=copy#t=0)
[](https://vimeo.com/918750538?share=copy#t=0)
### Tuned instruments
In this grade students will play a variety of tuned percussion parts, that all feature easy, repetitive patterns.
Students will learn parts by memory, and also follow notation on the screen.
If you have enough instruments, these parts are able to be played with everyone playing tuned percussion. Alternatively they can be combined with untuned percussion and singing to make a full ensemble.
[Click here to subscribe to this grade](#ordernow)
In the *COMPOSE* unit from Grade 3 we begin with body percussion, and students work as a class and then in smaller groups to create their own ideas and then notate them.
Then the students begin improvisation – first using just one note. Then they move to two notes, and then three, before learning to notate these ideas with simple stick style notation.
[](https://funmusicco.com/wp-content/uploads/2024/08/COMPOSE.001-2-1024x683.jpeg)
*Click through some of the activities in this unit:*
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[Click here to subscribe to this grade](#ordernow)
In the CONNECT unit of Grade 3 students will listen to a wide variety of music – from Beethoven to Michael Buble, from Brahms to … Mr. Bean!
Through listening to a wide variety of music in this unit, children will identify purpose and meaning in music and discover how the elements of music are used to convey these meanings.
[](https://funmusicco.com/wp-content/uploads/2024/08/CONNECT.001-2-1024x683.jpeg)
*Click through some of the lessons:*
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[Click here to subscribe to this grade](#ordernow)
## It is possible to be *rested* and *prepared* for teaching a grade 3 music curriculum!
This page has given you lots of information on how to teach grade three music lessons.
However, if information alone were enough, then there would be no need for this program.
**Information alone doesn’t cut it.** That is because teachers are busy, and much as you would like to, there is just not enough time in the day to prepare each and every lesson to the level that you’d like. Its just impossible.
However, with a prepared program of grade three music lessons like this one, it is possible.
You show up, click the lesson you’re up to, have a quick review, and teach. That’s it!
The preparation has been done for you. The matching to your curriculum, the finding of appropriate songs, games and listening examples … all done.
***So why spend time reinventing the wheel?***
For the small investment below, you’ll have your grade three music curriculum covered.
### Here’s everything you get access to in this grade 3 music curriculum:
**Complete *SING & PLAY* program for grade 3, with tutorials and play-along videos.**
**Complete *SKILLS* development program with rhythm, singing and listening.**
**20 Complete** ***COMPOSE*** **lessons for learning the fundamentals of music.**
**Complete** ***CONNECT*** **listening program on a variety of musical styles.**
**All of this content pre-programmed into 40 lessons, set and ready to go!**
## Get this single grade now:
## $199 / year
[Subscribe to this grade now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=368)
[Subscribe to this grade now](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=322)
## Package to save!
[](https://funmusicco.com/fun-music-company-music-curriculum/)
You can purchase a membership to individual grades, however did you know that you can get access to the complete [Fun Music Company Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program in an annual or monthly membership for less than $20 per week?
### [Check out our package offer »](https://funmusicco.com/fun-music-company-music-curriculum/#ordernow)
---
### [Fun Music Company Website Sitemap](https://funmusicco.com/sitemap/)
**Published:** October 25, 2012
**Author:** FunMusicCo
**Content:**
# Fun Music Company Website Sitemap
**Product Information**
[Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/)
[Ukulele Curriculum](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
[Bucket Drumming Program](https://funmusicco.com/bucket-drumming-program/)
[Music Theory Worksheets](https://funmusicco.com/music-theory-worksheets/)
[Music Theory Books](https://funmusicco.com/music-theory-books/)
[Elementary Music Worksheets](https://funmusicco.com/elementary-music-worksheets/)
[Music Flashcards](/music-flashcards/)
**About Us**
[About the Fun Music Company](https://funmusicco.com/aboutus1/)
**Contact Us**
[Customer Support](https://funmusicco.com/contact/)
[Contact Via Phone](https://funmusicco.com/contact-via-phone/)
**Articles**
[Fun Music Company Blog](https://funmusicco.com/blog/)
[Elementary & Primary Music Lesson Plans Guide](https://funmusicco.com/elementary-primary-music-lesson-plans-guide/)
[Primary School Music Resources](https://funmusicco.com/primary-music-resources/)
[Teaching Grade 1 music lessons](https://funmusicco.com/how-to-teach-grade-1-music-lessons/)
[Grade 3 music lessons](https://funmusicco.com/teaching-grade-3-music-lessons/)
[Substitute Music Lesson Plans](https://funmusicco.com/5-outstanding-substitute-music-lesson-plans/)
[Music Appreciation Curriculum](https://funmusicco.com/music-appreciation-curriculum/)
[How to teach Grade 2 music](https://funmusicco.com/teach-grade-two-music/)
[Great Music Teaching Ideas](https://funmusicco.com/four-great-music-teaching-ideas/)
[Music Word Search Puzzles](https://funmusicco.com/music-word-search-puzzles-the-ultimate-collection/)
[Music Crossword Puzzles](https://funmusicco.com/music-crossword-puzzles-the-ultimate-collection/)
[A guide to Kodaly Music Education](https://funmusicco.com/what-is-kodaly-a-guide-to-kodaly-music-education/)
[Guide to teaching the Elements of Music for the Australian Curriculum](https://funmusicco.com/elements-of-music-the-complete-guide-for-australian-teachers/)
[Play Alongs, Pop Songs and Copyright – What every teacher needs to know](https://funmusicco.com/play-alongs-pop-songs-and-copyright/)
**Kindergarten Music**
[Kindergarten Music Lessons: The complete guide](https://funmusicco.com/kindergarten-music-lessons-early-years-musical-education/)
[Kindergarten Music Lesson Plans](https://funmusicco.com/kindergarten-music-lesson-plans/)
**Boomwhackers**
[Boomwhackers for the classroom – everything you need to get started](https://funmusicco.com/boomwhackers/)
[Boomwhacker songs](https://funmusicco.com/boomwhacker-songs-for-your-k-6-music-classroom/)
[Boomwhacker games and activities](https://funmusicco.com/boomwhacker-games-and-activities-for-k-6-music-classes/)
[Boomwhacker Lesson Plans](https://funmusicco.com/boomwhacker-lesson-plans/)
**Bucket Drumming**
[What is bucket drumming? A complete classroom guide](https://funmusicco.com/what-is-bucket-drumming/)
[Beginner bucket drumming](https://funmusicco.com/bucket-drumming-for-beginners/)
[Best buckets for bucket drumming in schools](https://funmusicco.com/best-buckets-for-bucket-drumming-in-schools/)
[Bucket drumming beats and sheet music library](https://funmusicco.com/bucket-drumming-beats-library/)
**Ukulele resources**
[How to teach Ukulele in the classroom](https://funmusicco.com/how-to-teach-ukulele-in-the-classroom-a-complete-guide-for-primary-and-elementary-teachers/)
[Ukulele Lesson Plans](https://funmusicco.com/ukulele-lesson-plans/)
[How to start a ukulele program in your school](https://funmusicco.com/start-ukulele-program-school/)
**Seasonal Music Lessons**
[Valentine’s Day Music Lessons](https://funmusicco.com/valentines-day-music-lesson/)
[Easter Music Lesson Plans](https://funmusicco.com/easter-music-lesson-plans/)
[Music Lessons for St Patrick’s Day](https://funmusicco.com/creating-a-st-patricks-day-music-lesson/)
[Christmas music lessons](https://funmusicco.com/christmas-music-lessons-for-primary-or-elementary-students/)
[Halloween music lessons](https://funmusicco.com/halloween-music-lessons-elementary/)
**How Tos**
[How to teach teach steady beat to first graders](https://funmusicco.com/how-to-teach-steady-beat-to-first-graders-the-easiest-way/)
[How to explain rhythm and beat to primary or elementary students](https://funmusicco.com/how-to-explain-rhythm-vs-beat-to-primary-or-elementary-students/)
[How to teach ukulele in the classroom](https://funmusicco.com/how-to-teach-ukulele-in-the-classroom-a-complete-guide-for-primary-and-elementary-teachers/)
**Curriculum Guides**
[Guide to Music in the Australian Curriculum v9](https://funmusicco.com/australian-curriculum-music-v9-a-complete-guide-for-primary-teachers/)
[Australian Curriculum Music for Foundation Year](https://funmusicco.com/australian-curriculum-music-foundation-year/)
[Australian Curriculum Music for Grades 1 and 2](https://funmusicco.com/australian-curriculum-music-v9-years-1-2-explained-for-primary-teachers/)
[Australian Curriculum Music for Grades 3 and 4](https://funmusicco.com/australian-curriculum-music-v9-years-3-4-explained-for-primary-teachers/)
[ Australian Curriculum Music for Grades 5 and 6](https://funmusicco.com/australian-curriculum-music-v9-years-5-6-explained/)
**Privacy and Legal**
[Privacy and Legal Statements](https://funmusicco.com/privacyandlegal)
[Terms of Service](https://funmusicco.com/terms-of-service/)
[Delivery Information](https://funmusicco.com/deliveryinfo/)
[Refund Policy](https://funmusicco.com/return-policy/)
---
### [Curriculum Subscription Via Paypal AUD](https://funmusicco.com/curriculum-subscription-via-paypal-aud/)
**Published:** July 28, 2026
**Author:** FunMusicCo
**Content:**
## Here’s everything you get today:
- **Access to the complete Fun Music Company Online Music Curriculum. ($1393 value)**
- **Step-by-step PDF lesson plan guides for each grade. ($350 value)**
- **Complete assessments and rubrics for each grade.**
- **BONUS #1:** Complete Fun Music Company **Ukulele Curriculum.** **($199 value)**
- **BONUS #2:** **Complete Pre-K Program** with 60+ extra songs **($199 value)**
- **BONUS #3:** **Composition Workshop** Training **($199 value)**
## Total value is well over $2000 worth
But today, you’re getting 12 months access to all of this …
###
Monthly Membership
### $97 AUD / month
---
### [Curriculum Subscription Via Paypal](https://funmusicco.com/curriculum-subscription-via-paypal-usd/)
**Published:** September 25, 2024
**Author:** FunMusicCo
**Content:**
## Here’s everything you get today:
- **Access to the complete Fun Music Company Online Music Curriculum. ($1393 value)**
- **Step-by-step PDF lesson plan guides for each grade. ($350 value)**
- **Complete assessments and rubrics for each grade.**
- **BONUS #1:** Complete Fun Music Company **Ukulele Curriculum.** **($199 value)**
- **BONUS #2:** **Complete Pre-K Program** with 60+ extra songs **($199 value)**
- **BONUS #3:** **Composition Workshop** Training **($199 value)**
## Total value is well over $2000 worth
But today, you’re getting 12 months access to all of this …
###
Monthly Membership
### $97 USD / month
---
### [Boomwhackers for Grade 2](https://funmusicco.com/boomwhackers-for-grade-2/)
**Published:** July 21, 2026
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Progressing with Boomwhackers
### Resources for this lesson
[
### Classroom presentation](https://funmusicmembers.com/la-cucaracha-sample-1/)
[
### PDF Lesson Plan](https://funmusicco.com/wp-content/uploads/2026/03/SingAndPlayLessonSample_LaCucarachaTuned.pdf)
---
### [Funga Alafia](https://funmusicco.com/funga-alafia/)
**Published:** February 16, 2025
**Author:** FunMusicCo
**Content:**
# Funga Alafia
## Background of the Folk Song
*“Funga Alafia”* is a welcome song and dance that’s become a widely-used teaching tool in music classrooms around the world. The chant — *“Funga Alafia, Ashe Ashe”* — was composed by LaRocque Bey, an African American percussionist, dancer and choreographer, in Harlem, New York, around 1959–60. Bey set the words to the tune of the American folk song *“Little Liza Jane,”* drawing on genuine West African words with real roots: “fanga” relates to a traditional Liberian welcome dance and drum rhythm among the Vai people, “alafia” is a Yoruba loanword meaning peace or good health, and “ashe” (also spelled *asé*) is a Yoruba concept meaning “let it be so.”
The song has sometimes been presented as an anonymous, traditional West African folk song, but the more specific and better-documented history credits Bey directly as its composer — a reminder of the real, individual artistry behind a piece that’s touched so many classrooms.
The lyrics are simple yet powerful: *“Funga Alafia, Ashe Ashe.”* “Alafia” translates to peace, health, or well-being, while “Ashe” signifies energy, power, and the ability to make things happen. This repetition and rhythmic quality make the song easy to learn and engaging for children and beginners in music education.
In educational settings, *Funga Alafia* is often used to teach students about African language and traditions, and about the individual African American artists — like Bey — who have shaped how those traditions have been shared and celebrated in the US. Music educators frequently use the song to introduce elements of call-and-response singing, rhythm, and movement, and it provides a gateway to discussions about cultural heritage, artistic ownership, and the significance of storytelling and oral tradition.
# Funga Alafia Lyrics
Funga alafia, ashay ashay.
Funga alafia, ashay ashay.
(repeats)
# Funga Alafia Lesson Plan
Looking for a simple way to bring *Funga Alafia* into your classroom? Here’s a short lesson sequence to get started:
1. **Introduce the song** — Share the background above: where “Funga Alafia” comes from, and what “alafia” and “ashe” mean. Even young students enjoy learning that words carry real history.
2. **Teach it by ear, call-and-response style** — Sing one line, have students echo it back. Once they’re comfortable, try adding simple hand movements or claps to mark the beat.
3. **Explore the pitch** — For a music-literacy angle, this song is a great vehicle for practicing simple solfège patterns (mi–so, mi–re–do) using hand signs, since the melody moves in small, easy-to-hear steps.
4. **Add instruments** — Layer in hand drums or shakers to reinforce the welcome-song feel, and to introduce or reinforce the idea of percussion instruments.
5. **Discuss** — Ask students how the song makes them feel, and why a “welcome song” like this might be used at the start of a gathering or performance.
his sequence works well for early elementary grades (K–2) and takes about 10–15 minutes. It’s part of our full [Grade 2 music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/grade-2/), which includes complete video lessons, sheet music, and follow-along activities for this and dozens of other songs.
# Funga Alafia Sheet Music
Our *Funga Alafia* sheet music arrangement is written for young voices, with a simple, singable melody and light percussion accompaniment — no prior reading experience needed. It’s available as vocal, instrumental, and backing-track versions, so you can use it for singing, tuned or untuned percussion lessons depending on your class. The free PDF below includes the melody line and lyrics; the full accompaniment tracks and teaching notes are part of our [Grade 2 music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/grade-2/).
### Sheet Music Video
This video is part of the Fun Music Company [Grade Two Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/grade-2/). Versions with vocals, without vocals and for instrument playing are included in this [music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program.
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-3-music-curriculum/)
### Funga Alafia PDF Sheet Music
[](https://funmusicco.com/wp-content/uploads/2025/02/FunMusicCoFolkSongArrangement_FungaAlafia.pdf)
---
### [Ukulele Curriculum System](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
**Published:** January 13, 2021
**Author:** FunMusicCo
**Content:**
[
## Download Your Ebook Here](https://funmusicco.com/wp-content/uploads/2021/01/HowToGetStartedTeachingUkulele.pdf)
## Click here to download the ***How to Get Started Teaching Ukulele*** e-book
### Attention: Anyone Teaching Ukulele, or anyone who would like to teach Ukulele!
# # The Secret To Instantly Teaching Ukulele, Without The Hard Work.
***Click the sound icon below*** to unmute and make sure your sound is turned on!
[See ordering options now](#orderuke)
### For Anyone Who is Frustrated Teaching Ukulele, or looking for new, and exciting methods!
## ## What if You Could Inspire Your Students With a Ukulele Program, Without the Hard Work?
From: Janice Tuck
Adelaide, Australia
### ***Can’t you just use these?***
… my colleague said as they opened the dusty cupboard in the art room.
I still remember the moment to this day. I was in the art room at the small country school where I’d been sent for one of my first teaching jobs. The contents of that cupboard that would change my life!
I’d been assigned to this school to teach “arts”… so I had to cover a bit of dance, drama and music all together … as well as visual art! This was just the way things had to be for teachers in small country schools in my country of Australia, and how they still are for many small schools around the world. I was just a young teacher, but I knew that I wanted to create lessons for my students that would be enjoyable and engaging.
So that’s why I was in the art room, looking through dusty cupboards to see what I had to work with in my new job.
*So what was in that dusty cupboard that changed my life?*
**It was a class set of (somewhat broken) ukuleles!**
**Janice Tuck**
Music teacher and creative director
of the ***Fun Music Company***.
I’d never even held a ukulele before! I knew it was Hawaiian, and something like a “small guitar”, but that was about it. I was trained as a classical clarinet player – so at this stage I’d conducted bands and I knew about wind instruments, but when I came to the guitar or the ukulele I didn’t even know what notes the strings were tuned to!
So I just closed the cupboard door. It was too much to deal with. I couldn’t learn the skills I needed on a new instrument, then figure out what to teach the students and get them playing something. It just wasn’t going to happen! So I just closed the door.
***It was almost a year later when I opened it again, out of desperation!***
You see, that year I did quite well with the younger classes. I had ideas I’d learned from my university course and all my music teacher training, and I could use my personality to engage with the young students in lower primary and they loved what I did.
However the older classes just didn’t respond. They didn’t like what I gave them, and they didn’t respond to me very well, because I just couldn’t give them what they needed – ***which was music that they actually liked!***
That’s when I took the step of opening that cupboard door again. I was scared, I was nervous, but I had to figure out something that could turn my fortunes around for my upper primary classes.
However, the things I tried with the ukulele didn’t really work. The students weren’t motivated, and the songs I had to play on the ukulele were a bit average and not really songs that they liked.
I realised the problem wasn’t me, or my lack of skills, because **I was working really hard** to teach it and I could play it perfectly well myself. The main problem was that I had no underlying system for making my students successful on the ukulele.
The students would look down at their hands, or look at their ukulele necks, and consequently would crouch over with a terrible posture and never really get anywhere with their playing.
### That’s when I decided to make a change …
I finally realised that I needed to get out of the way of the teaching, and find a way to display the music in such a way that the students could really have success. What I was doing with bits of paper all over the place and teaching by rote **wasn’t working!**
I started writing stuff up on the whiteboard, and pointing along with a stick, while they played a song. And guess what, suddenly they started to have success!
Once I realised that I needed to get the music out of their heads – and away from bits of paper, that they’d have on music stands and on the floor mostly – ***it changed everything!*** I started using [Youtube](https://youtube.com) videos. But then I discovered what a terrible quality most of them are! I also found such inconsistencies in the way that they are presented, so **I had to find a better way.**
Back when I was teaching, I couldn’t make that happen. I could see what I wanted in my head, but couldn’t make it happen. Fast forward 15 years and I am the creative director of the Fun Music Company, so when it was suggested that we create a ukulele program, ***I knew it had to be special!***
So that is why I told my team here at the Fun Music Company. I instructed them to come up with a new way, a new animation style that would make it ***easy to teach ukulele and have it be fun for the students as well!***
For three years they worked flat out, trying out different animation styles and ideas, and eventually they came up with:
The Fun Music Company
## Ukulele Curriculum System
### ## A Complete Ukulele Program of Instruction for Ukulele in the Classroom.
[See ordering options now](#orderuke)
We took over three years, and spent thousands of dollars experimenting, testing and refining our animation style until it was just perfect for teaching Ukulele.
We surveyed teachers, worked out what chords they were teaching and when, we worked on the sequence and the order that things need to be taught in, and the important skills that the students need.
***Because we went through all of this development work, you don’t have to!*** **You just have to load up the system, pick a lesson and away you go. What took us thousands of dollars and three years of careful planning and research, you can access in just a few minutes!**
## **Bouncy ball animations** *so the students look up, keeping in time while they play the music.*
We tested and refined this animation style until it was perfect! Children enjoy the bouncy balls, and they keep in time. Because the bouncy ball on the screen takes care of keeping the students in time, you can focus on other aspects of their playing.
## ## **Ukulele Teaching Melody Learning System** *so students can play melodies, and cover music theory and notation.*
During our testing of the ideas for this program, we discovered that actually students became **more engaged** with the process of learning melodies, than they were learning chords! *This is because it is a challenge*! It gives students the intrinsic motivation to get something right, almost like a computer game or puzzle, the way that we have put it together.
## ## **Ukulele program Step-by-Step Instructional Videos***, so you can communicate technical information easily to every student.*
We reviewed hundreds of the best ukulele teachers on YouTube to see how they communicated with the least possible extraneous language. We then tested and refined our instructional videos down to just what you need in the classroom, and nothing you don’t.
In the ***Ukulele Curriculum System*** we have put together something which is exactly like I would have wanted when I was back in that classroom so many years ago. It’s a full step-by-step system that allows anyone, no matter their experience, to guide students through the journey of learning the ukulele, and have some fun at the same time!
[See ordering options now](#orderuke)
## ## Content Structured into 40 Ready-To-Go Ukulele program Lessons
This program is set up in a convenient 40 lesson structure, with elements of chord playing, melody playing and ensemble.
Each lesson has a clear outcome and learning goals, and teachers have the flexibility to add more revision if needed, or skip over material if the class is moving quickly.
Each lesson is designed to work for a standard school lesson timeframe; however, teachers can move more quickly through it if they wish to complete the program in less than 40 lessons.
### ### Key Elements of the Fun Music Company ***Ukulele Curriculum System***
## ## The Ukulele Curriculum Chord Learning System
In the ***Chord Learning System,*** students will progress through thirty five different chord playing exercises.
Each chord is taught in detail, by itself, with an instructional video and exercise, before mixing the new chord with already known chords.
There is lots of structured repetition, in order to have students really master the skills of each chord.
### Animation Example
The ***Chord Learning System*** is based around our carefully designed animations, which are created to make learning the chords easy and fun.
A chord chart reminder at the start of the animation reminds the students how to play each chord, and the students’ brains connect this with the carefully chosen colours.
The bouncy ball shows them exactly when to play each strum and keeps the students in time together.
### Click to play example chord exercise:
## Step-by-step Lesson Plans Included
Every lesson contains step by step lesson plans and teachers notes. This is aligned to the content on the screen, so you simply choose the lesson on the screen and away you go.
You can step through the activities in the lessons with the navigation on the bottom of the screen, or access anything you need from the menus at the side if you need to add more revision for your students.
[See ordering options now](#orderuke)
## ## The Ukulele Curriculum Melody Learning System
The Fun Music Company ***Melody Learning System*** consists of a series of 32 structured exercises where students will learn to finger pick melodic patterns on the ukulele.
Starting with open strings, students will learn to stay in time through consistent repetition, before learning to place one finger down, then fingers 2, 3 and 4 before moving up the fretboard.
### Animation Example
The animations in the ***Melody Learning System*** help students play melodies using our adaptation of standard ukulele tablature, which students understand quickly and easily with the video instruction included.
Standard sheet music is included below the tablature in every example, so that students connect their work in standard notation and music theory to their playing on the ukulele.
### Click to play example melody exercise:
## ## Teaching Ukulele Integrated Worksheets
This program contains 10 carefully created worksheets, designed to back up the students practical learning with theoretical understanding.
The worksheets are available as printable PDFs in the members area, and have answered versions built into the classroom presentations, so the teacher can work through them with the students.
[See ordering options now](#orderuke)
## ## Ukulele Program Songs and Ensembles
**Songs and Ensembles** are a critical part of the Fun Music Company Ukulele Curriculum System.
This is because we believe that the experience of playing in a musical ensemble is essential for everyone learning the ukulele.
### Ensemble Example
### Click to play example ensemble song:
## ## Ukulele Curriculum Structured Assessments for Teaching Ukulele
The 40 lessons in the program are divided into four sets of 10, and at the end of each 10 week block there is an assessment framework included.
Each assessment includes three practical assessment items, so the students have a clear understanding of what they need to complete.
There is a rubric included on each assessment page, so that the teacher needs to simply tick in the box so that the student can clearly understand where they need to improve.
## ## Instructional Videos for Teaching Ukulele
The Fun Music Company ***Ukulele Curriculum System*** doesn’t intend to replace the teacher in the classroom. The teacher has to drive the lessons and keep the students moving through the program.
However, if the teacher feels less confident with the technical areas of ukulele playing, such as how to tune the instrument, correct strumming techniques and chord positions, then this program has video instruction to help in those areas.
These videos are often very short, containing just what you need and nothing that serves to distract from the core learning of the lesson.
### Click to play example instructional video:
## Classroom Whiteboard or Student Workbook … Its up to You!
In the Fun Music Company ***Ukulele Curriculum System***, we have everything provided on screen, so that you simply login to the system on your classroom whiteboard, and away you go!
However, we also provide a complete printable student workbook, so that in the situation where you do not have access to a classroom whiteboard, you can instead use printable PDFs for the students.
You can even choose to print this student workbook for the students at the start of the course, and they can mark off the exercises as they complete them throughout the program.
### Whiteboard Screen
### Student Workbook
[See ordering options now](#orderuke)
## What if You Don’t Know What Ukuleles to Purchase?
### *Then this bonus item is for you:*
Super Teaching Ukulele Bonus #1
## The Ukulele Classroom Buyer’s Guide
*Do you know what brand of ukulele to buy?*
*Do you know how much you should be spending on ukuleles?*
*Can you trust the advice of the salesperson at your music store?*
These are all questions that go through your head if you’re thinking about starting a ukulele program and you need to invest in some instruments.
In this short PDF guide we’ve cut through the minefield of information on the internet to bring you the most sensible, practical and down-to-earth advice.
We have received and will receive no commissions or incentives from ukulele manufacturers for our recommendations – they are just our own honest recommendations from our own experience. We’ve paid for every ukulele we own, just like you!
[See ordering options now](#orderuke)
What if You Need to Convince Your School Administration About Ukulele?
… or Raise Money?
… or Convince Parents to Contribute?
… or something else …
## Super Teaching Ukulele Bonus #2
## The Ukulele Teachers’ Letter Pack
I know that YOU understand the value of the ukulele for the music classroom … **but what about your administrator?**
If you need to convince your administration, school board, parent club or other funding body to help you fund a class set of ukuleles, the ***Ukulele Letter Pack*** is here to help you!
We’ve carefully crafted the text of several template letters which you can copy-and-paste to use as you need when you start your program.
Included are:
- Letter to a school administrator, suggesting starting a ukulele program, without asking for funding.
- Letter to a school administrator, asking for funding for ukuleles to start a program. (two options)
- Letter to parents when starting a ukulele program, but not asking for them to purchase an instrument for their child.
- Letter to parents when starting a ukulele program on a “bring your own instrument” model.
- Letter to students before starting ukulele program with new school ukuleles.
- Letter to a parents club, a potential sponsor or local business to ask them for support in funding for ukuleles.
[See ordering options now](#orderuke)
## What if You Feel That You Don’t Have The Teaching Skills?
*That is why we’ve included this really important bonus:*
## Super Teaching Ukulele Bonus #3
## Personal Support via email, with video updates as required
*Do you feel daunted or scared by the thought of teaching ukulele?*
*Do you feel unsure how this will work in your classroom?*
*Do you have questions about teaching ukulele or challenges that have come up?*
As well as our free e-book on ***How to get started teaching ukulele***, we wanted to create something that would really help those who feel challenged by teaching ukulele, so we are making ourselves available for 1-1 support via email. If you have any questions about teaching ukulele we are happy to answer them and help you get started.
If appropriate and required we will even create a video response and post it in our members area for you. You can send us a question at any time via a special form in the members’ area, and we will get back to you as quickly as we can.
[See ordering options now](#orderuke)
## Frequently Asked Questions
Do I have to be good at playing the ukulele to teach this program?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2021-01-20T23:40:53+00:00#### [Do I have to be good at playing the ukulele to teach this program?](#collapse-26-27074)
Absolutely not! Instructional videos are included at every step of the way, so that with any areas that you’re not 100% confident with, you can use the instructional video to support your teaching in the classroom. Together with the support provided by our regular [Q and A update videos](#monthlyqa) you will soon have the confidence to answer any of your students’ questions and concerns.
What if I’ve never played the ukulele before?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2021-01-20T23:41:25+00:00#### [What if I’ve never played the ukulele before?](#collapse-26-27076)
With this program, you can learn along with the students! Everything is included in our instructional videos, and you can go through the program at home on your own computer, and have plenty of practice before you begin in the classroom.
What is the scope of the program – what chords, notes and other elements of playing are included?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2021-01-23T05:14:10+00:00#### [What is the scope of the program – what chords, notes and other elements of playing are included?](#collapse-26-27079)
We’ve covered everything that is needed to be taught in the first year of ukulele playing. For more detail on the content, please download our one-page scope and sequence document [here](https://funmusicco.com/wp-content/uploads/2021/01/UkuleleCurriculumSystem_OverallScopeAndSequence-1.pdf).
What equipment do I need?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2021-01-20T23:42:54+00:00#### [What equipment do I need?](#collapse-26-27081)
**Ukuleles for students, and one for yourself.**
Obviously, you need a class set of ukuleles, or you need to have the students buy their own. It is also a good idea to have a ukulele for yourself, and we recommend a concert size one, so that it is slightly larger and easier for students to see your hands.
**Electronic tuners**
Electronic tuners (the type that clip onto the head of the ukulele) are useful, but not essential. As you become proficient at teaching ukulele, and as the ukuleles become more played in, tuning doesn’t become such a problem in the classroom, so just one or two tuners is all that is really needed.
**Classroom whiteboard or CD player**
Ideally you’d have a classroom whiteboard hooked up to your computer, so that you can display the animations and play the music tracks. If you don’t have a classroom whiteboard, we do have you covered with the printable student workbook and optional CD which are available in the printed teacher’s guide.
Do I need a classroom whiteboard?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2025-10-15T06:14:35+00:00#### [Do I need a classroom whiteboard?](#collapse-26-27086)
All you need is a screen of some kind – a large TV screen or projector will work just fine.
How does this work alongside the Fun Music Company regular curriculum program?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2021-01-20T00:46:53+00:00#### [How does this work alongside the Fun Music Company regular curriculum program?](#collapse-26-27088)
This program works perfectly alongside the ***Fun Music Company Curriculum***, and provides additional content which covers the *sing and play* and *composition* elements of any curriculum you are following.
Depending on how many lessons you have each week, you can choose to do one lesson on ukulele and one lesson from the regular curriculum program, or you can switch to it inside of the program by setting it up on different tab in your browser. It uses exactly the same members area, so once you’re logged into the program you can switch between them in an instant!
Which ukuleles should I buy for my classroom, and how expensive are they?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2021-01-20T23:45:13+00:00#### [Which ukuleles should I buy for my classroom, and how expensive are they?](#collapse-26-27090)
We have included a special bonus [Ukulele Buyer’s Guide](#buyersguide) with the core advice we have on purchasing ukuleles for the classroom.
Can I pay monthly or by installment?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2024-07-22T10:08:37+00:00#### [Can I pay monthly or by installment?](#collapse-26-28967)
Yes! We have various options for monthly memberships and installment payment plans.
Please contact us via our [helpdesk](https://funmusicco.com/contact/) and we will find the best solution for your needs.
[See ordering options now](#orderuke)
## Here is Everything You Get With This Program
- **Online access to the *Ukulele Curriculum System* core program, including**
1. **Chord Learning System (35 exercises)**
2. **Melody Learning System (32 Exercises)**
3. **Five ensemble songs with many variations**
4. **Instructional videos**
5. **Ten worksheets**
- **PDF teachers guide, lesson plans and assessments**
- **Printable PDF student workbook**
- **Bonus #1: Online Training & Email Support**
- **Bonus #2: Ukulele Buyer’s Guide**
- **Bonus #3: Ukulele Letter Pack**
## Annual
### **$199 / Year**
[Join Now](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=482)
##### Does not auto-renew. We will contact you at the end of the year to invite you to re-subscribe, but there is no obligation.
## Monthly
### **$24.95 / Month**
[Join Now](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=484&subscriptionPlanId=38)
##### Auto-renews each month. You can cancel anytime, but you must let us know before your next monthly payment.
##### All prices in Australian Dollars (AUD)
## Here is Everything You Get With This Program
- **Online access to the *Ukulele Curriculum System* core program, including**
1. **Chord Learning System (35 exercises)**
2. **Melody Learning System (32 Exercises)**
3. **Five ensemble songs with many variations**
4. **Instructional videos**
5. **Ten worksheets**
- **PDF teachers guide, lesson plans and assessments**
- **Printable PDF student workbook**
- **Bonus #1: Online Training & Email Support**
- **Bonus #2: Ukulele Buyer’s Guide**
- **Bonus #3: Ukulele Letter Pack**
## Annual
### **$199 / Year**
[Join Now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=558)
##### Does not auto-renew. We will contact you at the end of the year to invite you to re-subscribe, but there is no obligation.
## Monthly
### **$24.95 / Month**
[Join Now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=560&subscriptionPlanId=74)
##### Auto-renews each month. You can cancel anytime, but you must let us know before your next monthly payment.
##### All prices in US Dollars (USD)
## Just imagine how great your teaching will be when you’re able to have your ukulele teaching just covered, and covered properly.
You won’t have to spend hours trawling the internet to find songs that are suitable and appropriate, and you won’t have to think hard about what to teach when. Everything you need is built right in***… even a tuning screen***!
So click on the order button below right now and you’ll be taken to a secure order form. After you put in your payment information you’ll be given access to the members area to get started with your lesson planning right away, and access in the classroom **as soon as tomorrow morning**.
Of course I want to make sure that this system will actually work for you, so like everything else at the Fun Music Company you’re covered by our **100% money back guarantee**. If you find that this system isn’t the most amazing, comprehensive and incredible tool for teaching the ukulele that you’ve ever encountered, then I insist that you contact us for a full refund on the annual membership, or to stop your monthly membership right away … there’s no questions asked.
It doesn’t matter to us whether or not you join the hundreds of music teachers already in this community of ukulele teachers. However, without our help I know that *you’ll always be working harder than you have to*. You’ll be struggling to find songs and preparing lesson well into the night, when you should be relaxing and recharging, so you can do what you need to do best, which is communicating with your students in the classroom!
**So remember when you get started today you’re going to get the full ukulele curriculum system, all the lesson plans and videos, access to our teacher’s community, and access to our library of amazing ensemble songs that your students will love. So click on the button below, and we’ll see you in the members area!**
[See ordering options now](#orderuke)
---
### [Customised Music Teacher Training](https://funmusicco.com/customised-music-teacher-training/)
**Published:** July 1, 2026
**Author:** FunMusicCo
**Content:**
# Custom Music Education Professional Development Sessions
## Professional Development That Fits Your School — Not the Other Way Around
Most PD sessions ask teachers to sit through a generic presentation designed for someone else’s school, someone else’s curriculum, and someone else’s challenges.
That’s not what we do.
When you book a customised training session with Fun Music Company, you get a session designed around your team. Whether you’re a music specialist supporting classroom teachers, a principal looking to embed music into your school culture, or a curriculum coordinator rolling out the Australian Curriculum v9 — we tailor the session to where your staff are right now, and where you want them to be.
## Sessions Can Cover Any of the Following — or a Combination
We’ll work with you in advance to design the session that’s right for your team. Topics include:
- Getting started with the Fun Music Company K–6 Curriculum Program
- Teaching ukulele, Boomwhackers, bucket drumming, and other classroom instruments
- Music pedagogy and lesson planning for classroom generalists
- Implementing the Australian Curriculum v9 Music strand
- Supporting generalist teachers to deliver effective, engaging music lessons
- Any topic your school identifies — this is your session
## Live In-Person or via Zoom — We Come to You
Sessions are available in two formats, so you can choose what works best for your school or region:
## In-Person Workshop
We travel to your school or venue and deliver the session face-to-face. Ideal for whole-staff PD days, small team workshops, or hands-on instrument training where teachers benefit from doing, not just watching.
Please note that we’re based in Adelaide, SA — so for in-person sessions, your quote will include travel and accommodation costs to your location.
## Live Online via Zoom
Prefer to bring the team together without the travel? Our Zoom sessions are fully interactive — not a pre-recorded video, but a live, responsive workshop with a real presenter and real-time Q&A. Perfect for schools in regional or remote areas, multi-site networks, and district-wide training.
Both formats are available for groups of any size — from a small team of six to a region or district-wide event.
If you’re considering an in-person session, your quote will reflect our travel and accommodation costs from Adelaide, SA.
## Who Will Be Presenting?
Your session will be delivered by Janice & Kevin Tuck, co-founders of the Fun Music Company.
**Janice Tuck** brings years of classroom experience and a deep practical knowledge of how music programs work in real K–6 schools — especially for generalist teachers who are building their confidence alongside their students.
**Kevin Tuck** holds a Master of Music and extensive experience as a performing musician who has worked with primary schools across Australia. He’s particularly well-suited to sessions with a research, curriculum, or academic leadership focus.
## Request a Quote
Tell us a little about your school and what you’re hoping to achieve, and we’ll be in touch with a tailored proposal.
Name First Last
Email
School/Organisation
School or district name
Location
City, State, Country (in-person quotes include travel from Adelaide, SA)
Number of participants \*
Approximate number
Preferred format \*Live In PersonOnline/ZoomQuote both options please
Preferred date(s)
Flexible — give us a few options if you can
Budget range
Optional — helps us tailor our proposal
What would you like to cover?
Tell us your goals or any topics you’d like to focus on
Δ
---
### [A Ram Sam Sam](https://funmusicco.com/a-ram-sam-sam/)
**Published:** January 16, 2025
**Author:** FunMusicCo
**Content:**
# A Ram Sam Sam
## Background of the Folk Song: A Ram Sam Sam
The folk song “A Ram Sam Sam” is a playful and rhythmic tune that has captured the hearts of children and adults worldwide. Its origins can be traced back to Morocco, where it was traditionally sung in Arabic as a call-and-response chant. Over the years, the song has transcended its roots to become a popular activity in classrooms, camps, and other group settings, fostering cultural connection and engagement.
### What does A Ram Sam Sam Mean?
The honest answer: there isn’t a literal English translation, and that’s part of the song’s charm. The words “a ram sam sam” and “guli guli guli guli guli ram sam sam” are largely nonsensical, percussive syllables rather than a sentence with a fixed meaning — similar to how “tra-la-la” functions in countless folk songs around the world. The song is believed to have Moroccan Arabic roots, where these sounds were designed to be chanted and clapped along to, not understood word-for-word.
So if you’ve landed here searching for a precise translation: the joy of “A Ram Sam Sam” comes from its rhythm and repetition, not its literal meaning — which is exactly why it’s traveled so far beyond Morocco and into classrooms worldwide.
### Origins in Moroccan Culture
“A Ram Sam Sam” is believed to have originated as part of Moroccan folk traditions. The song’s repetitive and percussive nature reflects the oral storytelling culture of the region. Its lyrics, though simple, are thought to have been designed to accompany communal activities, such as celebrations or social gatherings. The words “A ram sam sam, a ram sam sam, guli guli guli guli guli ram sam sam” are nonsensical in nature, but their rhythm and melody are captivating and lend themselves well to participation.
In Moroccan culture, music often serves as a means of bringing people together, and “A Ram Sam Sam” exemplifies this. The song is a reflection of the region’s rich oral tradition, where chants, songs, and rhythms play a crucial role in unifying communities.
### A Ram Sam Sam Adaptation and Global Spread
The song’s infectious rhythm and simple structure made it easy to adapt and teach, leading to its adoption beyond Morocco. As it spread to different cultures, the lyrics and performance style of “A Ram Sam Sam” evolved. In many settings, the song is paired with actions or gestures, making it a favorite among children’s educators and entertainers.
During its journey around the globe, the nonsensical lyrics were preserved, highlighting their universal appeal. However, in some cases, additional words or variations were introduced, creating unique versions tailored to specific cultural contexts. The song is now often performed in group settings as a game or an icebreaker, emphasizing cooperation, rhythm, and fun.
### A Ram Sam Sam in Modern Times
In the modern era, “A Ram Sam Sam” is frequently used in educational and recreational contexts. Teachers use the song to help children develop motor skills, coordination, and rhythm. Its simplicity allows it to be adapted into various languages and settings, ensuring its continued popularity.
The song has also been featured in media and recorded by various artists, further cementing its status as a global cultural artifact. It has become a symbol of unity and playfulness, transcending language and cultural barriers.
### Cultural Significance
“A Ram Sam Sam” serves as an example of how music can cross borders and bring people together. Though its original meaning may have faded with time, the song’s ability to engage and unite people remains intact. It stands as a testament to the power of folk traditions and their capacity to adapt and thrive in new environments.
In summary, “A Ram Sam Sam” is more than just a catchy tune; it is a living piece of Moroccan heritage that continues to inspire joy and connection worldwide.
## A Ram Sam Sam Lyrics
A ram sam sam, a ram sam sam,
Guli guli guli guli guli ram sam sam.
A ram sam sam, a ram sam sam,
Guli guli guli guli guli ram sam sam.
A rafi, a rafi,
Guli guli guli guli guli ram sam sam.
A rafi, a rafi,
Guli guli guli guli guli ram sam sam.
## A Ram Sam Sam Sheet Music
### A Ram Sam Sam Sheet Music Video
## A Ram Sam Sam Lesson Plan
A Ram Sam Sam” is a classroom music staple for good reason — its repetitive structure makes it ideal for teaching rhythm, coordination, and ensemble playing, even for students who’ve never played a classroom instrument before. Here’s a simple lesson plan you can use as-is or adapt for your own class.
*Grade level: Grade 3 (ages 8–9), though easily adapted up or down a grade.*
**Learning objectives:** Students will sing the song from memory, perform a steady beat using body percussion or classroom instruments, and play a simple three-part rhythmic accompaniment as an ensemble.
**Materials:** No instruments are required to start — body percussion works perfectly. For the full version, you’ll want a tambourine, a triangle, and a hand drum (or substitutes: any shaker, any metal/wood percussion, and any drum or lap-pat).
**Step 1 — Learn the song and actions (5–10 minutes)**
Teach the lyrics by call and response, a phrase at a time. Once students know the words, add a simple action for the “guli guli guli guli guli” section — a rolling hand motion works well and reinforces the song’s rhythmic feel.
**Step 2 — Add the three-part percussion accompaniment (10–15 minutes)**
Split the class into three groups, each representing one instrument:
*Tambourine part:* clap hands together
*Triangle part:* tap index fingers together
*Drum part:* pat your lap
Teach each part separately first, then layer them together while the rest of the class sings. This is where the lesson really comes alive — students hear how three simple parts combine into a full ensemble texture.
**Step 3 — Perform as a class (5 minutes)**
Once all three groups are confident, perform the song straight through with everyone playing their part and singing together. If you have access to real tambourines, triangles, and hand drums, this is the moment to swap them in for the body percussion version.
***Extension idea:*** Have students create their own short “guli guli”-style nonsense phrase and matching action, then perform it for the class — a simple, low-pressure introduction to composition.
This lesson plan is also included as a fully video-guided lesson — with backing tracks and performance versions — as part of the [Grade 3 Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/grade-3-music-curriculum/).
This video is part of the Fun Music Company [Grade 3 Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/grade-3-music-curriculum/). Versions with vocals, without vocals and for instrument playing are included in this [music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program.
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-3-music-curriculum/)
### A Ram Sam Sam PDF Sheet Music
[](https://funmusicco.com/wp-content/uploads/2025/01/FunMusicCoFolkSongArrangement_ARamSamSam.pdf)
---
### [Practical Music Lessons](https://funmusicco.com/practical-music-lessons/)
**Published:** August 31, 2013
**Author:** FunMusicCo
**Content:**
[](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
## Ukulele Curriculum System
**Recommended for Grades 3-6
Complete program with classroom presentations and lesson plans**
An entire program for [teaching ukulele](/how-to-teach-ukulele-in-the-classroom-a-complete-guide-for-primary-and-elementary-teachers/) in the classroom to cover the first full year of instruction (40 lessons). Includes animated video play-along-tracks and step-by-step lesson plans.
[Learn More](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
## Boomwhacker Beatz
**Grades K-6
Online Classroom Presentations**
Ideas for using [Boomwhackers](/boomwhackers/) in the music classroom – including animated warmup tunes, performance pieces, composition activities and games.
[Learn More](https://funmusicco.com/boomwhacker-program/)
## Primary Percussion
Grades K-**6
PDF resources with audio**
Lots of fun ideas for using percussion instruments in the classroom, including Rhythm Grooves, simple scores to read and arrangements.
[Learn More](https://funmusicco.com/primary-percussion-program/)
---
### [School Orders](https://funmusicco.com/schoolorders/)
**Published:** December 5, 2012
**Author:** FunMusicCo
**Content:**
# School Orders
## ## How to have your school purchase resources from the Fun Music Company
The Fun Music Company only accepts school purchase orders directly from **Australian Schools**, however you can order via purchase order in other countries through the following retail partners:
**United States:**
**Vendor’s Name**:Poppler’s Music**Phone**:1-800-437-1755**Fax**:701-780-9986**Email:****Mail:**PO Box 14238 1726 S Washington St #S5
Grand Forks, ND 58201
UNITED STATES
Prices are as quoted on this website
**Canada**
**Vendor’s Name**:James McCarthy**Email:****Address:**1016 30th St. W.
Saskatoon, Saskatchewan
CANADA, S7L0PPlease contact Jim at the above details to place an order, and he will send you a quote in CAD.
**Australia**
Orders are processed direct with the Fun Music Company Pty Ltd
**Phone**:(+61) 08 7134 3196**Email:**or contact via this website’s [helpdesk](https://funmusicco.com/contact/)**Address:****3/55 Gawler Place,** **Adelaide SA 5000**
**ABN:**51 121 090 917Prices are the same in as quoted on this website
---
### [Classroom Music Theory](https://funmusicco.com/classroom-music-theory/)
**Published:** May 15, 2026
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Music Theory in the Classroom
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/music-theory-sample-grade-5/)
[
### PDF Worksheet](https://funmusicmembers.com/wp-content/uploads/2024/07/SKILLSworksheets_Grade5_6.pdf)
---
### [Skill of Dynamic Control](https://funmusicco.com/skills-dynamic-control/)
**Published:** May 15, 2026
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Skill of Dynamic Control
### Resources mentioned in the video:
[
### Online classroom presentation](< https://funmusicmembers.com/grade-4-dynamics-sample-activity/>)
---
### [April Fools Joke for Music Teachers](https://funmusicco.com/april-fools-joke-for-music-teachers/)
**Published:** March 21, 2014
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# April Fools Joke for Music Teachers
### Resources for this lesson
[
### Special Worksheet Use only on April 1st!](https://funmusicco.com/wp-content/uploads/2020/10/SpecialWorksheet_firstofApril.pdf)
[
### Special Worksheet - Answered Version](https://funmusicco.com/wp-content/uploads/2020/10/SpecialWorksheet_firstofApril_answered.pdf)
**Important Disclaimer:**
**Fun Music Company takes no responsiblity for the success or**
**failure of this joke, or the hilarity it may cause!**
**Use at your own discretion.**
---
### [Music Flashcards](https://funmusicco.com/music-flashcards/)
**Published:** December 13, 2012
**Author:** FunMusicCo
**Content:**
# Music flashcards help teach note names, technical names and those dreaded Italian terms!
### Best of all – you can make it FUN!
Dear Music Teaching Friend,
I remember the first students I took through examinations – I remember it like it was yesterday!
We worked really hard on the pieces, the scales and technical work and we knew all the aural exercises the student needed to do. I remember looking through the exam syllabus thinking “I’d better check the students general knowledge”, so in the last lesson I pointed to a note and said:
“what kind of note is that?”
I was expecting to hear “That’s a crotchet”, or “That’s a quarter note”
I just got back a blank look.
“What’s the **rhythm name?**“ I said
“What’s a rhythm name?” I got back
“Its **time name**“ I said
“What’s a time name?”
Whoops! I think something’s been missed somewhere in this student’s education! Of course I spent an extra hour or so with this particular student and they got through alright, but it taught me a very valuable lesson about how students learn.
I could of course blame their theory teaching, the school system or the parents… but I can’t do that. The student needs to know these things, and it is my responsibility to make sure that they know it.
I then started using flashcards in my lessons. I just made some simple ones that matched the various notes and symbols that the children needed to know for their exams.
It became a game – I simply showed them each card, and they had to answer within two seconds or they’d lose a point. It was great fun, even for older children who I thought would be past games. They loved it, and it was part of the routine. It took less than one minute per lesson to quickly run through five or six general knowledge concepts that they had to know, and it resulted in them always getting 100% in the general knowledge section of their exams.
My flashcards were pretty primitive – I simply wrote the symbols on pieces of card and covered them with clear plastic.
When I married my husband we started creating our own flashcards on the computer. My husband also taught theory, so we developed hundreds of different cards that suited the various teaching situations.
Introducing:
## The Ultimate Instant Print Flashcard set
In the Ultimate Instant Print Flashcard Set you get a comprehensive selection of printable flash cards that you print yourself, right from your computer.
You might think “Wouldn’t it be better to get them pre-printed?”
If you got cards pre-printed you’d have to worry about losing them – the box would end up looking pretty tired and used and you’d have to constantly sort through a whole heap of cards that you might never use.
Just think – Wouldn’t it be great if you could go to your computer and print out exactly the set of flashcards you needed for a particular student, and you can pop a rubber band around them and keep them for just this student?
Then, next time you see this student you’ve got their flashcards all ready for them.
Alternatively you can print out all the cards and organize them into your grade or examination levels that you need. That way, whenever you have a student doing a particular grade you can pull out the appropriate set.
Its impossible to do this with a pre-printed set of cards, as there is likely only one or two of each card!, not enough for each grade to have everything.
## Completely Self Checking cards – means the students can test themselves!
Each card in “The Ultimate Flashcard Set” is designed so that you simply fold and glue them together, and the answer is on the back!
Here’s what is included:
**Basic Pitch Flashcards**
9 Pages (36 cards)
All pitches from Bass Clef C (2nd Space) through to Treble Clef C (3rd Space).
**Clef Flashcards**
All Clefs including Treble, Bass, Tenor, Alto, placed on a stave so that you can see their correct positions.
**Time Signature Flashcards**
All common Time Signatures including:
**Key Signature Flashcards**
(30 Cards)
All key signatures in the treble and bass clefs, up to seven sharps and seven flats. On the back is both the Major and Minor Keys they represent.
**Rhythm Symbol Flashcards**
4 Pages (16 cards)
Common notes and rests:
These have both the European time Name (Crotchet, Quaver etc) AND the American Time Name (Quarter Note, Eighth note etc), so you can use whatever terminology you wish.
Here are the symbols included in this set:
**Miscellaneous Symbol and Ornament Flashcards**
5 Pages (20 cards)
In this set you’ll find a mixture of common and uncommon symbols. We have tried to cover absolutely everything you might find in a general knowledge section of a practical or theory examination. We’ve even included the different ornament symbols, such as upper and lower mordents, acciaccatura and appoggiatura (one for the advanced theory students this one!)
The concept is that you don’t have to print the whole lot – you print what you need. Don’t worry if you aren’t teaching these things – you might one day, and you’re students may well have to know the difference between the sign for an upper or lower mordent.
Thanks to our unique get what you need guarantee (please read below) we intend to supply the most comprehensive set of instant print music flashcards available anywhere.
**Dynamics Flashcards**
We’ve included all the various dynamic symbols from pp right through to ff
**Italian Terms**
Anyone who has ever done any examination, particularly a theory examination knows that you have to learn a LOT of Italian terms.
Every examination system (Trinity College, ABRSM etc) has a different requirement, and so we did not make this set for any particular group, rather we have combed the syllabi for ABRSM, Trinity College and the AMEB (Australia) to include every single term we could find.
## Here is the list included so far:
A Piacere
A Tempo
Accelerando
Ad libitum
Adagietto
Adagio
Affrenttando
Agitato
Allargando
Allegretto
Allegro
Andante
Andantino
Animato
Appassionato
Arco
Assai
Attaca
Ben Marcato
Calando
Cantabile
Cantando
Capriccioso
Celere
Con anima
Con brio
Con energia
Con espressione
Con forza
Con fuoco
Con grazia
Con Moto
Con tenerezza
Con vivacita
Crescendo
Da capo al fine
Dal segno
Deciso
Decrescendo
Delicato
Diminuendo
Dolce
Dolento
Doloroso
Doppio Moveimento
Doppio Tempo
Energico
Forte
Forte-piano
Fortissimo
Forza
Furioso
Giocoso
Giusto
Grandioso
Grave
Grazioso
Grazioso
L’istesso tempo
Largamente
Larghetto
Largo
Legato
Leggiero
Lento
Loco
Maestoso
Main droite (fr.)
Main gauche (fr.)
Mancando
Mano Destra
Mano Sinistra
Marcato
Martellato
Meno Forte
Meno Mosso
Meno Piano
Mesto
Mezza Voce
Mezzo Forte
Mezzo Piano
Mezzo staccato
Moderato
Molto
Morendo
Mosso
Non troppo
Opus
Perdendosi
Pesante
Piacevole
Pianissimo
Piano
Piu Forte
Piu lento
Piu Mosso
Piu Piano
Pizzicato
Poco
Pomposo
Portamento
Prestissimo
Presto
Quasi
Rallentando
Rinforzando
Risoluto
Ritardando
Ritenuto
Rubato
Scherzando
Scherzoso
Semplice
Sempre
Senza
Serioso
Sforzando
Smorzando
Sonore
Sostenuto
Sotto Voce
Staccato
Stretto
Stringendo
Subito
Sul ponticello
Sul tasto
Tempo Commodo
Tempo giusto
Tempo Ordinario
Tempo Primo
Teneramente
Tenuto
Tosto
Tranquillo
Tranquillo
Tre corda
Tremolo
Una corda
Veloce
Vivace
Vivacissimo
Vivo
Volta
Volti Subito (V.S.)
This is a dynamically growing list, and as teachers email in their requirements for the different students they have the list is sure to grow. Our Unique “Get What you Need” Guarantee means that this flashcard set will become the most comprehensive set of flashcards available, and the best bit is that it is controlled by YOU, the teachers who use it in lessons.
## Guarantee #1
**Get What YOU Need**
At the Fun Music Company we want “The Ultimate Flashcard Set” to be the most comprehensive set of instant print musical flashcards available on the internet.
If you require a musical symbol, an Italian term or another musical concept which is not included in the flashcard set all you have to do is email The Fun Music Company and we will create it for you, and add it to the set.
Its not a bother to us to create it, as it will add value to the set in the long term for all the teachers using it.
This way, in the long term we will be sure to have a complete set of every term that is required to teach music, anywhere in the world.
You also get lifetime access to updates and revisions, which means that if additional terms are added to the syllabi you are using, you simply can email us and we’ll create new cards and add them to the set.
## Guarantee #2
**100% Satisfaction Guaranteed**
Not 30 Days, but extended to 90 Days for complete peace of mind!
At the fun Music Company we stand behind everything we sell. If for whatever reason you decide that you aren’t satisfied with your purchase we will of course refund your money – all you have to do is let us know within 90 days why you feel the purchase is unsuitable.
## Save yourself hundreds of hours work preparing materials
Of course you might think to yourself “I can make these cards myself – I just need to find the clipart on the internet and lay them out on my computer”
Yes you can do that If you wish.
It depends on how much you **value your time.**
It can take anywhere from ten minutes through to a number of hours to make flashcards, design the borders and make sure they print correctly. To make hundreds of flashcards will take you many hours work, and I’m offering this entire set to you for the ridiculously small investment of just $19.95.
If you value your time at all you will quickly see that this small amount of money will save you many hours preparation time – You simply come back to the members only website and print out what you need, when you need it.
For around the cost of ONE MUSIC LESSON you can have access to all these instant print flashcards, and you can print them out straight away from your computer.
If I had been able to find something like this when I was teaching it would have saved me many hours of frustration trying to learn how to create a good flashcard on the computer, and probably hundreds of hours work.
So do yourself a favor, get started straight away with the Ultimate Flashcard set by clicking the button below. You will get immediate access to the materials, and you’ll have lifetime access to all the updates.
So go ahead, you have nothing to lose, except perhaps the hundreds of hours work that it will cost you if you DON’T get started now with the ultimate instant print flashcard set!
I really want you to make it fun for your students to learn their general knowledge, and you can do with flashcards like these!
**Digital Download Self-print Product**
**Nothing needs to be shipped**
[Order Now »](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=129)
[Order Now »](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=166)
## Have a musically inspired day,
P.S. Make sure you take your chance to get these cards now, as I can only guarantee this price for a limited time!
P.P.S You have absolutely nothing to lose, as our guarantees mean that if you need flashcards for music lessons you’ll get what you need with this product!
---
### [Teaching Ukulele Sample Pack](https://funmusicco.com/teaching-ukulele-sample-pack/)
**Published:** March 9, 2026
**Author:** FunMusicCo
**Content:**
# How Thousands of Teachers Are Confidently Teaching Ukulele — Even If They’ve Never Picked One Up Before
## Finally: A proven, step-by-step system for getting ukulele up and running in your classroom — without needing any ukulele experience yourself.
***“I had absolutely no idea where to start. I’d never even played a ukulele.”***
Sarah\*\* had been handed a class set of ukuleles and told to get on with it. No training. No curriculum. No idea what chord to teach first, how to handle the chaos of 25 kids picking them up for the first time, or even how to tune the things.
She spent hours searching YouTube, piecing together activities from random blog posts, and still walked into her first lesson feeling underprepared. It was a stressful, overwhelming experience — and the lessons showed it.
That was, until she found the Fun Music Company **Ukulele Curriculum System.**
With ready-to-go video lessons, built-in structure and step-by-step guidance for everything from classroom setup to chord teaching to ensemble playing, she could walk in with confidence — and actually enjoy teaching ukulele for the first time.
*\*\* Name & photograph changed to protect our client’s privacy. This teacher is a real person, and the experience described is representative of the feedback we regularly receive.*
## Does This Sound Familiar?
You’ve been asked to teach ukulele. Maybe it was a curriculum requirement, maybe the school just got a class set donated, or maybe you said yes before you fully realised what was involved.
Now you’re facing one or more of these:
- **You’ve never played the ukulele before** — and the thought of faking your way through 25 lessons is daunting
- **You don’t know what to teach first** — chords? strumming? note reading? There are hundreds of methods and none of them seem to agree
- **You’ve tried pulling lessons together from YouTube and random resources** — but it takes hours of preparation and still feels patchy
- **You’re worried about classroom management** — 25 kids with ukuleles sounds like a recipe for chaos
- **Tuning is already giving you a headache,** and you haven’t even started yet
You’re not alone. This is exactly what most teachers experience before they find a system that actually works.
## What Makes This System Different?
### 1. You Don’t Need to Be a Ukulele Player to Teach It
The ukulele is one of the few instruments where you can create real musical experiences with students without being an expert yourself. Our system is built specifically for teachers who are starting from scratch — and for specialists who want a ready-made curriculum they can adapt to their own style.
### 2. Step-by-Step Structure That Removes the Guesswork
The program covers everything in the right order: classroom setup, how to hand out instruments, strumming techniques, chord teaching, melody playing, and ensemble performance — all sequenced logically across 40 lessons. You never have to wonder what comes next.
### 3. Students Stay Locked In — Because the Lessons Do the Heavy Lifting
Every lesson comes with on-screen chord diagrams, coloured dot notation and bouncy-ball timing that keeps students focused and on task. You’re free to circulate, correct technique, encourage and connect — instead of trying to demonstrate chords you’re still learning yourself.
### 4. Works for Music Specialists AND Non-Musicians
Music specialists love the flexibility to adapt and extend the content. Non-specialist teachers love that everything is done for them — just load it on your classroom whiteboard and go.
## More Than 12,000 Teachers Across 149 Countries Have Used Fun Music Company Programs
It doesn’t matter if you’re a music specialist with decades of experience looking for a complete curriculum, or a generalist classroom teacher who’s been handed ukuleles and left to figure it out.
Andrea, a music specialist with 35 years of experience, said:
> ***“I have been teaching music for 35 years and this is a dream come true.”***
Jodie, who had never taught an instrument class before, said that she:
> ***“finds it really great, because she has no musical background.”***
We don’t expect you to take our word for it. That’s why we’re offering you a free ebook that gives you the exact steps you need to get started — with no commitment required.
Download Your Free Ebook:
How to Get Started Teaching the Ukulele
### When you enter your details below, we’ll send you our free ebook that gives you a complete head start.
Inside you’ll find:
- **Why ukulele works in the classroom** — and the key things to understand before your first lesson
- **How to set up your classroom for success** — room layout, rules, instrument distribution and what to prepare before you walk in
- **Four simple instructions for holding the ukulele correctly** — so you can get students in the right position from day one
- **What to teach and when** — chords, melody and ensemble playing, in the right sequence
- **How to handle common challenges** — tuning nightmares, left-handed students, picks vs fingers, and more
- **The secret to making ukulele lessons genuinely fun** — without burning yourself out preparing
- First Name
- Email
-
- Captcha
-
-
-
-
Δ
🔒 We value your privacy and would never spam you.
### Why Are We Giving This Away Free?
After more than 18 years developing curriculum resources for music teachers — and working with more than 12,000 teachers across 149 countries — we’ve learned one thing: teachers need to see it working before they’ll believe it.
We’re not interested in making grand promises. We’d rather put real, useful resources in your hands right now — so you can experience for yourself how our approach works.
Once you’ve used the ebook to start your first ukulele lessons and seen how your students respond, you’ll understand why teachers keep coming back to Fun Music Company.
**Janice Tuck**
Creative Director
The Fun Music Company
---
### [Composition Workshop](https://funmusicco.com/composition-workshop/)
**Published:** December 6, 2017
**Author:** FunMusicCo
**Content:**
# Discover how to make the teaching of composition easy and fun for you and your students
## **This full training is INCLUDED with the [Fun Music Company Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/)**
**Do you need to teach composition in Elementary School Music?**
If you follow a national or state based curriculum such as the common core (USA) the answer is likely to be YES!
Besides the requirement to teach composition in curriculum, music teachers also teach composition because it is a fantastic way to teach all music concepts. Students discover music with their own creativity, and in today’s world this is an amazing way to teach!
**Do you need to teach composition in Primary School Music?**
If you follow the Australian national curriculum or one of the state based equivalents the answer is likely to be YES!
Besides the requirement to teach composition in curriculum, music teachers also teach composition because it is a fantastic way to teach all music concepts. Students discover music with their own creativity, and in today’s world this is an amazing way to teach!
**Makes the teaching of composition easy for you, and fun for your students**
Teaching composition should be as simple as teaching painting or drawing for a young class. So why isn’t it? We need to put in place ideas and methods that make the teaching of composition simple so that students are empowered to create new ideas on their own.
**Completely covers the composition component of the Australian national curriculum and state based equivalents.**
If you’re familiar with the Australian curriculum, you’ll know that one of the four content standards in each grade is focused on composition. This program is designed to meet the needs of these content standards, and in the training sessions we explore all the elaborations and show how we meet them all in the lessons.
**A ‘flipped classroom’ model enables you to focus on what you do best.**
If you’re teaching classroom music, you’ve got so much to do already to prepare lessons, organise instruments for your children, organise choirs and bands and prepare them for performances! The ‘flipped classroom’ nature of this program means that you can add these lessons to your teaching with very little preparation.
**Makes it easy to teach the fundamental elements of music.**
In any of music curriculum in the world, the elements of music are a key concept. In this training and in all our materials we provide a comprehensive guide on [understanding how to teach the elements of music](https://funmusicco.com/elements-of-music-the-complete-guide-for-australian-teachers/) and how to teach them in a K-6 classroom.
## Program **included** with full [Fun Music Company Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) membership
[](https://funmusicco.com/fun-music-company-music-curriculum/)
### [Click here for more information »](https://funmusicco.com/fun-music-company-music-curriculum/)
---
### [Music Lesson Ideas](https://funmusicco.com/music-lesson-ideas/)
**Published:** June 28, 2021
**Author:** FunMusicCo
**Content:**
[](/)
### Attention: Anyone Teaching Primary School Music
# See How Easily You Can Create Amazing, Fun Filled Music Lessons Without Spending Hours Preparing.
### Enter your details on this page to receive seven free curriculum based lessons (one for each grade from K-6), including lesson plans, interactive presentations and more!
**Enter your details here and we will send you seven FREE music lesson plans over the next seven days.**
- First Name
- Email
-
-
-
-
-
-
Δ
We value your privacy and would never spam you
### Attention: Anyone Teaching Elementary School Music
## Would you like to receive seven free curriculum based lessons (one for each grade from K-6), including lesson plans, interactive presentations and more?
**Enter your details here and we will send you seven FREE music lesson plans over the next seven days.**
- First Name
- Email
-
-
- CAPTCHA
Δ
We value your privacy and would never spam you
## Get seven fun lesson plans for your music classes, which can be used in any music program
***A Fun Music Company Website*** – [Privacy Policy](https://funmusicco.com/privacyandlegal/)
---
### [Tideo Song](https://funmusicco.com/tideo-folk-song/)
**Published:** April 13, 2025
**Author:** FunMusicCo
**Content:**
# Tideo
## Background of the Folk Song: Tideo
“Tideo,” is a charming and spirited American folk song. It has been passed down through generations as a cherished piece of Appalachian musical heritage. With origins dating back to the early 19th century, this playful tune emerged from the rich cultural melting pot of rural communities in the eastern United States, where European settlers, particularly those of Scots-Irish descent, blended their musical traditions with local influences. The song’s distinctive name, believed to be nonsensical or possibly derived from a now-forgotten phrase, adds to its whimsical character and memorable quality.
The endearing simplicity of “Tideo” makes it particularly beloved in educational settings and folk dance circles. Often performed with fiddle, banjo, and guitar accompaniment, the song features a lively tempo and repetitive structure that naturally invites participation through clapping, dancing, or singing along. The tune typically accompanies circle dances or play-party games, making it an accessible entry point for children and adults alike to experience traditional American folk music. Its straightforward melody and rhythmic patterns have allowed it to remain essentially unchanged despite generations of oral transmission.
As an educational resource, “Tideo” offers students a window into America’s folk music traditions and the social functions of communal music-making. The song exemplifies how music served not only as entertainment but also as a vehicle for community bonding in rural settlements before the advent of recorded music and electronic media. By learning and performing “Tideo,” students engage with a living piece of cultural history that connects them to the everyday lives, values, and creative expressions of earlier American generations. The song’s endurance through time speaks to the power of simple folk melodies to capture something essentially human and timelessly appealing.
## Tideo Lyrics
Pass one window Tideo,
Pass two windows Tideo,
Pass three windows Tideo,
Jingle at the window, Tideo.
Tideo, Tideo,
Jingle at the window, Tideo,
Tideo, Tideo,
Jingle at the window, Tideo.
## Tideo Sheet Music
### Tideo Sheet Music Video
This video is part of the Fun Music Company [Grade 3 Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/grade-3-music-curriculum/). Versions with vocals, without vocals and for instrument playing are included in this [music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program.
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-3-music-curriculum/)
### Tideo PDF Sheet Music
[](https://funmusicco.com/wp-content/uploads/2025/04/FunMusicCoFolkSongArrangement_Tideo.pdf)
---
### [Music Theory Books](https://funmusicco.com/music-theory-books/)
**Published:** December 18, 2012
**Author:** FunMusicCo
**Content:**
# ## Teaching Music Theory?
## # Download and print a complete course of Music Theory Books for your students
Let’s imagine that you need to teach music theory, and you could have the perfect resource. It’s flexible, and you can print out only the pages and sections you need. It’s aligned perfectly with what you need for your teaching. Plus, it works great in the classroom or in the private music studio.
Its fun and engaging for children to use. They look forward to doing theory, and don’t regard it as a chore.
And …
You get to have more time doing the things you love to do out of hours! You don’t need to spend time doing lesson preparation and searching the internet.
Printable Music theory books is a complete music theory course. It matches level one, two, three or four from the examination boards.
- **Comprehensive material to cover all aspects of music theory.**
- Flexibility in printing, so you can print what you need, when you need it!
- **Access to support and upgrades. If there is a topic in music theory for the level that has not been covered you can request it.**
- Includes assessments, multiple choice quizzes and a completion exam.
- **A choice of front cover to make it relevant to you and your classes.**
- The confidence that you will have a quality resource created by leading music educators. You have the assurance that this material has been tried and tested. It is also completely relevant to your students.
- **More time for you! You will be able to concentrate on teaching, instead of having to spend hours of preparation time.**
- [#### Level One](#tab-6504bc6d1a53967081f)
- [#### Level Two](#tab-79fee136d14028e627f)
- [#### Level Three](#tab-3000a6004836acdc2ca)
- [#### Level Four](#tab-de5d1c20a74b7848683)
- [#### Level One](#tab-6504bc6d1a53967081f)
## **Level one of Printable Music Theory Books contains:**
- Fundamental notes and rests
- Major keys (C,F and G)
- Introduction to major scales
- Simple rhythm notation
**Click on below image to view larger image and flip through:**
- [#### Level Two](#tab-79fee136d14028e627f)
### **Level Two of Printable Music Theory Books contains:**
- Larger range of notes in treble and bass clefs
- Major and minor keys
- Introduction to the cycle of 5ths
- Major, harmonic and natural minor scales
- Simple and compound time signatures
**Click on below image to view larger image and flip through:**
- [#### Level Three](#tab-3000a6004836acdc2ca)
### **Level three of printable music theory books contains:**
- Continuation of scales and general theory.
- Concepts of enharmonics, diatonic/chromatic and more.
- The circle of 5ths and all major and minor keys.
- An introduction to classical harmony.
- An introduction to modern piano-style harmony and adding chords to a melody using primary chords.
**Click on below image to view larger image and flip through:**
- [#### Level Four](#tab-de5d1c20a74b7848683)
### **Level four of printable music theory books contains:**
- Advanced concepts in keys and scales
- Introduction to modal scales
- Chords, inversions and seventh chords
- Classical harmony
- Modern harmony, harmonizing using primary and secondary triads and seventh chords.
**Click on below image to view larger image and flip through:**
[Click here to order now](#ordernow)
## What is included?
**These components are included in Each Level**
## Printable student workbook
Carefully researched, constantly revised and updated content covering all of the concepts for each level. Flexible printing options for both US and European Language conventions and paper sizes.
Also a choice of cover designs available for different student uses:
## Comprehensive “section assessments”
Section assessments cover the essentials of each topic area, so that you know that it has been mastered before moving onto the next section.
## Four Multiple Choice Quizzes
These short multiple choice quizzes cover everything in the level, and can be used as either final revision or short tests to determine a students understanding
## Comprehensive Completion Exam
Just like the exams from the exam boards, the completion exam will give excellent practice to those students preparing for official exams. It can also be used as a completion exam if the student is not planning to enter other examination processes.
## Level One
$79.95
[Order Now](https://funmusicco.com/music-theory-books/order1/)
## Level Two
$79.95
[Order Now](https://funmusicco.com/music-theory-books/order2/)
## Level Three
$79.95
[Order Now](https://funmusicco.com/music-theory-books/orderlvl3/)
## Level Four
$79.95
[Order Now](https://funmusicco.com/music-theory-books/orderlvl4/)
## ### Package Offer
## ## Levels 1, 2, 3 & 4
**$249.95**
[Order Now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=140)
[Order Now](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=91)
## Printable Music Theory Books in the music classroom
The student workbook contains everything needed for a fundamental theory course for your school. You can either choose to print out the books for the class, or print out individual pages as needed.
The book is organized into topics. There is one topic per page so that you can print out only the topics you need, and omit pages that aren’t relevant to your situation.
There is a logical flow from one topic to another so you don’t even have to think about what comes first – you can simply work through the book from one class to the next
The included assessments are also an invaluable time saver for the classroom music teacher – Section assessments, multiple choice quizzes and even an completion exam are all included.
## What our reviewers said….
During the development phase of this project we had an exhaustive review process, when we asked music theory and music education experts from around the world to review and give suggestions on the product, and its suitability for different uses globally. Here is what just one of them said about it….
“I think this is an excellent product and would be very useful in both a private studio and classroom. So often, the students with whom this tool would be used are decent music readers, but don’t know all the terminology or exactly how the music goes together. This tool puts it all together quite succinctly”
Mary Kay Wagener
Illinois, USA
## Printable Music Theory Books for the private music studio
Printable Music Theory Books is ideal for the small music school or private music teacher who wishes to include theory tuition as part of their service. The workbooks can be printed out and given as homework, as they contain the basic information required for the student to work through the materials unassisted
If you are putting students through grade examinations in theory in exams from the ABRSM, Trinity College London or the Australian Music Examination Board (AMEB) then these books align perfectly with the grade levels.
We recommend that you still use official publications and trial exams from the relative examination board, however the books cover all the content required.
If you are not doing grade exams with the students then these books still provide a great opportunity for them to cover everything they need to know.
PLUS you can legitimately increase your income by printing out these workbooks and selling them onto your students. You can charge them less than the price in the shops, give them a better product and make some money at the same time. Everyone wins!
## Frequently asked questions
I’m in the USA – What about different terminology for different areas?[Developer One](https://funmusicco.com/author/developer01/ "Posts by Developer One")2020-10-12T07:24:26+00:00#### [I’m in the USA – What about different terminology for different areas?](#collapse-27-23749)
Glad you asked! A purchase of this product gives you access to two distinct versions of the materials, with every language difference carefully noted and changed.
- All rhythm names are changed: crotchets becomes quarter notes, minims become half notes etc
- Stave becomes staff
- Bars become measures
- Ledger lines become leger lines
- Semitone becomes half step
We went to the extent of asking experts in the UK, USA and Canada for their feedback on the language and structure of the book, so that it would suit the language styles of all areas.
If you find any of the language incorrect for your area then you have the opportunity to ask for a revision, and provided it is within the scope of Grade One theory we’ll have it done for you straight away.
Do the books cover all styles of music?[Developer One](https://funmusicco.com/author/developer01/ "Posts by Developer One")2020-10-12T07:24:48+00:00#### [Do the books cover all styles of music?](#collapse-27-23753)
These books are designed around the classical music theory syllabi of the major examination boards from around the world, as this gives us a structure and framework for the levels. However these are fundamentals that are relevant to every style, popular and classical. Where chords are referenced we use modern chord symbols and modern terminologies… while still including everything needed for classical examinations and general musicianship.
How do I know that they are suitable for grade levels in theory?[Developer One](https://funmusicco.com/author/developer01/ "Posts by Developer One")2020-10-12T07:25:21+00:00#### [How do I know that they are suitable for grade levels in theory?](#collapse-27-23755)
During the comprehensive review process, we asked experts to give us detailed feedback on the book and evaluate its use in different teaching contexts. We wanted to make absolutely sure that it met the grade requirements for the ABRSM, Trinity and AMEB.
What are the terms of the printing license?[Developer One](https://funmusicco.com/author/developer01/ "Posts by Developer One")2020-10-12T07:26:25+00:00#### [What are the terms of the printing license?](#collapse-27-23757)
The full legal license terms are available [here](samples/licenseterms.pdf) if you wish to read them here it is in simple terms:
- You are allowed to print out as many copies as you need for teaching purposes, either in the classroom or private studio.
- The only restriction is that you may not sell, transfer, copy or otherwise assign this license to anyone else.
How do I access it?[Developer One](https://funmusicco.com/author/developer01/ "Posts by Developer One")2020-10-12T07:27:18+00:00#### [How do I access it?](#collapse-27-23759)
The files are in PDF format, printable from any computer with internet access. Access is via our easy to use Fun Music Company member’s area. You choose your own username and password, and can use these for any products you have with us.
What about Printing Formats?[Developer One](https://funmusicco.com/author/developer01/ "Posts by Developer One")2020-10-12T07:28:06+00:00#### [What about Printing Formats?](#collapse-27-23764)
We supply both A4 and Letter Paper printing options, or you can use the Adobe Acrobat “fit to page” option to fit it to your local paper size.
What if I decide not to use it?[Developer One](https://funmusicco.com/author/developer01/ "Posts by Developer One")2020-10-19T01:18:08+00:00#### [What if I decide not to use it?](#collapse-27-23766)
Like all of our products at the Fun Music Company…….
## We want you to “Test Drive” these materials for 90 Days
Complete the order form today and get started tomorrow. You´ll see how Printable Music Theory Books will be invaluable in your repertoire of teaching materials. If at any time you feel that the small investment you’ve made for this product is not worth your while then we insist that you contact us straight away, and we will refund you 100%.
We will even allow you to keep all of the included assessments just for having spent your time with us. So you really have nothing to lose, and everything to gain!
Janice Tuck, CEO
The Fun Music Company
### Request a Free Sample
Simply fill in your details and we will email you:
- A few printable pages from the level one workbook
- One section assessment
- One short answer test
[Click here to order now](#ordernow)
---
### [Composition With GarageBand Program](https://funmusicco.com/garageband-lesson-plans-garageband-composition/)
**Published:** March 9, 2021
**Author:** FunMusicCo
**Content:**
[](/)
# How Music Teachers Like You Can Teach *Composition With GarageBand…*
## **Using Only Minutes of Preparation Time**
### ## Learn how teachers are making their lives easier with a simple system of garageband lesson plans and garageband project ideas that will make your classes so engaging and fun your students will not want to leave!
***Click the sound icon below*** to unmute and make sure your sound is turned on!
***“Hey Janice… I can make my own song … and its really great!”***
That was what my five year old nephew said to me.
I’d known him since he was born, and he knew I had something to do with music (which was why he told me), but when he said that I really didn’t believe he had actually created his own song! He hadn’t even been to school, let alone learned how to play an instrument or write a piece of music!
Then I did actually have a look at what he was talking about. This was nearly 15 years ago now and his dad had an apple computer, and that was one of the first times that I had encountered Apple’s ***GarageBand*** software.
It was pretty primitive by today’s standards, but it did allow him as a five year old to play around and create his own piece of music. He was right … he had indeed **made his own song!**
**Janice Tuck**
Music teacher and creative director
of the ***Fun Music Company***.
*Screenshot of early GarageBand Software from “i-Life” suite released 2008.*
Here was a piece of software that allowed a five year old, with no music experience the ability to make their own song!
I always knew there was something special in Garageband software, that it really did have something magical in that it was conceived that way from the beginning … with a philosophy that ***anyone could create their own music***.
However, I was always challenged by it. Especially when I came back to it a few years ago. It looked so daunting, there are so many instruments, so many options, so many knobs and buttons.. I just had no idea what to do with it! I realized the problem wasn’t in the software, or the way the software was made, but was actually in the way that we thought of it as teachers.
What we needed was to separate bits of the software out, and teach it a little bit at a time through composition projects … because ***composition is what GarageBand is made for*** … we just had to find a way to get over the complexity of it and let that shine through!
Once I knew this answer I did a little session on GarageBand at one of our virtual conferences. I’ll never forget the feedback from that event. We had amazing speakers, an incredible line up of guests – but it was my little session on GarageBand and the ten lessons that I shared that was the **most popular session** from that conference.
*GarageBand is now for iPad and Mac, and is far more advanced with many more features.*
When I realized how popular and useful this was for teachers, we expanded the program the following year to 40 lessons – 20 each for Mac and 20 for iPad, and we’ve continued to build on it since then.
Once I realized the concept of just taking a little bit at a time.. utilizing the strengths of GarageBand and teaching each part bit by bit, then we could make ***amazing lessons which students would love***.
I hadn’t realized it when I started, but not only does it help your students with the composition areas of the curriculum, it also teaches them musicianship and theory, as they have to learn about beats in a bar, time signatures, scales and chords as they learn.
We used to update it every year, but the GarageBand software has been the same for a few years, so we have refined the collection and indexed the lessons to package them into a new collection for you.
### Introducing …
This has taken my team **five years of development** to create this library of lessons, but it is totally worth it because you can get access to it in moments, without going through all the pain of working out what lesson ideas to use.
So what might have taken you three or four HOURS to prepare a lesson idea, work out how you’ll teach it, create a worksheet and get it ready for the students – ***you can now do in a few MINUTES!***
You find the lesson you want to do, have a brief look at it to make sure its suitable, and away you go!
But of course I can tell you all I like about how the lessons work, and how easy they are to use, but that isn’t as good as you experiencing them yourself.
So please download the PDF below, and watch the tutorial video for a lesson on the GarageBand for iPad Guitar.
## A Complete Sample Garageband Lesson Plan For You
[
## Download Assignment Page](https://funmusiccoproducts.s3.amazonaws.com/garageband2017/proofed/StudentAssignments_iPad_2017_v3_4.pdf)
## Click here to download the sample garageband music lesson
Click to watch the student video from lesson 4 – guitar. These student videos range in length from 2-3 minutes to 10-12 minutes for complex topics to introduce.
## ## Here is what you’ll get with this program of GarageBand Lesson Plans
**Thirty five lessons for GarageBand for iPad** so you can make use of those individual devices in your students hands, and have them making music with them!
Twenty five lessons for GarageBand for Mac – so you can make use of the mac computers in your school.
## **Simple, easy to understand garageband project ideas** for each lesson so you can keep your students on task and on track.
**Guided workshop tutorials**, accessible in the lesson interface at school and on YouTube at home for the students, so you can make sure that students are on task and on track every time.
## What teachers have said about these garageband lesson plans
**Actual responses from feedback forms**
Professional, well-organized, covered both iPad versions (after latest update) plus Mac version. Really easy to follow along and learn from, and great resources too.
As a teacher of special education music classes, I have found the iPad in general and GarageBand in particular an extremely useful tool in my class. We are able to study style, form, composition, world music and more with a device that is accessible to students at any level. These lessons, by breaking each down to several tasks, provide an achievable project assignment that will not overwhelm my students. The student worksheets help them to stay on task and work in a logical order.
This was a great training. it was something that I was very interested in, and you have given some great resources to help utilize this technology.
A fantastic resource. Loved the new lessons - especially the World music lessons and how to use the live loops properly. My Year 7 and Year 8 (11-13 year olds) really enjoy using Garageband and have learned such a lot about composition over the last 2 years since I fell upon your lessons by accident on the internet.
## The current library of Composition with GarageBand lessons
## GarageBand for iPad Lessons
### iPad Lesson 1 – Drums
Students learn how to interact with GarageBand for iPad and create their first music using the drums.
### iPad Lesson 2 – Melody
Students learn the basics of creating and recording melodies using the keyboard instrument.
### iPad Lesson 3 – Smart Drums
Students extend their knowledge and learn how to use the Smart drums feature.
### iPad Lesson 4 – Guitar
Students are introduced to the GarageBand guitar and learn how to use to to create awesome sounding guitar parts.
### iPad Lesson 5 – Bass
Students learn to add a bass line to their compositions and learn about chord progressions.
### iPad Lesson 6 – Drummer
Students learn how to use the drummer feature in GarageBand musically.
### iPad Lesson 7 – Vocal
Students learn how to record their voice in audio and add audio effects.
### iPad Lesson 8 – Form
Students learn how to extend the form of their songs and create different sections of music.
### iPad Lesson 9 – Live Loops
Students are introduced to the live loops feature and create their own dance style piece.
### iPad Lesson 10 – Live Loops Palette
Students construct their own live loops palette to create their own composition.
### iPad Lesson 11 – Pop Ballad
Students create a pop ballad tune using the smart keyboard.
### iPad Lesson 12 – Strings
Students use the string sounds on the iPad to create three different emotions.
### iPad Lesson 13 – Rock Guitar
Students learn to use the rock guitar sounds on the iPad.
### iPad Lesson 14 – Jazz Combo
Students create a jazz style piece to a given chord progression.
### iPad Lesson 15 – Sampler
Students use the sampler to create their own custom musical instrument.
### iPad Lesson 16 – World Music
Students learn about the Erhu and Pipa, and use them in a composition.
### iPad Lesson 17 – Creating Loops
Students create their own loops using the live loops panel.composition.
### iPad Lesson 18 – Live Loops Vocal
Students create a piece of music using live loops and nothing but the human voice.
### iPad Lesson 19 – Ringtone
Students create a ringtone for a mobile phone from scratch.
### iPad Lesson 20 – Four line verse
Students set a given four line verse to music with the iPad.
### iPad Lesson 21 – Beat Sequencer
Students use the beat sequencer to create basic drum patterns.
### iPad Lesson 22 – Sequence Beats
Students use the beat sequencer to create more exciting dance drum beats.
### iPad Lesson 23 – Indie Disco
Students use drum sounds and synthesizer sounds to create a disco-inspired tune.
### iPad Lesson 24 – Compound Rock Ballad
Students work on their bass lines in this compound time rock lesson.
### iPad Lesson 25 – Fusion
Students learn about Jazz and Rock fusion styles in this fun lesson.
### iPad Lesson 26 – Acoustic songwriter
Students learn how to use percussion and acoustic guitar sounds to create acoustic style songs.
### iPad Lesson 27 – Taiko
Students use the live loops method and the taiko sounds to create a new composition.
### iPad Lesson 28 – Koto
Students learn about the Japanese Koto and use it to create their own composition.
### iPad Lesson 29 – Guzheng
Students learn about the Chinese Guzheng and use it in their own composition.
### iPad Lesson 30 – Collaboration
Students create one part of a composition, then share it with a friend who creates a second part, and then another friend completes the piece. Lots of fun!
### iPad Lesson 31 – Dubstep
Students learn about dubstep style and create their own dubstep inspired music.
### iPad Lesson 32 – Reggaeton
Students learn about the musical style of Reggaeton and create their own Reggaeton music.
### iPad Lesson 33 – Animal Kingdom
Students create an original composition inspired by animal sounds.
### iPad Lesson 34 – TR808
Students create a piece of music featuring the Roland TR808 drum sounds.
### iPad Lesson 35 – Fingerpicking
Students create their own pop-ballad track using a fingerpicking guitar style.
## GarageBand for Mac Lessons
### Mac Lesson 1 – Piano
Students learn to record simple melodic phrases using musical typing.
### Mac Lesson 2 – Drums
Students learn to enter a simple drum part and the important sequencing skill of quantisation.
### Mac Lesson 3 – Drummer
Students learn to use the drummer feature to create musical arrangements.
### Mac Lesson 4 – Bass Lines
Students learn to how to create simple, effective and musical bass lines for their music.
### Mac Lesson 5 – Loops
Students are introduced to the loops library and how to use it to create musical arrangements.
### Mac Lesson 6 – Guitar
Students learn to how to create effective guitar lines using the Mac version of GarageBand.
### Mac Lesson 7 – E.Drums
Students learn to how to manipulate the amazing choice of electronic drum sounds within GarageBand.
### Mac Lesson 8 – Vocal Rap
Students create their own vocal rap style piece and record it into GarageBand.
### Mac Lesson 9 – Riffs
Students create a simple marimba piece based on repeated riffs, and optionally can perform it live using real instruments.
### Mac Lesson 10 – 12 Bar Blues
Students use prepared drummer loops to create a pop song.
### Mac Lesson 11 – Percussion
Students use the drummer feature to create interesting latin percussion parts.
### Mac Lesson 12 – Drummer Loops
Students use the drummer feature to create interesting latin percussion parts.
### Mac Lesson 13 – World Music
Students learn how to use the Chinese instruments on a mac, and transfer work from iPad to Mac.
### Mac Lesson 14 – Synth Sounds
Students learn how to manipulate synthesizer sounds in GarageBand for mac to create interesting compositions.
### Mac Lesson 15 – The Arpeggiator
Students learn to use the arpeggiator synth sounds to create an interesting composition.
### Mac Lesson 16 – Movie Scoring
Students create a soundtrack for a public domain movie clip.
### Mac Lesson 17 – Dramatic Moments
Students learn to punctuate dramatic moments in their music with cadence points.
### Mac Lesson 18 – Listening Assignment
Students listen to some movie music and complete an assignment to learn from it, while they continue ongoing projects.
### Mac Lesson 19 – Movie Melody.
Students compose melodies which reflect action or characters in a movie clip.
### Mac Lesson 20 – Completion and Assessment
Students complete a full movie scoring project for assessment.
### Mac Lesson 21 – EDM.
Students create a track in electronic dance music style.
### Mac Lesson 22 – Donuts.
Students create a 30 second “donut” track, as used in Radio advertising.
### Mac Lesson 23 – Space
Students create a fanfare-style music soundtrack for a short space-themed movie clip.
### Mac Lesson 24 – Running Rapids
Students create a soundtrack to add drama to a scene.
### Mac Lesson 25 – Movie Trailer
Students create a new soundtrack for the trailer of the movie “Big Buck Bunny”.
## Online interface makes it easy to access all garageband lesson plans
Our simple to use online interface makes it easy to access all lessons from our classroom interface, so that students cannot get distracted with other videos during their lessons.
You can also access all student assignment sheets via the link below each video.
The student assignments also have a youtube URL on them, so that students can reference the video and work on the assignment for homework if desired.
## More actual responses from feedback forms …
The directions are so easy to follow. I can show these assignments on my smart board, and the kids understand what they are to do. I also print these instructions out so the students who get in an area of the room with less distractions have their own copy. ALL of the assignments are excellent and great musical lessons for my students.
I am new to teaching music and using garageband. This was a fantastic way for me to learn about all that garageband has to offer and how I can break it down and teach it to my students. I love the student assignments and look forward to using them! Thank you for offering this fabulous online training!
## Plus complete training is included …
As well as the 35 lessons for Garageband for iPad and 25 lessons for Garageband for Mac, this program also contains comprehensive training sessions for you, the teacher!
In more than 12 hours of online training I sit with you as we go through the lessons step-by-step. So even if you’ve never used GarageBand ever before, you can get going with it right away, and you’ll be a wizard at it after going through this course!
A participation certificate is available if desired for professional development purposes.
**Session 1** – iPad Lessons 1-10
**Session 2** – iPad Lessons 11-20
**Session 3** – Mac Lessons 1-10
**Session 4** – Mac Lessons 11-20
**Session 5** – iPad Lessons 21-30
**Session 6** – iPad Lessons 31-35 and Mac Lessons 21-25
***Total of 12 hours of video training.***
### Let me ask you a question …
If you were doing this program, and all this did was inspire ONE student to become a musician, who wouldn’t otherwise have been one – **would it be worth it?**
If all this did was completely cover all the composition requirements of your curriculum, so you can focus on other areas – **would it be worth it?**
So I’m not going to charge you the **$19.95 each lesson** that this is worth. I’m not even going to charge you what I have before for this program in our annual training and update sessions.
Because you’re here today I’m going to give you a very special price that is listed below.
Of course I want to make sure that this program will actually work for you, so like everything you buy from the Fun Music Company you’re covered by our no-questions-asked money back guarantee. If you’re not happy with your purchase for any reason, you can contact us for a refund.
However, you must act now, because I’m not entirely sure how long we’ll have this product on the market.
Apple could decide to change the GarageBand software at any time, and if that happens we will probably have to instantly take this off the market and revise it, and do another update session and increase the price.
**Just imagine how amazing your music classes will be** when your students are all sharing the wonderful compositions they’ve done with their families, and they proudly can say *“I created that music myself!”*.
So click the button down below and you’ll be taken to a secure order form. After you put in your credit card information you’ll go to a secure members area when you can access the lessons and get started right away … as soon as tomorrow!
## Here is Everything You Get With This Program
- **35 Lessons for GarageBand for iPad** (Valued at $19.95 per lesson)
- **25 Lessons for GarageBand for Mac**
(Valued at $19.95 per lesson)
- **Six 2 hour teacher training sessions.**
(Valued at $99 each)
### **$698.25 Value**
### **$498.75 Value**
### **$594.00 Value**
## Total value included $1791.00
Yours for Only $249
(one time purchase)
Order Now
[Get this package now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=564)
[Get this package now]()
## The Fun Music Company Guarantee
**Like all of our products and programs at the Fun Music Company, this program is covered by our 100% satisfaction guarantee.**
Contact us within 30 days if you’re not satisfied and we will refund your purchase price, no questions asked.
Order Now
[Get this package now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=564)
[Get this package now]()
---
### [Kindergarten Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/kindergarten-music-curriculum/)
**Published:** May 20, 2018
**Author:** FunMusicCo
**Content:**
# # Introducing the Fun Music Company Kindergarten Music Curriculum
### ### Program for the first year of formal schooling
### National curriculum: Foundation
NSW, ACT: Kindergarten
VIC, QLD, TAS: Preparatory
WA: Pre-Primary
SA: Reception
NT: Transition
***Click the sound icon below***  to unmute and make sure your sound is turned on!
[Click here to subscribe to this grade](#ordernow)
## What is the Fun Music Company Kindergarten Music Curriculum?
The Fun Music Company kindergarten music curriculum is a complete music program for the foundation stage of school learning.
It is specifically designed to meet the requirements of the Australian national curriculum and its state-based equivalents, while at the same time making lessons **engaging** and **fun** for kindergarten children.
It does this by structuring activities around the four areas found in the Australian curriculum: *SKILLS*, *SING & PLAY*, *COMPOSE* and *CONNECT*.
Structured to make it easy to cover your curriculum requirements with the minimum of extra stress and preparation time.
Includes step-by-step videos for you to play in the classroom, so even if you aren’t experienced teaching an activity all you need to do is play the video and follow the instructions.
Has engaging and fun songs to sing and play, plus a complete **composition** program which will inspire and motivate children to make music class the best part of their day!
Easy to use with no software to install. All you need is a projector or video screen attached to a computer with internet access. Just login to the members area, select the module you want to work with and away you go!
[Click here to subscribe to this grade](#ordernow)
## 40 Lessons, ready to go for Kindergarten Music Classes
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## Click, Review and Teach.
The Fun Music Company curriculum program is designed so that ***teachers do not have to plan every lesson.***
Teachers can click on a lesson, have a quick review of the content and begin the lesson.
Every activity in the lesson plan is setup with videos as needed and all the necessary resources, so that teachers do not have to spend valuable time planning lessons.
*Click through the first 10 lessons.*
*There are 40 complete lessons in the program.*
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[Click here to subscribe to this grade](#ordernow)
Every aspect of your curriculum, covered.
This Kindergarten music curriculum comprehensively addresses the requirements outlined by both state and national music education standards.
Specifically, it is organized into four distinct UNITS, each designed to cover one of the essential content areas: *SKILLS*, *SING & PLAY*, *COMPOSE*, and *CONNECT*.
## Each element in the Kindergarten Music Curriculum:
In this grade students will begin with quick, easy *SKILLS* warmup activities, like echo clapping, echo singing and **listening games**.
The students will get their first exposure to the elements of music through these experiences of music.
If you’re an experienced teacher, you can teach these activities yourself, with the framework and guides setup showing the progression.
If you’re not experienced, then you can use our included tutorial videos and recorded tracks. You don’t even have to sing!
[](https://funmusicco.com/wp-content/uploads/2024/08/SkillsK.001-1024x683.jpeg)
### Echo Clapping
In the ***echo clapping*** activities in this grade students are very gently building up their beat and rhythm skills.
If teachers don’t have experience, they can use the included prerecorded track, and can echo along with the children.
If teachers are experienced in music they can use the structure and framework of the program and build on it as they work on the students’ rhythm skills.
### Echo Singing
**Singing** is important in any music instruction. In the ***echo singing*** activities in this grade students will sing, perhaps for the very first time!
If you’re teaching this and you’re not a music teacher – ***it does not matter if you can’t sing!*** This program includes all tracks prerecorded, that you can echo with your class.
If you’re teaching this and your **are** a an experienced music teacher, you can use our sheet music examples and included backing tracks.
[](https://funmusicco.com/wp-content/uploads/2024/08/SkillsK.002-1024x683.jpeg)
[](https://funmusicco.com/wp-content/uploads/2024/08/SkillsK.004-1024x683.jpeg)
### Listening Games
One of the most important areas to build up in early music instruction are ***listening skills***.
In this kindergarten music curriculum we build up listening skills through our regular music listening games.
Students will listen to a 1-2 minute music example, without knowing the piece’s title. They will then use their imagination to describe and discuss the piece before learning more about it.
[Click here to subscribe to this grade](#ordernow)
***“Every music class needs to be built on a foundation of children being involved in actively singing and playing music”***
This quote from our founder, Janice Tuck, is one of the fundamental philosophies of our music programs.
Every lesson contains a *SING & PLAY* song, and children learn the song in a consistent way for five lessons. Each song contains singing, playing untuned rhythm instruments and playing tuned instruments.
[](https://funmusicco.com/wp-content/uploads/2024/08/KMenus.112-1024x683.jpeg)
*Click to see a sample:*
[](https://vimeo.com/266824827?share=copy)
### Introduction and singing
Every song is given context with an introductory video. However, once you are familiar with the song you may not need to play this video for the class, and you can teach all the lyrics and actions yourself.
In the kindergarten music curriculum there is a lot of action songs, where children will do actions in time with the music. This helps build children’s sense of beat and rhythm. It also makes them become a little more confident to use their voices and sing.
### Singing
Once students are familiar with the basic words and actions, you can use our singing play-alongs to accompany the children in the classroom. This is like having your own personal accompanist, playing the music as you need. You can even use our tempo control to slow the music down if the children can’t get all the words in!
*Of course, we know that children at this age often cannot read words, let alone read sheet music!* Students will learn the songs through imitation and repetition at this age. However, the words and sheet music are presented on the screen so that children **learn through exposure**. The sooner children are exposed to words and notation, the better!
*Click to see a sample:*
[](https://vimeo.com/914274316?share=copy)
*Click to see a sample:*
[](https://vimeo.com/859286452?share=copy)
### Untuned rhythm instruments
Once they can sing the song, students will also learn to play untuned percussion instruments with the song.
Instead of playing randomly, in our program students will follow animations to play in time and begin to follow music notation through exposure.
Again, we do not expect children to read the music, however being exposed to it in a consistent manner helps build children’s musical ability very quickly.
### *Kindergarten Music Curriculum*
### Tuned instruments
In this grade children will also get their first chance to play tuned percussion instruments.
This begins very simply, with children playing only one note. As they get used to following music and playing a single note part, they can split into groups and play notes at different times.
Gradually through the program they will build up to playing more than one note.
*Click to see a sample:*
[](https://vimeo.com/914273565?share=copy)
[Click here to subscribe to this grade](#ordernow)
In the *COMPOSE* unit of this grade children will explore the elements of music for the first time, and learn to manipulate them to create their own compositions.
We begin with experiencing sound and silence, beat, dynamics and pitch, and then create sequences of events which become their own compositions.
They will also explore stories, do group chants and create music for specific purposes.
[](https://funmusicco.com/wp-content/uploads/2024/08/KMenus.111-1024x683.jpeg)
*Click through some of the activities in the COMPOSE section:*
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[Click here to subscribe to this grade](#ordernow)
In the *CONNECT* unit of this grade students will learn to listen with intention to music from a variety of styles.
Students will complete a simple worksheet in each lesson with a drawing task related to the music they have heard.
To meet the Australian curriculum requirement, *music of Aboriginal and Torres Strait Islander Peoples* is included.
[](https://funmusicco.com/wp-content/uploads/2024/08/KMenus.110-1024x683.jpeg)
*Click through some of the activities from the CONNECT listening section:*
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How much does it cost?
We will share that with you below.
However, before we do that we invite you to consider a **more important** question:
How much is ***YOUR TIME*** worth?
We know that most teachers aren’t paid for the many, many hours they spend preparing lessons in their own time. However, we believe that teachers like **you should be**, as any time spent preparing lessons takes away from valuable rest and relaxation time, and time with your family.
So, even conservatively if we were to value every hour you spent preparing at $50 per hour:
*Your task:**Value of your time:*Time spent planning 40 Lessons
(1 hour per lesson)$2000.00Time spent finding, arranging sheet music and creating screen presentation for 8 songs
(6 hours per song)$2400.00Time spent creating 20 fun composition tasks to match the curriculum
(1 hour per task)$1000.00Time spent finding 20 school-appropriate listening activities, coming up with prompting questions and creating worksheets
(4 hours per activity/worksheet)$4000.00### **Total cost of *YOUR TIME* to teach without this program:**
### **$9,400.00**
So what would it be worth to you
to have all this work DONE for you?
### Here’s everything you get access to today:
**Complete *SING & PLAY* arrangements, with tutorials and play-along videos.**
**Complete *SKILLS* development program with rhythm, singing and listening.**
**20 Complete** ***COMPOSE*** **lessons for learning the fundamentals of music.**
**Complete** ***CONNECT*** **listening program on a variety of musical styles.**
**All of this content pre-programmed into 40 lessons, set and ready to go!**
## Get This Single Grade Now:
## $199 / year
[Subscribe to this grade now](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=383)
[Subscribe to this grade now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=362)
Package to save!
[](https://funmusicco.com/fun-music-company-music-curriculum/)
You can purchase a membership to individual grades, however did you know that you can get access to the complete [Fun Music Company Curriculum program](https://funmusicco.com/fun-music-company-music-curriculum/) in an annual or monthly membership for less than $20 per week?
### [Check out our package offer »](https://funmusicco.com/fun-music-company-music-curriculum/#ordernow)
---
### [Fun Music Company Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/)
**Published:** April 20, 2017
**Author:** FunMusicCo
**Content:**
### Attention: Anyone Teaching Primary School Music
# Get a Complete Music Curriculum Program
## Makes Music Teaching More Rewarding And Fun, Without Spending Lots of Time or Money!
***Click the sound icon below***  to unmute and make sure your sound is turned on!
## ## **A personal story from Janice Tuck, creative director of the Fun Music Company …**
***“Janice … you look tired. Are you okay?”***
*Huh? I thought. I didn’t feel tired. I thought I was doing well!*
This was over 20 years ago. Here I was, a young teacher working really hard to deliver the most amazing music program to my students, and all the parents can say to me is that I looked tired!
However, the truth was, I was tired.
I realized I was burnt out, stressed and unwell even before the term really kicked off and at the time it was a real wake-up call. At that stage I was still trying to plan every single lesson for my music classroom. I’d go home every night and try to plan what I’d do the next day for my students. I did workshops, trainings and conferences. I did everything I could to make myself a better music teacher.
And what did it get me?
All I got was my administration telling me I now had to meet the needs of the new curriculum that was coming in. They didn’t care how I did it, they just wanted that box ticked.
That whole situation led me on my quest to find better ways. It really made me think of teaching from a whole new perspective where I was making better use of my time.
Even back then, over 20 years ago I realized that was needed wasn’t more lesson plans. It wasn’t more training, and it wasn’t more ideas for teaching.
What was needed was a platform, a system … **A music curriculum program.**
I knew there had to be a better way than a music teacher sitting up at night, planning lessons. I knew that what made a difference was not lesson plans or the worksheets. When I had the lesson plans handled, I could focus on the students! I really wanted to make a difference for the way these students learn. I could see the potential if I could just spend time focusing on them. My issue was that I was stuck working hard to just create resources and plan the lessons for them.
That’s when I had the vision of the Fun Music Company. Way back then! 30 years ago! I hadn’t even heard of the internet at that time. However, I saw the vision back then of a planned program that was filled with resources that I could just go to and teach with.
Something so complete that it would have everything required for teaching. That way, I could focus on the students!
It took me a great many years of teaching in all different situations. I taught preschool, primary and high school. I realised that the creation of a complete resource isn’t as easy as it seems! I did hold that passion in my mind from that very first day teaching!
I’ve made it my mission to understand music curriculum. I want to get this handled for teachers! That way, they can focus on the students and have the life they deserve.
Then the breakthrough moment came. We looked at every music curriculum in the world we could find. We found that there are four broad terms, or categories of activity in music. These represent the essence of every statement in the curriculum.
That became our four UNIT system. It is taking everything in the curriculum and bringing it down to simple steps. Steps that are clear and easy to understand for teachers and students.
***Introducing … The Fun Music Company Music Curriculum v2.0***
This is a complete primary school music curriculum program.
It is an Australian music program for primary school. It meets the requirements of the [Australian curriculum](https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/music/) v9.0 and its state-based equivalents. At the same time it makes lessons **engaging** and **fun** for children!
Activities are structured around four key areas of the curriculum. The four areas are *SKILL DEVELOPMENT, SING & PLAY, COMPOSE and CONNECT.*
In this program you will have everything you need. It is a fun and exciting music curriculum program for primary school music.
It is a structured program with progression through the grades. It is also flexible and adaptable for mixed grade classes.
This is a program made in Australia, for Australian primary school children.
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[Click here to order now](#ordernow)
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## 280 Lessons, ready for you to teach!
Each grade contains 40 lessons, set and ready to go!
All you need to do is click on the lesson, then click through the lesson content with the buttons at the bottom of the screen.
## Songs ready to go, with play-along animations.
Each grade contains complete full arrangements, ready to SING & PLAY in the classroom.
Students will sing, play untuned and tuned percussion as they put together ensembles.
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[Click here for ordering options](#ordernow)
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## Interactive *COMPOSE* lessons make music learning fun!
At an age appropriate level, students will learn to create their own music!
Students will discover the elements of music through singing and playing their own creations.
They will work in groups and alone as they create their own music and perform it.
## CONNECT Listening lessons share a world of music!
There is a world of amazing music to explore, and students will do so in this program!
Students will listen to everything from Mozart to Elvis!
They will also discover how music *CONNECTS* with them and their world.
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[Click here for ordering options](#ordernow)
## The content of the Fun Music Company Music Curriculum For Elementary School
## The content of the Fun Music Company Music Curriculum For Primary School
SKILL Development is crucial in music lessons. Statements like *“Develop listening skills, and skills for singing and playing music”* are found in just about any music curriculum document in the world. This unit completely covers all skills development requirements.
The students learn about elements of music such as rhythm, dynamics, tempo and timbre. They will have fun and learn through exposure.
In this program, students view skill development activities as a game! Normally placed at the start of a lesson, they are short warm up activities to get students into music in a very simple way.
Teachers who are feeling uneasy about presenting this material can use the pre-recorded tracks. Experienced teachers can extend the activity by using their own clapping and singing patterns.
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Actual feedback from curriculum user:
“Having access to the Fun Music Company online lessons over the last couple of years has made the teaching and planning of my music lessons SO much easier.”
[Click here for ordering options](#ordernow)
Each grade level includes a complete *SING & PLAY* unit. For Grades K-4, this includes a mix of folk song arrangements and modern songs which have been selected and arranged by teachers. These songs are an excellent solution to classes with different abilities. They cater for all levels within the one piece.
For grades 5 and 6, *SING & PLAY* includes engaging activities of BUCKET DRUMMING and MARIMBA BAND.
There are videos showing each step of the process. Singing, playing and then playing as a classroom ensemble.
Sheet music is not required. Everything is displayed on the classroom whiteboard!
The singing videos include light-up lyrics! The sheet music is always displayed along the bottom of the screen.
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Actual feedback from curriculum user:
“I mostly use the ‘sing and play’ activities. The setup is great with the different instrument parts and vocals and the break down for learning each.”
[Click here for ordering options](#ordernow)
This music program includes a complete composition unit. This is your solution to meeting the composition requirements of your music curriculum. Students will have great fun while they create their own music.
Students will create their own material in an age-appropriate way. Students start with simple graphic notation scores and group activities in the younger grades. They then progress through structured improvisation and composition frameworks.
Students will learn how to use the elements of music to create their own music.
In the older grades students will begin using technology. Students can use whatever devices are available to them to create their own music.
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Actual feedback from curriculum user:
“My students were all engaged and very excited about creating their own music compositions!”
[Click here for ordering options](#ordernow)
CONNECT is a full listening program. This is your solution to getting students to listen to a variety of musical styles. This means you can expand their awareness and develop knowledgeable musicians.
Students will watch a short pre-frame video, and then watch or listen to the music via an embedded YouTube video.
Then they participate in a range of response activities.
They will start with a few factual fill-in-the-blanks questions. There are also classroom discussion questions to prompt a deeper level of knowledge.
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Actual feedback from curriculum user:
“My classes love the variety in your listening activities. There is always something new to discover!”
[Click here for ordering options](#ordernow)
## First benefit of the Fun Music Company curriculum:
## **Designed to meet your music curriculum requirements**
The Fun Music Company Curriculum has been designed to meet your curriculum requirements. It also provides a fun, engaging experience for your students.
Every part of the program was written to meet the curriculum requirements. It has been fully updated to meet the requirements of the **Australian Curriculum v9** and its state-based equivalents.
The Australian curriculum has four content statements. The four UNITS of the Fun Music Company curriculum are designed to match them perfectly. They are SKILLS, SING & PLAY, COMPOSE and CONNECT.
We have included ***Scope and sequence*** documents showing exactly how each activity in the program matches the content statements of the curriculum.
We have also referenced the various state-based curricula. We have covered:
- NSW creative arts syllabus.
- The WA Curriculum.
- The Queensland Curriculum.
- Victorian Curriculum.
We have also included assessment templates and rubrics for every unit at every grade. This means you can show clear progress in each area of the curriculum.
Sample **scope and sequence** from grade 3:
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The Fun Music Company Curriculum has been designed to meet your curriculum requirements. It also provides a fun, engaging experience for your students.
Every part of the Fun Music Company curriculum was written around the requirements of the US Common Core arts standard. If you choose this program you are truly meeting and exceeding the standards found in the Common Core.
There are four categories in the Common Core, and eleven anchor standards in those categories. The categories are Creating, which is fully covered in our COMPOSE unit. Performing/Presenting/Producing, which is covered in our SING & PLAY Unit. Responding and Connecting are both covered in our CONNECT unit.
We have drilled down in detail through the eleven anchor standards. We have developed descriptions for each grade to make sure that everything is covered.
If your state has not adopted the common core, or you use another state-based curriculum document you can still be confident that the Fun Music Company curriculum will cover what you need. We have analyzed curriculum documents from all around the world, and our materials cover 99% of the requirements we have seen.
Please download the following curriculum matching document:
[
## Fun Music Company Curriculum Links - US Common Core ](https://funmusicco.com/wp-content/uploads/2017/04/FunMusicCompanyCurriculumProgram_CurriculumLinks_USCommonCore.pdf)
A document showing how the Fun Music Company Curriculum meets the requirements of the eleven standards of the US Common Core Arts Curriculum at each grade level.
[Click here for ordering options](#ordernow)
## Second benefit of the Fun Music Company curriculum:
**Step by Step Music Lessons**
In this program, you can choose to program your own lessons, choosing content from the program.
Alternatively, you can use our pre-programmed lessons. If doing this, you simply click the lesson number from the menu, and click through the content of the lesson using the forward and back navigation at the bottom of the screen.
***Click through a lesson from grade 3:***
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Actual feedback from curriculum user, Andrea:
“I’ve been teaching for 35 years and this program is a dream come true. Very easy to use”
[Click here for ordering options](#ordernow)
## Next key benefit of the Fun Music Company curriculum:
**Video Tutorials … Use *IF* you need them!**
***Not sure of your skills in teaching music?***
***Not feeling confident to sing in front of students?***
Do not worry. We have you covered.
The Fun Music Company curriculum program contains VIDEO TUTORIALS for anything that is remotely technical to do with music.
These are here ***if you need them***. For experienced teachers and those who have been using the program for some time, we highly recommend skipping the tutorial video, and teaching the content live.
However, if you’re not 100% sure of how the song or activity goes, the tutorial is right there when you need it.
### Example video tutorial – singing
Our singing introduction video introduces the background of the song, and has a performance of the song with a vocalist recorded.
***Click to see sample from grade 2:***
[](https://vimeo.com/265296404?share=copy)
### Example video tutorial – tuned percussion
For all songs from K-6 we provide a tutorial video showing how to play each of the parts.
***Click to see sample from grade 4:***
Margo, from a school who doesn’t have a music specialist, wrote:
“The Fun Music Company Program was a big success at our school. The feedback from the classes has been very positive, And the kids are actually getting music lessons for the first time in a long time!”
[Click here for ordering options](#ordernow)
## Another key benefit of the Fun Music Company curriculum:
**Music Curriculum Lesson Plans Detail Every Step**
Every grade includes step-by-step lesson plans in PDF form, which detail every step of the lesson, and provide alternatives for different ability levels in your class.
You can either download and print the entire PDF lesson plan guide for each grade, or you can access individual pages, as you need them from each lesson.
[Click here for ordering options](#ordernow)
## Yet another key benefit of the Fun Music Company curriculum:
**Play-along animations for all songs**
### Animated sheet music – *singing*
For singing, we have easy to read light-up lyrics on the screen.
We also have the sheet music embedded, so that students are continually exposed to the notation.
***Click to see sample from grade 2:***
[](https://vimeo.com/896455724?share=copy)
Animated sheet music – *untuned percussion*
While students learn untuned percussion, they see the notation, along with a performance on the screen.
As they become more familiar with the music, you can switch off the instrument display and have them follow the notation only.
***Click to see sample from grade 3:***
[](https://vimeo.com/918750950?share=copy)
Animated sheet music – *tuned percussion*
Students learn tuned percussion in a variety of methods in this program.
In Kindergarten and grade 1, coloured notes are used, and students play one or two notes at most.
Through grades 3 and 4 students learn repetitive patterns which they find easy to play.
***Click to see sample from grade 4:***
Animated sheet music – *ensemble*
As the students learn all the parts, they can put the singing, untuned and tuned percussion together as an ensemble.
Here, they are following the notation and the skills they have learned as they have gone through the songs.
***Click to see sample from grade 4:***
[Click here for ordering options](#ordernow)
## Technology benefit of the Fun Music Company curriculum:
**Easy to use, with no extra software to install.**
We provide an easy to use web-based interface with no software to install. All you need is a projector or video screen attached to a computer with internet access.
All you need to do is login to our members area, click on the grade level you wish to teach, and away you go!
[Click here for ordering options](#ordernow)
**Want to know more about the content of each grade, and how students progress through the program?**
**Please click the pictures for more information on the content of each grade.**
[](https://funmusicco.com/fun-music-company-music-curriculum/kindergarten-music-curriculum/)
### Kindergarten
Introducing music to children in the first year of schooling is critical! In this program we have fun, but non-threatening songs which give children the start they need. There are also fun composing lessons where students are introduced to the elements of music.
### Grade 1
Students develop their listening skills, and take their first steps to composing and creating their own music. They also move to the music and play instruments along with classroom arrangements, exposing them to music notation.
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-1-music-curriculum/)
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-2/)
### Grade 2
Songs in the program at this level aim to have the students learn to stay in time and in tune. The elements of music are introduced more explicitly, as students learn to sing and play music they have learned and composed.
### Grade 3
At this level students focus more on the elements of music, understanding how they come together to form music. Students also work on their listening skills and compose and document their own music.
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-3-music-curriculum/)
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-4/)
### Grade 4
In grade four students have fun with their songs, while developing their ensemble skills performing with tuned and untuned percussion. Students also develop their listening skills through a wide variety of musical styles.
### Grade 5
Students manipulate elements of music as they compose and document their own music. Students also begin using technology to create music along with traditional instruments. In the SING & PLAY section students will experience more engaging music with bucket drumming and marimba band.
[](https://funmusicco.com/fun-music-company-music-curriculum/teaching-grade-5-music-lessons/)
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-6/)
### Grade 6
Students develop their understanding of music through composing their own music and performing in ensembles together. They understand of the elements of music and can describe and explain how they are used in the music they compose and perform.
[Click here for ordering options](#ordernow)
NEW! Included in Grade 5 and 6:
## Bucket Drumming Program
What can you do if students come into general music at grade 5 or 6 and don’t have much music experience?
The answer is simple: bucket drumming!
***Click here for a sample from Grade 5:***
[](https://vimeo.com/884676591?share=copy)
***Click here for a sample from Grade 6:***
[](https://vimeo.com/868981668?share=copy)
**Animated content makes it easy!**
This content features animations that show the students exactly when to play. Plus it has real music notation to help students with their musicianship.
[Click here for ordering options](#ordernow)
PLUS NEW! Whole new *SING & PLAY* program for Grade 5 and 6:
## Marimba Band
**Q. How can you get students in grade 5 & 6 playing instruments and creating an ensemble?**
Step 1: Call it something FUN.
Step 2: Play simple, effective, and FUN music!
Step 3: Make a performance something they can **achieve**.
Our MARIMBA BAND program in grade 5 and 6 does exactly that. It is based on simple pieces that use one or two notes. It uses simple marimbas or xylophones, which many schools have. As with all our other materials, complete tutorials are included on how to play and teach the pieces.
Every part is learned individually.
Students can learn by rote, as the pieces are made up from repeated patterns.
Animations on the screen will help the students find their notes.
***A bass part from Grade 5:***
[](https://vimeo.com/848208391?share=copy)
***An ensemble from grade 5:***
[](https://vimeo.com/848207578?share=copy)
Every piece uses a familiar pattern.
There are three parts: Bass, Harmony and Melody.
Each part is designed to fit within one octave of an instrument. This means that many students can share the marimbas you have. If you have a three octave marimba, three students can play it.
As with all our other materials, we provide complete tutorials for the students to learn the parts.
***A grade 6 tutorial video:***
[](https://vimeo.com/916070629?share=copy)
***A grade 6 ensemble:***
[](https://vimeo.com/916091063?share=copy)
Students develop through the pieces, and are able to learn quite complex parts after a while.
[Click here for ordering options](#ordernow)
## Here’s what you’re going to get with the Fun Music Company Curriculum System
**Unlimited Access to the Online Music Curriculum ($1393 value)**
**$199 per grade if purchased individually.**
One school purchase entitles as many staff as necessary to access the program within the one location.
**PDF lesson plan guides for each grade ($350 Value)**
**$50 per grade if purchased individually.**
Our PDF lesson plan guides are downloadable, printable and sharable with as many staff as necessary. These guides are the key to easy lesson preparation. Teachers simply flip through the guide for the lesson, and will instantly know the steps and outcomes of the lesson.
**Assessments and rubrics for each grade.**
Assessments are built in for each area of the curriculum. This helps teachers meet reporting requirements in an easy and effective way. Then they can spend more time teaching and communicating with students, and less time marking and writing reports.
[Click here for ordering options](#ordernow)
**How about *Ukulele?* Is that included?**
We know that some schools have ukuleles, and some schools don’t! Also some teachers like to do it in Grade 5 or 6, and some prefer using it with earlier grades. For this reason we have kept the core curriculum to percussion, and incorporated our comprehensive ukulele curriculum as a bonus.
Super Curriculum Bonus #1
### Normally $199 on its own!
## The Ukulele Curriculum System
**Complete program with classroom presentations and lesson plans**
This is an entire program for teaching ukulele in the classroom to cover the first full year of instruction (40 lessons). Includes animated video play-along-tracks and step-by-step lesson plans.
This program usually costs $199 / year on its own. ***For the first time this program is INCLUDED with the full K-6 curriculum purchase!***
[Click here for ordering options](#ordernow)
**What about the little people?**
Often music teachers are called upon to teach a preschool program, either in the school or around the community. As well as this, we know that sometimes kindergarten classes need more materials to keep them busy and on track. For these reasons we include a complete Pre-K lesson plan curriculum with this program.
Super Curriculum Bonus #2
### Sold on its own for $199
## Preschool Music Program
**Complete program with classroom presentations and lesson plans.**
Do you also need to teach a pre-K class? If so you’ll find this program invaluable, with 20 step-by-step lesson plans and 60 songs with backing tracks which guide you through teaching the youngest preschool class. All you need is a music player and your pre-K class will be singing, dancing, playing instruments and learning through exposure as they have wonderful first experiences with music. You’ll be able to add this class to your schedule without any additional stress while you enjoy more preparation time for your other classes.
[Click here for ordering options](#ordernow)
## What about Boomwhackers?
Boomwhackers are woven throughout the core curriculum — particularly in Kindergarten, Grade 1 and Grade 2 — where they’re used as a fun, accessible way to get students playing together from day one. But if you’d like a little more, or want some fresh activities to mix things up and keep lessons exciting, that’s exactly where this next exciting bonus comes in!
Super Curriculum Bonus #3
### Normally $69 on its own!
## Boomwhacker Beatz
If you’ve got a set of boomwhackers sitting in a cupboard — or you’re looking for a fun, engaging way to get students playing together — this is the program you’ve been waiting for.
Boomwhacker Beatz is a complete online program that makes boomwhacker lessons easy to run, even with no prior experience. Everything plays straight from your whiteboard screen. Students are on their feet, playing together, and having a blast — from the very first lesson.
Here’s what’s included:
**Eight Warm-Up Animations** — Students divide into colour groups and play their pattern when their character appears on screen. Rhythms are built on word patterns, so even complete beginners can jump straight in.
**Five Performance Pieces** — Notated on screen for reference, but fully learnable by ear. These pieces are polished enough to perform at school concerts.
**Four Musicianship Games** — Fun activities that build aural awareness and general musicianship knowledge while keeping students engaged.
**Ten Composition Activities** — Students use the skills they’ve developed to order characters and notation symbols and create their own music. A simple, effective solution to the composition requirements of your curriculum.
***Boomwhacker Beatz sells for $69 on its own — and it’s yours free as part of this curriculum package.***
### ***Sells on its own for $69/year — and it’s yours free when you join the curriculum today.***
## **You’ve got the curriculum. Now let’s make sure you’re ready to use it.**
Most teachers who join the Fun Music Company tell us the same thing: the moment they logged in for the first time, they felt a little overwhelmed. Not because the program is complicated — but because there’s *so much* there.
That’s exactly why we built this into the membership.
Super Curriculum Bonus #4
### Value of $199
## **You’ve Got the Curriculum. Now Let’s Tackle the Hardest Part — Composition.**
Of all four pillars in the Fun Music Company Curriculum, COMPOSE is the one teachers tell us they find most challenging to teach with confidence. It’s not because you’re not musical — it’s because composition is rarely taught well in teacher training, and most resources leave you to figure it out on your own.
That’s why every new membership includes access to **The Composition Masterclass** — a focused two-hour training designed to change the way you think about teaching composition in the primary classroom.
**What You’ll Learn in The Composition Masterclass**
In two practical, curriculum-aligned hours, you’ll discover how to introduce composition concepts in a way that’s accessible, engaging, and genuinely fun for K–6 students — without needing a music degree to pull it off. You’ll walk away with a clear framework for teaching COMPOSE across Foundation to Grade 6, and the confidence to make it a regular part of your music program.
Watch at your own pace. Revisit it any time during your membership. Come back to it whenever you need a refresher.
***This masterclass is valued at $199 and is included with every new membership.***
[Click here for ordering options](#ordernow)
## Who this program is for:
This is for anyone teaching music in K-6, whether you’re just starting out, or you’ve been teaching for a long time.
It’s also for non-specialists – classroom teachers who need to be able to cover music.
And it’s also for Curriculum coordinators. You can get this program for the whole school, and each grade has their music program covered.
## Here’s everything you get today:
- **Access to the complete Fun Music Company Online Music Curriculum. ($1393 value)**
- **Step-by-step PDF lesson plan guides for each grade. ($350 value)**
- **Complete assessments and rubrics for each grade.**
- **BONUS #1:** Complete Fun Music Company **Ukulele Curriculum.** **($199 value)**
- **BONUS #2:** **Complete Pre-K Program** with 60+ extra songs **($199 value)**
- **BONUS #3:** **Boomwhacker Beatz program ($69 value)**
- **BONUS #4:** **Composition workshop training ($199 value)**
## Total value is well over $2000 worth
But today, you’re getting access to all of this …
*for less than $20 a week!*
Annual Membership
### $899 / year
*(inc GST)*
[Order Now](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=665)
##### Does not auto-renew. We will contact you at the end of the year to invite you to re-subscribe, but there is no obligation.
Monthly Membership
### $97 / month
*(inc GST)*
[Order Now](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=616&subscriptionPlanId=61)
##### Auto-renews each month. You can cancel anytime, but you must let us know before your next monthly payment.
## Here’s everything you get today:
- **Access to the complete Fun Music Company Online Music Curriculum. ($1393 value)**
- **Step-by-step PDF lesson plan guides for each grade. ($350 value)**
- **Complete assessments and rubrics for each grade.**
- **BONUS #1:** Complete Fun Music Company **Ukulele Curriculum.** **($199 value)**
- **BONUS #2:** **Complete Pre-K Program** with 60+ extra songs **($199 value)**
- **BONUS #3:** **Boomwhacker Beatz program ($69 value)**
- **BONUS #4:** **Composition workshop training ($199 value)**
## Total value is well over $2000 worth
But today, you’re getting access to all of this …
*for less than $20 a week!*
Annual Membership
### $899 / year
[Order Now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=695)
##### Does not auto-renew. We will contact you at the end of the year to invite you to re-subscribe, but there is no obligation.
Monthly Membership
### $97 / month
[Order Now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=648&subscriptionPlanId=95)
##### Auto-renews each month. You can cancel anytime, but you must let us know before your next monthly payment.
***All sales outside of Australia are in US Dollars (USD)***
[Click here to order now](#ordernow)
## Any Questions?
## Please check our frequently asked questions … or [contact us](https://funmusicco.com/contact) if you have a specific question
How does it meet the requirements of my curriculum?[Developer Two](https://funmusicco.com/author/developer02/ "Posts by Developer Two")2026-04-28T20:06:58+00:00#### [How does it meet the requirements of my curriculum?](#collapse-28-23317)
We have designed this program around the requirements of the Australian National Curriculum, the Common Core Curriculum from the USA, and the English National Curriculum. We have also looked at and analyzed every other curriculum document which users have told us they are required to use, and each one has remarkably similar requirements in the area of music. Please click below for a sample curriculum matching document, showing how our programs meet the requirements of the curriculum. If you have a different curriculum you are working with, please contact us and if possible we will provide a matching document for you showing how our program can be used to meet the needs of your curriculum.
[The National Curriculum of England and Wales](https://funmusicco.com/wp-content/uploads/2017/04/CurriculumLinks_UK_1.pdf)
[Australian National Curriculum](https://funmusicco.com/music-scope-and-sequence-for-the-australian-curriculum/)
[The US Common Core Curriculum](https://funmusicco.com/wp-content/uploads/2017/04/FunMusicCompanyCurriculumProgram_CurriculumLinks_USCommonCore.pdf)
[The New Zealand Curriculum](https://funmusicco.com/wp-content/uploads/2017/03/Grade_3-6_NewZealandCurriculumLInks.pdf)
[The Arts Curriculum of Ontario, Canada](https://funmusicco.com/wp-content/uploads/2017/03/CanadaOntario_FunMusicCompanyCurriculumLinks.pdf)
We have designed this program around the requirements of the Common Core Curriculum, used in many US states. We have also looked at many of the state-based curriculum documents which our users have told us they are required to use, and each one has very similar requirements in the area of music.
Please click below for a sample curriculum matching document, showing how our programs meet the requirements of the Common Core Curriculum. If you have a different curriculum you are working with, please contact us and if possible we will provide a matching document for you showing how our program can be used to meet the needs of your curriculum.
[The US Common Core Curriculum](https://funmusicco.com/wp-content/uploads/2017/04/FunMusicCompanyCurriculumProgram_CurriculumLinks_USCommonCore.pdf)
We have designed this curriculum around the requirements of the Australian National Curriculum, and its state-based equivalents. Please click below for a sample curriculum scope and sequence, showing how our programs meet the requirements of the curriculum. If you have a different curriculum you are working with, please contact us and if possible we will provide a matching document for you showing how our program can be used to meet the needs of your curriculum.
[Australian National Curriculum](https://funmusicco.com/music-scope-and-sequence-for-the-australian-curriculum)
[NSW Creative Arts Syllabus](https://funmusicco.com/download-a-nsw-curriculum-scope-and-sequence/)
[Victorian Curriculum](https://funmusicco.com/victorian-curriculum-music-scope-and-sequence/)
[Western Australian Curriculum](https://funmusicco.com/music-scope-and-sequence-for-western-australian-schools/)
Why is there an annual subscription?[Developer Two](https://funmusicco.com/author/developer02/ "Posts by Developer Two")2024-08-13T06:49:11+00:00#### [Why is there an annual subscription?](#collapse-28-23325)
The Fun Music Company curriculum has two parts: the online screen presentations and the PDF guidebooks.
The on-screen presentation part of the Fun Music Company curriculum is delivered **online** – this means that no software ever has to be installed, and nothing has to be downloaded.
The flip-side of this benefit for you is that it must be a subscription service, because **we** as the service provider become responsible for keeping it running and updating it for all the technology changes that happen, making sure it works on every device that is used in schools.
I’m sure you’ll appreciate with such a large amount of video content in the program that potentially could be used by hundreds or even thousands of schools every day around the world, that the cost of delivering this service in the future could be very substantial, so therefore we can’t sell lifetime access to this – as we can’t guarantee that it can work well into the future.
However we are going further than that – we are committed to constantly reviewing, refining and improving the online content as we get feedback from users, so that the curriculum becomes **better** year after year. **This is only possible because it is an online-delivered program**. If it were a one-time purchase it would exist the way it does forever.
This is different from a program you might choose to use once or twice and put back on the shelf. We envisage that it would be used every single day in the classroom, with those sheet music videos being played over and over and over again, and in that context then our annual fees are not expensive at all.
Our vision for this curriculum is a program that is **alive!**, We expect that it is constantly getting better because people are using it every day, providing feedback and we are refining it, and this is only possible if we make it a subscription service.
We have created this program because we love music education: It is a life-long commitment for us to help music teachers all around the world make music lessons fun and fulfilling. If you choose to join us in our curriculum program we know that you and your students will benefit from this commitment and the input from all the experts who had input into the program, and all the other teachers using it as well.
How much music training or experience do I need to use this program?[Developer Two](https://funmusicco.com/author/developer02/ "Posts by Developer Two")2020-10-09T13:43:56+00:00#### [How much music training or experience do I need to use this program?](#collapse-28-23329)
We are confident that you’ll be able to use the program, ***no matter how much experience you have teaching music.*** The program includes hundreds of videos, designed to be step by step, so you can learn the parts along with your students. The lesson guides are designed to help you, and whether or not you get the printed version you’ll be able to access them whenever you need them.
We do this without removing the core important educational philosophies of music education, and music specialists can use this material as their base and expand on it, as the materials are designed with a solid base of Orff and Kodaly inspired approaches.
Can I purchase grade levels individually, and are other grade level packages available?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2023-07-01T07:24:20+00:00#### [Can I purchase grade levels individually, and are other grade level packages available?](#collapse-28-28046)
We can supply grade level packages in whatever configuration you need for your teaching. Please contact us via our [helpdesk](https://funmusicco.com/contact/) to work out a package and pricing that works for you.
You can also [click here to purchase grade levels individually](https://funmusicco.com/purchase-curriculum-modules/) if you wish.
[Click here to order now](#ordernow)
Try it out today with no risk …
If this doesn’t work for you for whatever reason, rest assured that you’re covered by our no-questions-asked **30 day money back guarantee**.
[Click here to order now](#ordernow)
---
### [A step-by-step lesson plan for bucket drumming](https://funmusicco.com/lesson-plan-for-bucket-drumming/)
**Published:** February 26, 2024
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# A complete lesson plan for a bucket drumming class
### Resources for this lesson
[
### Complete bucket drumming lesson](https://funmusicmembers.com/bucket-drumming-sample-lesson-menu/)
---
### [Kye Kye Kule](https://funmusicco.com/kye-kye-kule-song/)
**Published:** March 18, 2025
**Author:** FunMusicCo
**Content:**
# Kye Kye Kule
## Background of the Folk Song: Kye Kye Kule
“Kye Kye Kule” (also spelled “Che Che Koolay” or “Kye Kye Koole”) is a traditional call-and-response song and game originating from Ghana in West Africa. This vibrant folk song has transcended cultural boundaries to become a beloved musical experience in classrooms worldwide. The song features simple, repetitive lyrics in the Ghanian language, with the leader singing a phrase and participants echoing it back. The accompanying movements—which typically include gestures like pointing to various body parts mentioned in the lyrics—make this song not just an auditory experience but a full-body engagement that celebrates the rich cultural heritage of Ghanaian musical traditions.
The cultural significance of “Kye Kye Kule” extends beyond its catchy melody and rhythmic patterns. In its original context, this song serves as both entertainment and a means of teaching coordination, listening skills, and cultural values to children. The call-and-response format reflects the communal nature of traditional African music, where active participation is valued over passive listening. This participatory aspect makes the song particularly valuable in educational settings, as it embodies the principle that music is not merely something to be consumed but rather experienced collectively. By introducing students to “Kye Kye Kule,” educators provide a window into diverse cultural expressions and demonstrate how music serves as a universal language connecting people across continents.
## Classroom Implementation
To incorporate “Kye Kye Kule” into a classroom music setting, begin by teaching students the basic call-and-response pattern without movements. Start slowly, allowing students to become comfortable with the unfamiliar words by breaking down each phrase. Once students can confidently echo the lyrics, introduce the traditional movements—typically hands on head, shoulders, waist, and knees, followed by turning around. For younger students, you might simplify the movements while maintaining the core structure. As students gain proficiency, gradually increase the tempo and add complexity by dividing the class into groups where one group performs the call while others respond, then switch roles. This approach builds listening skills, coordination, and confidence.
For an enriched learning experience, expand the lesson by discussing the song’s Ghanaian origins, showing Ghana on a world map, and exploring other aspects of Ghanaian culture. Consider connecting the lesson to broader curricular themes such as cultural diversity, global awareness, or the historical spread of musical traditions. Advanced classes might explore creating their own variations by changing movements, adding percussion instruments like drums or shakers to accompany the song, or even crafting new verses while maintaining the traditional call-and-response structure. This multilayered approach transforms a simple folk song into a comprehensive learning opportunity that develops musical skills while fostering cultural appreciation and creative expression.
# Kye Kye Kule Lyrics
*Leader:* Kye Kye Kule (chay chay kool ay)
*Chorus:* Kye Kye Kule (chay chay kool ay)
*Leader:* Kye Kye Kofisa (chay chay ko fee sah)
*Chorus:* Kye Kye Kofisa (chay chay ko fee sah)
*Leader:* Kofisa Langa (Ko fee sa lan ga)
*Chorus:* Kofisa Langa (Ko fee sa lan ga)
*Leader:* Kaka Shilanga (Ka ka she lan ga)
*Chrous:* Kaka Shilanga (Ka ka she lan ga)
*Leader:* Kum Aden Nde (koom ah den day)
*Chorus:* Kum Aden Nde (koom ah den day)
*Leader:* Kum Aden Nde (koom ah den day)
*Chorus:* Kum Aden Nde, Hey!
***Translation:***
Hands on your head
Hands on your shoulders
Hands on your waist
Hands on your knees
Hands on your ankles
Hands on your ankles
Hands on your ankles, hey!
# Kye Kye Kule Sheet Music
### Kye Kye Kule Sheet Music Video
This video is part of the Fun Music Company [Grade One Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/grade-1-music-curriculum/). Versions with vocals, without vocals and for instrument playing are included in this [music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program.
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-1-music-curriculum/)
### Kye Kye Kule PDF Sheet Music
[](https://funmusicco.com/wp-content/uploads/2025/03/FunMusicCoFolkSongArrangement_KyeKyeKule.pdf)
**Looking for more world music folk songs for your classroom?** You might enjoy [A Ram Sam Sam](https://funmusicco.com/a-ram-sam-sam/), [Funga Alafia](https://funmusicco.com/funga-alafia/), or [Aquaqua Dela Omar](https://funmusicco.com/aquaqua-dela-omar/) — all similarly well-suited to movement, participation, and cultural exploration across K–6.
---
### [Trainings](https://funmusicco.com/trainings/)
**Published:** March 1, 2018
**Author:** FunMusicCo
**Content:**
# Fun Music Company Training Programs
[](/composition-workshop/)
## Composition Masterclass
**Grades K-6**
**Online training replay pass**
A two training session showing how to meet the requirements of the Australian curriculum in the area of composition.
[Learn More](/composition-workshop/)
[](/garageband-lesson-plans-garageband-composition/)
## Composition with GarageBand
Grades **6-9**
**Online training replay pass**
Get forty complete lessons for GarageBand, including classroom videos and student assignment sheets.
[Learn More](/garageband-lesson-plans-garageband-composition/)
---
### [Ukulele Introduction](https://funmusicco.com/ukulele-introduction/)
**Published:** January 14, 2021
**Author:** FunMusicCo
**Content:**
# Minimizing the “drama” in teaching ukulele!
[Teaching Ukulele in the Classroom?](https://funmusicco.com/teaching-ukulele-lesson-plans/?utm_source=valuevideo&utm_medium=bannerlink&campaign=Ukulele1Introduction)
[**Get started by downloading our free e-book and samples here »**](https://funmusicco.com/teaching-ukulele-lesson-plans/?utm_source=valuevideo&utm_medium=bannerlink&campaign=Ukulele1Introduction)
[](https://funmusicco.com/teaching-ukulele-lesson-plans/?utm_source=valuevideo&utm_medium=bannerlink&campaign=Ukulele1Introduction)
---
### [Ukulele Chords](https://funmusicco.com/ukulele-chords/)
**Published:** January 15, 2021
**Author:** FunMusicCo
**Content:**
### ### Free video series for teaching ukulele
# The power of the bouncy ball …
### Resources for this lesson
[
### Classroom Presentation](https://funmusicmembers.com/ukulele-program/ukulele-sample-chords-1/)
Click here to access presentation for the classroom. Bookmark this page and access on your classroom whiteboard.
***New Release!***
[Teaching Ukulele in the Classroom?](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
[**Click here to learn about our brand new solution »**](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
[](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
---
### [Stories of Music Education Project](https://funmusicco.com/stories-of-music-education-project/)
**Published:** November 2, 2015
**Author:** FunMusicCo
**Content:**
# Do you have any heart warming stories about music teaching? If the answer is yes, then we want to hear from you NOW!
### ***Share YOUR interesting music teaching story NOW***
## **Help us build a lasting resource that will advocate for music education**
When we create new products and resources, one of our favourite things to do is to turn to our music teaching community for help: and now is one of those times!
Right now we’re developing a set of ***music teaching stories***. We don’t know how this project will end up looking yet. It will probably start as a simple e-book and later turn into a printed book. Whatever it becomes doesn’t really matter, it’s the **content** that counts!
What we’re looking for is interesting stories about how music lessons have benefited one or many students. What we’re interested in is little ‘gem’ stories that you might tell at the dinner table when you’re out with friends, or the sort of good story you might share with other colleagues to let them know how your music lessons have helped a particular student or class.
Particularly we’d be interested in an *inspiring story that beats all odds*. A story that has changed a student’s life for the better in one or more years. That “light bulb” moment where you saw that instant of change. That moment a student looked at you and said – No More! I’m through with that and I’m changing for the better. That moment of decision in a student in one of your music classes which sparked a change which shaped their future life. Whatever your story, (and we know there are so many of them out there) We want to capture and publish them.
Now I know you’re probably thinking – “*that’s great, but I don’t have any stories from my day to day teaching, so I’m not doing that*”.
**Stop That!!**
We all have a story, whether we know it or not!
Here is one example:
> *It wasn’t that long ago that a tubby, pimply, nervous, quiet, but studious kid walked through the front door of her first teachers house. She wasn’t sure what she was even doing there, she had never done any exams before, could hardly play a note compared to most other talent out there, and she was way older than most kids who had already done all of this. But This girl was was searching for a future, for a way forward and she was keen to learn. And then the magic happened… this teacher believed that anyone could do anything if they just practiced and enjoyed what they were playing. She was a special caring lady who just believed for some reason in this girl, she made her think she was worth something, didn’t make it all seem like hard work and this girl wanted to be like her. The teacher believed that she could do it and she encouraged this girl to go for competitions, exams and auditions. She was felt more like a friend to this girl than a teacher, but yet she was both. Before long, this girl who initially thought she was destined for a lonely career sitting in a science laboratory or an office, practiced music before anything else in the day. It became her whole life; and she never missed a lesson, a practice or rehearsal. All because someone cared and made her feel important.*
That teacher was my first ever private music teacher and that pimply fat, girl was me! That one kind teacher empowered me to be a music teacher and for that I’m forever grateful!
But the truth is that this simple story in not uncommon. Everyone has a reason for doing what they do and why they do it. If you’re not sure about the power of a written story about music teaching, just check out [this one](http://lightworkers.org/blog/161474/music-my-ears-inspiring-story) I found on the internet and and have your tissues ready! Here’s [another one](http://llerrah.com/teacherstory.htm) that’s not about music teaching, but it’s still very impactful.
So here’s how it works:
All you need to do to participate is to send me an email with your story. Remember it doesn’t have to be long, but it does need to be impactful to be chosen.
Please remember:
- Please don’t submit anything that violates any persons or companies copyright
- Feel free to change names & places, particularly of children involved (we would do this anyway)
If your story gets selected, you’ll be giving us a perpetual, non-exclusive license to use your story in our music education products.
This means that:
- We can use the story in our products as long as necessary with no royalty payable
- This is a non- exclusive license, so you can still publish or re-use the story in any of your own publications if you wish, as long as you don’t enter into an agreement which makes our use of the story invalid.
Although we will probably charge a nominal fee for the purchase of this publication when it released, its intention is not to make money. In fact, **we intend to donate proceeds from this back into music education** via projects like on donorschoose.org.
So while you won’t make money from contributing to this, you WILL make a huge difference to the music education community, and as a contributor, you will of course get your own free copy. If you’re not happy with those terms of your involvement, then please don’t send in your story.
You can choose to include your first name and city location if you wish, alternatively you can be totally anonymous. All children and students identified in the stories should of course have their names changed for privacy, and we will do that anyway on all stories submitted.
Everyone who contributes will get a copy of the electronic document when it’s compiled, and everyone who’s story is chosen will get a physical book IF one is eventually published. So if you think about it, you’ll be getting the collective wisdom and stories of everyone who contributes, and you’ll be doing a good thing for our industry in helping create this lasting resource.
**How To Enter**
So now it’s your turn: if you can think of any stories please fill in the form below, or alternatively you can directly email me at janice@funmusicco.com
Remember that anything is welcome – and most worthwhile! You might think that your story isn’t that special, but it might well be most interesting to others. We don’t give any guarantees that we will include your story, but I certainly will take the time to review each one personally and write back to thank you.
## Submit Your Music Teaching Story
Name(Required) First Last
Email(Required)
Your Story
FileMax. file size: 128 MB.
Upload a file: a word processor document, a picture, or anything else you need to help explain your idea (optional)
CAPTCHA
Δ
---
### [Testing the Region](https://funmusicco.com/testing-the-region/)
**Published:** September 5, 2020
**Author:** FunMusicCo
**Content:**
# # Testing the regional handing feature
AU
HIDE IN
---
### [The Rattlin Bog Song](https://funmusicco.com/rattlin-bog-song/)
**Published:** March 4, 2025
**Author:** FunMusicCo
**Content:**
# The Rattlin’ Bog
*The Bog of Allen – A typical Irish Bog between the rivers liffey and shannon*
## Background of the Folk Song: The Rattlin’ Bog
“The Rattlin’ Bog” is a traditional Irish folk song that belongs to the category of cumulative songs, where each verse builds upon the previous one by adding new elements while repeating earlier parts. This song has been a staple of Irish musical tradition for generations and has spread globally through Irish diaspora communities. With its catchy, repetitive structure and lively tempo, “The Rattlin’ Bog” is particularly popular at social gatherings, festivals, and as a children’s song. Its distinctive chorus “Ho, ro, the rattlin’ bog, the bog down in the valley-o” creates an immediate sense of participation, making it an excellent example of communal folk singing.
The lyrics of “The Rattlin’ Bog” tell a story of natural interconnection, describing a hierarchical ecosystem within a bog. Beginning with the bog itself, each verse introduces a new element that exists within or upon the previous one: a tree in the bog, a limb on the tree, a branch on the limb, and so on, moving to increasingly smaller elements like nests, birds, feathers, and eggs. This structure metaphorically represents the interdependence of all living things in nature, showing how each component, no matter how small, has its place in the larger ecosystem. The bog setting is particularly significant in Irish culture, as bogs have historically been important features of the Irish landscape, providing fuel (peat) and figuring prominently in folklore.
From an educational perspective, “The Rattlin’ Bog” offers multiple learning opportunities. Its cumulative structure helps develop memory skills and sequential thinking in young learners. The song can be used to teach about ecosystems, biodiversity, and environmental science, illustrating how different organisms coexist and depend on one another. Musically, it introduces concepts of rhythm, tempo, and call-and-response singing. Additionally, the song provides a window into Irish cultural heritage, allowing teachers to explore topics such as traditional music, oral tradition, and the significance of nature in Celtic folklore. The song’s accessibility and participatory nature make it an engaging tool for cross-curricular learning in primary education settings.
## Rattlin’ Bog Lyrics
Ho, ro, the rattlin’ bog,
The bog down in the valley-o.
Ho, ro, the rattlin’ bog,
The bog down in the valley-o.
Well in the bog there was a hole,
A rare hole and a rattlin’ hole,
And the hole in the bog,
And the bog down in the valley-o.
Ho, ro, the rattlin’ bog,
The bog down in the valley-o.
Ho, ro, the rattlin’ bog,
The bog down in the valley-o.
Well in that hole there was a tree,
A rare tree and a rattlin’ tree,
And the tree in the hole,
And the hole in the bog,
And the bog down in the valley-o.
Ho, ro, the rattlin’ bog,
The bog down in the valley-o.
Ho, ro, the rattlin’ bog,
The bog down in the valley-o.
On that tree there was a branch,
A rare branch and a rattlin’ branch,
And the branch on the tree,
And the tree in the hole,
And the hole in the bog,
And the bog down in the valley-o.
Ho, ro, the rattlin’ bog,
The bog down in the valley-o.
Ho, ro, the rattlin’ bog,
The bog down in the valley-o.
On that branch there was a limb,
A rare limb and a rattlin’ limb,
and the limb on the branch,
and the branch on the tree,
and the tree in the hole,
and the hole in the bog,
and the bog down in the valley-o.
Ho, ro, the rattlin’ bog,
The bog down in the valley-o.
Ho, ro, the rattlin’ bog,
The bog down in the valley-o.
Well on that limb there was a nest,
A rare nest and a rattlin’ nest,
and the nest on the limb,
and the limb on the branch,
and the branch on the tree,
and the tree in the hole,
and the hole in the bog,
and the bog down in the valley-o.
Ho, ro, the rattlin’ bog,
the bog down in the valley-o.
Ho, ro, the rattlin’ bog,
the bog down in the valley-o.
Now in that nest there was a bird,
A rare bird and a rattlin’ bird,
And the bird in the nest,
And the nest on the limb,
And the limb on the branch,
And the branch on the tree,
And the tree in the hole,
And the hole in the bog,
down in the valley-o.
Ho, ho, the rattlin’ bog,
The bog down in the valley-o.
Ho, ho, the rattlin’ bog,
The bog down in the valley-o.
In that bird there was an egg,
A rare egg and a rattlin’ egg,
And the egg on the bird,
And the bird in the nest,
and the nest on the limb,
and the limb on the branch,
and the branch on the tree,
and the tree in the hole,
and the hole in the bog,
and the bog down in the valley-o.
Ho, ro, the rattlin’ bog,
The bog down in the valley-o.
Ho, ro, the rattlin’ bog,
The bog down in the valley-o.
In that egg there was a bird,
A rare bird and a rattlin’ bird,
And the bird on the egg,
And the egg on the bird,
And the bird in the nest,
And the nest on the limb,
And the limb on the branch,
And the branch on the tree,
And the tree in the hole,
And the hole in the bog,
And the bog down in the valley-o.
Ho, ro, the rattlin’ bog,
the bog down in the valley-o.
Ho, ro, the rattlin’ bog,
the bog down in the valley-o.
Ho, ro, the rattlin’ bog,
the bog down in the valley-o.
Ho, ro, the rattlin’ bog,
the bog down in the valley-o.
### Meaning of the lyrics
Understanding the terminology is crucial to appreciating this song’s context. A “bog” in Ireland refers to a wetland ecosystem characterized by waterlogged, spongy ground composed primarily of partially decayed vegetation or peat. These distinctive landscapes cover approximately 16% of Ireland’s land area and have been central to rural Irish life for centuries, providing fuel, preserving archaeological artifacts, and inspiring countless tales and songs.
The term “rattlin'” (or rattling) in this context has multiple interpretations. Most directly, it describes the sound of wind moving through the reeds and vegetation of the bog, creating a distinctive rustling or rattling noise. In Irish vernacular usage, something described as “rattlin'” can also mean lively, energetic, or full of life —perfectly capturing the vibrant ecosystem described in the song. The combination of these terms in “The Rattlin’ Bog” evokes both the physical environment and the dynamic, interconnected nature of the habitat.
## The Rattlin’ Bog Sheet Music
### Sheet Music Video
Videos like this one are included in the Fun Music Company [music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program. This is part of a special series of seasonal supplement videos that appear throughout the year for special occasion days like St Patrick’s day.
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-3-music-curriculum/)
### The Rattlin’ Bog PDF Sheet Music
[](https://funmusicco.com/wp-content/uploads/2026/03/RattinBogSheetMusic-1.pdf)
---
### [Download a NSW Curriculum Scope and Sequence](https://funmusicco.com/download-a-nsw-curriculum-scope-and-sequence/)
**Published:** October 4, 2024
**Author:** FunMusicCo
**Content:**
# # Download a NSW Creative Arts Scope and Sequence
(NEW 2024 Syllabus)
## Download a scope and sequence document showing how The Fun Music Company curriculum program meets the outcomes of the 2024 NSW Creative Arts Syllabus (NSW Curriculum).
*This sample scope and sequence document shows how the Fun Music Company content covers the requirements of the **NEW 2024 NSW Creative Arts Syllabus** for **one grade** (Stage 2). Fun Music Company [Curriculum program](https://funmusicco.com/fun-music-company-music-curriculum/) members have access to updated scope and sequence documents like this for all grades. **Scope and sequence documents for the previous 2006 syllabus are also available upon request.***
*Documents produced under copyright license from NSW Education Standards Authority (NESA).*
### Download now
Enter your details here and we will email you a scope and sequence document showing how the Grade 3 Fun Music Company curriculum meets the outcomes of Stage 2 of the NEW 2024 NSW Creative Arts Syllabus.
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---
### [Musical Tic Tac Toe](https://funmusicco.com/musical-tic-tac-toe/)
**Published:** February 20, 2023
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Making the basics fun with a game!
### Resources for this lesson
[
### Flashcards - Mixed Symbols](< https://funmusicco.com/wp-content/uploads/2023/02/mixedsymbolflashcards.pdf>)
[
### Flashcards - Pitches](https://funmusicco.com/wp-content/uploads/2023/02/pitchcardset_simple.pdf)
[
### Flashcards - Instruments](https://funmusicco.com/wp-content/uploads/2023/02/instrumentgame_flashcards.pdf)
---
### [Music Teaching Resources Archive](https://funmusicco.com/music-teaching-resources-archive/)
**Published:** March 16, 2015
**Author:** FunMusicCo
**Content:**
# Join the Fun Music Company Email List and access our Music Teaching Resources Archive
### Every week we share a brand new music teaching resource. This could be a game, a worksheet, a whiteboard resource, or a lesson plan. We give you the resource and we show you how to use it in a short video.
### Join our mailing list to get access to an indexed archive of music teaching resources.
#### **Enter your name and email below to subscribe. Get 1-2 emails per week of resources for music lessons. You’ll also get instant access to the archive of music teaching resources.**
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---
### [Fun Music Live 2026](https://funmusicco.com/fun-music-live-2026/)
**Published:** March 18, 2026
**Author:** FunMusicCo
**Content:**
Exclusive Training Event
# The Complete Music Curriculum Training Event for Every Teacher
Four Sessions. Four Days.
Music Teaching Strategies That Fit Your Classroom, Your Curriculum, Your Students.
If you’ve ever felt like music lessons are something you’re supposed to know how to teach — but nobody actually sat down and showed you how — you’re not alone.
Most teachers piece things together. A YouTube video here. A worksheet there. A lesson plan borrowed from a colleague who borrowed it from someone else.
The result? Lessons that feel disconnected. Students who don’t seem to be progressing. And a nagging feeling that you’re not quite meeting your curriculum requirements — even when you’re working incredibly hard.
**The problem isn’t you. It’s that you’ve never had a complete system.**
## That’s exactly why we created Fun Music LIVE.
Fun Music LIVE is a focused, four-day online training event designed by Janice and Kevin Tuck from the Fun Music Company — and it’s unlike any conference or professional development you’ve attended before.
No parade of different speakers pulling you in different directions. No sessions that end just when things get interesting. No notebooks full of ideas you never quite find time to implement.
Instead: two hours per day, for four days, covering the four central pillars of any music curriculum — in a sequence that builds, connects, and gives you a complete picture of how real music education works in a real classroom.
Everything is live and interactive, and every session is fully recorded with lifetime access — so if something comes up, or you want to revisit a session, it’s there whenever you need it.
### Event Details
**Monday 13th – Thursday 16rd April, 2026**
**10:00 AM – 12:00 PM Australian Eastern Standard Time**
*Online – Live on zoom (link provided upon registration)
Fully Recorded with Replay Access*
**Certificate of completion available for 8 training hours.\***
*\* Not accredited. However, may be able to be used for professional development purposes, depending on your local state or authority requirements.*
[Click here to register now](#RegisterLiveNow)
## What You’ll Learn Across the Four Sessions
Each session runs for two hours and covers one of the four pillars that form the backbone of the Fun Music Company curriculum — and the foundation of every music curriculum we’ve encountered across Australia and around the world.
### Day 1
**Monday 13th April 10AM Australian EST**
## Session 1: Skill Development
The building blocks of musical learning — singing in tune, rhythm, dynamics, and pitch. How to develop these essential skills in every student, whether you’re a specialist or a generalist.
### Day 2
**Tuesday 14th April 10AM Australian EST**
## Session 2: Singing and Playing
Hands-on music making is the heartbeat of everything we do. Discover how to get every student actively participating — even reluctant ones — and how this maps to your curriculum requirements.
### Day 3
**Wednesday 15th April 10AM Australian EST**
## Session 3: Composition
One of the areas teachers find most daunting — demystified completely. Learn how to give students the scaffolding to compose with confidence, and yourself the confidence to teach it.
### Day 4
**Thursday 16th April 10AM Australian EST**
## Session 4: Connect — Music Listening
Listening, cultural connection, and music that tells stories. Discover how to bring this rich and rewarding pillar of the curriculum to life in your classroom.
[Click here to register now](#RegisterLiveNow)
## Who Is Fun Music LIVE For?
Fun Music LIVE is designed for both music specialists and generalist classroom teachers. You don’t need to be a musician to get extraordinary value from these sessions — and if you are a specialist, you’ll find the curriculum framework and practical tools just as valuable.
This event is for you if:
- You want to meet your curriculum requirements with confidence — not guesswork
- You’re a generalist teacher who has been handed music classes and isn’t sure where to start
- You’re a music specialist who wants a cohesive system that maps across all grade levels
- You want lessons that actually build skills over time — not disconnected one-offs
- You’ve tried conferences before and come home with a notebook full of ideas that never quite made it into your classroom
## What’s Included — Your Complete Event Package
Every registration includes access to all four session recordings, plus three practical bonuses you’ll use from the very first week back in the classroom:
### **Part 1: Attend Live via Zoom**
Join each session live, ask questions in real time, and connect with music teachers from across Australia and beyond.
### **Part 2: Complete Session Recordings**
Can’t make every session? No problem. All four recordings are available in your members area so you can watch, rewatch, and revisit at your own pace.
### **Part 3: Certificate of Completion**
Receive a certificate confirming your participation and the number of training hours completed. *(Note: Whether this counts toward formal professional development hours will depend on your school or education authority — requirements vary by state and system.)*
### Bonus 1: Scope & Sequence Documents
Complete scope and sequence documents for the Australian Curriculum, plus Victorian, NSW, and WA curriculum versions. We reference these throughout the sessions — you’ll have them to keep and use with your own classes, year after year.
### Bonus 2: Grade Progression Reference Charts
A quick one-page reference for each of the four curriculum pillars, showing exactly what students at each grade level should know and be able to do. Pin it to your wall. Keep it in your planner. Use it every week.
### Bonus #3: The Simple Music Assessment Guide
Stop guessing how to assess music fairly and consistently. This ready-to-use checklist gives you clear, practical criteria for every stage of primary school — so reporting time feels manageable, not stressful.
## Register Now — Special Member Pricing Available
Fun Music LIVE is available at two price points:
**Fun Music Company
Curriculum members**
### $99
AUD (inc GST)
[Register Now](< https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=667>)
**Non
members**
### $198
AUD (inc GST)
[Register Now](< https://ae229.infusionsoft.com/app/manageCart/processBundle?clearCart=true&executionMode=PRODUCT_TARGETED&productId=667&productQuantity=1&subscriptionPlanId=61&subscriptionPlanQuantity=1>)
Includes your first month of Fun Music Company Curriculum membership
**Fun Music Company
Curriculum members**
### $99
USD
[Register Now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=697)
**Non
members**
### $196
USD
[Register Now](< https://om116.infusionsoft.com/app/manageCart/processBundle?clearCart=true&executionMode=PRODUCT_TARGETED&productId=697&productQuantity=1&subscriptionPlanId=95&subscriptionPlanQuantity=1>)
Includes your first month of Fun Music Company Curriculum membership
**Not yet a member?** Your non-member ticket includes your first month of Fun Music Company membership — giving you immediate access to our full K–6 curriculum library, lesson plans, and resources while you prepare for the event. If you choose to continue your membership after the first month, it’s easy to do so. If not, cancel with one click.
## Why Trust the Fun Music Company?
The Fun Music Company was founded by Janice and Kevin Tuck in 2006 — with roots going back to the 1990s. Over nearly three decades, they’ve built curriculum resources used by more than 12,000 teachers across 149 countries.
Kevin is a professional percussionist with more than 30 years of performing in schools through Musica Viva — reaching over half a million children. Janice holds a Bachelor of Education and has spent her career making music accessible to every teacher, regardless of their musical background.
Fun Music LIVE is the distillation of everything they’ve learned. Not a collection of opinions from many different voices — but a complete, cohesive system, taught by the people who built it.
## Ready to Join Us?
We’ve deliberately kept numbers small so this feels like a conversation, not a conference. If you’ve been looking for a practical, encouraging space to refresh your music teaching — and walk away with lessons you’ll actually use — this is it. We’d love to have you join us.
[Click here to register now](#RegisterLiveNow)
---
### [Music Scope And Sequence For Western Australia](https://funmusicco.com/music-scope-and-sequence-for-western-australian-schools/)
**Published:** February 11, 2025
**Author:** FunMusicCo
**Content:**
## Teaching Music in Western Australian Primary Schools?
# Download a Music Scope and Sequence for the Western Australian Curriculum
## Download a PDF scope and sequence document showing how The Fun Music Company curriculum program meets the outcomes of the Western Australian Curriculum for primary school.
*This sample scope and sequence document shows how the Fun Music Company content covers the requirements of the Western Australian Curriculum for **one grade**. Fun Music Company [Curriculum program](https://funmusicco.com/fun-music-company-music-curriculum/) members have access to a document like this for all grades.*
### Download now
Enter your details here and we will email you the scope and sequence document showing how the Fun Music Company curriculum program matches the requirements of the Western Australian Curriculum for year 3.
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---
### [Download A Scope And Sequence Document](https://funmusicco.com/download-a-scope-and-sequence-document-2/)
**Published:** September 2, 2024
**Author:** FunMusicCo
**Content:**
# Do you need a Scope and Sequence for your Curriculum?
## If you require a Scope and sequence document, please click one of the icons below to download a document showing how the Fun Music Company curriculum matches the requirements of your curriculum.
### Australia:
[](https://funmusicco.com/download-australian-curriculum-scope-and-sequence-document/)
### USA:
[](https://funmusicco.com/download-a-us-common-core-scope-and-sequence/)
**More coming here soon.**
If you require a scope and sequence for a different curriculum, please [contact our helpdesk](https://funmusicco.com/contact/) and we will try to accommodate your request.
### Australian State Curriculum documents:
[](https://funmusicco.com/download-a-nsw-curriculum-scope-and-sequence/)
[](https://funmusicco.com/victorian-curriculum-music-scope-and-sequence/)
[](https://funmusicco.com/music-scope-and-sequence-for-western-australian-schools/)
---
### [Download A US Common Core Scope And Sequence](https://funmusicco.com/download-a-us-common-core-scope-and-sequence/)
**Published:** September 2, 2024
**Author:** FunMusicCo
**Content:**
# Download an US Common Core Arts Standards Music Scope and Sequence
## Download a PDF scope and sequence document showing how The Fun Music Company curriculum program meets the outcomes of the Common Core Arts Standards (USA).
*This sample scope and sequence document shows how the Fun Music Company content covers the requirements of the US Common Core Arts Standards for **one grade**. Fun Music Company [Curriculum program](https://funmusicco.com/fun-music-company-music-curriculum/) members have access to a document like this for all grades.*
### Download now
Enter your details here and we will email you the scope and sequence document showing how the Fun Music Company curriculum program matches the requirements of the Common Core Arts Standards for grade 3.
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---
### [Victorian Curriculum Music Scope And Sequence](https://funmusicco.com/victorian-curriculum-music-scope-and-sequence/)
**Published:** August 14, 2024
**Author:** FunMusicCo
**Content:**
# Download a Victorian Curriculum Music Scope and Sequence
## Download a PDF scope and sequence document showing how The Fun Music Company curriculum program meets the outcomes of the Victorian Curriculum.
*This sample scope and sequence document shows how the Fun Music Company content covers the requirements of the Victorian Curriculum for **one grade**. Fun Music Company [Curriculum program](https://funmusicco.com/fun-music-company-music-curriculum/) members have access to a document like this for all grades.*
### Download now
Enter your details here and we will email you a scope and sequence document, showing how Grade 3 of the Fun Music Company Curriculum program matches the requirements of the Victorian Curriculum.
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### Please note:
The Victorian Curriculum and Assessment Authority have published the Victorian Curriculum V2.0. This is currently in a review and familiarisation phase in 2024 and 2025, ready to be implemented in 2026.
The [**Fun Music Company Curriculum Program**](https://funmusicco.com/fun-music-company-music-curriculum/) was written for the Australian Curriculum V9, which provides the foundation for the Victorian Curriculum V2.0. Therefore this program is **ready to use** with the Victorian Curriculum V2.0.
The previous edition of the Fun Music Company Curriculum Program fully matched the Victorian Curriculum V1.0, so therefore it still matches the curriculum outcomes in that edition.
Please enter your details on this page and we will email you **both** scope and sequence documents, matching the Victorian Curriculum V1 or V2, for Grade 3.
Current members of the [Fun Music Company curriculum program](https://funmusicco.com/fun-music-company-music-curriculum/) have access to a full scope and sequence for all grades. If you are a current member, please [contact our helpdesk](https://funmusicco.com/contact/) if you wish to request this.
---
### [Fun Music Company Testimonials](https://funmusicco.com/testimonials/)
**Published:** October 24, 2012
**Author:** FunMusicCo
**Content:**
# Fun Music Company Success Stories
Below is actual, unsolicited feedback from users of Fun Music Company programs.
If you’d like to add your success story to this page, click [here](https://funmusicco.com/your-success-story).
### Actual feedback from users of the [Fun Music Company Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program:
The Fun Music Co is the GOLD STANDARD in music education! I look forward to teaching with these programs and can’t wait to see what you create next!
**Michelle, USA**
I loved it! We only purchased the program for one term and hope to do the same next year. Couldn’t have survived without it!!! Full of engaging activities and was so easy to follow.
**Sonia, NSW Australia**
I use your program for every lesson and so appreciative of all your hard work. Your program is very structured. I like the new additions and the students really like the repertoire.
**Sheree, QLD Australia**
Thank you so much! Everything is working now and I have started back using the curriculum. I appreciate your quick response to the concern I had. This is now our 4th quarter in school and I owe my success this school year to the Fun Music Company.
**Patricia, USA**
Having access to the Fun Music Company online lessons over the last couple of years has made the teaching and planning of my music lessons SO much easier!
**Liz, NSW, Australia**
### Feedback from users of other Fun Music Company products:
Recently I ordered your advanced theory worksheets because one of my students is in a jazz band. I knew jazz students needed to understand modes and I spent several months looking for the best way to explain modes.
I joined several jazz lesson sites and communicated with the teachers, hoping to get a better understanding of them. Instead, I seemed to get more confused!
After looking at your worksheets, it became very obvious how to create each scale in any key and the formula for the modes in that key.
I was also amazed at how easy they actually are and wondered why so many teachers are making it much harder to comprehend than it really is.
Thank you for your great worksheets.
**Cheryl W.**
Thank you so much. This product has helped me tremendously in making kids love music. Also, if you can’t think of any activity to use or have a mental block of how to organize lessons, this is a very good guide to start off with, then you can make your own and what not. Thank you so much once again.
**Corina Toon**
I have bought several products from you. I have taught 18 years in the public school system and The Fun Music Company has it all. You have save me hours upon hours of time researching suggested listening activities and youtube videos. I currently teach Jr. High General Music Classes. I use your Theory Workbook I with my 7th grade students and the History of Rock and Roll with my 8th grade classes. Thank you so much for having these resources available to us. The time I would I have spent doing all of this would have been time that I would have had to take away from my three boys. I am recommending your products to all my band director friends!
**Saraya Rogers**
I just finished downloading or printing the Theory book level 1 and I am amazed at the detail involved. Janice, you are a genius to put this together!! You thought of everything right down to the point value on the quizes to make scoring easier. Thank you and I can’t wait to use it. It is obvious that you think like a teacher and are very organized in your thinking. Great product- keep it up!! Thanks, Chris
**Chris Szekely**
[Enjoyed using one of our products?
Click here to add your success story](https://funmusicco.com/your-success-story)
---
### [Folk Songs for the classroom](https://funmusicco.com/folk-songs-for-the-classroom/)
**Published:** January 18, 2025
**Author:** FunMusicCo
**Content:**
# Folk songs for the classroom
## A list of folk songs commonly used in classroom music lessons
Folk songs are a powerful and versatile tool in the classroom, offering a rich blend of cultural heritage, storytelling, and musicality. Folk songs are often passed down through generations and they provide students with a glimpse into the traditions and values of diverse communities. By incorporating folk songs into lessons, educators can create a sense of cultural awareness while engaging students in activities that enhance language skills, rhythm, and coordination.
The simplicity of folk songs makes them perfect for all ages. They often have repetitive patterns and catchy melodies. This makes them easy to learn and remember. Additionally, folk songs offer more than educational benefits. They create a joyful and collaborative atmosphere. Students can connect with each other through music and movement. As a result, folk songs become a bridge between learning and cultural exploration. They enrich the classroom experience in fun and meaningful ways.
### [A ram sam sam](https://funmusicco.com/a-ram-sam-sam/)
A lively Moroccan folk song with simple, nonsensical lyrics and rhythmic patterns, often used in group settings to promote fun, coordination, and cultural connection.
### [A Sailor Went to Sea](https://funmusicco.com/a-sailor-went-to-sea/)
A playful call-and-response song that teaches rhythm and repetition.
### [**Aiken Drum**](https://funmusicco.com/aiken-drum-song/)
A fun Scottish tune about a character made of food, sparking creativity and imagination.
### [**Alouette**](https://funmusicco.com/alouette-song/)
A classic French-Canadian song for learning body parts and practicing language skills.
### [**Apples and Bananas**](https://funmusicco.com/apples-and-bananas-song/)
A fun vowel-changing song that helps children explore phonics and pronunciation.
### [**Aquaqua Dela Omar**](https://funmusicco.com/aquaqua-dela-omar/)
A rhythmic and interactive song rooted in African tradition, encouraging movement and teamwork.
### [**Bim Bom**](https://funmusicco.com/bim-bom-song/)
A simple and catchy tune perfect for teaching rhythm and coordination in group settings.
### [**Charlie Over the Ocean**](https://funmusicco.com/charlie-over-the-ocean/)
A call-and-response game song that encourages group participation.
### [**Debka Hora**](https://funmusicco.com/debka-hora-song/)
A lively Israeli folk dance song that introduces traditional rhythms and cultural connections.
### [**Funga Alafia**](https://funmusicco.com/funga-alafia/)
A West African greeting song that promotes cultural appreciation and unity through music.
### [**Haida**](https://funmusicco.com/haida-song/)
A Hebrew folk song, ideal for teaching harmony and teamwork in singing.
### [**Haru Ga Kita**](https://funmusicco.com/haru-ga-kita/)
A Japanese spring song celebrating the arrival of the season with simple, cheerful lyrics.
### [**Kokoleoko**](https://funmusicco.com/kokoleoko-song/)
An interactive African game song that encourages participation and social interaction.
### [**Kye Kye Kule**](https://funmusicco.com/kye-kye-kule-song/)
A popular Ghanaian song that combines singing and actions to enhance coordination and engagement.
### [**Obwisana**](https://funmusicco.com/obwisana-song/)
A Ghanaian stone-passing game song that teaches rhythm, cooperation, and focus.
### [**Tafta Hindi**](https://funmusicco.com/tafta-hindi-song/)
A traditional Indian folk tune that introduces cultural melodies and lively rhythms.
### [**Tideo**](https://funmusicco.com/tideo-folk-song/)
An American folk song with a playful melody, often used to teach tempo and movement.
### [The Rattlin’ Bog](https://funmusicco.com/rattlin-bog-song/)
A Classic Irish folk song with an extending verse
---
### [Teaching Ukulele today](https://funmusicco.com/teaching-ukulele-today/)
**Published:** April 17, 2025
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Teaching Ukulele Today …
### Resources mentioned in the video:
- [**Complete Ukulele Program**](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
Details on our complete ukulele program for teaching ukulele in the information age
- [**Ukulele packaged along with entire music curriculum program**](https://funmusicco.com/fun-music-company-music-curriculum/)
Details on our full music curriculum package, including ukulele materials
- [**What NOT to use for teaching ukulele!**](https://funmusicco.com/ukulele-free-teaching-resource/)
A guide for finding the best teaching materials for ukulele
---
### [Connect Listening Activity for Grade 4](https://funmusicco.com/connect-listening-activity-for-grade-4/)
**Published:** May 3, 2017
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Connect Listening Activity for Grade 4
### Resources for this lesson
[
### Online Classroom Presentation](https://funmusicmembers.com/connect-lesson-sample-grade-4-1/)
To use this simply click and the resource will open in a new window. You may bookmark the resource and come back to it to use it anytime in the classroom.
[
### CONNECT worksheet for this lesson](http://musiclevels.s3.amazonaws.com/grade4/PDF/Grade4_ConnectWorksheets%202.pdf)
---
### [What I learned in a spin bike class](https://funmusicco.com/spin-bike-class/)
**Published:** April 17, 2025
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# What I learned about music teaching in a spin bike class …
### Resources mentioned in the video:
- [**How to create primary music lesson plans**](https://funmusicco.com/creating-primary-music-lesson-plans/)
Ideas for creating your own primary lesson plans using these concepts
- [**Podcast Episode: Creating exponential results in music teaching**](https://funmusicco.com/cracking-the-code-on-how-to-produce-exponential-results-in-music/)
Ideas on using the ‘talent code’ to find the best results in our students.
- **[Request a personal walk-though and trial of the Fun Music Company curriculum program](https://funmusicco.com/teaching-music-soon/)** Book your 1-1 zoom walk through of the curriculum program – while spots are still available!
---
### [Easy Tuned Percussion Example](https://funmusicco.com/easy-tuned-percussion-example/)
**Published:** April 25, 2023
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Easy Tuned Percussion – Just Two Notes!
### Resources for this lesson
[
### Classroom presentation](https://funmusicmembers.com/zum-gali-gali-tuned-percussion-sample-lesson-1/)
---
### [Assessments for Practical Music Lessons](https://funmusicco.com/assessments-for-practical-music-lessons/)
**Published:** June 27, 2023
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Three tips for assessments in practical music classes
### Resources for this lesson
[
### Practical Assessments Example - Grade ONE](https://funmusicco.com/wp-content/uploads/2023/06/Grade1_SampleAssessments.pdf)
[
### Practical Assessments Example - Grade THREE](https://funmusicco.com/wp-content/uploads/2023/06/Grade3_SampleAssessments.pdf)
[
### Practical Assessments Example - Grade FIVE](https://funmusicco.com/wp-content/uploads/2023/06/Grade5_SampleAssessments.pdf)
---
### [Tafta Hindi Song](https://funmusicco.com/tafta-hindi-song/)
**Published:** April 13, 2025
**Author:** FunMusicCo
**Content:**
# Tafta Hindi
## Background of the Folk Song: Tafta Hindi
“Tafta Hindi,” a vibrant gem in the treasure trove of traditional Arab folk music, stands as a testament to the rich cultural tapestry of the Middle East. This beloved song, whose title translates to “Indian Fabric” or “Indian Silk,” emerged from the cultural crossroads of trade routes connecting the Arab world with the Indian subcontinent. Its enchanting melody and rhythmic patterns reflect centuries of cultural exchange, with influences that span from North Africa to South Asia.
The song’s enduring popularity stems from its versatility as both a celebratory dance piece and a nostalgic ballad. Traditionally performed at weddings and community gatherings, “Tafta Hindi” features distinctive instrumentation including the oud, darbuka, and nay, creating a mesmerizing soundscape that invites listeners to connect with their cultural heritage. The lyrics, often improvised according to regional variations, typically celebrate the beauty of imported Indian silk fabrics while metaphorically exploring themes of love, longing, and the exotic allure of distant lands.
As an educational cornerstone, “Tafta Hindi” offers students an accessible entry point into understanding the complex historical relationships between Arab and Indian cultures. Through this folk song, learners can explore not only musical traditions but also the economic and social dimensions of ancient trade networks that facilitated cultural diffusion across continents. By examining its melodic structure, rhythmic patterns, and lyrical content, students gain valuable insights into how music serves as both a preserver of tradition and a dynamic reflection of cross-cultural encounters throughout history.
# Tafta Hindi Lyrics
1\.
Tafta Hindi, Tafta Hindi,
come and buy, oh ladies fair.
Shining satin, lovely laces,
peacock feathers for your hair.
Shining satin, lovely laces,
peacock feathers for your hair.
2\.
Tafta Hindi, Tafta Hindi,
dark eyes peep through silken veil.
Fingers waving, voices calling,
bring inside your goods for sale.
Fingers waving, voices calling,
peacock feathers for your hair.
3\.
Tafta Hindi, Tafta Hindi,
come and buy, oh little maid.
I want satin, I want laces,
mother please buy rich brocade.
Shining satin, lovely laces,
peacock feathers for your hair.
# Tafta Hindi Sheet Music
### Tafta Hindi Sheet Music Video
This video is part of the Fun Music Company [Grade Four Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/grade-4/). Versions with vocals, without vocals and for instrument playing are included in this [music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program.
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-4/)
### Tafta Hindi PDF Sheet Music
[](https://funmusicco.com/wp-content/uploads/2025/04/FunMusicCoFolkSongArrangement_TaftaHindi.pdf)
---
### [Daily Music Jokes Email List](https://funmusicco.com/daily-music-jokes-email-list/)
**Published:** April 29, 2021
**Author:** FunMusicCo
**Content:**
# Want a Music Joke for Every Occasion?
If you’re teaching music, one thing you NEED is a sense of humor! Unfortunately we’re not all born as gifted comedians, so the rest of us need to get consistent, regular help to find funny (and clean!) jokes for those lighter moments. Thats what this mailing list is here for. ***We give you one new music-related joke in your inbox every day!***
**Enter your details here to join the *Music Joke of the Day* email list. This is a 100% FREE service from the Fun Music Company**
- First Name\* First
- Email\*
-
-
Δ
**Please Note: You are subscribing to DAILY music jokes emails for one year. You can unsubscribe at any time.**
We value your privacy and would never spam you
We’ve collected 365 Simple, easy to remember (and clean) jokes that are suitable for music teachers.
Samples are below:
***The Fun Music Company offers no warranties or guarantees that the jokes on this list are suitable for you!** We make every effort to ensure that the jokes are “clean”, but as everyone is teaching in different situations it is very important to use your discretion on when to use them.*
---
### [Benefits of Laughter](https://funmusicco.com/laughter/)
**Published:** April 7, 2025
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Benefits of laughter
---
### [Two Note Tuned Percussion](https://funmusicco.com/two-note-tuned-percussion/)
**Published:** April 7, 2025
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Tuned percussion with whatever you have!
### Resources for this lesson
[
### Classroom presentation](https://funmusicmembers.com/zum-gali-gali-tuned-percussion-sample-lesson-1/)
---
### [Musical who am I questions](https://funmusicco.com/musical-who-am-i-questions/)
**Published:** June 27, 2022
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Musical “Who am I”
### Resources for this lesson
[
### Classroom presentation](https://funmusicmembers.com/grade-3-sample-connect-elvis-1/)
[
### CONNECT worksheet for this lesson](< https://funmusicco.com/wp-content/uploads/2022/06/ConnectWorksheetSample_GradeThreeElvisLesson.pdf>)
---
### [How teachers do everything](https://funmusicco.com/how-teachers-do-everything/)
**Published:** April 7, 2025
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# How teachers do everything …
***Click the sound icon below***  to unmute and make sure your sound is turned on!
### Resources mentioned in the video:
- [**More information about the complete Fun Music Company Curriculum Program**](https://funmusicco.com/fun-music-company-music-curriculum/)
Detailed information about how teachers are using this program in their classrooms.
- **[Request a personal walk-though and preview](https://funmusicco.com/teaching-music-soon/)** Book your 1-1 zoom walk through of the curriculum program – while spots are still available!
---
### [Thankyou For Your Order](https://funmusicco.com/thankyou-for-your-order/)
**Published:** February 7, 2013
**Author:** FunMusicCo
**Content:**
## Thankyou for your order
### Congratulations on your investment in teaching materials from the Fun Music Company.
If your purchase includes digital download content or access to an online membership, **you will be sent an email** immediately with login information to access your products.
If this email does not arrive within approximately one hour, then please contact our helpdesk, and we can forward it to you again. Please check your spam folder, as sometimes these emails can get mistakenly put there by your email program.
The email will look something like this:
---
### [Embracing Change](https://funmusicco.com/embracing-change/)
**Published:** March 24, 2025
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Embracing Change!
### Resources mentioned in the video:
- [**Ideas and resources for Grade 2 music lessons**](https://funmusicco.com/teach-grade-two-music/)
More detail on the lesson plans and resources as shown in the video above.
- [**Folk Songs for the Classroom**](https://funmusicco.com/folk-songs-for-the-classroom/)
Sheet music and background for classic children’s songs used in the classroom.
- **[Request a personal walk-though and trial of the Fun Music Company curriculum program](https://funmusicco.com/teaching-music-soon/)** Book your 1-1 zoom walk through of the curriculum program – while spots are still available!
---
### [Obwisana Song](https://funmusicco.com/obwisana-song/)
**Published:** March 20, 2025
**Author:** FunMusicCo
**Content:**
# Obwisana
## Background of the Folk Song: Obwisana
“Obwisana” is a traditional folk song and singing game from Ghana in West Africa. The song’s title refers to a small stone that is passed from hand to hand as participants sit in a circle and sing. With its straightforward melody, repetitive structure, and accompanying hand movements, “Obwisana” has become popular in music education worldwide as an accessible introduction to Ghanaian musical traditions and call-and-response singing.
The song is particularly significant in Ghanaian culture as it embodies communal values and the importance of working together. The passing of stones represents collaboration and the connections between community members. The lyrics, sung in the Akan language, translate roughly to “The rock crushes!” which may reference the traditional practice of using stones to crack palm nuts or other foods, highlighting how everyday activities are often celebrated through music in many African cultures.
## Obwisana Lesson Plan
“Obwisana” offers numerous educational opportunities in the music classroom. Teachers can use it to introduce students to call-and-response singing, African rhythmic patterns, and musical games from other cultures. The stone-passing activity develops students’ coordination, timing, and ability to maintain steady beats. The song can be expanded by adding simple percussion instruments like drums or shakers, layering vocal parts for older students, or incorporating movement beyond the basic stone passing. It also serves as an excellent gateway for discussions about Ghanaian culture, musical traditions across Africa, and the role of music in community building around the world.
# Obwisana Lyrics
Obwisana sa, nana,
Obwisana sa.
Obwisana sa, nana,
Obwisana sa
Obwisana, Obwisana sa.
Obwisana, Obwisana sa.
Obwisana sa, nana,
Obwisana sa.
Obwisana sa, nana,
Obwisana sa.
Translation:
The rock has crushed my hand, Grandma
The rock has crushed my hand.
# Obwisana Sheet Music
### Obwisana Sheet Music Video
This video is part of the Fun Music Company [Grade 1 Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/grade-1-music-curriculum/). Versions with vocals, without vocals and for instrument playing are included in this [music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program.
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-1-music-curriculum/)
### Song Title PDF Sheet Music
[](https://funmusicco.com/wp-content/uploads/2025/03/FunMusicCoFolkSongArrangement_Obwisana.pdf)
---
### [Substitute Lesson](https://funmusicco.com/substitute-lesson/)
**Published:** March 23, 2015
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# A lesson plan to leave a substitute teacher
### Resources for this lesson
[
### Teacher's Lesson Plan: History of the Beatles](https://funmusiccoimages.com/2015ValueSeries/ep117_SubLessons/SubstituteMusicLessonPlan_TheBeatles.pdf)
[
### Student Worksheet](https://funmusicco.com/wp-content/uploads/2020/11/SubstituteMusicLessons_StudentWorksheets_04_beatles.pdf)
### Youtube Video Link
[
### Video to go with the lesson](http://www.Youtube.com/watch?v=FZSHsJjsh-Y)
---
### [Kokoleoko](https://funmusicco.com/kokoleoko-song/)
**Published:** February 26, 2025
**Author:** FunMusicCo
**Content:**
# ### **Kokoleoko**
## Background of the Folk Song: **Kokoleoko**
“Kokoleoko” is a traditional folk song from West Africa, often associated with call-and-response singing and rhythmic movement. Like many African folk songs, it has been passed down orally through generations and exists in various versions depending on the region and community. The song’s lyrics and melody are simple and repetitive, making it accessible for young learners while also offering an engaging way to explore African musical traditions. Because of its lively rhythm and interactive nature, Kokoleoko is frequently used in classrooms to introduce children to concepts like beat, call-and-response, and cultural storytelling through music.
Teachers can use Kokoleoko in a primary school music lesson plans to teach fundamental musical concepts in a fun and interactive way. One approach is to focus on call-and-response singing, where the teacher sings a line, and students echo it back. This helps develop listening skills, pitch matching, and group participation. Teachers can also incorporate simple percussion instruments, such as hand drums or clapping, to reinforce the song’s rhythmic patterns and introduce students to African drumming traditions. Additionally, students can add body movements or dance elements to connect music with physical expression, making learning more immersive and engaging.
Beyond musical skills, Kokoleoko provides an opportunity to introduce students to African culture and storytelling traditions. Teachers can encourage discussions about the origins of the song, its possible meanings, and how music plays a role in daily life and celebrations in different cultures. For a cross-curricular approach, the lesson can be expanded to include geography (learning about West Africa), language (exploring the meaning of the lyrics), and social studies (discussing oral traditions). By incorporating Kokoleoko into the classroom, educators create a rich, multicultural learning experience that fosters an appreciation for world music and diverse traditions.
## Kokoleoko Lyrics
Kokoleoko mama
Kokoleoko
Kokoleoko mama
Koleoko!
Aba mama,
Aba
Aba mama,
Koleoko
## ### **Kokoleoko** Sheet Music
Sheet Music Video
### Kokoleoko PDF Sheet Music
[](https://funmusicco.com/wp-content/uploads/2025/02/FunMusicCoFolkSongArrangement_Kokoleoko.pdf)
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-1-music-curriculum/)
This video is part of the Fun Music Company [Grade One Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/grade-1-music-curriculum/). Versions with vocals, without vocals and for instrument playing are included in this [music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program.
---
### [Haida Song](https://funmusicco.com/haida-song/)
**Published:** February 25, 2025
**Author:** FunMusicCo
**Content:**
# Haida (song)
## Background of the Folk Song: Haida
The *Haida* song is a lively and engaging Hebrew song that provides an excellent introduction to singing in the classroom. With its simple yet memorable melody and repetitive structure, *Haida* encourages students to develop their sense of rhythm, pitch, and harmony. As a traditional song, it offers an opportunity to explore the cultural and historical background of Hebrew music while reinforcing essential musical skills such as phrasing, articulation, and listening to others in an ensemble setting.
In the classroom, *Haida* is particularly effective for teaching rounds, as its melodic line is easy to follow and naturally lends itself to layered singing. By starting with unison singing and gradually introducing multiple parts, students can build confidence in singing independently while maintaining awareness of the group. Additionally, the song’s rhythmic energy makes it a great choice for movement activities, body percussion, or instrumental accompaniment, helping to create a dynamic and interactive learning experience.
# Haida (song) Lyrics
Haida, haida, hai didi daida haida,
haida, haida.
Haida, haida, hai didi daida haida,
haida, haida.
Haida, hai didi daida haida,
haida, haida.
Haida, hai didi daida haida,
haida, haida.
(repeats)
# Haida Sheet Music
### Haida Song Sheet Music Video
This video is part of the Fun Music Company [Music Curriculum for Grade 2](https://funmusicco.com/fun-music-company-music-curriculum/grade-2/). Versions with vocals, without vocals and for instrument playing are included in this [music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program.
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-2/)
### Haida PDF Sheet Music
[](https://funmusicco.com/wp-content/uploads/2025/02/FunMusicCoFolkSongArrangement_Haida.pdf)
---
### [Haru ga kita](https://funmusicco.com/haru-ga-kita/)
**Published:** February 25, 2025
**Author:** FunMusicCo
**Content:**
# Haru ga Kita
## Background of the Folk Song: Haru ga Kita
The Japanese folk song *Haru ga Kita* (春が来た), meaning “Spring Has Come,” is a beloved children’s song that celebrates the arrival of spring. With lyrics describing the changing seasons and the beauty of nature, this song has been a staple in Japanese music education for generations. Composed in the early 20th century by Tatsuyuki Takano (lyrics) and Kōsaku Yamada (melody), *Haru ga Kita* is widely used in schools to introduce young learners to Japanese folk traditions, seasonal awareness, and the expressive qualities of music. Its gentle melody and clear phrasing make it accessible for singers of all ages and skill levels.
In the music classroom, *Haru ga Kita* provides an excellent opportunity to teach fundamental musical concepts such as pitch accuracy, phrasing, and dynamics. The song’s simple yet lyrical melody allows students to focus on vocal expression and tone production. Additionally, because the song is written in a pentatonic scale, it serves as a great introduction to different musical scales and tonalities beyond the Western major and minor systems. Teachers can also incorporate movement activities, such as gestures or simple dance, to help students internalize the rhythm and meaning of the lyrics.
Beyond its musical value, *Haru ga Kita* serves as a gateway to cultural exploration. Students can learn about Japanese traditions, seasonal festivals, and how music reflects the natural world in different cultures. The song can be performed in unison or arranged in simple harmonies to develop ensemble skills. Additionally, instrumental accompaniments, such as Orff instruments or simple percussion, can enhance the learning experience. By incorporating *Haru ga Kita* into the curriculum, educators provide students with a well-rounded musical and cultural learning experience that fosters both artistic and global appreciation.
### Haru ga Kita lyrics
Haru ga kita, haru ga kita, doko ni kita
Yama ni kita, sato ni kita, no ni mo kita.
Hana ga saku, hana ga saku, doko ni saku
Yama ni saku, sato ni saku, no ni mo saku.
Tori ga naku, tori ga naku, doko de naku
Yama de naku, sato de naku, no de mo naku.
### English translation:
Spring has come, spring has come .
Here in the mountains, here in the village, here in the fields.
Flowers bloom, flowers bloom.
Here in the mountains, here in the village, here in the fields.
Birds are singing, birds are singing,
Here in the mountains, here in the village, here in the fields.
# Haru ga Kita sheet music
### Haru ga kita sheet music video
This video is part of the Fun Music Company [Grade 1 Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/grade-1-music-curriculum/). Versions with vocals, without vocals and for instrument playing are included in this [music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program.
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-1-music-curriculum/)
### Haru ga Kita PDF Sheet Music
[](https://funmusicco.com/wp-content/uploads/2025/02/FunMusicCoFolkSongArrangement_HaruGaKita.pdf)
---
### [Primary School Music Curriculum](https://funmusicco.com/music-curriculum-resource/primary-school-music-curriculum-fb/)
**Published:** February 4, 2016
**Author:** FunMusicCo
**Content:**
---
### [Debka Hora Song](https://funmusicco.com/debka-hora-song/)
**Published:** February 16, 2025
**Author:** FunMusicCo
**Content:**
# Debka Hora
## Background of the Debka Hora Song
“Debka Hora” is a vibrant folk song that combines elements of Middle Eastern and Eastern European musical traditions, reflecting the diverse cultural influences of Israeli folk music. Named after the debka, an energetic line dance common in Arab cultures, and the hora, a well-known circle dance embraced in Israel, the song captures the spirit of communal celebration. With its lively rhythm and repetitive structure, Debka Hora is often performed at festivals, weddings, and community gatherings, where it encourages participation and joyful movement. The song’s infectious energy and danceable beat make it a favorite in folk dance circles around the world.
Beyond its role in cultural celebrations, Debka Hora is widely used in schools as an educational tool to teach students about world music, cultural diversity, and dance. Music and dance educators incorporate the song into lessons on rhythm, coordination, and teamwork, while also using it as a gateway to explore Israeli and Middle Eastern traditions. Through learning the dance steps and singing the lyrics, students gain a deeper appreciation for global cultures and the ways music connects people across generations. The song’s accessibility and engaging nature make it an effective way to introduce young learners to folk traditions in an interactive and memorable way.
# Debka Hora Lyrics
The Debka Hora song doesn’t really have lyrics.
It is sung using just one sound: the sound “lai.”
Although represented by “la” in the video below it is pronounced “lai” or “lie.”
# Debka Hora Sheet Music
### Debka Hora Sheet Music Video
This video is part of the Fun Music Company [Grade 3 Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/grade-3-music-curriculum/). Versions with vocals, without vocals and for instrument playing are included in this [music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program.
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-3-music-curriculum/)
### Song Title PDF Sheet Music
[](https://funmusicco.com/wp-content/uploads/2025/02/FunMusicCoFolkSongArrangement_DebkaHora.pdf)
---
### [Need Some Choir Warm ups?](https://funmusicco.com/choir-warmups/)
**Published:** December 6, 2012
**Author:** FunMusicCo
**Content:**
# Looking for Some Choir Warm Ups?
Are you new at choir directing and want some fun and engaging choir warmups?
Are you experienced, but you feel you’d like some new choir warm up songs?
Do you have young children in your choir and want new children’s choir warmups?
## Now a FREE download!
Join our mailing list here to download the ebook.
First Name First
Email
Δ
We respect your privacy and would never spam you. We will email you valuable ideas for music teaching twice a week (usually Tuesday and Thursday), and you can unsubscribe at any time. Check details of our privacy policy [here](https://funmusicco.com/privacyandlegal/).
If the email containing the PDF guidebook does not arrive in a few minutes, please contact our [helpdesk](https://funmusicco.com/contact/) and we’ll get it to you.
### This free e-book focuses on just two things:
**\#1 How to effectively Warm up a choir**
Everyone knows warming up the voice is important, and it is perhaps more important than with any other instrument, as the instrument is part of the human body. Just how do you warm up to make it possible to sing higher notes, sustain longer breaths and manage difficult passages? Plus good and effective warm-ups create a sense of unity in the choir, and a feeling of common purpose and achievement.
**\#2 How to make Choir Rehearsals FUN!** Having good warm-ups will make a great start to making your choir rehearsals enjoyable for the students. If students enjoy the rehearsals and have a positive experience, then guess what? They’ll come back! Retaining numbers in choir is absolutely essential, and there is no better way than making sure that the outcome of every rehearsal is a positive experience for the choristers.
### Section 1: Square One
- Ideas on why choirs should warm up, so that you’re equipped to deal with it when you get that curly question from one of your “smart” choristers!
- A range of physical warm-ups to prepare the body and the voice for singing
- Some breathing exercises to improve this all important skill for singing.
### Section 2: Traditional Warm-ups
This section has lots of warm-ups that you may or may not have come across before. It contains:
- Beginning choir warm ups with vowel sounds
- Warm ups using a variety of scales
- Warm-ups using arpeggios and Intervals
- Using Interval Slides and Sirens
- Rounds and traditional Songs
- Tongue twisters
- Spoken chants
### Section 3: Fun Warm ups
These are short songs, that all focus on different areas. Some use modulating keys to move up and down, and all are able to be taught aurally and accompanied by simple chords on the piano.
There are:
- Tunes that develop particular sounds
- Songs that work on technique and breath control
- Songs that have a little hand percussion involved
- Songs that involve some fun with Props
- Songs for particular seasons/special occasions (Mothers Day, Christmas etc)
---
### [Download Choir Warmups Ebook](https://funmusicco.com/download-choir-warmups-ebook/)
**Published:** February 9, 2025
**Author:** FunMusicCo
**Content:**
# Congratulations!
### Click the image below to download your e-book
[](https://funmusicco.com/wp-content/uploads/2025/02/funchoirwarmups_ebook.pdf)
---
### [Good King Wenceslas Recorder Variations](https://funmusicco.com/good-king-wenceslas-recorder-variations/)
**Published:** November 29, 2014
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Good King Wenceslas Variations
**Fun with Recorders in the Music Class!**
### Resources for this lesson
[
### Sheet Music](https://funmusicco.com/wp-content/uploads/2020/11/GoodKingWenceslasVariations_Recorder.pdf)
[
### mp3 Backing Track](https://funmusicco.com/wp-content/uploads/2020/11/GoodKingWenceslasVariations_Recorder.mp3)
This resource comes from the following collection:
#### [**Four Christmas Songs – Teaching Ideas Pack**](https://funmusicco.com/christmas-teaching-ideas-pack/)
---
### [Products](https://funmusicco.com/products1/)
**Published:** December 5, 2012
**Author:** FunMusicCo
**Content:**
## Fun Music Company Curriculum Program
### Kindergarten Grade
**Music Program**
A curriculum designed especially for the first year of formal schooling.
[Learn More](https://funmusicco.com/fun-music-company-music-curriculum/grade-3/)
### Grade 1
**Music Program**
A curriculum for first grade students which is a wonderful introduction to music with lots of singing, playing and composition.
[Learn More](https://funmusicco.com/fun-music-company-music-curriculum/grade-3/)
### Grade 2
**Music Program**
A curriculum designed especially for second grade students to engage them in singing, playing and music creation.
[Learn More](https://funmusicco.com/fun-music-company-music-curriculum/grade-3/)
### Grade 3
**Music Program**
A curriculum for third grade students with lots of singing, playing, composition and aural training
[Learn More](https://funmusicco.com/fun-music-company-music-curriculum/grade-3/)
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-4/)
### Grade 4
**Music Program**
Lots of activities to engage fourth grade students in music classes!
[Learn More](https://funmusicco.com/fun-music-company-music-curriculum/grade-4/)
[](https://funmusicco.com/fun-music-company-music-curriculum/teaching-grade-5-music-lessons/)
### Grade 5
**Music Program**
Lots of songs, activities, listening and games suited for fifth grade students.
[Learn More](https://funmusicco.com/fun-music-company-music-curriculum/teaching-grade-5-music-lessons/)
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-6/)
### Grade 6
**Music Program**
Integrating technology in the composition element helps to engage sixth grade students in this complete program.
[Learn More](https://funmusicco.com/fun-music-company-music-curriculum/grade-6/)
---
### [Interactive Whiteboard](https://funmusicco.com/products8/)
**Published:** December 5, 2012
**Author:** FunMusicCo
**Content:**
# The Fun Music Company Curriculum
**Complete courses of music instruction for the classroom.**
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-k/)
### Kindergarten Grade
**Music Program**
A curriculum designed especially for the first year of formal schooling.
[Learn More](https://funmusicco.com/fun-music-company-music-curriculum/grade-k/)
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-1/)
### Grade 1
**Music Program**
A curriculum for first grade students which is a wonderful introduction to music with lots of singing, playing and composition.
[Learn More](https://funmusicco.com/fun-music-company-music-curriculum/grade-1/)
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-2/)
### Grade 2
**Music Program**
A curriculum designed especially for second grade students to engage them in singing, playing and music creation.
[Learn More](https://funmusicco.com/fun-music-company-music-curriculum/grade-2/)
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-3/)
### Grade 3
**Music Program**
A curriculum for third grade students with lots of singing, playing, composition and aural training
[Learn More](https://funmusicco.com/fun-music-company-music-curriculum/grade-3/)
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-4/)
### Grade 4
**Music Program**
Lots of activities to engage fourth grade students in music classes!
[Learn More](https://funmusicco.com/fun-music-company-music-curriculum/grade-4/)
[](https://funmusicco.com/fun-music-company-music-curriculum/teaching-grade-5-music-lessons/)
### Grade 5
**Music Program**
Lots of songs, activities, listening and games suited for fifth grade students.
[Learn More](https://funmusicco.com/fun-music-company-music-curriculum/teaching-grade-5-music-lessons/)
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-6/)
### Grade 6
**Music Program**
Integrating technology in the composition element helps to engage sixth grade students in this complete program.
[Learn More](https://funmusicco.com/fun-music-company-music-curriculum/grade-6/)
---
### [Charlie over the ocean song](https://funmusicco.com/charlie-over-the-ocean/)
**Published:** February 4, 2025
**Author:** FunMusicCo
**Content:**
# Charlie Over the Ocean
## Background of the Folk Song: Charlie Over the Ocean
***Charlie Over the Ocean*** is a traditional American folk song and singing game that has been passed down through generations. Similar in style to “Duck, Duck, Goose,” this call-and-response song features a simple melody and repetitive lyrics, making it an excellent choice for young learners. The call-and-response structure helps students develop their listening and echoing skills, while the steady beat and predictable phrasing make it accessible for a wide range of ages. As a folk song, it provides a glimpse into oral tradition, where songs were learned and shared through singing rather than written notation.
A common way to incorporate ***Charlie Over the Ocean*** into the classroom is through an engaging circle game. Students sit or stand in a circle while one child, the “caller,” walks around the outside, clapping in time with the song. The caller sings the first phrase of each line, and the rest of the class echoes in response. When the song reaches its final phrase, the caller taps one student on the shoulder, who then jumps up and chases them around the circle. The goal is for the original caller to take the empty spot before being tagged. If they are caught, they go again; if not, the new player becomes the next caller.
This game is a fantastic way to integrate music, movement, and social interaction into the classroom. It supports musical skills such as pitch matching and steady beat, while also encouraging physical activity and cooperative play. Additionally, it helps build confidence in young singers by allowing them to take a solo role in the call-and-response structure. By using ***Charlie Over the Ocean*** in the classroom, teachers can foster an engaging, playful, and educational environment where students experience music in a meaningful and memorable way.
# Charlie Over the Ocean Lyrics
**Charlie over the ocean,** (echo)
**Charlie over the sea,**
(echo)
**Charlie caught a big fish,** (echo)
**Can’t catch me!**
(echo)
An alternative variation is have the leader improvise different “things” that charlie could catch.
e.g. an Octopus, a sandwich, a bad cold, a bus!
**Charlie over the ocean,** (echo)
**Charlie over the sea,**
(echo)
**Charlie caught a \_\_\_\_\_\_\_\_\_\_\_,** (echo)
**Can’t catch me!**
(echo)
# Charlie Over the Ocean Sheet Music
### Sheet Music Video
A full Charlie Over the Ocean lesson plan is part of the Fun Music Company [Grade Two Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/grade-2/). Versions with vocals, without vocals and for instrument playing are included in this [music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program.
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-2/)
### Charlie Over the Ocean PDF Sheet Music
[](https://funmusicco.com/wp-content/uploads/2025/02/FunMusicCoFolkSongArrangement_CharlieOverTheOcean.pdf)
---
### [Confirm Resource Archive Subscription](https://funmusicco.com/confirm-resource-archive-subscription/)
**Published:** November 18, 2020
**Author:** FunMusicCo
**Content:**
# Congratulations and Welcome!
## Look out for your welcome email in the next few minutes
### Please [whitelist our email](/whitelisting-our-email-address/) to make sure that you receive all our future resources.
# [Proceed to our resources archive »](/resource-archive-members/)
---
### [Bim Bom Song](https://funmusicco.com/bim-bom-song/)
**Published:** February 3, 2025
**Author:** FunMusicCo
**Content:**
# Bim Bom Song
## Background of the Folk Song: Bim Bom
---
***Bim Bom*** is a lively and simple folk song that music educators have used for many years. It is a timeless favorite with students.
Originating from a rich tradition of folk music, this song is characterized by its repetitive phrases and easy-to-remember lyrics, making it an ideal choice for young students. The simplicity of “Bim Bom” allows students to focus on fundamental musical concepts like pitch, rhythm, and dynamics. It’s often accompanied by clapping or simple percussion instruments, which help reinforce the steady beat and engage children in active music-making.
In schools, “Bim Bom” is frequently used as a teaching tool because of its versatility in addressing various educational objectives. Teachers utilize this song to reinforce beat and rhythm, encourage ensemble singing, and explore call-and-response patterns. Additionally, it serves as an entry point for discussing the cultural origins of folk music and the way songs travel and evolve across communities. The song’s joyful and repetitive nature also supports language development, motor skills through movement, and social bonding as children sing and play together. Overall, ***Bim Bom*** is a beloved staple in music classrooms for its ability to make foundational musical learning both accessible and enjoyable.
## Bim Bom Lyrics
Bim bom bim bom
biddy biddy bom
biddy bom
biddy biddy bom bim bom
Bim bom bim bom
biddy biddy bom
biddy bom
biddy biddy bom bim bom
Bim bom
biddy biddy bom
biddy bom biddy biddy bom bim bom
Bim bom
biddy biddy bom
biddy bom biddy biddy bom bim bom
## Bim Bom Sheet Music
### Sheet Music Video
This video is part of the Fun Music Company [Grade four Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/grade-4/). Versions with vocals, without vocals and for instrument playing are included in this [music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program. If you’re looking for a fun bim bom music lesson plan, you’ll find it in this program!
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-4/)
### Bim Bom PDF Sheet Music
[](https://funmusicco.com/wp-content/uploads/2025/02/FunMusicCoFolkSongArrangement_BimBom.pdf)
---
### [Aquaqua Dela Omar](https://funmusicco.com/aquaqua-dela-omar/)
**Published:** January 27, 2025
**Author:** FunMusicCo
**Content:**
# ### **Aquaqua Dela Omar**
## Background of the Folk Song
“Aquaqua Dela Omar” is a lively Israeli folk song that has captured the imagination of audiences with its rhythmic melodies and playful lyrics. The Aquaqua Dela Omar song is often attributed to the early pioneers of Israel, reflecting the cultural diversity and communal spirit that characterized the formation of the young nation. Its repetitive structure and engaging call-and-response format make it easy to learn and perform, which has contributed to its popularity in schools, community gatherings, and cultural celebrations. Like many folk songs, “Aquaqua Dela Omar” serves as a medium for preserving and sharing cultural heritage while fostering a sense of connection and unity through music.
Like all folk songs, it exists in many different versions, and some people may be familiar with this song, but know it as [Stella Ella Ola](https://en.wikipedia.org/wiki/Stella_Ella_Ola).
In an educational context, “Aquaqua Dela Omar” is an excellent tool for teaching students about Israeli culture and the broader history of folk music. Its simple, repetitive melody makes it accessible to learners of all ages and skill levels, allowing students to focus on developing rhythm, coordination, and vocal techniques. Teachers can incorporate movement, clapping, or percussion instruments to enhance the learning experience and deepen students’ engagement with the music. There is a fun circle clapping game which can be done, which students will love!
Furthermore, the song provides an opportunity to discuss the significance of folk music as a reflection of cultural identity, community values, and historical narratives, encouraging students to appreciate and connect with diverse musical traditions.
## Aquaqua Dela Omar Lyrics
## Aquaqua dela omar qua qua qua.
Del sima trio, trio trio tra.
Valo, valo,
valo, valo, valo,
va lo – 2 – 3 – 4 – 5!
(nonsense lyrics – there is no translation)
Sheet Music
### Aquaqua Dela Omar Sheet Music Video
This video is part of the Fun Music Company [Music Curriculum for Grade 4](https://funmusicco.com/fun-music-company-music-curriculum/grade-4/). Versions with vocals and without vocals and for instrument playing are included in this [music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program.
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-3-music-curriculum/)
### Aquaqua Dela Omar PDF Sheet Music
[](https://funmusicco.com/wp-content/uploads/2025/01/FunMusicCoFolkSongArrangement_AquaquaDelaOmar.pdf)
---
### [Apples and Bananas Song](https://funmusicco.com/apples-and-bananas-song/)
**Published:** January 29, 2025
**Author:** FunMusicCo
**Content:**
# Apples and Bananas
## Background of the Song: Apples and Bananas
“Apples and Bananas” is a fun and silly children’s song that helps kids learn vowel sounds in a playful way. The song begins with a simple verse about liking apples and bananas. Then, as the song continues, the vowels in the words change, making funny and exaggerated sounds. Instead of “apples and bananas,” singers might say “eepples and beeneenees” or “oopples and boonoonoos.” These silly changes make kids giggle while helping them recognise different vowel sounds.
This song is great for young children because it makes learning feel like a game. Singing along helps kids practice pronunciation and phonics without even realizing they’re learning. The repetitive structure and catchy melody keep children engaged, encouraging them to sing along and try new sounds. Plus, the laughter that comes with the funny words makes the experience even more enjoyable. Whether at home, in the classroom, or during a sing-along, “Apples and Bananas” is a wonderful way to mix music and learning.
## Apples and Bananas lyrics
I like to eat, eat, eat apples and bananas.
I like to eat, eat, eat apples and bananas.
I like to eat, eat, eat apples and bananas.
I like to eat, eat, eat apples and bananas.
*“Lets try it with a long “ee” sound…”*
I like to eat, eat, eat ee-pples and ba-nee-nees
I like to eat, eat, eat ee-pples and ba-nee-nees
I like to eat, eat, eat ee-pples and ba-nee-nees
I like to eat, eat, eat ee-pples and ba-nee-nees
*“Lets try it with a long “a” sound…”*
I like to eat, eat, eat ay-ples and ba-nay-nays.
I like to eat, eat, eat ay-ples and ba-nay-nays.
I like to eat, eat, eat ay-ples and ba-nay-nays.
I like to eat, eat, eat ay-ples and ba-nay-nays.
*“Let’s try it with a long “oo” sound…”*
I like to eat, eat, eat oo-ples and ba-no-nos.
I like to eat, eat, eat oo-ples and ba-no-nos.
I like to eat, eat, eat oo-ples and ba-no-nos.
I like to eat, eat, eat oo-ples and ba-no-nos.
Many other variations are possible for more verses if desired.
## Apples and Bananas sheet music
### Sheet Music Video
### Apples and Bananas PDF Sheet Music
[](https://funmusicco.com/wp-content/uploads/2025/01/FunMusicCoFolkSongArrangement_ApplesAndBananas.pdf)
## Apples and Bananas lesson plan
This video is part of the Fun Music Company [Music Curriculum for Grade 1](https://funmusicco.com/fun-music-company-music-curriculum/grade-1-music-curriculum/). In this program we have complete lesson plans for teaching children the song “apples and bananas”. In these lessons they will sing and play instruments with the song. Versions with vocals, without vocals and for instrument playing are included in this [music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program.
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-1-music-curriculum/)
---
### [Alouette](https://funmusicco.com/alouette-song/)
**Published:** January 29, 2025
**Author:** FunMusicCo
**Content:**
# Alouette
## Background of the song: Alouette
“Alouette” is a well-known French-Canadian folk song that has been sung by children for generations. The song is playful and repetitive, making it easy to learn and sing along. It tells the story of someone playfully plucking the feathers of a lark (alouette in French), listing different body parts of the bird in each verse. While the lyrics may seem silly, the song is a great way for young learners to practice French vocabulary and rhythm in a fun and engaging way.
Beyond its musical appeal, Alouette has historical significance as well. It is believed to have originated in French-speaking Canada in the 19th century and became widely popular throughout the world. The song is often used as an introduction to French language and culture in schools, helping students build their vocabulary while enjoying a lively tune. Whether sung in a classroom or around a campfire, Alouette remains a cherished part of children’s music and an important piece of French speaking heritage.
# Alouette Lyrics
***Alouette*** is usually performed with audience participation, with the audience repeating each line of each verse after the second line.
It is a cumulative song, with a line added on top of the previous lines in each verse. This is similar to the English Christmas carol “The Twelve Days of Christmas.”
V1
Alouette, gentille alouette,
Alouette, je te plumerai’
Je te plumerai la tête
Je te plumerai la tête
Et la tête, et la tête
Alouette, Alouette
Oh, oh, oh, oh
V2
Alouette, gentille alouette
Alouette, je te plumerai
Je te plumerai le bec
Je te plumerai le bec
Et le bec, et le bec
Et la tête, et la tête
Alouette, Alouette
Oh, oh, oh, oh
V3
Alouette, gentille alouette
Alouette, je te plumerai
Je te plumerai le cou
Je te plumerai le cou
Et le cou, et le cou
Et le bec, et le bec
Et la tête, et la tête
Alouette, Alouette
Oh, oh, oh, oh
V4
Alouette, gentille alouette
Alouette, je te plumerai
Je te plumerai le dos
Je te plumerai le dos
Et le dos, et le dos,
Et le cou, et le cou
Et le bec, et le bec
Et la tête, et la tête
Alouette, Alouette
Oh, oh, oh, oh
# Alouette Sheet Music
### Sheet Music Video
This video is part of the Fun Music Company[ Grade One Music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/grade-1-music-curriculum/). Versions with vocals, without vocals and for instrument playing are included in our full [music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program.
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-3-music-curriculum/)
### PDF Sheet Music
[](https://funmusicco.com/wp-content/uploads/2025/01/FunMusicCoFolkSongArrangement_Alouette.pdf)
---
### [Something new for bucket drumming](https://funmusicco.com/bucket-drumming-piece-for-classroom/)
**Published:** February 10, 2024
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Something new … for buckets!
### Resources for this lesson
[
### Classroom presentation](https://funmusicmembers.com/funkybuckets-sample/)
[
### Sheet Music](https://funmusicco.com/wp-content/uploads/2024/02/FunMusicCoBucketDrumming_FunkyBucketsSheetMusic.pdf)
Discover the [best buckets for bucket drumming](https://funmusicco.com/best-buckets-for-bucket-drumming-in-schools/ "The Best Buckets to Use for Bucket Drumming in Schools") in this article »
---
### [Aiken Drum](https://funmusicco.com/aiken-drum-song/)
**Published:** January 20, 2025
**Author:** FunMusicCo
**Content:**
# Aiken Drum
# Background of the song: Aiken Drum
“Aiken Drum” is a traditional Scottish folk song that has been loved for generations. It is playful, imaginative, and a perfect choice for engaging young learners. With its simple melody and repetitive structure, the song is easy to teach and versatile for classroom use.
### What is Aiken Drum?
The song tells the story of a character named Aiken Drum, who is made entirely of food. His hat is made of “ice cream,” his coat of “roast beef,” and his hair of “spaghetti.” The lyrics often change as singers create their own imaginative versions of Aiken Drum, allowing endless opportunities for creativity.
### Why is it Popular with Children?
Children love “Aiken Drum” for its playful nature and interactive possibilities. The repetitive structure makes it easy for them to join in, even if they are hearing the song for the first time. The opportunity to come up with their own food-related verses is both fun and engaging. The melody is simple and cheerful, making it easy to remember. This encourages participation, builds confidence, and helps develop musical skills like rhythm and pitch.
### How Can Teachers Use the Song?
“Aiken Drum” is highly adaptable for different classroom activities. Here are some ways it can be used:
- **Music and Movement**: Use clapping, tapping, or simple actions to enhance the song. This helps children develop coordination and rhythm.
- **Creativity and Imagination**: Encourage children to invent new verses by choosing different foods for Aiken Drum’s outfit. This fosters creativity and teamwork.
- **Art and Storytelling**: Let children draw their own version of Aiken Drum or write stories about him. This makes the song a cross-curricular activity that supports language and art skills.
- **Discussion Starter**: Talk about the foods mentioned in the song or discuss how people have used folk songs throughout history for storytelling and entertainment.
### How to Teach the Aiken Drum Song
Start by singing the first few lines and encouraging children to join in. Once they are comfortable with the tune, invite them to come up with their own verses. Use visual aids, like pictures of foods, to spark ideas. Adding actions or props can make the activity even more engaging.
### Conclusion
“Aiken Drum” is a delightful addition to any teacher’s toolkit. Its playful nature and versatility make it a favourite among children and educators alike. Whether used to teach music, inspire creativity, or simply bring joy to the classroom, “Aiken Drum” is sure to leave a lasting impression.
# Aiken Drum Lyrics
Verse 1
There was a man lived in the moon,
lived in the moon, lived in the moon,
there was a man lived in the moon,
and his name was Aiken drum.
Chorus
And he played upon a ladle,
a ladle, a ladle,
he played upon a ladle,
and his name was Aiken drum.
Verse 2
And his coat was made of roast beef,
of roast beef, of roast beef,
and his coat was made of roast beef,
and his name was Aiken drum.
Verse 3
And his hat was made of ice cream,
of ice cream, of ice cream,
and his hat was made of ice cream,
and his name was Aiken drum.
Verse 4
And his hair was made of spaghetti,
spaghetti, spaghetti,
and his hair was made of spaghetti,
and his name was Aiken drum.
# Aiken Drum Sheet Music
### Aiken Drum Sheet Music Video
This video is part of the Fun Music Company [Kindergarten Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/kindergarten-music-curriculum/). Versions with vocals, without vocals and for instrument playing are included in this [music curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program.
[](https://funmusicco.com/fun-music-company-music-curriculum/kindergarten-music-curriculum/)
### Song Title PDF Sheet Music
[](https://funmusicco.com/wp-content/uploads/2025/01/FunMusicCoFolkSongArrangement_AikenDrum.pdf)
---
### [A sailor went to sea](https://funmusicco.com/a-sailor-went-to-sea/)
**Published:** January 18, 2025
**Author:** FunMusicCo
**Content:**
# A Sailor Went To Sea
### A fun action song for school students.
“A Sailor Went to Sea” is a timeless children’s song that has entertained and educated generations of young learners across the globe. Known for its catchy tune, rhythmic repetition, and interactive hand-clapping game, this song is a staple in both informal and formal settings where children gather to sing and play. Its simplicity and adaptability make it a beloved choice for educators, parents, and children alike.
### Background of A sailor went to sea
The origins of “A Sailor Went to Sea” can be traced back to traditional folk music, with its roots embedded in maritime culture. Songs about sailors and the sea have long been part of oral storytelling traditions, often reflecting themes of adventure, exploration, and the challenges of life at sea. While the exact origins of this particular song are unclear, its rhythmic pattern and repetitive structure align with other work songs and play-party songs designed to be easily remembered and performed in groups.
Over the years, the song has evolved into various versions, each adding a unique twist while retaining the core elements of the original. The most recognized version today features playful lyrics that describe a sailor’s encounters at sea and the amusing anticlimax of seeing “what he could see—but all that he could see was the bottom of the deep blue sea.” This humorous conclusion contributes to the song’s charm, making it both entertaining and accessible to young audiences.
### A Sailor went to sea action song
One of the most notable features of “A Sailor Went to Sea” is its role as an action song. Typically accompanied by a clapping game, the song encourages coordination, rhythm, and social interaction among participants. Children clap their hands, alternate with their partner’s hands, and perform other choreographed movements in time with the music. This combination of music and physical activity enhances motor skills, fosters teamwork, and provides a joyful outlet for energy. As such, it’s a popular choice in classrooms, playgrounds, and family gatherings.
### Use in educational settings.
In educational contexts, the song’s repetitive structure and simple vocabulary make it a valuable tool for [language development](https://literarydevices.net/a-sailor-went-to-sea/). Young children can practice phonemic awareness, improve their memory, and develop their listening skills while singing along. Additionally, its nautical theme can serve as a springboard for discussions about the sea, marine life, and the adventurous lives of sailors, enriching children’s knowledge about the world around them.
Today, the song continues to be a cherished part of childhood, bringing smiles and laughter to new generations. Whether used as a playful icebreaker, a tool for learning, or simply a source of entertainment, “A Sailor Went to Sea” exemplifies the enduring power of traditional children’s songs. Its ability to blend fun, education, and cultural heritage ensures that it will remain a favorite for years to come.
# A Sailor Went To Sea Lyrics
*There are many different versions of the lyrics for this song.*
*This is one common version:*
A sailor went to sea sea sea,
to see what he could see see see,
and all that he could see see see,
was the bottom of the deep blue sea sea sea.
A sailor went to chop chop chop,
to see what he could chop chop chop,
and all that he could chop chop chop,
was the bottom of the deep blue chop chop chop.
A sailor went to knee knee knee,
to see what he could knee knee knee,
and all that he could knee knee knee,
was the bottom of the deep blue knee knee knee
A sailor went to toe toe toe,
to see what he could toe toe toe,
and all that he could toe toe toe,
was the bottom of the deep blue toe toe toe.
A sailor went to sea sea sea,
to see what he could see see see,
and all that he could see see see,
was the bottom of the deep blue sea sea sea.
# A Sailor Went To Sea Sheet Music
### A Sailor Went to Sea Sheet Music Video
### A Sailor Went to Sea PDF Sheet Music
[](https://funmusicco.com/wp-content/uploads/2025/01/FunMusicCoFolkSongArrangement_ASailorWentToSea.pdf)
The video and sheet music above are part of the Fun Music Company [Kindergarten Music Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/kindergarten-music-curriculum/). you will find this fun action song in the kindergarten music lesson plans, where the students will love it!
[](https://funmusicco.com/fun-music-company-music-curriculum/kindergarten-music-curriculum/)
---
### [Special Trial Invitation - Small School Victoria](https://funmusicco.com/special-trial-invitation-small-school-victoria/)
**Published:** October 30, 2024
**Author:** FunMusicCo
**Content:**
# # Want to have a music program in your school?
## ### Discover how teachers in small country area schools are creating fun and engaging music lessons with the [Fun Music Company Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program, no matter how much musical experience they have!
**The Fun Music Company curriculum program:**
- **Structured to make covering the requirements of the Victorian Curriculum easy for you and fun for your students.**
- **Step-by-step videos, so even if you aren’t experienced in teaching an activity, all you need to do is play the video and follow the instructions.**
- **Does not require a music specialist. This program can be implemented by classroom teachers or school support staff.**
- **Easy to use with no software to install. All you need is a projector or video screen attached to a computer with internet access.**
### Trial access is not available for this program. This is because the program is so comprehensive, that rarely does anyone who seeks to ‘have a look’ through it know where to start. Instead, what we offer is a short 15-30 minute personal zoom call to walk you through the program and show you elements that may specifically interest you. Then, after that if you’d like we will offer you a chance to trial one grade with your classes.
### Please enter your details below, and you will be able to book your zoom session on the next page.
First Name(Required)
Last Name
Email(Required)
School Name
Teaching Role A specialist music teacher
A general classroom teacher
A curriculum coordinator
A school administrator
Other
CAPTCHA
Δ
---
### [Special Trial Invitation - Small School NSW](https://funmusicco.com/special-trial-invitation-small-school-nsw/)
**Published:** November 2, 2024
**Author:** FunMusicCo
**Content:**
# # Want to have a music program in your school?
## ### Discover how teachers in small country area schools are creating fun and engaging music lessons with the [Fun Music Company Curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) program, no matter how much musical experience they have!
**The Fun Music Company curriculum program:**
- **Structured to make covering the requirements of the NSW Creative Arts Syllabus easy for you and fun for your students.**
- **Step-by-step videos, so even if you aren’t experienced in teaching an activity, all you need to do is play the video and follow the instructions.**
- **Does not require a music specialist. This program can be implemented by classroom teachers or school support staff.**
- **Easy to use with no software to install. All you need is a projector or video screen attached to a computer with internet access.**
### Trial access is not available for this program. This is because the program is so comprehensive, that rarely does anyone who seeks to ‘have a look’ through it know where to start. Instead, what we offer is a short 15-30 minute personal zoom call to walk you through the program and show you elements that may specifically interest you. Then, after that if you’d like we will offer you a chance to trial one grade with your classes.
### Please enter your details below, and you will be able to book your zoom session on the next page.
First Name(Required)
Last Name
Email(Required)
School Name
Teaching Role A specialist music teacher
A general classroom teacher
A curriculum coordinator
A school administrator
Other
CAPTCHA
Δ
---
### [Annual Fee Question](https://funmusicco.com/curriculum-faqs/annual-fee-question/)
**Published:** May 29, 2018
**Author:** FunMusicCo
**Content:**
# Frequently asked questions about our curriculum program
### **Why is there an annual subscription?**
The Fun Music Company curriculum is an online delivered program – this means that no software ever has to be installed, and nothing has to be downloaded.
The flip-side of this benefit for you is that it must be a subscription service, because we as the service provider become responsible for keeping it running and updating it for all the technology changes that happen, making sure it works on every device that is used in schools.
I’m sure you’ll appreciate with such a large amount of video content in the program that potentially could be used by hundreds or even thousands of schools every day around the world, that the cost of delivering this service in the future could be very substantial, so therefore we can’t sell lifetime access to this – as we can’t guarantee that it can work well into the future.
However we are going further than that – we are committed to constantly reviewing, refining and improving the online content as we get feedback from users, so that the curriculum becomes better year after year. This is only possible because it is an online-delivered program. If it were a one-time purchase it would exist the way it does forever.
This is different from a program you might choose to use once or twice and put back on the shelf. We envisage that it would be used every single day in the classroom, with those sheet music videos being played over and over and over again, and in that context then our annual fees are not expensive at all.
Our vision for this curriculum is a program that is alive!, We expect that it is constantly getting better because people are using it every day, providing feedback and we are refining it, and this is only possible if we make it a subscription service.
We have created this program because we love music education: It is a life-long commitment for us to help music teachers all around the world make music lessons fun and fulfilling. If you choose to join us in our curriculum program we know that you and your students will benefit from this commitment and the input from all the experts who had input into the program, and all the other teachers using it as well.
### ***[« Other frequently asked questions](https://funmusicco.com/curriculum-faqs/)***
---
### [Music Teaching Ideas](https://funmusicco.com/music-teaching-ideas/)
**Published:** July 11, 2023
**Author:** FunMusicCo
**Content:**
[](/)
**Attention: Anyone Teaching Music**
# Are you looking for Music Teaching Ideas?
### We’ve collected the six of most effective music teaching ideas through 30 years experience teaching and learning from the best music teachers across the world.
**Join our mailing list to download the music teaching ideas now**
First Name First
Email
Δ
We value your privacy and would never spam you. We will email you valuable ideas for music teaching once or twice a week, and you can unsubscribe at any time. Check details of our privacy policy [here](https://funmusicco.com/privacyandlegal/).
---
### [Elementary Music Resources](https://funmusicco.com/elementary-music-resources/)
**Published:** July 14, 2023
**Author:** FunMusicCo
**Content:**
[](/)
**Attention: Anyone Teaching Music**
# Looking for Elementary Music Resources?
### We’ve collected the six most effective work-every-time elementary music resources through 30 years experience teaching and learning from the best music teachers across the world.
**Join our mailing list to download the elementary music resources now**
First Name First
Email
Δ
We value your privacy and would never spam you. We will email you valuable ideas for music teaching once or twice a week, and you can unsubscribe at any time. Check details of our privacy policy [here](https://funmusicco.com/privacyandlegal/).
### ### PLUS … we’ll also email you free lessons, including lesson plans, interactive presentations and more!
***A Fun Music Company Website*** – [Privacy Policy](https://funmusicco.com/privacyandlegal/)
---
### [Music Teacher Resources](https://funmusicco.com/music-teacher-resources-2/)
**Published:** July 14, 2023
**Author:** FunMusicCo
**Content:**
[](/)
**Attention: Anyone Teaching Music**
# Music Teacher Resources?
### We’ve collected the six most effective work-every-time music teacher resources through 30 years experience teaching and learning from the best music teachers across the world.
**Join our mailing list to download the music teacher resources now**
First Name First
Email
Δ
We value your privacy and would never spam you. We will email you valuable ideas for music teaching once or twice a week, and you can unsubscribe at any time. Check details of our privacy policy [here](https://funmusicco.com/privacyandlegal/).
# ### PLUS … we’ll also email you free lessons including lesson plans, interactive presentations and more!
***A Fun Music Company Website*** – [Privacy Policy](https://funmusicco.com/privacyandlegal/)
---
### [Music Teaching Resources](https://funmusicco.com/music-teaching-resources-2/)
**Published:** July 14, 2023
**Author:** FunMusicCo
**Content:**
[](/)
**Attention: Anyone Teaching Music**
# Looking for Music Teaching Resources?
### We’ve collected the six most effective work-every-time music teaching resources through 30 years experience teaching and learning from the best music teachers across the world.
**Join our mailing list to download the music teaching resources now**
First Name First
Email
Δ
We value your privacy and would never spam you. We will email you valuable ideas for music teaching once or twice a week, and you can unsubscribe at any time. Check details of our privacy policy [here](https://funmusicco.com/privacyandlegal/).
### ### PLUS … we’ll also email you seven free lessons (one for each grade from K-6), including lesson plans, interactive presentations and more!
***A Fun Music Company Website*** – [Privacy Policy](https://funmusicco.com/privacyandlegal/)
---
### [Elementary School Music](https://funmusicco.com/elementary-school-music-2/)
**Published:** July 15, 2023
**Author:** FunMusicCo
**Content:**
[](/)
**Attention: Elementary Teachers**
# Teaching Elementary School Music?
### We’ve collected the nine most effective work-every-time ideas for elementary school music through 30 years experience teaching and learning from the best music teachers across the world.
**Join our mailing list to access the elementary school music ideas ebook**
First Name First
Email
Δ
We value your privacy and would never spam you. We will email you valuable ideas for music teaching once or twice a week, and you can unsubscribe at any time. Check details of our privacy policy [here](https://funmusicco.com/privacyandlegal/).
### ### PLUS … we’ll also email you seven free lessons (one for each grade from K-6), including lesson plans, interactive presentations and more!
***A Fun Music Company Website*** – [Privacy Policy](https://funmusicco.com/privacyandlegal/)
---
### [Music Lesson Activities](https://funmusicco.com/music-lesson-activities/)
**Published:** January 31, 2024
**Author:** FunMusicCo
**Content:**
[](/)
**Attention: Anyone Teaching Music**
# Isn’t it about time you stopped struggling with finding new Music Lesson Activities?
### We’ve collected the six most effective work-every-time music lesson activities through 30 years experience teaching and learning from the best music teachers across the world.
### Join our mailing list here to download the ebook.
First Name First
Email
Δ
We value your privacy and would never spam you. We will email you valuable ideas for music teaching twice a week (usually Tuesday and Thursday), and you can unsubscribe at any time. Check details of our privacy policy [here](https://funmusicco.com/privacyandlegal/).
If the email containing the PDF guidebook does not arrive in a few minutes, please contact our [helpdesk](https://funmusicco.com/contact/) and we’ll get it to you.
***A Fun Music Company Website*** – [Privacy Policy](https://funmusicco.com/privacyandlegal/)
---
### [Classroom Music Activities for Primary School](https://funmusicco.com/classroom-music-activities-for-primary-school/)
**Published:** February 15, 2023
**Author:** FunMusicCo
**Content:**
[](/)
# Are you looking for Classroom Music Activities for Primary School?
### ### We’ve collected the six most effective work-every-time classroom music activities for primary school through 30 years experience teaching and learning from the best music teachers across the world.
Whether its your first day teaching music, or you’ve been teaching music for 30 years, you’ll find something of value in this short PDF download.
It contains six of the best, work-every-time classroom music activities for primary school classes.
**Join our mailing list to download now**
First Name First
Email
Δ
We value your privacy and would never spam you. We will email you valuable ideas for music teaching once or twice a week, and you can unsubscribe at any time. Check details of our privacy policy [here](https://funmusicco.com/privacyandlegal/).
***A Fun Music Company Website*** – [Privacy Policy](https://funmusicco.com/privacyandlegal/)
---
### [Primary School Music Teaching Resources](https://funmusicco.com/primary-school-music-teaching-resources/)
**Published:** May 5, 2022
**Author:** FunMusicCo
**Content:**
[](/)
#### ### Attention: Anyone Looking for Primary School Music Teaching Resources
# Looking for Primary School Music Teaching Resources for Amazing, Fun Filled Music Lessons?
**Are you looking for Primary school music teaching resources? If you are, you’ve come to the right place! In this short e-book you’ll find all the primary school music resources you need for active, fun and engaging music lessons … even if you don’t have skills in teaching music.**
#### Enter your details on this page to download the e-book, plus receive free curriculum based music teacher resources, including lesson plans, interactive presentations and more!
First Name First
Email
Δ
We value your privacy and would never spam you
## Get six fun resources for primary school music, which can be used in any music program
### **Easy to use primary school music teaching resources**
**Primary school Music teacher resources designed for teachers, by teachers.**
**Ideal for Australian Primary Schools**
***A Fun Music Company Website*** – [Privacy Policy](https://funmusicco.com/privacyandlegal/)
---
### [An Activity That Could Happen More In Schools](https://funmusicco.com/an-activity-that-could-happen-more-in-schools/)
**Published:** November 19, 2024
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# An activity that could happen a lot more in schools …
### Resources for this lesson
[
### Advocacy PDF](https://funmusicco.com/wp-content/uploads/2024/11/MarimbaBandAdvocacyPDF.pdf)
---
### [Curriculum Package Options](https://funmusicco.com/curriculum-package-options/)
**Published:** July 3, 2019
**Author:** FunMusicCo
**Content:**
# Find the grade level package you need
## **Grades K-2 Curriculum package**
**Gold**
12 Months
Online membership
**$399**
[Order Now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=667)
[Order Now](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=621)
Grades 3-5 Curriculum package
12 Months
Online membership
**$399**
[Order Now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=669)
Grades 3-6 Curriculum package
12 Months
Online membership
**$599**
[Order Now](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=623)
Grades K-5 Curriculum package
12 Months
Online membership
**$699**
[Order Now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=671)
[Click here to return to the curriculum main page](https://funmusicco.com/fun-music-company-music-curriculum/)
---
### [Music Scope And Sequence For South Australian Schools](https://funmusicco.com/music-scope-and-sequence-for-south-australian-schools/)
**Published:** October 18, 2024
**Author:** FunMusicCo
**Content:**
## Teaching Music in South Australian Schools?
# Download an Australian Curriculum Music Scope and Sequence
## Download a PDF scope and sequence document showing how The Fun Music Company curriculum program meets the outcomes of the Australian Curriculum V9.
### Download now
Enter your details here and we will email you the scope and sequence document showing how the Fun Music Company curriculum program matches the requirements of the Australian Curriculum for grade 3.
Your Name First Last
Email:
School name:
CAPTCHA
Δ
---
### [Request Grade Levels 48191p5](https://funmusicco.com/request-grade-levels-48191p5/)
**Published:** October 16, 2024
**Author:** FunMusicCo
**Content:**
# Congratulations on your purchase.
As you have purchased a special curriculum package, please select your grade levels below.
Name First Last
Email
Your first selection:Grade KGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6
Your second selection:Grade KGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6
Your third selection:Grade KGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6
Δ
---
### [Tuned Percussion For Grade 5 and 6](https://funmusicco.com/tuned-percussion-for-grade-5-and-6/)
**Published:** October 8, 2024
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Inspiring Students with Tuned Percussion
### Resources for this lesson
[
### Classroom presentation](https://funmusicmembers.com/marimbabandsamplepage1/)
---
### [What content is in included in grade one music](https://funmusicco.com/what-content-is-in-grade-one-music/)
**Published:** September 23, 2024
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# What content is in grade one music?
[Learn more about this grade](https://funmusicco.com/fun-music-company-music-curriculum/grade-1/)
---
### [The content of grade two music](https://funmusicco.com/the-content-of-grade-two-music/)
**Published:** September 24, 2024
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# What content is in grade two music?
[Learn more about this grade](https://funmusicco.com/fun-music-company-music-curriculum/grade-2/)
---
### [What content is in kindergarten music](https://funmusicco.com/what-content-is-in-kindergarten-music/)
**Published:** September 23, 2024
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# What content is in kindergarten music?
[Learn more about this grade](https://funmusicco.com/fun-music-company-music-curriculum/kindergarten-music-curriculum/)
---
### [Starting with Singing](https://funmusicco.com/starting-with-singing/)
**Published:** September 5, 2024
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# It all begins with singing …
### Resources for this lesson
[
### Classroom presentation](https://funmusicmembers.com/singing-song-example-bow-wow/)
---
### [US Common Core Arts Standards Scope And Sequence for Music](https://funmusicco.com/us-common-core-arts-standards-scope-and-sequence-for-music/)
**Published:** August 6, 2024
**Author:** FunMusicCo
**Content:**
# Your Scope And Sequence Request
Sorry, scope and sequences are only available to **members** of the [Fun Music Company curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) at this time.
If you are a member, please request one via the [Fun Music Company helpdesk](https://funmusicco.com/contact/) for your curriculum.
---
### [Download A Scope and Sequence Document](https://funmusicco.com/download-a-scope-and-sequence-document/)
**Published:** August 6, 2024
**Author:** FunMusicCo
**Content:**
# Your Scope And Sequence Request
Sorry, scope and sequences are only available to **members** of the [Fun Music Company curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) at this time.
If you are a member, please request one via the [Fun Music Company helpdesk](https://funmusicco.com/contact/) for your curriculum.
---
### [Scope and Sequence Request](https://funmusicco.com/scope-and-sequence-request/)
**Published:** September 2, 2024
**Author:** FunMusicCo
**Content:**
# Your Scope And Sequence Request
Sorry, scope and sequences are only available to **members** of the [Fun Music Company curriculum](https://funmusicco.com/fun-music-company-music-curriculum/) at this time.
If you are a member, please request one via the [Fun Music Company helpdesk](https://funmusicco.com/contact/) for your curriculum.
---
### [Most Valuable Skill We Can Develop in Students](https://funmusicco.com/most-valuable-skill/)
**Published:** August 24, 2024
**Author:** FunMusicCo
**Content:**
# The most valuable *SKILL* we can develop in our students …
### Resources for this lesson
Julian Treasure Interview excerpt – Virtual Music Education Conference
---
### [How to teach mixed grade music classes](https://funmusicco.com/how-to-teach-mixed-grade-music-classes/)
**Published:** August 18, 2024
**Author:** FunMusicCo
**Content:**
How to teach mixed grade music classes
A description of how to teach music to mixed grade (composite) classes with the [Fun Music Company curriculum program](https://funmusicco.com/fun-music-company-music-curriculum/).
---
### [Fun Music Company Curriculum Virtual Tour](https://funmusicco.com/currriculum-virtual-tour/)
**Published:** August 13, 2024
**Author:** FunMusicCo
**Content:**
Fun Music Company Curriculum Virtual Tour
---
### [Printable Music Games](https://funmusicco.com/printable-music-games/)
**Published:** December 13, 2012
**Author:** FunMusicCo
**Content:**
## Attention: Music Teachers and Instrument Tutors …
# “How To Motivate Your Students To Practice … Even A Young, Stubborn And Badly Behaved Child … Into An Inspired Student Who Practices Their Music Daily – Starting With Your Next Lesson!”
### This is unlike anything you’ve ever seen before. It’s simple, it’s easy and it’s amazingly effective. You can inspire your youngest students to get excited about practicing their instruments, and even cut your lesson preparation time in half, once you know the shortcut …
Printable Music Games
20 Games with hundreds of
variations for music lessons.
Instant Access via our members area
**$69.00**
[Order Now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=108)
**Dear Music Teacher,**
If you’ve ever felt frustrated trying to motivate young
children to practice their musical instrument and make real progress (so their parents keep bringing them back for paid lessons) then this will be the most important letter you read this year…
**Here’s why:** You’re about to discover how I went from struggling to get my young students to practice even twice a month … and dropping out of my lessons like flies … to making them feel excited about playing their instrument and even looking forward to coming to my lessons!
And the best part? It’s so simple, so easy, yet so effective that you’ll see the transformation in your students (from boredom to excitement) from the next lesson you start using it!
**Now if you find that hard to believe, I don’t blame you.** Especially if, like me, you’ve tried everything to motivate young children to learn a new musical instrument. (I’ve tried “bribing” them with candy, toys, and even threatening to tell their parents – but nothing worked).
Your first step is to **read this letter in full.** Please don’t just skim through it. I don’t want you to miss a single word, because I’m about to reveal an amazingly simple …yet often overlooked strategy that gets children excited about learning music – and I don’t you to miss it!
But first, allow me to (briefly) introduce myself …
My name is Janice Tuck. And I’ve been a music teacher for the the last 25 years. During that time I’ve taught literally hundreds of young children how to play the piano – so I know how hard teaching music can be!
As the teacher, if I ever tried to enforce a rigorous practice routine with young children, saying things like “You must practice for half an hour every day”, then they might get a little practice done, but it would never last.
As a parent, it is hard enough to get the kids to eat their vegetables and do their school homework … and even harder to get them to practice their musical instrument on top of all that!
You see, we’re talking about children. Adults will practice because they enjoy it, and because they can see the outcome of being able to play, however …
**Children need an extra incentive**(especially young children). They need a reason for practicing their instrument regularly. And the best reason for children is **FUN!**
That’s right, the secret to motivating young children to practice their instrument often is to make the whole learning experience F-U-N!
**This is where games came in to my music lessons.**
I developed a whole grab bag of ideas that I could pull out to inspire, motivate and encourage the children. And guess what? They worked … like crazy!
The games you’re about to discover work with individual students, some work with small group classes, and some work with large school classes.
My husband happened to be a whiz on the computer, so we put it all together, and we tested and trialed these games for three years in our own music school – and **the results were instant and outstanding!**
## Introducing …
Printable Music Games
**Makes Music Lessons Fun,**
**Takes the pain out of learning theory**
**and keeps Children coming back for more!**
****“really improved the motivation of many of my students”****
*“The games from The Fun Music Company have really improved the motivation of many of my students. My private piano students work extra hard during their lesson to “earn” a few minutes of game time with me at the end of the lesson. This game time with them is a great opportunity for me to assess whether they are really understanding concepts we have covered. “*
**Amy Terry,** Texas, United States
****“My daughter begs me to play them with her….”****
*“WOW!! These games are fantastic. My daughter begs me to play them with her and I’m amazed at just how quickly they have helped her music knowledge. I wish there had been games like this when I was learning all those years ago!”*
**Carrie Cooper,** Adelaide, Australia
****“Your games are an excellent for my students with learning difficulties”****
*“At last I have been able to test out your material with my students. These students aged between 12 and 18, are either autistic or have other learning disabilities. A few of these students do have private lessons, but my job is ‘classroom music.’ Your material has been an excellent teaching aid for them. We listen to music while we use the games and between about 14 students we have four teacher aids to supervise the groups. We have specifically enjoyed and learned from Rollup, Musical snap and Gofish. I am particularly pleased to have found these informative interesting games, which add variety to what we can do in the classroom.”*
**Rosemary Heath,** Singapore
**If you are looking for a way to inspire children to learn music then these Games are going to help you! Here’s how …**
Printable Music Games is a huge collection of ideas, resources and printable materials which can be used for music lessons in a formal situation or in the home. Firstly …
 This is NOT a computer game
 This is NOT a fancy “Teach Yourself Music” Method with grandiose claims of instant success
 This is NOT an expensive book or DVD set that you will use once and forget
What we **ARE** offering with this website isPrintable Materials that you can use to support a child’s learning music.
**Is this for private music teachers?**
 This is great for private music teachers to use to “spice up” their lessons, especially for YOUNG children.
**Is this for classroom music teachers?**
 This is full of great ideas and materials that can be adapted to classroom music, especially for the early grades that can be your worst nightmare! There are even games that you can give to a group of children to play by themselves.
**I’m a parent – Can I use these games to help my child?**
 These games are great for you – you can use them to inspire and motivate your child to practice like never before. And don’t worry if you don’t know lots about music – full instructions and a glossary with all musical terms is included.
**Printable Music Games** is an ideal companion for music lessons because it includes:
 Some Games that can be played with larger groups
 Some Games that can be used to extend more capable students
 Some games that can be used for a small group as a reward for finishing a task
## Here is what you get …
## Pitch Games
**Musical Memory Match**
Many Different Pitch Cards to match
**Flash Match**
Children Match manuscript cards to keyboard positions
**Treasure Island**
Learn the C major scale and interval relationships with this one. Great for a small group “reward” at the end of a class.
**Musical Snap**
Children have to watch very carefully in this one, as the pitch and rhythm has to match!
**Pitch Bingo**
The Classroom teachers friend! – This one has over 50 unique “bingo strips” that can be printed out for the whole class
**Scale Ladders**
Children learn the technical names of the degrees of the scale
## Rhythm Games
**Musical Go Fish**
Learn your terminology of the rhythm symbols with this one!
**Notes to Riches**
Learn the beat-values of the various notes in rhythm
**Musical tic-tac-toe**
A Strategy game designed to increase child’s retention of musical symbols
**Rhythm Number Match & Rhythm Spin**
Adding up beat values has never been so much fun with these games!
**Stop its wrong!**
Learn the important musical notation concepts of Stem Direction with this fun game
## Instrument Games
**Instrument Detective**
The “Who am I” of Musical Instruments! Great fun for the whole class, as one student reads a clue and the others have to guess which instrument they are talking about!
**The Amazing Musical Instrument Race**
Children will love working out what instrument matches the clue from the game board
**“These games look professional, and are easy to use”**
*“I teach elementary music and I also run a private music instruction business on the side. These games are FABULOUS!!! I have actually created several like these myself to take to private lessons and give my instructors, but these games look professional, add character to the exercises, and are much easier for me to obtain-instead of creating my own! I simply print them out on different color card stock paper and have them laminated! I am so glad to have found this web site!”*
**Joanna Crews,**Florida
[Order Now »](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=108)
[Order Now »](< https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=117>)
## There is UltimateFlexibility with these games …
In **Printable Music Games** there is no fixed order – you don’t have to play one after the other and they can be adapted to suit all ages and stages of learning. This gives you …
 Something different in every game
 Amix of concepts – sometimes pitch, sometimes Rhythm and sometimes general knowledge
 Control for the parent or teacher using this resource. You have a wide choice to match concepts the child is learning at the time.
 A huge support resource, to support a child’s learning music through lessons and practice
**Here’s why this isbetter than a book or traditionally delivered game …**
In the past, if you wanted a music game, you would have gone to your local sheet music store. There you might have spent over $20 on ONE game – probably a pack of flashcards that you can do some “memory match” or “snap” type games with.
What would have happened is that your children would have enjoyed it, and the cards would have gotten well used. The pity is that they would have been so well used that they would have only lasted six months or so before they would have been lost, torn or eaten by the dog!
With this game set you have NO limits on how many times you need to print the materials. Therefore, when one set of cards gets a bit too well used all you have to do is go to your computer and print out any other one!
How much would it be worth for just one game that can never be used too much?, and that can never be lost, eaten or stolen? You will find out soon what small investment you will have to make to ensure a lifetime of musical fun!
**“They are easy to print off, easy to understand…..”**
*” I’m loving these games! They are easy to print off, easy to understand and don’t take a lot of time in the class to play, but the kids love them. So glad I’ve found this site “*
**Sharon Lauze,**Surrey, BC
## Comprehensive website interface allows you to print what you need, when you need it …
Printable Music Games is laid out in a convenient website style interface. You can access it whenever and wherever you need to, and you can print exactly what you need
The only software you need to read the files is the FREE Adobe Acrobat Reader, which is commonly available on nearly all computers anyway
This format means that these games can be printed on any computer, Mac or PC. Adobe Acrobat Reader even offers a feature of resizing the files to fit your paper exactly.
Comprehensive instructions are given for every single game, along with a full glossary of musical terms and symbols
****“They keep the students occupied and learning if they arrive early for their lesson….”****
*“The fun sheets I have used so far during my music teaching classes have been really helpful in my theory teaching. They also keep the students occupied and learning if they arrive early for their lesson. I thank you both for allowing me to use your work and thanks for the time you spent putting it all together.”*
**Evelyn Hatfield,**New Zealand
## So, What is included?
With **Printable Music Games** You Get:
 Twenty Distinct Games withMany Variations
 Over 150 pages of printable game materials!
 Subscription to the Fun Music Company monthly newsletter, providing regular updates and tips on getting the most from music education.
 Lifetime Access to Updates and improvements!
## But Wait! You Also Get $49.85 Worth Of FREE Bonuses …
We started out telling you that we were going to provide a solution to get the children to practice, and really the games are only part of the story, so to put it all together we have three special bonuses for you, which together with the games are the **secrets to success with Children’s Music Education**
## Super Bonus #1
**Valued at $9.95**
**Bonus E-Book:“Seven Secrets to Success in Motivating Children to Practice Music”**
In this E-Book I have written down my ultimate success formula for encouraging children to practice their musical instrument. These ideas are simple strategies that work time and time again.
Just this is worth the purchase price alone, as it contains priceless strategies in encouraging and motivating kids!
## Super Bonus #2
**Valued at $9.95**
**The Fun Music Company Ultimate Practice System/strong>**
**Featuring practice charts and Stickers/strong>**
These printable stickers and practice charts have proven hugely successful in getting children to practice music.
Along with the E Book strategies that you will learn in our system, you will find them indispensable in motivating and inspiring children.
## Super Bonus #3
**Valued at $19.95**
**The Fun Music Company Ultimate Flashcard Set**
These printable flashcards will be invaluable for you whether you are a teacher or a parent. Take them everywhere and use them for quick drills to get your child understanding and knowing musical concepts. You can even make up extra games using these flashcards, or substitute them into the games for even more variations. There are 15 pages of Self Checking Flashcards (60 Cards in Total), and you can even use these as a reference to learn the pitches and symbols yourself.
## So what would you expect to pay for such an amazing resource?
If you were to go to a music store looking for a music game then you would be paying at least $20 for one single game. This is for a game set that you can only use until it gets too scrappy or you lose some of the pieces. This can’t happen with Printable Music Games. You have lifetime access to twenty distinct games with many variations that you can print as many times as you need.
So the true Value of Printable Music Games **should be $400 or more**, given that you have access to 20 unique games with variations, and that you can print them as many times as you need.
We had quotes on creating “Printable Music Games” as a boxed game set that would sell in music stores, but we found that it would have to sell at over $600 in order to cover just the printing and distribution costs!
Because we are able to distribute it in this unique online method, we have been able to keep the price to just **$69**.
## You Can “Test Drive” Our Program Risk-Free For 90 Days …
At the Fun Music Company we are dedicated to providing the best resources for motivating, inspiring and teaching children about music.
We personally guarantee your satisfaction right down to the very last day of the 90 day trial. Here’s how it works: Sign up as a member today, and you’ll be given instant access to the entire printable music games members area.
Go through our massive collection of over 20 unique games with dozens of variations designed for different teaching situations, ages and class sizes. Start using them during your lessons and watch first hand how these games will inspire and motivate children to greatness.
And if after 90 days, you’re not 100% satisfied, then we insist you to ask for your money back. And we’ll issue you with a complete refund in full!
**Janice Tuck, CEO**
The Fun Music Company
[Order Now »](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=108)
[Order Now »](< https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=117>)
## Printable Music Games is unique.
How do I know this? – because I was a music teacher for years, and I spent hours and hours looking for it! I scoured the internet, as well as searched book shops, music shops and everywhere I could think of for ideas and game materials. These resources are not available for free, and even if you want to pay for them you will not get the kind of value that we offer in Printable Music Games anywhere, offline or online.
The fact is that I no longer teach music. We spent a whole six months to creating and completing this product, and along with a team of artists and my wonderful husband we have put together Printable Music Games. After our initial creation phase in 2006-2007 we have spent the last few years refining and improving the games in response to the feedback of hundreds of music teachers across the world who have used them.
This is not some part time, scam product where someone threw it together and put it on the internet in their spare time. My husband and I created a company which we run full time to create products and provide excellent customer support.
If I had time to create these games when I was teaching, I would have done so. The fact is that you just don’t have the time when working full time to create materials like this.
[Order Now »](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=108)
[Order Now »](< https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=117>)
You can proceed straight away to have a look at the full package of Printable Music Games just by clicking the button above and proceeding through our 100% secure payment
system. The payment system is completely automatic, and you will receive instant access to the product. In less than five minutes you could be printing out the games ready for use straight away!
So lets recap on what you will get with Printable Music Games:
**Twenty Printable Games with variations, over 150 pages in total of printable materialsLifetime access** to the website to download what you need, when you need it. Game 1 Musical Go-Fish
Game 2 Notes to Riches
Game 3 Scale Ladders
Game 4 Treasure Island
Game 5 Connectionz
Game 6 Musical Tic-Tac-Toe
Game 7 Musical Memory Match
Game 8 Rhythm Number Match
Game 9 Roll Up
Game 10 Flash Match
Game 11 Musical Snap
Game 12 Rhythm Spin
Game 13 Stop its Wrong!
Game 14 Instrument Detective
Game 15 Music Marathon
Game 16 Rhythm Train
Game 17 Keyboard Kapers
Game 18 Pitch Bingo
Game 19 Musical Snakes & Ladders
Game 20 The Amazing Musical Race
**Total Value**
$9.95
$9.95
$9.95
$9.95
$9.95
$9.95
$9.95
$9.95
$9.95
$9.95
$9.95
$9.95
$9.95
$9.95
$9.95
$9.95
$9.95
$9.95
$9.95
$9.95
\_\_\_\_\_\_\_\_
**$199.00**All Included**Super Bonus #1**
– E-book: “Seven Secrets to Success in motivating children”**$9.95**Included**Super Bonus #2**
– Fun Music Company Ultimate Practice System – Printable Charts and Stickers**$19.95**Included**Super Bonus #3**
Fun Music Company Ultimate Flashcard Set – Over 20 pages of printable flashcards**$19.95**IncludedTotal Value of items when sold Separately**$248.85**your Special Package Price**$69**
Thats Right, You get over $345 of value for the one time investment of just $69.00 (USD) Think about this: Over the course of a year this amazing package of materials is going to cost you less than $2 per teaching week!
So for less than one cup of coffee per teaching week you can discover the secrets to inspiring and motivating young children, and getting even the most stubborn and badly behaved children to practice!
[Order Now »](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=108)
[Order Now »](< https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=117>)
So now you have seen how we at the Fun Music Company inspire and motivate children to learn music. We no longer teach ourselves, so that we can put our full energy into creating the best materials, and supporting other teachers and parents in making music learning fun.
So, what are you waiting for? Claim your copy now before its too late!
Yours Sincererly,
Janice Tuck Former Music Teacher, Mother, and Chief Musical Fun Officer, The Fun Music Company Pty Ltd
P.S. Still Skeptical? I understand – and thats why I’m offering you a **90 Day** risk free money back guarantee – all you have to do is contact us and we will refund your money, no questions asked!
---
### [Curriculum Mini Workshop - Grade K](https://funmusicco.com/curriculum-mini-workshop-grade-k/)
**Published:** July 29, 2019
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Kindergarten Grade
### Resources for this lesson
[
### Classroom videos for cows in the kitchen](https://funmusicmembers.com/curriculum-k-sample-1/)
[
### Lesson plan guide](https://funmusicco.com/wp-content/uploads/2019/07/Grade_K_SingAndPlayLessonPlanGuide_CowsInTheKitchenSample.pdf)
## Want to see how this works in all the grades?
[Yes! Show me the full program](https://funmusicco.com/fun-music-company-music-curriculum/)
---
### [Curriculum Mini Workshop - Grade One](https://funmusicco.com/curriculum-mini-workshop-grade-one/)
**Published:** August 2, 2019
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Grade One
### Resources for this lesson
[
### Classroom presentation](https://funmusicmembers.com/curriculum-1-sample-1/)
[
### Lesson plan guide](https://funmusicco.com/wp-content/uploads/2019/08/Grade_1_ComposeLessonPlanGuide_Lesson01.pdf)
[
### Worksheet](https://s3.amazonaws.com/musiclevels/grade1/COMPOSE_GradeOneWorksheet_Lesson1.pdf)
## Want to see how this works in all the grades?
[Yes! Show me the full program](https://funmusicco.com/fun-music-company-music-curriculum/)
---
### [New Variable Speed Music Player](https://funmusicco.com/new-variable-speed-music-player/)
**Published:** July 8, 2024
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# First look at our new variable speed music player
### Resources for this lesson
[
### Variable Music Player Example](https://funmusicmembers.com/variable-speed-music-player-example/)
[Click here to send us your feedback on this player …](https://funmusicco.com/music-player-feedback/)
---
### [The magic of marimba band](https://funmusicco.com/the-magic-of-marimba-band/)
**Published:** June 22, 2024
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# The magic of marimba band
### Check out these youtube videos for inspiration …
NEW! In the Fun Music Company Curriculum V2.0 for Grades 5 and 6
## Marimba Band
**Q. How can you get students in grade 5 & 6 playing instruments and creating an ensemble?**
Step 1: Call it something FUN.
Step 2: Play simple, effective, and FUN music!
Step 3: Make a performance something they can **achieve**.
Our MARIMBA BAND program in grade 5 and 6 does exactly that. It is based on simple pieces that use one or two notes. It uses simple marimbas or xylophones, which many schools have. As with all our other materials, complete tutorials are included on how to play and teach the pieces.
Every part is learned individually.
Students can learn by rote, as the pieces are made up from repeated patterns.
Animations on the screen will help the students find their notes.
***A bass part from Grade 5** (Click the picture to see a sample)*
[](https://vimeo.com/848208391?share=copy)
***An ensemble from grade 5:** (Click the picture to see a sample)*
[](https://vimeo.com/848207578?share=copy)
Every piece uses a familiar pattern.
There are three parts: Bass, Harmony and Melody.
Each part is designed to fit within one octave of an instrument. This means that many students can share the marimbas you have. If you have a three octave marimba, three students can play it.
As with all our other materials, we provide complete tutorials for the students to learn the parts.
***A grade 6 tutorial video** (Click the picture to see a sample)*
[](https://vimeo.com/916070629?share=copy)
***A grade 6 ensemble** (Click the picture to see a sample)*
[](https://vimeo.com/916091063?share=copy)
Students develop through the pieces, and are able to learn quite complex parts after a while.
---
### [Video a little overdue](https://funmusicco.com/video-a-little-overdue/)
**Published:** June 10, 2024
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# A video (that we admit) is a little overdue …
### Resources for this lesson
[
### Classroom presentation](https://funmusicmembers.com/connect-sample-grade-6-wallen/)
[
### CONNECT worksheet for this lesson](https://funmusicco.com/wp-content/uploads/2024/07/ConnectWorksheetSample_ErrollynWallen.pdf)
---
### [Complete Music Teaching Curriculum Program](https://funmusicco.com/complete-music-teaching-curriculum-program/)
**Published:** July 25, 2024
**Author:** FunMusicCo
**Content:**
[](/)
**Attention: Anyone Teaching Music**
# How you can teach music in an easy, effective way, without spending lots of time or money.
### Register to watch the following 22 minute video presentation and learn:
- **The simple process to prevent you from having to plan every single lesson you teach.**
- **The secret to amazing and incredible music lessons, no matter how much experience you have.**
- **How you can teach music, even when you have limited instruments, budget and support.**
The **Fun Music Company** have a complete curriculum solution for primary music lessons. Watch the video on this page to see how teachers everywhere are using it to reduce their lesson preparation time, while making their music teaching easy, effective and fun!
When you register we will also email you a **sample pack** of resources to make your music lessons easy and fun.
*“Having access to the Fun Music Company online lessons over the last couple of years has made the teaching and planning of my music lessons SO much easier!”*
---
### [Pre-K Music Curriculum Program](https://funmusicco.com/preschool-music-curriculum-program-2/)
**Published:** March 7, 2016
**Author:** FunMusicCo
**Content:**
# Attention: Busy Preschool Teachers:
Get yourself a complete set of easy to use lesson plans, complete with all the music you need… and you can use them no matter how much experience you have!
## What you’ll experience as a result of using these materials
Wonderful preschool music sessions where the children are engaged and enjoying themselves from the minute they walk into the classroom
Ideas and strategies that will engage even the most unresponsive of children and quickly get them singing and dancing to the music
Over sixty recordings of fun, engaging songs, which the children will LOVE to sing, play and dance to over and over again!
Massively reduced lesson planning time: as all you need to do is quickly review the activities and learn any songs you don’t know already.
### Preview Some Content
- [#### Sample Lesson Plan](#tab-559acb54036aad5518b)
- [#### Sample Finger Play](#tab-ad695955401d16db300)
- [#### Sample Song](#tab-27257857e163316c69b)
- [#### Sample Craft](#tab-4c0e76e0571af283eee)
- [#### Sample Lesson Plan](#tab-559acb54036aad5518b)
- [#### Sample Finger Play](#tab-ad695955401d16db300)
- [#### Sample Song](#tab-27257857e163316c69b)
- [#### Sample Craft](#tab-4c0e76e0571af283eee)
### Hear Some Music
***Get Your Wiggles Out***
Carol-Troutman Wiggins
Carman J. Price and Leslie Mounteney, vocals
[https://funmusicco.com/wp-content/uploads/2015/02/GetYourWigglesOut\_excerpt.mp3](https://funmusicco.com/wp-content/uploads/2015/02/GetYourWigglesOut_excerpt.mp3)
**Toot Toot Toot**
Kevin Tuck
Carman J. Price, Vocals
[https://funmusicco.com/wp-content/uploads/2015/02/TootTootToot\_excerpt.mp3](https://funmusicco.com/wp-content/uploads/2015/02/TootTootToot_excerpt.mp3)
### Frequently Asked Questions
#### [What age children does this suit?](#5b11dc395b62abd6c)
This is designed with two, three and four year old children in mind. Of course there are a lot of different needs in those age groups, and so that is why there is a lot of flexibility built into it. There are some easier songs that will suit two year olds, even sitting on their parents laps. PLUS…. there are also more active songs that are more suited to four year olds. Basically this is designed so you could do a class with any of those ages and adapt it to the exact needs of each class by changing a few songs and activities.
#### [How long are the sessions?](#e916433c41b543ab4)
There are 8-9 segments in each lesson, which include between 8-10 songs. Therefore, the sessions should last at least half an hour, and could even go for 45 minutes if needed. Most people find that a preschool class will be somewhere between 20 minutes and 45 minutes. With 60 songs there will always be plenty of options to fill up a class with this program.
#### [Do I need to be able to sing?](#b2672cf7e0083a75d)
No, if you feel you can’t sing, then don’t worry… as we’ve recorded vocal and non-vocal versions of all tracks.
Of course there is nothing like the sound of a real human voice to a child, so we encourage teachers to sing as much as possible, which is why we provide karaoke-style backing tracks for everything.
However, we also provide tracks with the singing already in place, so you can just sing along with the singer on the recording if you wish.
#### [Do I need experience with music?](#9e468a28e6bf9b6c5)
No! We’ve tried to make this as easy to understand as we can. Preschool children don’t talk about music terminology like quarter notes and treble clefs…. and neither do we in this program!
Preschool children talk about ducks, cars and the big truck they saw on the way to music class! So that’s why we keep our program structured around every day things, and children sing, dance and have fun… all while they are learning!
#### [What technology do I need?](#2e03c2d7103a877df)
You just need something to play the music with. That’s it!
Simply play the music from the included interface or mp3 files.
#### [Do I need rhythm instruments?](#53690d5c32337d30b)
Yes, you will need some form of simple percussion instruments for these classes. The program is not too prescriptive, so it doesn’t really matter exactly what you have…. but you would be best to start with a few tambourines and shakers.
#### [Can I legally use the music in my classes?](#f8ec8040d533b9f61)
Yes! We have especially licensed recordings, which are able to be used in your classes for teaching and public performance with no further royalties payable. All the music is either public domain, or used under special arrangement with the composers.
## **$199 / year**
Annual subscription
[Order Now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=305)
[Order Now](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=265)
---
### [Congratulations Ukulele Curriculum System Annual](https://funmusicco.com/congratulations-ukulele-curriculum-system-annual/)
**Published:** January 21, 2021
**Author:** FunMusicCo
**Content:**
# Congratulations!
### on your purchase of 12 months of the ***Ukulele Curriculum System***.
You will shortly be receiving an email with your instructions on how to access the program in the members area.
**In the meantime, please check out our complete overall curriculum program – to cover all the other areas of your music teaching.**
---
### [Congratulations Ukulele Curriculum System Monthly](https://funmusicco.com/congratulations-ukulele-curriculum-system-monthly/)
**Published:** January 21, 2021
**Author:** FunMusicCo
**Content:**
# Congratulations!
### on your purchase of 12 months of the ***Ukulele Curriculum System***.
You will shortly be receiving an email with your instructions on how to access the program in the members area.
**In the meantime, please check out our complete overall curriculum program – to cover all the other areas of your music teaching.**
---
### [Ukulele Materials](https://funmusicco.com/ukulele-materials/)
**Published:** January 25, 2021
**Author:** FunMusicCo
**Content:**
[](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
## Ukulele Curriculum System
**Recommended for Grades 3-6
Complete program with classroom presentations and lesson plans**
An entire program for teaching ukulele in the classroom to cover the first full year of instruction (40 lessons). Includes animated video play-along-tracks and step-by-step lesson plans.
[Learn More](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
---
### [Music Jokes Email List Confirmation](https://funmusicco.com/music-jokes-email-list-confirmation/)
**Published:** April 29, 2021
**Author:** FunMusicCo
**Content:**
# Congratulations and Welcome!
## Look out for your welcome email in the next few minutes which will give you details about the *Music Joke of the Day* email list service.
### [In the meantime, please proceed to this page to learn more about our complete curriculum program for music education »](https://funmusicco.com/fun-music-company-music-curriculum/)
---
### [Music Lesson Ideas Confirmation](https://funmusicco.com/music-lesson-ideas-confirmation/)
**Published:** June 28, 2021
**Author:** FunMusicCo
**Content:**
# Congratulations and Welcome!
## Look out for your welcome email in the next few minutes which will have details on how to download the resources you have requested.
### [In the meantime, please proceed to this page to learn more about our complete curriculum program for music education »](https://funmusicco.com/fun-music-company-music-curriculum/)
---
### [Value Of Music Free Report](https://funmusicco.com/value-of-music-free-report/)
**Published:** August 24, 2021
**Author:** FunMusicCo
**Content:**
[](/)
# Looking For Something To Show The Value of Music Education?
Download our FREE pdf report on this page *“Six things Parents Should Know About Music Education”* which you can distribute freely to students and parents.
[Download Now »](< https://funmusicco.com/wp-content/uploads/2021/08/sixthingsparentsshouldknowaboutmusiceducation1.pdf>)
***A Fun Music Company Website*** – [Privacy Policy](https://funmusicco.com/privacyandlegal/)
---
### [Value Of Music Free Report Download](https://funmusicco.com/value-of-music-free-report-download/)
**Published:** August 24, 2021
**Author:** FunMusicCo
**Content:**
# Congratulations and Welcome To The Fun Music Company
## Please click the image below to download your free report *“Six Things Parents Should Know About Music Education”*.
[](https://funmusicco.com/wp-content/uploads/2021/08/sixthingsparentsshouldknowaboutmusiceducation1.pdf)
### You’ve also joined our mailing list at the Fun Music Company, which will give you lots of free resources and ideas for Music Education. To see what you’re going to receive on this email list, please check out our resource archive of previous free resources for Music Education.
# [Proceed to our resources archive »](/resource-archive-members/)
---
### [Congratulations Registration](https://funmusicco.com/congratulations-registration/)
**Published:** March 18, 2022
**Author:** FunMusicCo
**Content:**
### Congratulations – Product has been successfully registered.
---
### [Musical Pizza Game](https://funmusicco.com/musical-pizza/)
**Published:** January 13, 2023
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Musical Pizza
### Resources for this lesson
[
### Special Flashcards for Musical Pizza](https://funmusicco.com/wp-content/uploads/2023/01/Flashcards_MusicalPizza.pdf)
---
### [Resource Not Available](https://funmusicco.com/resource-not-available/)
**Published:** June 1, 2023
**Author:** FunMusicCo
**Content:**
# Resource not available at this time.
This resource was part of a limited time promotion and is no longer available at this time.
### ### [Click here to access other resources in our resource archive](https://funmusicco.com/resource-archive-members/)
---
### [Music Teaching](https://funmusicco.com/music-teaching/)
**Published:** July 22, 2023
**Author:** FunMusicCo
**Content:**
[](/)
**Attention: Anyone Teaching Music**
# Are you struggling to find ideas for music teaching?
## We’ve collected the nine most effective work-every-time ideas for music teaching through 30 years experience teaching and learning from the best music teachers across the world.
This ebook is full of ideas for music teaching.
**Join our mailing list to download music teaching resources now**
First Name First
Email
Δ
We value your privacy and would never spam you. We will email you valuable ideas for music teaching once or twice a week, and you can unsubscribe at any time. Check details of our privacy policy [here](https://funmusicco.com/privacyandlegal/).
# ### PLUS … we’ll also email you seven free lessons (one for each grade from K-6), including lesson plans, interactive presentations and more!
***A Fun Music Company Website*** – [Privacy Policy](https://funmusicco.com/privacyandlegal/)
---
### [Thankyou for your success story](https://funmusicco.com/thankyou-for-your-success-story/)
**Published:** August 22, 2023
**Author:** FunMusicCo
**Content:**
# Thankyou!
### Your success story will help us inspire music teachers everywhere!
None of your personal details will be shared, and please contact us via our [helpdesk](https://funmusicco.com/contact/) if you have any questions.
---
### [For Primary/Elementary](https://funmusicco.com/elementary-school-music/)
**Published:** October 24, 2012
**Author:** FunMusicCo
**Content:**
# Elementary School Music Resources
**Click on the links for details of all the solutions we have available for elementary school music lessons**
## Primary School Music Resources
**Click on the links for details of all the solutions we have available for primary school music lessons**
## The Fun Music Company Curriculum
Complete courses of music instruction which suit both music specialists and general classroom teachers wanting to teach music.
### Kindergarten Grade
**Music Program**
A curriculum designed especially for the first year of formal schooling.
[Learn More](https://funmusicco.com/fun-music-company-music-curriculum/grade-3/)
### Grade 1
**Music Program**
A curriculum for first grade students which is a wonderful introduction to music with lots of singing, playing and composition.
[Learn More](https://funmusicco.com/fun-music-company-music-curriculum/grade-3/)
### Grade 2
**Music Program**
A curriculum designed especially for second grade students to engage them in singing, playing and music creation.
[Learn More](https://funmusicco.com/fun-music-company-music-curriculum/grade-3/)
### Grade 3
**Music Program**
A curriculum for third grade students with lots of singing, playing, composition and aural training
[Learn More](https://funmusicco.com/fun-music-company-music-curriculum/grade-3/)
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-4/)
### Grade 4
**Music Program**
Lots of activities to engage fourth grade students in music classes!
[Learn More](https://funmusicco.com/fun-music-company-music-curriculum/grade-4/)
[](https://funmusicco.com/fun-music-company-music-curriculum/teaching-grade-5-music-lessons/)
### Grade 5
**Music Program**
Lots of songs, activities, listening and games suited for fifth grade students.
[Learn More](https://funmusicco.com/fun-music-company-music-curriculum/teaching-grade-5-music-lessons/)
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-6/)
### Grade 6
**Music Program**
Integrating technology in the composition element helps to engage sixth grade students in this complete program.
[Learn More](https://funmusicco.com/fun-music-company-music-curriculum/grade-6/)
## Boomwhacker Beatz
### Grades **K-6**
Online program for classroom screens
Ideas for using Boomwhacker® pitched percussion tubes in the music classroom – including animated warmup tunes, performance pieces, composition activities and games.
[Learn More](https://funmusicco.com/boomwhacker-program/)
## Primary Percussion
### Grades K-6
PDF resources with audio
Lots of fun ideas for using percussion instruments in the classroom, including rhythm grooves, simple scores to read and arrangements.
[Learn More](https://funmusicco.com/primary-percussion-program/)
## Ukulele Curriculum System
[](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
### Recommended for Grades 3-6
**Complete program with classroom presentations and lesson plans**
An entire program for teaching ukulele in the classroom to cover the first full year of instruction (40 lessons). Includes animated video play-along-tracks and step-by-step lesson plans.
[Learn More](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
---
### [Music Player Feedback](https://funmusicco.com/music-player-feedback/)
**Published:** June 22, 2024
**Author:** FunMusicCo
**Content:**
Your feedback is welcome …
## Music Player Feedback
Feedback on the Fun Music Company curriculum v2.0 music player
Name First Last
Email
Your feedback on the music player
Δ
---
### [Music player feedback thankyou](https://funmusicco.com/music-player-feedback-thankyou/)
**Published:** June 22, 2024
**Author:** FunMusicCo
**Content:**
Thank you for your feedback!
---
### [classroom management for bucket drumming](https://funmusicco.com/classroom-management-for-bucket-drumming/)
**Published:** February 17, 2024
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Classroom management for bucket drumming
### Resources for this lesson
[
### Classroom Management for Bucket Drumming (e-book excerpt)](https://funmusicco.com/wp-content/uploads/2024/02/BucketDrumming_ClassroomManagementSystem_Excerpt.pdf)
---
### [New Year - New Goals!](https://funmusicco.com/new-year-new-goals/)
**Published:** December 30, 2013
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# New Year – New Goals!
### Resources for this lesson
[
### goal setting notes template](https://funmusicco.com/wp-content/uploads/2020/11/GoalSettingTemplate.pdf)
[
### mp3 audio file of goal setting workshop(for your ipod or media player).](https://funmusiccoproducts.s3.amazonaws.com/JaniceTuck_GoalSettingWorkshop.mp3)
RIGHT CLICK and choose ‘save as’ to save to your computer and transfer to your ipod or media player.
---
### [Resources for Music Education](https://funmusicco.com/resources/)
**Published:** October 24, 2012
**Author:** FunMusicCo
**Content:**
# Resources for Music Education
**Please Choose your category for the range of our products for that year level**
[## For Elementary/Primary](https://funmusicco.com/elementary-school-music)
[## For Junior High](https://funmusicco.com/junior-high-music-lessons)
---
### [Promotion has finished](https://funmusicco.com/promotion-has-finished/)
**Published:** November 9, 2014
**Author:** FunMusicCo
**Content:**
# # Sorry, but this sale offer has now closed
### [Please see this page to learn more about our current special offers](https://funmusicco.com/specials/)
---
### [Music Advocacy Resource](https://funmusicco.com/music-advocacy-resource/)
**Published:** September 8, 2014
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Music Advocacy Resource
### Resources for this lesson
[
### We Own It printable poster on the value of Music Education](https://funmusicco.com/wp-content/uploads/2020/11/WeOwnIt_JohnJacobson.pdf)
See more discussion on the [importance of music lessons](https://funmusicco.com/the-importance-of-music-lessons/) here.
---
### [Boomwhacker warmup tune](https://funmusicco.com/boomwhacker-warmup-tune/)
**Published:** November 17, 2013
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# A Fun Boomwhacker Warm Up
### The Boomwhacker warm-up resource below:
## The Pepperoni pizza boomwhacker warmup
This boomwhacker warm-up features a word association rhythm with the words “pepperoni pizza”.
This is part of our complete [Boomwhacker program](https://funmusicco.com/boomwhacker-programs/) for schools.
### Materials for the “Pepperoni Pizza” Boomwhacker Warmup
[
### Online classroom presentation](https://funmusicmembers.com/boomwhacker-warmups/i-like-pepperoni-pizza-sample/)
Click the icon above and the resource will open in a new window which you can bookmark, so you can return to it and use in your classroom. A full online version plus download is available in our full product.
---
### [Boomwhackers with word association](https://funmusicco.com/boomwhackers-with-word-association/)
**Published:** August 23, 2023
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Expanding boomwhacker activities with word association
### Resources for this lesson
[
### Classroom presentation](https://funmusicmembers.com/boomwhacker-doughnuts-warmup/)
## Other Boomwhacker resources to try:
- [Boomwhacker Games](https://funmusicco.com/boomwhacker-games/)
- [Teaching composition with Boomwhackers](https://funmusicco.com/composition-lesson-with-boomwhackers/)
- [Play Boomwhackers Video program](https://funmusicco.com/play-boomwhackers-dvd/)
- [Boomwhacker Beatz complete Curriculum](https://funmusicco.com/boomwhacker-programs/)
---
### [Band Warmups Program](https://funmusicco.com/band-warmups-program/)
**Published:** February 13, 2015
**Author:** FunMusicCo
**Content:**
### Attention: Concert Band Directors
**Looking for Band Warmups?**
## **Check out this amazing collection of Band Warmups. It has been sourced for you from the best ideas of hundreds of band directors.**
- A collection of over 30 band warm ups from beginner to intermediate.
- Band warm up parts for
C, B flat, E flat, F, Bass Clef and Percussion instruments
- Complete recording included. So, your band can hear what they should sound like while playing their band warm ups.
- Backing groove track included. Therefore, students can practice playing their band warm ups in time.
- Can integrate with student’s [Music theory](https://funmusicco.com/music-theory-books/) instruction
**Access instantly via download in our members area**
[ Order Now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=287)
[ Order Now](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=243)
## What’s in It?
### In this collection you’ll find 30 band warmups, divided into four sections:
### Chapter 1 – Band Sandbox (warm ups for beginner band)
Getting the beginner band sounding good is one of the first main challenges. Participants in the band should feel motivated and happy to be there. They need to enjoy what they are doing, right away.
That is why we’ve provided these four beginning band warm ups in this section. They are all written within the range of a fifth. They are able to be played by students who have had just a few lessons on their instrument. Fun and engaging titles like Chord Monster and Rhythm Rockets will have them enjoying band in no time!
Listen to example (#2 Chord Monster):
[http://funmusiccoproducts.s3.amazonaws.com/bandwarmups/audio/bandrecordings/02\_BandWarmups\_BandRecording\_ch1\_bandsandbox\_02\_chordmonster.mp3](http://funmusiccoproducts.s3.amazonaws.com/bandwarmups/audio/bandrecordings/02_BandWarmups_BandRecording_ch1_bandsandbox_02_chordmonster.mp3)
### Chapter 2 – Lungs and Ears of Steel (breathing & ear training band warm ups)
Developing breathing control and developing aural skills is important for all the wind players. We have captured some of the most important skills in this area with these band warmups. Band members will develop their ears through singing. The percussion section isn’t forgotten either!
Listen to example (#1 Fives, Sevens, Nines):
[http://funmusiccoproducts.s3.amazonaws.com/bandwarmups/audio/bandrecordings/05\_BandWarmups\_BandRecording\_ch2\_Lungsandearsofsteel\_01\_579.mp3](http://funmusiccoproducts.s3.amazonaws.com/bandwarmups/audio/bandrecordings/05_BandWarmups_BandRecording_ch2_Lungsandearsofsteel_01_579.mp3)
### Chapter 3 – Italian Fishmarket (scale and arpeggio band warm ups)
For any instrument it is important to master scales and arpeggios. This collection contains the essential scale and arpeggio band warmups. This is where the backing tracks will come in very handy. Directors can send students home with the track to play along with, and keep in time!
Listen to example (#3 Fish Scale):
[http://funmusiccoproducts.s3.amazonaws.com/bandwarmups/audio/bandrecordings/15\_BandWarmups\_BandRecording\_ch3\_italianfishmarket\_03\_fishscalesC.mp3](http://funmusiccoproducts.s3.amazonaws.com/bandwarmups/audio/bandrecordings/15_BandWarmups_BandRecording_ch3_italianfishmarket_03_fishscalesC.mp3)
### Chapter 4 – Pulse Checkers (rhythm and pulse control band warm ups)
Playing in time is vital to develop in any band. These band warm ups contains eight ‘Rhythm Riddles” and a “Pulse Pocket” activity. The rhythm riddles gradually increase in difficulty. The idea is to develop the bands internal pulse, and encourage them to listen to each other.
Listen to example (Rhythm Riddle #1):
[http://funmusiccoproducts.s3.amazonaws.com/bandwarmups/audio/bandrecordings/23\_BandWarmups\_BandRecording\_ch4\_pulsecheckers\_01\_RhythmRiddle1.mp3](http://funmusiccoproducts.s3.amazonaws.com/bandwarmups/audio/bandrecordings/23_BandWarmups_BandRecording_ch4_pulsecheckers_01_RhythmRiddle1.mp3)
## What’s included?
### Printable PDF of Score and Parts
You can print these out as many times as you need for your band members.
### Audio Files
The audio in this program comes in two forms:
**1) Complete Band Recording**
So you can hear what the music should sound like
[http://funmusiccoproducts.s3.amazonaws.com/bandwarmups/audio/bandrecordings/18\_BandWarmups\_BandRecording\_ch3\_italianfishmarket\_06\_AntiPasti.mp3](http://funmusiccoproducts.s3.amazonaws.com/bandwarmups/audio/bandrecordings/18_BandWarmups_BandRecording_ch3_italianfishmarket_06_AntiPasti.mp3)
**2) Backing Groove Tracks**
Simple backing beats which students can play along with.
Listen to example:
[http://funmusiccoproducts.s3.amazonaws.com/bandwarmups/audio/backingtracks/48\_BandWarmups\_backingtrack\_ch3\_ItalianFishMarket\_06\_AntiPasti.mp3](http://funmusiccoproducts.s3.amazonaws.com/bandwarmups/audio/backingtracks/48_BandWarmups_backingtrack_ch3_ItalianFishMarket_06_AntiPasti.mp3)
# Order Now
**Band Warm Ups
Directors Edition**
Instant download via our members area.
**$69.95**
[Order now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=287)
[Order now](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=243)
---
### [Drums and Percussion Resources](https://funmusicco.com/links06drumsandpercussion/)
**Published:** December 4, 2012
**Author:** FunMusicCo
**Content:**
Internet Website Directory - [Music Directory Sites](https://funmusicco.com/links01musicdirectory)
- [Sheet Music Sites](https://funmusicco.com/links02sheetmusicsites)
- [Music Education Sites](https://funmusicco.com/links03musiceducationsites)
- Music Instrument Specific Sites
- [Piano & Keyboard](https://funmusicco.com/links05pianosites)
- [Guitar (acoustic & Electric)](https://funmusicco.com/links04guitarsites)
- [Drums & Percussion](https://funmusicco.com/links06drumsandpercussion)
- [Woodwind](https://funmusicco.com/links07woodwindsites)
- [Brass](https://funmusicco.com/links08brasssites)
- [Bands and Musicians](https://funmusicco.com/links09bandsandmusicians)
- [Musical Equipment Manufacturers](https://funmusicco.com/links10musicequipment)
- [Musical Equipment Retailers](https://funmusicco.com/links11musicretailers)
- [Other Directories and links](https://funmusicco.com/links12otherdirectoriesandlinks)
**[**Learn How to Play Drums | Free Drum Lessons Online**](http://drumsplayerworld.com)**
Drumming Courses and Free Drum Lessons online **[Learn the Djembe](http://www.learn-djembe.com)**
Learn Djembe with online articles and videos, links to the best recordings, lessons and videos about hand drumming and the Djembe.
**[KT Percussion](http://www.ktpercussion.com)**
Simple and effective Solutions for school percussion ensembles
**[Drum Basics](http://funmus.fsn2006.hop.clickbank.net)**
Music Lessons every drummer should know – Tips and Tricks to take your drumming to the next level. Includes a free metronome!
**[Buy Djembes and Percussion](http://www.goldcoastdrums.com)**
Huge range of beautiful hand made djembe drums and other instruments from Ghana, West Africa. Online ordering or drop in to our store.
**[Djembefola – djembe community and lessons](http://www.djembefola.com)**
Learn about the culture and traditions of West African, djembe and dun dun drumming and dance.
**[Troys Drum Tips for Young Drummers ](http://www.troys-drums.com)**
Description = Sharing drum tips and dark secrets of the music industry to help young drummers find professional success.
---
### [Sheet Music Websites](https://funmusicco.com/links02sheetmusicsites/)
**Published:** December 4, 2012
**Author:** FunMusicCo
**Content:**
Internet Website Directory - [Music Directory Sites](https://funmusicco.com/links01musicdirectory)
- [Sheet Music Sites](https://funmusicco.com/links02sheetmusicsites)
- [Music Education Sites](https://funmusicco.com/links03musiceducationsites)
- Music Instrument Specific Sites
- [Piano & Keyboard](https://funmusicco.com/links05pianosites)
- [Guitar (acoustic & Electric)](https://funmusicco.com/links04guitarsites)
- [Drums & Percussion](https://funmusicco.com/links06drumsandpercussion)
- [Woodwind](https://funmusicco.com/links07woodwindsites)
- [Brass](https://funmusicco.com/links08brasssites)
- [Bands and Musicians](https://funmusicco.com/links09bandsandmusicians)
- [Musical Equipment Manufacturers](https://funmusicco.com/links10musicequipment)
- [Musical Equipment Retailers](https://funmusicco.com/links11musicretailers)
- [Other Directories and links](https://funmusicco.com/links12otherdirectoriesandlinks)
**[KT Percussion](http://www.ktpercussion.com)**
Simple and effective Solutions for school percussion ensembles **[More Than Sheet Music](http://www.morethansheetmusic.com)**
Over 100,000 titles and growing. Sheet music, music books, downloadable sheet music with Scorch, piano, guitar, vocal, orchestra, brass, etc.
---
### [Simplified Cup Game](https://funmusicco.com/simplified-cup-game/)
**Published:** January 5, 2014
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Simplified Cup Game
### Resources for this lesson
[
### Boom Boom Beat Backing Track - Regular Tempo](https://funmusicco.com/wp-content/uploads/2020/10/01_boomboombeat_full.mp3)
[
### Boom Boom Beat Backing Track - Slower Tempo](https://funmusicco.com/wp-content/uploads/2020/10/01_boomboombeat_full_slow.mp3)
[
### Text description of simplified cup game](https://funmusicco.com/wp-content/uploads/2020/10/SimplifiedCupGame.pdf)
---
### [Ukulele Free Teaching Resource](https://funmusicco.com/ukulele-free-teaching-resource/)
**Published:** August 23, 2023
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# What *NOT* to use to teach Ukulele!
### Resources for this lesson
[
### Classroom presentation](https://funmusicmembers.com/ukulele-free-complete-lesson-1/)
---
### [Listening activity for kindergarten](https://funmusicco.com/listening-activity-for-kindergarten/)
**Published:** August 15, 2023
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Connecting with our youngest students
A listening activity for kindergarten children
### Resources for this lesson
[
### Classroom presentation](https://funmusicmembers.com/connect-kindergarten-sample/)
[
### CONNECT worksheet for this lesson](https://s3.amazonaws.com/musiclevels/samples/FlightOfTheBumbleBeeWorksheet.pdf)
---
### [Your Success Story](https://funmusicco.com/your-success-story/)
**Published:** December 6, 2012
**Author:** FunMusicCo
**Content:**
# Leave Your Success Story Here!
If you have enjoyed using one of the Fun Music Company Music Education Products, please leave your success story here for others to gain inspiration. Comments may be used on websites and in printed material, but none of your private information will be published.
- Name First Last
- Email
- Product that you've enjoyed using
- The Fun Music Company Curriculum
- Ukulele Curriculum System
- Boomwhacker Beatz
- Printable Music Lesson Plans
- Printable Music Theory
-
- Your Success Story\*
- CAPTCHA
Δ
---
### [Tic Tac Toe Game](https://funmusicco.com/tic-tac-toe-game/)
**Published:** February 10, 2013
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Music Tic-Tac-Toe Game
### Resources for the music tic-tac-toe game
[
### Tic Tac Toe Gameboard - Rhythmical symbols](https://funmusicco.com/wp-content/uploads/2020/10/printablemusicgame_tictactoe_rhythm.pdf)
[
### Tic Tac Toe Gameboard - Notes in the treble clef](https://funmusicco.com/wp-content/uploads/2020/10/printablemusicgame_tictactoe_pitch1.pdf)
[
### Tic Tac Toe Gameboard - Notes in the bass clef](https://funmusicco.com/wp-content/uploads/2020/10/printablemusicgame_tictactoe_pitch2.pdf)
[
### Printable Tokens](https://www.funmusiccoimages.com/pdf/largesizecounters.pdf)
(you can of course use existing plastic tokens if you have them available)
---
### [Boomwhacker Programs](https://funmusicco.com/boomwhacker-programs/)
**Published:** January 12, 2015
**Author:** FunMusicCo
**Content:**
# Looking for fun ideas for Boomwhackers for the Music Classroom?
## New easy-to-use online edition now available!
## Content in the Boomwhacker Beatz Program:
### Eight Warmup Animations
These are great fun little pieces, which students can play with little or no musical knowledge. The children divide into groups, each with a different color boomwhacker, and simply play their pattern when their character appears on the screen.
They first learn the rhythm patterns, which are very easy because they are based on carefully constructed word patterns which match the rhythm played.
### Five Performance Pieces
These are notated on the screen, but when you are teaching you don’t even really have to refer to it very much. The pieces can all be learned aurally, just having the notation on screen as a reference.
They are fun to play along with, and can even be performed in school concerts!
### Four Games
These games are designed to improve children’s aural knowledge and awareness, plus build on general musicianship knowledge.
### Ten Composition Activities
Composition is a major part of just about every curriculum around the world, as it should be. It is essential that we build creative skills in children for the 21st century, and this program is an easy and fun way to do this.
Building on the skills they learn in the warmups and performance pieces, they can then order their characters and musical notation symbols to create their own music.
### ***Boomwhacker Beatz online edition***
**$69.95 AUD**
[Get it Now]()
[Get it Now](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=464)
---
### [Open and Closed Questions in Music Lessons](https://funmusicco.com/open-and-closed-questions-in-music-lessons/)
**Published:** April 26, 2023
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Open and Closed Questions in Music Lessons
### Resources for this lesson
[
### Classroom presentation](https://funmusicmembers.com/connect-lesson-sample-grade-6/)
---
### [Ukulele Program Scope and Sequence](https://funmusicco.com/ukulele-program-scope-and-sequence/)
**Published:** April 26, 2023
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Ukulele program scope and sequence
### Resources for this lesson
[
### Uklulele Program Scope and Sequence Document](https://funmusicco.com/wp-content/uploads/2021/01/UkuleleCurriculumSystem_OverallScopeAndSequence.pdf)
---
### [Music Listening Activity for Grade One](https://funmusicco.com/listening-activity-for-grade-one/)
**Published:** April 20, 2023
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Fun Music Listening Activity for Grade One
### Resources for this lesson
[
### Classroom presentation](< https://funmusicmembers.com/connect-grade-1-sample-page-1/>)
[
### CONNECT worksheet for this lesson](https://funmusicco.com/wp-content/uploads/2023/04/CONNECTWorksheetSample_Grade1_TritschTratschPolka.pdf)
---
### [Music Lesson for St Patricks Day](https://funmusicco.com/music-lesson-for-st-patricks-day/)
**Published:** March 7, 2023
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# CONNECT listening lesson for St Patrick’s day
### Resources for this lesson
[
### Classroom presentation](https://funmusicmembers.com/connect-grade-five-sample-lesson-page-1/)
[
### CONNECT worksheet for this lesson](https://funmusicco.com/wp-content/uploads/2023/03/CONNECTworksheet_Corrs.pdf)
---
### [Valentine's Day Fun](https://funmusicco.com/valentines-day-fun/)
**Published:** February 4, 2023
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Valentine’s Day Fun!
### Resources for this lesson
[
### Valentine's Day Worksheet](https://funmusicco.com/wp-content/uploads/2023/02/ValentinesDayFunWorksheet.pdf)
[
### Online Classroom Presentation](https://funmusicmembers.com/valentines-day-quiz-page/)
To use this simply click and the resource will open in a new window. You may bookmark the resource and come back to it to use it anytime in the classroom.
---
### [A very important skill](https://funmusicco.com/very-important-skill/)
**Published:** January 26, 2023
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# One of the most important skills we develop in our students …
### Resources for this lesson
[
### SQUILT listening worksheets (three variations for different age levels)](https://funmusicco.com/wp-content/uploads/2023/01/SQUILTJournalPages_FunMusicCompany.pdf)
To use this simply click and the resource will open in a new window. You may bookmark the resource and come back to it to use it anytime in the classroom.
---
### [Poison Rhythm Game](https://funmusicco.com/poison-rhythm-game/)
**Published:** January 22, 2023
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Poison Rhythm Game
### Resources for this lesson
[
### Instructions in text form](https://funmusicco.com/wp-content/uploads/2023/01/PoisonRhythmGameInstructions.pdf)
---
### [Curriculum Order Option](https://funmusicco.com/curriculum-order-option/)
**Published:** January 24, 2020
**Author:** FunMusicCo
**Content:**
Would you like printed guidebooks and CDs delivered to your door?
The Fun Music Company curriculum provides everything you need in the members area online, however we know that many teachers prefer using a printed lesson plan guide. Plus this provides the backup of an audio CD for all music tracks, which is useful if the internet is not available for any reason.
### Yes! Please send me printed guidebooks and CDs
**Platinum package
$799**
Grades K, 1, 2, 3, 4, 5 & 6
Online content
Annual subscription
\+ SEVEN guide books and CDs.
[Complete my order](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=399)
[Complete my order](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=453)
### No thanks, just the digital curriculum is all I need thanks
**Gold package
$499**
Grades K, 1, 2, 3, 4, 5 & 6
Online content
Annual subscription
[Complete my order](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=401)
[Complete my order](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=451)
---
### [Curriculum Mini Workshop - Grade 6](https://funmusicco.com/curriculum-mini-workshop-grade-6/)
**Published:** August 2, 2019
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Grade Six
### Resources for this lesson
[
### Classroom presentation](https://funmusicmembers.com/connect-grade-6-lesson-sample-1/)
[
### CONNECT worksheet for the lesson](https://musiclevels.s3.amazonaws.com/grade6/PDFS/Grade_6_ConnectWorksheets8.pdf)
## Want to see how this works in all the grades?
[Yes! Show me the full program](https://funmusicco.com/fun-music-company-music-curriculum/)
---
### [Ukulele Instruction Videos](https://funmusicco.com/ukulele-instruction-videos/)
**Published:** February 15, 2021
**Author:** FunMusicCo
**Content:**
# The Power of Clarity in Teaching Ukulele
### Resources for this lesson
[
### Classroom Presentation - Instructional Video](https://funmusicmembers.com/ukulele-instructional-video-sample/)
[
### Classroom Presentation - F chord exercise #1](https://funmusicmembers.com/ukulele-chords-sample-ii/)
[
### Classroom Presentation - F chord exercise #2](https://funmusicmembers.com/ukulele-chords-sample-iii/)
***New Release!***
[](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
[Teaching Ukulele in the Classroom?](https://funmusicco.com/teaching-ukulele-lesson-plans/?utm_source=valuevideo&utm_medium=bannerlink&campaign=Ukulele4Focus)
[**Get started by downloading our free e-book and samples here »**](https://funmusicco.com/teaching-ukulele-lesson-plans/?utm_source=valuevideo&utm_medium=bannerlink&campaign=Ukulele4Focus)
[](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/?utm_source=Blog&utm_medium=picturelink&utm_campaign=fromPowerOfClarityUkuleleValueVideo)
---
### [Lesson Planning Ideas](https://funmusicco.com/lesson-planning-ideas/)
**Published:** June 27, 2022
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Lesson Planning Ideas
### Resources for this lesson
[
### Fact Sheet](https://funmusicco.com/wp-content/uploads/2022/07/ElvisLesson_FactSheet.pdf)
[
### Fun Sheet](https://funmusicco.com/wp-content/uploads/2022/07/ElvisLesson_FunSheet.pdf)
[
### Lesson Planning Ideas](https://funmusicco.com/wp-content/uploads/2022/07/ElvisLesson_LessonPlanIdeas.pdf)
[
### Powerpoint Presentation](https://funmusicco.com/wp-content/uploads/2022/07/plmp3_historyofrock_ElvisPresentation.pptx)
---
### [Drones and more drones](https://funmusicco.com/drones-and-more-drones/)
**Published:** June 27, 2022
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Drones and more drones …
### Resources for this lesson
[
### Classroom presentation](https://funmusicmembers.com/drone-sample-song-1/)
---
### [Fun Music Company Internet Directory](https://funmusicco.com/links03musiceducationsites/)
**Published:** December 4, 2012
**Author:** FunMusicCo
**Content:**
Internet Website Directory - [Music Directory Sites](https://funmusicco.com/links01musicdirectory)
- [Sheet Music Sites](https://funmusicco.com/links02sheetmusicsites)
- [Music Education Sites](https://funmusicco.com/links03musiceducationsites)
- Music Instrument Specific Sites
- [Piano & Keyboard](https://funmusicco.com/links05pianosites)
- [Guitar (acoustic & Electric)](https://funmusicco.com/links04guitarsites)
- [Drums & Percussion](https://funmusicco.com/links06drumsandpercussion)
- [Woodwind](https://funmusicco.com/links07woodwindsites)
- [Brass](https://funmusicco.com/links08brasssites)
- [Bands and Musicians](https://funmusicco.com/links09bandsandmusicians)
- [Musical Equipment Manufacturers](https://funmusicco.com/links10musicequipment)
- [Musical Equipment Retailers](https://funmusicco.com/links11musicretailers)
- [Other Directories and links](https://funmusicco.com/links12otherdirectoriesandlinks)
**[Music Games](http://www.printablemusicgames.com)**
Inspire Children to learn music with these great printable materials**[Musical-Clipart](http://www.musical-clipart.com)**
Great Fun & Free Images for Music Lessons **[Theory of Music: An Online Guide](http://www.musictheoryhelp.co.uk)**
A comprehensive guide to music theory with practice papers, exercises/worksheets and aural samples.
**[Music Education Online ](< http://www.childrensmusicworkshop.com>)**
The Number One Listing for “Music Education” on the Internet
**[Music Lessons](http://www.naturalearmusic.com/)**
Established in 1991 Natural Ear Music provides the best music lessons to the kids of Austin, Texas.
[**Study in England** ](http://www.gseabroad.com/)
See the world, make new friends, and graduate on time with our study in England study abroad program.
---
### [Hawaiian Strum Lesson for ukulele](https://funmusicco.com/hawaiian-strum-for-ukulele/)
**Published:** April 25, 2022
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# One of the most useful lessons ever for ukulele
### Resources for this lesson
[
### Classroom presentation](https://funmusicmembers.com/ukulele-hawaiian-strum-sample/)
---
### [Request a free preview of the Fun Music Company Curriculum](https://funmusicco.com/request-preview/)
**Published:** October 4, 2018
**Author:** FunMusicCo
**Content:**
# Request a free 30-day preview of the Fun Music Company Curriculum
#### Please fill in your details below, and we will send you a username and password immediately which will allow you to preview every grade of the Fun Music Company Curriculum program.
First Name \*Last Name \*
Email \*
School name:
Teaching role:A specialist music teacherA general teacherA curriculum coordinator A school administratorOther
Other description
I'm teaching grades:All grades from K-5 or K-6Lower grade levels: K-2Upper grade levels: 3-6
**Your location**
StateCountryPlease select oneAfghanistanÅland IslandsAlbaniaAlgeriaAmerican SamoaAndorraAngolaAnguillaAntarcticaAntigua and BarbudaArgentinaArmeniaArubaAustraliaAustriaAzerbaijanBahamas (the)BahrainBangladeshBarbadosBelarusBelgiumBelizeBeninBermudaBhutanBolivia (Plurinational State of)Bonaire, Sint Eustatius and SabaBosnia and HerzegovinaBotswanaBouvet IslandBrazilBritish Indian Ocean Territory (the)Brunei DarussalamBulgariaBurkina FasoBurundiCabo VerdeCambodiaCameroonCanadaCayman Islands (the)Central African Republic (the)ChadChileChinaChristmas IslandCocos (Keeling) Islands (the)ColombiaComoros (the)Congo (the Democratic Republic of the)Congo (the)Cook Islands (the)Costa RicaCôte d'IvoireCroatiaCubaCuraçaoCyprusCzech Republic (the)DenmarkDjiboutiDominicaDominican Republic (the)EcuadorEgyptEl SalvadorEquatorial GuineaEritreaEstoniaEthiopiaFalkland Islands (the) \[Malvinas\]Faroe Islands (the)FijiFinlandFranceFrench GuianaFrench PolynesiaFrench Southern Territories (the)GabonGambia (the)GeorgiaGermanyGhanaGibraltarGreeceGreenlandGrenadaGuadeloupeGuamGuatemalaGuernseyGuineaGuinea-BissauGuyanaHaitiHeard Island and McDonald IslandsHoly See (the)HondurasHong KongHungaryIcelandIndiaIndonesiaIran (Islamic Republic of)IraqIrelandIsle of ManIsraelItalyJamaicaJapanJerseyJohnston IslandJordanKazakhstanKenyaKiribatiKorea (the Democratic People's Republic of)Korea (the Republic of)KuwaitKyrgyzstanLao People's Democratic Republic (the)LatviaLebanonLesothoLiberiaLibyaLiechtensteinLithuaniaLuxembourgMacaoMacedonia (the former Yugoslav Republic of)MadagascarMalawiMalaysiaMaldivesMaliMaltaMarshall Islands (the)MartiniqueMauritaniaMauritiusMayotteMexicoMicronesia (Federated States of)Midway IslandsMoldova (the Republic of)MonacoMongoliaMontenegroMontserratMoroccoMozambiqueMyanmarNamibiaNauruNepalNetherlands (the)New CaledoniaNew ZealandNicaraguaNiger (the)NigeriaNiueNorfolk IslandNorthern Mariana Islands (the)NorwayOmanPakistanPalauPalestine, State ofPanamaPapua New GuineaParaguayPeruPhilippines (the)PitcairnPolandPortugalPuerto RicoQatarRéunionRomaniaRussian Federation (the)RwandaSaint BarthélemySaint Helena, Ascension and Tristan da CunhaSaint Kitts and NevisSaint LuciaSaint Martin (French part)Saint Pierre and MiquelonSaint Vincent and the GrenadinesSamoaSan MarinoSao Tome and PrincipeSaudi ArabiaSenegalSerbiaSeychellesSierra LeoneSingaporeSint Maarten (Dutch part)SlovakiaSloveniaSolomon IslandsSomaliaSouth AfricaSouth Georgia and the South Sandwich IslandsSouth SudanSouthern RhodesiaSpainSri LankaSudan (the)SurinameSvalbard and Jan MayenSwazilandSwedenSwitzerlandSyrian Arab RepublicTaiwan (Province of China)TajikistanTanzania, United Republic ofThailandTimor-LesteTogoTokelauTongaTrinidad and TobagoTunisiaTurkeyTurkmenistanTurks and Caicos Islands (the)TuvaluUgandaUkraineUnited Arab Emirates (the)United KingdomUnited StatesUnited States Minor Outlying Islands (the)Upper VoltaUruguayUzbekistanVanuatuVenezuela (Bolivarian Republic of)Viet NamVirgin Islands (British)Virgin Islands (U.S.)Wallis and FutunaWestern SaharaYemenZambiaZimbabwe
request your trial
---
### [Teaching Composition With GarageBand](https://funmusicco.com/teaching-composition-with-garageband/)
**Published:** March 13, 2021
**Author:** FunMusicCo
**Content:**
[](/)
# What If You Could Teach Music Lessons with GarageBand, Without Having To Do All The Hard Work Yourself?
## Discover how teachers (LIKE YOU) are engaging their students in music lessons with GarageBand music software – even if they have never touched an instrument before!
**Enter your details here and access your first lesson on the iPad Guitar FREE. We’ll also send you our GarageBand Quickstart set of free lessons and guidance over the next few days.**
- First Name\* First
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- CAPTCHA
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We value your privacy and would never spam you
***A Fun Music Company Website*** – [Privacy Policy](https://funmusicco.com/privacyandlegal/)
---
### [Weekly Music Teaching Ideas Mailing List](https://funmusicco.com/weekly-music-teaching-ideas/)
**Published:** December 10, 2013
**Author:** FunMusicCo
**Content:**
# # Get A brand New Music Teaching Idea Every Tuesday!
## ### Enter your details below to join thousands of other music teachers who receive weekly free music teaching ideas via email from this website.
### ### Some examples of what the teaching ideas may look like:
#### **Enter your name and email below to subscribe to our weekly resources for music lessons, plus gain access to the Fun Music Company Resource Archive. Emails are sent once per week, on a Tuesday, and you can unsubscribe at any time.**
- First Name
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**SECURE & CONFIDENTIAL**
Your details will not be shared with anyone else.
[Privacy Policy](https://funmusicco.com/privacyandlegal/)
---
### [Curriculum Seven Part Workshop Series](https://funmusicco.com/curriculum-seven-part-workshop-series/)
**Published:** September 24, 2019
**Author:** FunMusicCo
**Content:**
# # Curriculum Seven Part Workshop Series
### ### Click on the grade below for the tutorial for each grade.
- [#### Grade K](#tab-651001d4ce604f3f871)
- [#### Grade 1](#tab-2ecffe137cf2971e98f)
- [#### Grade 2](#tab-c54a88ee872dfc91e47)
- [#### Grade 3](#tab-71d33a8174155e32b67)
- [#### Grade 4](#tab-02ee015345e26235d2b)
- [#### Grade 5](#tab-2df02d1b881cef1981b)
- [#### Grade 6](#tab-6e9eb3cfa7ca14d5c73)
- [#### Grade K](#tab-651001d4ce604f3f871)
- [#### Grade 1](#tab-2ecffe137cf2971e98f)
- [#### Grade 2](#tab-c54a88ee872dfc91e47)
- [#### Grade 3](#tab-71d33a8174155e32b67)
- [#### Grade 4](#tab-02ee015345e26235d2b)
- [#### Grade 5](#tab-2df02d1b881cef1981b)
- [#### Grade 6](#tab-6e9eb3cfa7ca14d5c73)
---
### [Ukulele Introduction Ebook Download](https://funmusicco.com/ukulele-ebook-download/)
**Published:** April 8, 2021
**Author:** FunMusicCo
**Content:**
### ### Free video series for teaching ukulele
Ukulele video 1
***watching now***
[](https://funmusicco.com/ukulele-chords/)Ukulele video 2
***available now »***
[](https://funmusicco.com/ukulele-melody/)Ukulele video 3
***available now »***
# Minimizing the “drama” in teaching ukulele!
### Click here to download your free e-book
[](https://funmusicco.com/wp-content/uploads/2021/01/HowToGetStartedTeachingUkulele.pdf)
---
### [Ukulele melody](https://funmusicco.com/ukulele-melody/)
**Published:** January 15, 2021
**Author:** FunMusicCo
**Content:**
### ### Free video series for teaching ukulele
Ukulele video 1
***[« available now](https://funmusicco.com/ukulele-introduction/)***
[](https://funmusicco.com/ukulele-introduction/)
Ukulele video 2
***[« available now](https://funmusicco.com/ukulele-chords/)***
[](https://funmusicco.com/ukulele-chords/)
Ukulele video 3
***watching now***
# The instrument with more than meets the eye …
### Resources for this lesson
[
### Classroom Presentation](https://funmusicmembers.com/ukulele-program/ukulele-sample-melody-11/)
Click here to access presentation for the classroom.
Bookmark this page and access on your classroom whiteboard.
***New Release!***
[Teaching Ukulele in the Classroom?](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
[**Click here to learn about our brand new solution »**](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
[](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
---
### [Composition with GarageBand Donuts](https://funmusicco.com/composition-with-garageband-donuts/)
**Published:** March 13, 2021
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Composition with GarageBand – Donut Lesson?
### Resources for this lesson
[
### Student Assignment Sheet](< https://funmusicco.com/wp-content/uploads/2021/03/GarageBandComposition_StudentAssignment_Donuts.pdf>)
[
### Online classroom video](https://youtu.be/3yqx1dQzJ2E)
---
### [Getting Started with GarageBand For Mac](https://funmusicco.com/getting-started-with-garageband-for-mac/)
**Published:** March 13, 2021
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Getting Started with GarageBand For Mac
### Resources for this lesson
[
### Student Assignment Sheet](https://funmusicco.com/wp-content/uploads/2021/03/StudentAssignment_MacPiano.pdf)
[
### Online classroom video](https://youtu.be/jjDo4opqs2w)
---
### [Composition with Garageband Dubstep Lesson](https://funmusicco.com/composition-with-garageband-dubstep-lesson/)
**Published:** March 13, 2021
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Composition With GarageBand Dubstep Lesson
### Resources for this lesson
[
### Student Assignment Sheet](https://funmusicco.com/wp-content/uploads/2021/03/GarageBandComposition_StudentAssignment_Dubstep.pdf)
[
### Online classroom video](https://www.youtube.com/watch?v=iuEGbnUGUJ4)
---
### [How much content is in this program](https://funmusicco.com/curriculum-faqs/how-much-content-is-in-this-program/)
**Published:** March 26, 2019
**Author:** FunMusicCo
**Content:**
# Frequently asked questions about our curriculum program
### ***How much content is in the program? How many lessons will it last?***
#### We have structured all the material into ten lessons. Does this mean that the program will only last ten lessons? Absolutely not! We chose ten lessons because this was an easy way to structure the content that would make it feel achievable for everyone.
#### We don’t make our lessons have to fit a certain time frame, because every teacher and school has a different length lesson, and a different expectation of what they can fit into a lesson. We certainly know that there is a lot more material in one of our lessons than could be covered in a typical school lesson. If you were proceeding by lesson and you wished to make the curriculum last an entire year, simply plan to make each lesson last four weeks, and it will cover a 40 week school year.
#### Each lesson has activities from each of the four units: AURAL, SING & PLAY, COMPOSE and CONNECT. Therefore if you proceed by lesson you’ll be doing one activity from each of these aspects in turn, in a continual rotation between the four aspects of the curriculum. However, you also have the choice of proceeding by unit and focusing all your energy on one particular aspect at a time. Our SING & PLAY, COMPOSE and CONNECT materials generally have enough in them in each lesson that you could focus on just that aspect for a full lesson.
#### So there is enough in the full unit to last for more than ten weeks of SING & PLAY, ten weeks of COMPOSE and ten weeks of CONNECT. Together with warmup materials, and preparing for school concerts this should be enough for the majority of schools for an entire year’s program.
### ***[« Other frequently asked questions](https://funmusicco.com/curriculum-faqs/)***
---
### [Teaching Ukulele Ensemble Songs](https://funmusicco.com/teaching-ukulele-ensemble-songs/)
**Published:** February 22, 2021
**Author:** FunMusicCo
**Content:**
# Teaching ukulele – are we really going step by step?
### Resources for this lesson
[
### Classroom Presentation - Ensemble Song](https://funmusicmembers.com/ukulele-ensemble-sample-song/)
***New Release!***
[Teaching Ukulele in the Classroom?](https://funmusicco.com/teaching-ukulele-lesson-plans/?utm_source=valuevideo&utm_medium=bannerlink&campaign=Ukulele5StepByStep)
[**Get started by downloading our free e-book and samples here »**](https://funmusicco.com/teaching-ukulele-lesson-plans/?utm_source=valuevideo&utm_medium=bannerlink&campaign=Ukulele5StepByStep)
[](https://funmusicco.com/teaching-ukulele-lesson-plans/?utm_source=valuevideo&utm_medium=bannerlink&campaign=Ukulele5StepByStep)
---
### [Ukulele introduction 3](https://funmusicco.com/ukulele-introduction-3/)
**Published:** January 25, 2021
**Author:** FunMusicCo
**Content:**
### ### Free video series for teaching ukulele
Ukulele video 1
***watching now***
Ukulele video 2
***coming soon …***
Ukulele video 3
***coming soon …***
# Minimizing the “drama” in teaching ukulele!
### Resources for this lesson
### PDF e-book
***New Release!***
[Teaching Ukulele in the Classroom?](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
[**Click here to learn about our brand new solution »**](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
[](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
---
### [Ukulele Introduction 2](https://funmusicco.com/ukulele-introduction-2/)
**Published:** January 15, 2021
**Author:** FunMusicCo
**Content:**
### ### Free video series for teaching ukulele
Ukulele video 1
***watching now***
[](https://funmusicco.com/ukulele-chords/)Ukulele video 2
***click here to access***
Ukulele video 3
***coming soon …***
# Minimizing the “drama” in teaching ukulele!
### Resources for this lesson
### PDF e-book
***New Release!***
[Teaching Ukulele in the Classroom?](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
[**Click here to learn about our brand new solution »**](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
[](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/)
---
### [Fun Music Lesson Idea for Ukulele](https://funmusicco.com/fun-music-lesson-idea-for-ukulele/)
**Published:** May 30, 2014
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Fun Music Lesson Idea for Ukulele
## Materials for the Ukulele Activity
### Resources for this lesson
[
### Printable 'Printslide' of Music - Jam Track #1 and C Major Chord Position](https://funmusicco.com/wp-content/uploads/2020/10/ukulele_printslides_samplelesson1.pdf)
[
### Printable Teachers Tips Page](https://funmusicco.com/wp-content/uploads/2020/10/pmlp_ukulele_teacherguidepage.pdf)
[
### File for Projecting on whiteboard:Powerpoint (PC)](https://www.funmusiccoimages.com/pdf/value_ukulele/ukulele_samplelesson1.ppt)
### Audio Materials
[
### Audio Track (Slow)](https://funmusicco.com/wp-content/uploads/2020/10/01_UkeJam_01_slow.mp3)
[
### Audio Track (Fast)](https://funmusicco.com/wp-content/uploads/2020/10/02_UkeJam_01_fast.mp3)
---
### [Ukulele chords 3](https://funmusicco.com/ukulele-chords-3/)
**Published:** January 15, 2021
**Author:** FunMusicCo
**Content:**
### ### Free video series for teaching ukulele
[](https://funmusicco.com/ukulele-introduction-2/)Ukulele video 1
***« available now***
Ukulele video 2
***watching now***
Ukulele video 3
***available now »***
# The power of the bouncy ball …
### Resources for this lesson
[
### Classroom Presentation](https://funmusicmembers.com/ukulele-program/ukulele-sample-chords-1/)
Click here to access presentation for the classroom. Bookmark this page and access on your classroom whiteboard.
---
### [Curriculum FAQs](https://funmusicco.com/curriculum-faqs/)
**Published:** May 29, 2018
**Author:** FunMusicCo
**Content:**
# Frequently asked questions about our curriculum program
- [All](#)
- [Curriculum](#)
How does it meet the requirements of my curriculum?[Developer Two](https://funmusicco.com/author/developer02/ "Posts by Developer Two")2026-04-28T20:06:58+00:00#### [How does it meet the requirements of my curriculum?](#collapse-29-23317)
We have designed this program around the requirements of the Australian National Curriculum, the Common Core Curriculum from the USA, and the English National Curriculum. We have also looked at and analyzed every other curriculum document which users have told us they are required to use, and each one has remarkably similar requirements in the area of music. Please click below for a sample curriculum matching document, showing how our programs meet the requirements of the curriculum. If you have a different curriculum you are working with, please contact us and if possible we will provide a matching document for you showing how our program can be used to meet the needs of your curriculum.
[The National Curriculum of England and Wales](https://funmusicco.com/wp-content/uploads/2017/04/CurriculumLinks_UK_1.pdf)
[Australian National Curriculum](https://funmusicco.com/music-scope-and-sequence-for-the-australian-curriculum/)
[The US Common Core Curriculum](https://funmusicco.com/wp-content/uploads/2017/04/FunMusicCompanyCurriculumProgram_CurriculumLinks_USCommonCore.pdf)
[The New Zealand Curriculum](https://funmusicco.com/wp-content/uploads/2017/03/Grade_3-6_NewZealandCurriculumLInks.pdf)
[The Arts Curriculum of Ontario, Canada](https://funmusicco.com/wp-content/uploads/2017/03/CanadaOntario_FunMusicCompanyCurriculumLinks.pdf)
We have designed this program around the requirements of the Common Core Curriculum, used in many US states. We have also looked at many of the state-based curriculum documents which our users have told us they are required to use, and each one has very similar requirements in the area of music.
Please click below for a sample curriculum matching document, showing how our programs meet the requirements of the Common Core Curriculum. If you have a different curriculum you are working with, please contact us and if possible we will provide a matching document for you showing how our program can be used to meet the needs of your curriculum.
[The US Common Core Curriculum](https://funmusicco.com/wp-content/uploads/2017/04/FunMusicCompanyCurriculumProgram_CurriculumLinks_USCommonCore.pdf)
We have designed this curriculum around the requirements of the Australian National Curriculum, and its state-based equivalents. Please click below for a sample curriculum scope and sequence, showing how our programs meet the requirements of the curriculum. If you have a different curriculum you are working with, please contact us and if possible we will provide a matching document for you showing how our program can be used to meet the needs of your curriculum.
[Australian National Curriculum](https://funmusicco.com/music-scope-and-sequence-for-the-australian-curriculum)
[NSW Creative Arts Syllabus](https://funmusicco.com/download-a-nsw-curriculum-scope-and-sequence/)
[Victorian Curriculum](https://funmusicco.com/victorian-curriculum-music-scope-and-sequence/)
[Western Australian Curriculum](https://funmusicco.com/music-scope-and-sequence-for-western-australian-schools/)
Why is there an annual subscription?[Developer Two](https://funmusicco.com/author/developer02/ "Posts by Developer Two")2024-08-13T06:49:11+00:00#### [Why is there an annual subscription?](#collapse-29-23325)
The Fun Music Company curriculum has two parts: the online screen presentations and the PDF guidebooks.
The on-screen presentation part of the Fun Music Company curriculum is delivered **online** – this means that no software ever has to be installed, and nothing has to be downloaded.
The flip-side of this benefit for you is that it must be a subscription service, because **we** as the service provider become responsible for keeping it running and updating it for all the technology changes that happen, making sure it works on every device that is used in schools.
I’m sure you’ll appreciate with such a large amount of video content in the program that potentially could be used by hundreds or even thousands of schools every day around the world, that the cost of delivering this service in the future could be very substantial, so therefore we can’t sell lifetime access to this – as we can’t guarantee that it can work well into the future.
However we are going further than that – we are committed to constantly reviewing, refining and improving the online content as we get feedback from users, so that the curriculum becomes **better** year after year. **This is only possible because it is an online-delivered program**. If it were a one-time purchase it would exist the way it does forever.
This is different from a program you might choose to use once or twice and put back on the shelf. We envisage that it would be used every single day in the classroom, with those sheet music videos being played over and over and over again, and in that context then our annual fees are not expensive at all.
Our vision for this curriculum is a program that is **alive!**, We expect that it is constantly getting better because people are using it every day, providing feedback and we are refining it, and this is only possible if we make it a subscription service.
We have created this program because we love music education: It is a life-long commitment for us to help music teachers all around the world make music lessons fun and fulfilling. If you choose to join us in our curriculum program we know that you and your students will benefit from this commitment and the input from all the experts who had input into the program, and all the other teachers using it as well.
How much music training or experience do I need to use this program?[Developer Two](https://funmusicco.com/author/developer02/ "Posts by Developer Two")2020-10-09T13:43:56+00:00#### [How much music training or experience do I need to use this program?](#collapse-29-23329)
We are confident that you’ll be able to use the program, ***no matter how much experience you have teaching music.*** The program includes hundreds of videos, designed to be step by step, so you can learn the parts along with your students. The lesson guides are designed to help you, and whether or not you get the printed version you’ll be able to access them whenever you need them.
We do this without removing the core important educational philosophies of music education, and music specialists can use this material as their base and expand on it, as the materials are designed with a solid base of Orff and Kodaly inspired approaches.
Can I purchase grade levels individually, and are other grade level packages available?[FunMusicCo](https://funmusicco.com/author/kevin/ "Posts by FunMusicCo")2023-07-01T07:24:20+00:00#### [Can I purchase grade levels individually, and are other grade level packages available?](#collapse-29-28046)
We can supply grade level packages in whatever configuration you need for your teaching. Please contact us via our [helpdesk](https://funmusicco.com/contact/) to work out a package and pricing that works for you.
You can also [click here to purchase grade levels individually](https://funmusicco.com/purchase-curriculum-modules/) if you wish.
[Join now](https://funmusicco.com/fun-music-company-music-curriculum/)
---
### [Music Teacher Resources](https://funmusicco.com/music-teacher-resources/)
**Published:** February 4, 2016
**Author:** FunMusicCo
**Content:**
[](/)
# Are You Looking for Music Teacher Resources?
Every Monday, we share a brand new teaching idea for music lessons. This could be a game, a worksheet, an interactive whiteboard resource, or a lesson plan. We give you the resource and we show you how to use it in a short video.
### Get Instant Access Here
**Enter your name and email here and we’ll send you free ideas every Monday, plus you’ll have access to our archive of teaching ideas.**
- First Name
- Email
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We value your privacy and would never spam you
---
### [Lesson Plans Elementary School Music](https://funmusicco.com/lesson-plans-elementary-school-music/)
**Published:** April 11, 2017
**Author:** FunMusicCo
**Content:**
[](/)
# Are you looking for lesson plans for elementary school music?
Download free resources and lesson plans by watching our short workshop on how you can cover your curriculum requirements while creating fun and engaging music classes for your students.
## Access free lesson plans like these for Elementary music
Learn how you can cover your curriculum requirements with minimum stress, while making your music lessons fun and engaging for your children.
Covers the US Common Core Arts Curriculum, plus other state-based curricula.
Get access to regular, free ideas and resources for Music Teaching through the Fun Music Company mailing list.
**Enter your details here and we will send you 3 FREE music lesson plans suitable for classroom or remote teaching.**
- First Name
- Email
-
-
Δ
We value your privacy and would never spam you
---
### [Elementary Music Lesson Plans Workshop](https://funmusicco.com/elementary-music-lesson-plans-workshop/)
**Published:** April 11, 2017
**Author:** FunMusicCo
**Content:**
[](/)
# Are you looking for lesson plans for Elementary School Music?
Learn how you can cover your curriculum requirements with minimum stress, while making your music lessons fun and engaging for your children.
Covers the US Common Core Arts Curriculum, plus other state-based curricula.
Get access to regular, free ideas and resources for Music Teaching through the Fun Music Company mailing list.
**Join our four-part workshop now to learn how to make your music lessons fun and engaging while you handle all your curriculum requirements.**
- First Name
- Email
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-
Δ
We value your privacy and would never spam you
---
### [Elementary Music Lesson Plans](https://funmusicco.com/elementary-music-lesson-plans/)
**Published:** February 4, 2016
**Author:** FunMusicCo
**Content:**
[](/)
# Looking for Elementary Music Lesson Plans?
Every Monday, we share a brand new lesson plan for elementary music lessons. This could be a game, a worksheet, an interactive whiteboard resource, or a lesson plan. We give you the resource and we show you how to use it in a short video.
### Get Instant Access Here
**Enter your name and email here and we’ll send you free music lesson plans every Monday, plus you’ll have access to our archive of teaching ideas.**
- First Name
- Email
-
-
Δ
We value your privacy and would never spam you
---
### [Resources Elementary School Music](https://funmusicco.com/resources-elementary-school-music/)
**Published:** April 11, 2017
**Author:** FunMusicCo
**Content:**
[](/)
# Are you looking for resources for elementary school music?
Download free resources and get new ideas for music lessons by watching our short workshop on how you can cover your curriculum requirements while creating fun and engaging music classes for your students.
## Access free resources like these for your music program
Learn how you can cover your curriculum requirements with minimum stress, while making your music lessons fun and engaging for your children.
Covers the US Common Core Arts Curriculum, plus other state-based curricula.
Get access to regular, free ideas and resources for Music Teaching through the Fun Music Company mailing list.
**Enter your details here and we will send you 3 FREE music lesson plans suitable for classroom or remote teaching.**
- First Name
- Email
-
-
Δ
We value your privacy and would never spam you
---
### [Teaching Elementary School Music](https://funmusicco.com/teaching-elementary-school-music/)
**Published:** April 11, 2017
**Author:** FunMusicCo
**Content:**
[](/)
# Are you teaching elementary school music?
Download free resources and lesson plans by watching our short workshop on how you can cover your curriculum requirements while creating fun and engaging music classes for your students.
Learn how you can cover your curriculum requirements with minimum stress, while making your music lessons fun and engaging for your children.
Covers the US Common Core Arts Curriculum, plus other state-based curricula.
Get access to regular, free ideas and resources for Music Teaching through the Fun Music Company mailing list.
**Enter your details here and we will send you 3 FREE music lesson plans suitable for classroom or remote teaching.**
- First Name
- Email
-
-
Δ
We value your privacy and would never spam you
## Access free resources like these for Elementary music
---
### [Examination Resource for Music Theory](https://funmusicco.com/examination-resource-for-music-theory/)
**Published:** January 10, 2015
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Free Complete Music Theory Examination
## Materials for the Complete Music Theory Examination
### Resources for this lesson
[
### US Language Style](https://funmusicco.com/wp-content/uploads/2020/11/pmtb_level1_exam01_us_ltr.pdf)
[Letter Paper](https://funmusicco.com/wp-content/uploads/2020/11/pmtb_level1_exam01_us_ltr.pdf)
[A4 Paper](https://funmusicco.com/wp-content/uploads/2020/11/pmtb_level1_exam01_us.pdf)
[
### European LanguageStyle](https://funmusicco.com/wp-content/uploads/2020/11/pmtb_level1_exam01_euro.pdf)
[Letter Paper](https://funmusicco.com/wp-content/uploads/2020/11/pmtb_level1_exam01_euro_ltr.pdf)
[A4 Paper](https://funmusicco.com/wp-content/uploads/2020/11/pmtb_level1_exam01_euro.pdf)
---
### [Boomwhacker Fun for Special Needs Students](https://funmusicco.com/free-resources-for-elementary-music/boomwhacker-fun-for-special-needs-students/)
**Published:** February 8, 2015
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Ideas for Boomwhackers with special needs students
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/boomwhacker-composition/1-pitch-circles-sample/)
---
### [garageband for mac tutorial for middle school or junior high](https://funmusicco.com/garageband-for-mac-tutorial-for-middle-school-or-junior-high/)
**Published:** July 21, 2014
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Garageband for Mac Project tutorial
### Resources for this lesson
[
### Student Assignment Page #1 - Garageband Project for Mac](https://funmusicco.com/wp-content/uploads/2020/11/GaragebandProjectsForMac_StudentAssignment_1-1.pdf)
**Replay passes are still available for the 2019 [Composition with GarageBand Training.](https://funmusicco.com/composition-with-garageband-2019/)**
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---
### [Music Teaching Idea for St Patricks Day](https://funmusicco.com/music-teaching-idea-for-st-patricks-day/)
**Published:** March 8, 2014
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# St Patrick’s Day Lesson Plan
## Irish Music Lesson Plan Materials
### Resources for this lesson
[
### Lesson Plan Ideas](https://funmusicco.com/wp-content/uploads/2020/10/irishmusic_lessonplan.pdf)
[
### Fun Worksheet](https://funmusicco.com/wp-content/uploads/2020/11/irishmusic_worksheet.pdf)
[
### Fact Sheet](https://funmusicco.com/wp-content/uploads/2020/10/irishmusic_factsheet.pdf)
[
### Powerpoint Presentation]()
---
### [Music Theory Lesson on Cadences](https://funmusicco.com/music-theory-lesson-on-cadences/)
**Published:** May 25, 2013
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Theory Worksheets on Cadences
### Resources for this lesson
[
### Printable Worksheets (X3) on Perfect Cadences](https://funmusicco.com/wp-content/uploads/2020/11/PerfectCadenceWorksheets.pdf)
---
### [Music Game Instrument Detective](https://funmusicco.com/music-game-instrument-detective/)
**Published:** May 25, 2013
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Instrument Detective Game
## Instrument Detective Game Materials
### Resources for this lesson
[
### Instrument Detective Flash Cards](< https://funmusicco.com/wp-content/uploads/2020/11/instrumentgame_flashcards.pdf>)
---
### [Rhythm Clock Game](https://funmusicco.com/rhythmclock/)
**Published:** December 7, 2012
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Rhythm Clock Game
## Materials for the Rhythm Clock Game
### Resources for this lesson
[
### Printable One Bar Rhythm Flashcards](https://funmusicco.com/wp-content/uploads/2020/11/rhythmclock_rhythms_printversion.pdf)
### Audio Track
[
### Backing track which can be used for playing rhythms as in the video](https://funmusicco.com/wp-content/uploads/2020/11/rhythmclock_backingtrack.mp3)
---
### [Educational Music Games](https://funmusicco.com/educational-music-games/)
**Published:** December 11, 2012
**Author:** FunMusicCo
**Content:**
[](/)
# # Educational Music Games and Music Theory Games can motivate and inspire music students to practice their instrument and teach them important music theory concepts
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### [Looking for music games for the classroom?](https://funmusicco.com/classroom-music-games/)
**Published:** December 7, 2012
**Author:** FunMusicCo
**Content:**
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# # Looking for music games for the classroom?
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### [Boomwhacker Music](https://funmusicco.com/boomwhacker-music/)
**Published:** February 3, 2015
**Author:** FunMusicCo
**Content:**
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### [Confirm Classroom Music Games ebook](https://funmusicco.com/confirm-classroom-music-games-ebook/)
**Published:** November 11, 2020
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# Congratulations and Welcome!
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### [History of Rock Lesson on Woodstock](https://funmusicco.com/history-of-rock-lesson-on-woodstock/)
**Published:** August 11, 2014
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# History of Rock Lesson on WoodStock
**(can optionally be done around the Middle of August)**
## Materials for the ‘Woodstock’ History of Rock Lesson
### Resources for this lesson
[
### Factsheet - 'Woodstock'](https://funmusicco.com/wp-content/uploads/2020/11/pmlpmod03_fact07_blanks-1.pdf)
[
### Funsheet- 'Woodstock](https://funmusicco.com/wp-content/uploads/2020/11/pmlpmod03_fun07.pdf)
[
### Lesson Plan Ideas - 'Woodstock'](https://funmusicco.com/wp-content/uploads/2020/11/pmlpmod03_lp07.pdf)
### Powerpoint
[
### Powerpoint Presentation - 'Woodstock'](https://funmusicco.com/wp-content/uploads/2014/08/pmlpmod03_pp07.ppt)
---
### [Music Teaching Resources](https://funmusicco.com/music-teaching-resources/)
**Published:** February 4, 2016
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**Published:** November 6, 2020
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### [Elementary Music Worksheets](https://funmusicco.com/elementary-music-worksheets/)
**Published:** December 13, 2012
**Author:** FunMusicCo
**Content:**
[](/)
# Want some elementary music worksheets to help young children get a grasp of Music Theory?
Imagine for a minute your youngest student – We are talking under the age of 7, little kids. Some teachers have students as young as 4, some even younger, it doesn’t matter!
Whatever age your young children are – just focus on them and see if I can magically describe them for you:
***“..… They are fidgety, they are hard to keep focused, they really struggle reading music and never practice! They do alright when it comes to the practical parts of the lesson, they seem to concentrate alright, but when it comes to theory you are really stuck. “***
Am I right?
Well hopefully on this page I’ll be able to share a few ideas to help you in this area, that you can take and **use in your next lesson** when you’ve got one of those struggling children, or a kindergarten or young childrens music class that you need to inspire about music theory.
Just imagine – you can inpsire and motivate children to make music lessons and practice a happy and joyous time – where they will come in and enjoy every moment they spend with you!
It doesn’t matter if you are a **Private Music Teacher**, **Classroom Music Teacher**, **General Elementary School Teacher, Kindergarten Teacher**, or even a **Parent** helping children learn music the strategies on this page can help you!
Please, read this article right through to the end… Then we’ll have some free elementary music worksheets for you to assist in making lessons with your youngest students worthwhile and fun!
Dear Friend and Colleague,
Welcome to the page where I going to give you some teaching strategies to help teach young children all about music theory.
At the end of this page there will be a product you can buy – if you want. The price is $50, so if you want to give up because this is a “Sales page” and you won’t get something for nothing then please
STOP
And read the next sentence:
**The important stuff on this page… the teaching strategies are completely FREE**
You’ll even be able to download a free printable pdf with them, so whatever you do don’t leave this page until you’ve read it all COMPLETELY, from head to toe, and then if you want to learn more then you’ll be able to.
Often the teaching books or tutors will have some theory in, sometimes not. If you have any handouts to give them they are always too general, too complicated, have lots of terminology on them and you never know how to incorporate them into the “already packed lesson”….
Before we get into the strategies lets go over the reasons **why we teach music theory at all…**
Is it:
*So that the children can read music?
So that we can prepare them for their theory exams?
So that what they learn in our lessons is familiar with what they learn at school?
So that the parents will think we are doing a good job if they have to do written homework?
So that we can occupy them for a few minutes of the lesson?*
Of course I’m being a bit silly with those last couple… but I invite you to take a moment to reflect on the real reasons why you teach theory at all – it is vital to your understanding of what we are doing here, and WHY.
My husband and I are incredibly passionate about music education for young children, and our experience has shown us that theory is an essential part of the music lesson mix. We know that you must also be passionate about music education, otherwise you wouldn’t be on this page.
So What’s the Why for us?
**Its because of the brain.**
The linkages that occur in the brain when you write something down, are different from those that occur when you are told something.
That’s it.
Of course, that is our reason, and I’m happy to debate this topic – I’m going to be delving into this on the Music Teachers Blog in the next few months, and I’m keen to hear all your feedback and opinions about it.
### What is it about the brain and why we teach theory?
Research shows that when humans hear something, even just listening to it, the chances of it being retained are about 10%. (This is ALL humans, not just children!)
However if a human hears something and writes it down then it jumps up into the 50% range.
Also, if the human hears something, writes it down and actively does something with it.. then the chances of it being retained are well up into the 80-90% range.
Children are no different!
Now thankfully as music teachers we don’t have much of a problem getting them to DO something because we are teaching them a practical subject. That is of course unless we make one of the three main mistakes…..
## Three mistakes which commonly occur when young children are learning music theory
When I was researching this product I found that a lot of teachers and parents out there are really challenged by this topic how to get young children to actually learn music theory concepts and retain them.
What I found was that there was three common mistakes that occur and prevent children from effectively internalizing the concepts.
**Teaching Theory to young children Mistake #1**
### Teaching it in isolation
The first mistake (as we see it) is taking a theoretical concept and teaching it because…. It’s the next page in the book!
OR… It’s the page we are up to for homework this week
OR… It’s the only handout you have copied and ready for them!
The reason and the only reason to teach a theory concept is that you’re going to **do something** with that knowledge. IMMEDIATELY! NOW! RIGHT THIS INSTANT!
Sometimes you do some playing, then you do the theory.
Sometimes you do the theory, then you do some playing.
Sometimes you play a game, then you do the theory.
Whatever you do, the concepts must be **related**.
Therefore, if you’re teaching a piece of music, and your students are having an issue with a particular rhythm, lets say leaving out a rest or something.. What do you do?
Teach them the song, help them with the rhythm, and then say “lets do a theory sheet now?” and give them a theory sheet on Pitch?
**NO WAY!**
Here is my “perfect world” scenario for a music lesson:
The children are having an issue with the rhythm (they are leaving out a rest). You stop them, you say “lets practice that rhythm, and you DO something about it – you clap it, play it or whatever you like. You then say “now isn’t that squiggly thing interesting… do you know what that’s called?
If they don’t know you can tell them of course that it’s a rest.
Next question… Do you think you could WRITE one of those?
Then you pull out the appropriate worksheet from your inexhaustible stock folder, and they stop and do it right then and there.
You then go back to the piece they were learning and reinforce the concept once again. You don’t have to, but you can.
The key concept here is **relation**. Relating what you do on the page to what you do in the child’s practical work.
How much better do you think those children will retain this one concept? The next time you ask them what that swiggly thing is you’ll almost certainly get the right answer!
**Teaching Music Theory to young children mistake #2**
### Mixing Concepts
Have you ever read a book, and been totally overwhelmed by the number of characters that appear early in the book, that you can’t get a grasp of who is who, and you end up just putting the book down because its just too hard?
For me that was the book the “Lord of the Rings”. I’m sure others have read it and love it, but for me it just had way too many characters in the early stages – I had little chance of getting to know each of them well enough to be able to make any sense of the story.
That’s similar to teaching music theory in this way:
*“Now johnny, here’s a theory sheet. What you have to do here is write the treble clef, then write the scale of C major, as crotchets. Mark the semitones with slurs and don’t forget the double bar line.”*
WOW! Now if Johnny is twelve years old and is preparing for grade one theory, then that’s probably a fair enough thing to be doing.
However, if Johnny is a typical young child he probably didn’t hear much past the word “treble”. You’ve just asked him to remember **twelve concepts** in that one exercise. Count them and see if you agree with me that this is actually an incredibly big ask which we throw students in and then get mad at them when they make mistakes!
The twelve concepts are: Whats a treble Clef? Where does the treble clef go? How to draw a treble clef, Whats a scale? What’s a crotchet? How to draw a crotchet, Stem direction, Note spacing, Double bar line, Whats a semitone?, Where are semitones in scale?, Whats a slur?
Anyway, if its appropriate of course you do start mixing concepts once they know the basics… but at first, (I’m talking for really young students) the theory component should introduce **one concept at a time**.
Heres an example:
You’re hoping to teach them about pitch – getting them to correctly identify the pitch of a written note. Its quite early in the child’s learning, so they are doing the first five notes of the treble scale.. Do you:
A: Tell them to first write a treble clef and then the five notes as semibreves?
B: Give them a worksheet with lots of words and information about other concepts on it?
Or:
C: Give them a worksheet where they can’t possibly go wrong as its all laid out for them like this:
Personally, I’d vote for “C”!
It doesn’t matter whether you want to use rhymes or not, the point is that you shouldn’t worry about extra things that don’t matter to the concept that you’re trying to teach them right now. Of course you want to teach about different rhythmical values, and that’s of equal importance to pitch, but the concept is to do it separately as much as possible in the early stages.
**Teaching theory to small children mistake #3**
### Too Many Words
Have you seen a theory sheet like this before?
Now these kind of theory sheets have been around since the 1950’s! You still get publishers printing this kind of thing even today, well into the 21st century, and they put a pretty picture on it and its magically “fun” for children!! YAY!!!
Sorry. That’s not what you’ll find in this set of worksheets from the Fun Music Company. We don’t like too many pictures on these worksheets, nor do we like words. On these worksheets you’ll find ONLY the words that are absolutely necessary.
WHY? Music worksheets don’t do the teaching – YOU DO!
WHY? The Worksheet should provide the maximum chance of the child retaining the concept that you want them to retain.
WHY? What is READING?.. Its another CONCEPT.. (pssst children weren’t born being able to read.. they have to learn!)
Some children have hangups about reading, and words scare them.. just avoid them in your worksheets and instantly they are more FUN!!!
PLUS excess pictures and information on the page tend to distract and take up far too much extra time for what they are worth.
## So what is music theory?
Wikipedia says that:
“***Music theory is the field of study that deals with the mechanics of music and how music works. It involves identifying patterns that govern composers’ techniques”***
and I’m sure other encyclopedias have similarly boring definitions.
What an uninspiring start to a child’s musical life if you say “Time to do some music theory now – I’m sure they’ll be really excited about it!”
Have a look at strategy #1 below and you’ll see a few alternatives for calling it “music theory” that will blow you away!
OK.. Time to get into the EIGHT STRATEGIES that I promised you. These are just ideas, things you can do to make music theory more fun and inspring for children.
#### Strategy 1
### “Don’t call it the T-Word”
Just ask yourself a question. If music is our most exciting, fun and easy subject that we all have passion for ourselves, why do we call a boring name like “Music Theory”?
Isn’t it just possible that the words “Music Theory” can put them off right from the beginning?
Test this yourself. Tell your children that you are going to play some music games in one session and see the response. Then tell them in another session you are about to do some music theory and gauge the difference. Let that answer speak for itself!
Personally I’ve always preferred the term “Musicianship”, which is why we name our theory programs this way, as it gives an impression that by working on the written elements we are developing the “whole musician” in our student, and not just “teaching an instrument”. Of course it is up to you whether you use this term or not, and many do successfully make the term “theory” sound fun!
Here are some other names that you could use for Music Theory when talking about it with young children:
***“Music Game Time”
“Writing Time”
“Note Drawing Time”
“Writing Game Time”
“Pencil Time”
“Music Challenge Games”
“Fun Sheet Time”***
#### Strategy 2
### “Make it a Game and not a Job!”
Handing out worksheets to young children and telling them to fill in the gaps, just doesn’t happen with young children. They need to progress onto that activity in steps to achieve success in that area and making the process into a game instead of a job can really help the whole process. Here are some steps to help to make doing worksheets easy and fun for young children:
Step 1: Model the content – place notes, draw and play games with the children rather than telling them how to do it.
Step 2: Always start with known music concepts and gradually move into the unknown
Step 3: Encourage Retention through drawing
Step 4: Always reinforce the positives
*These ideas work well for one student at a time inPiano Lessons or any Music Class*
#### Strategy 3
### “Variety is Key”
While our young students have a need to feel certain that they are going to have a fun, fulfilling time and that they will be valued and safe in their music lessons, they also have a simultaneous need for surprise and variety.
As the teacher, it is important to constantly mix up the content, but keep the surprises coming – if you can do this on an ongoing basis while simultaneously keeping a general routine in your music classes, you will always be able to develop great rapport with your children and parents. Children will be falling over themselves to get to your next classes, just to see what’s in store and parents will be happy that their children enjoy coming to music.
Mix up when you do theory activities – Do it sometimes at the beginning, sometimes in the middle and sometimes at the end of the lesson. Sometimes offer it for homework between lessons, and sometimes mix it with games and other activities.
#### Strategy 4
### Relate Relate Relate!
Even when you’re curriculum timeline tells you that you are scheduled for a “music theory” session today- there’s no reason why you can’t relate some practical components back to their writing listening or games.
Taking the concepts apart and showing children why they need to know it can really heighten their understanding and relating a writing activity to a practical activity can really help young children to retain information much more effectively.
Here are some ideas:
Start with a problem they are having with a concept in a piece (a rhythm in this example)
1. listen to the excerpt played correctly
2. take the rhythm apart and do some clapping games (echo clapping etc) to reinforce that rhythm along with similar ones
3. Write down the rhythm on the whiteboard
4. Play a game around those note types
5. Choose a worksheet based around those note types
6. Take them back to the piece they are having the problem with and relate it back
*Having great rapport with your students will be easy when you make it fun for them!*
#### Strategy 5
### “Team Building Incentives”
This is all about continually coming up with new ideas to keep your classes and groups inspired. It doesn’t matter how well behaved or enthused young children are initially, after a while, even when successfully incorporating some of these strategies together, there will still come to a time where the children’s energy level and enthusiasm will drop. The novelty of learning something new wears off and they start to loose that “spark” that they had when music was all a new adventure- especially as our expectations become higher of them. Here are a few Team Building Exercises to get you started:
**Happy, Sad Whiteboard**
In one area of a whiteboard, draw a simple happy face and a sad face as well. Every time a group or class achieves in the lesson, place a tick in the happy face column, every time the class disrupts place a tick in the sad face column. if there are more happy ticks than sad ticks at the end of a session, play a favorite game or other activity to finish off.
**“Happy Harry”**
Make a “spinner” style chart with some sad colors such as brown, purple, black and happy colors such as red, orange yellow place on it. Teacher starts the meter in the middle of the chart and the teacher moves the meter to the happiest position by working together well and achieving highly in the lesson. If the class gets to the happiest position, they celebrate with a game of the week or other favorite activity.
**Symbol Collection**
Find or make a set of musical symbols and keep a collection in the classroom. Select children to place a symbol in a cup or box as they achieve in the lesson. if a member of the class disrupts or slows the flow of the lesson, take get a child (usually the one doing the behavior or disruption) to take a symbol out of the cup or box. If all symbols are in the box or cup by the end the class gets to play a game. You could also make a treasure box or use other items for this idea too.
#### Strategy 6
### “Listening Cues”
Here are two of my own ideas, different to the usual rhythm clapping and using whistle strategies you can use to help young children to focus on what they need to do in their lessons, without having to use words.
**Play a piece of Music**
I always used a listening cue for my young students to draw along with, because I found that sometimes the whole worksheet drawing thing could really take too long. When I put some music on in the background, the children almost draw along with it and I also use the same piece of music to demonstrate the worksheet to the students as well.
My favorite drawing listening cue is “Flight Of the Bumblebee” by Nikolay Rimsky-Korsakov, but “Dance Of The Mosquito” by Antatole Liadov also worked well for me as well.
Using a piece of music like this also defines a set amount of time for completing the activity before moving onto the next – particularly useful for young childrens classes!
**Use a bell**
If you want an activity to finish quickly, a bell can be a great cue to use. I always found this cue particularly useful when I used keyboards in a lesson, but there is no reason why it couldn’t be used for other activities as well. If I wanted an entire class to play together, I would show them how to switch the keyboards on when I rang the bell and then rang the bell again to switch off.
Some of the ideas on this page are perfect for Kindergarten Music
#### Strategy 7
### “Flashcard Surprises”
We all know that flashcards enhance the learning and speed that bite sized pieces of information are learned. The trick is to make using them applicable to young children and to music lessons. There are many flashcard sets that you can buy or print, but making them relevant to young children can be tricky. Here are three Flashcard Ideas that I Have used with young children over the years and you can implement these immediately even with your youngest students.
**1. Have a Flash Card Treasure Hunt**
Place some flashcards around the room and send your children on a search for the appropriate cards.
**2. Flashcard Match Game**
Place flashcards approximately 8-10 to start with laying face down on the floor. Each child takes a turn to match the flashcards. When a pair is matched, the child or teacher collects them.
**3. Hi & Low Flashcard Game**
Place a single Treble Clef on one side of the room, a Bass Clef on the opposite side and a middle C in the middle of the room. Play some high notes on the piano and children run to the Treble Clef and children run to the symbol. Play low notes and children run to the Bass symbol. Play middle C and children run to the middle.
#### Strategy 8
### Use the Right Tools
Even if you have limited budget to work with and you don’t have many instruments for your classes, you can still add some inexpensive materials to help keep your lessons active.
Useful Things to help make music learning fun:
**Magnetic whiteboard**
Mount on the wall, and add thin black tape to make stave lines. Use coloured round magnets (easily available from stationary stores) to add music notes
**Small magnet boards**
Available from music stores or on the internet, an individual magnet board for every student will be loads of fun!
**Percussion Instruments**
Simple instruments like Claves, Tambourines, Castanets and Maracas can be quite inexpensive and loads of fun for young children to improve their rhythm.
**Music Players**
Utilize ipods and other new technologies that you already have and put familiar recordings of classical and other music that you already own to play along with and listen to.
**An Inexhaustible supply of music worksheets – tailored to your needs**
See below for information about the Fun Music Company “Junior Musicianship Course” which can save you many hours of preparation time in teaching theory to young children.
OK, so now you’ve seen the eight strategies for teaching **musicianship** lessons to small children (I’m not supposed to use the T-word remember!!)
Since you’ve got to the end of this page we’ve got a special gift for you.
We’ve put these strategies down for you in a nice compact PDF file with a few more details on it that you can print out and keep in your music teaching “bag of tricks”
This is our gift to you – you don’t have to agree with all these concepts, but hopefully they’ll give you some food for thought and some ideas that you can put into practice with your youngest students.
We’ve also put together a pack of four free sample worksheets from our **Junior Musicianship System** for you to try out, completely free of charge.
On the next page you’ll also learn:
- **How you can access the entire range of elementary music worksheets in the Junior Musicianship System, and print them as many times as you need.**
- The three things you can do instantly to retain more students
- **How to save yourself the hassle of constantly visiting the music store**
- How to have that “inexhaustible stock folder” in your teaching studio
Oh, and yes….**How you could earn yourself an extra $1150 per year in extra income!**
## Enter Your Details for the free download here:
Why do we need your details?
Because we like to keep in touch. We send you an email from time to time with information that might be relevant. Of course you can unsubscribe at any time, and we would never share your information with any other party.. so go ahead and do it!
So I’ll look forward to seeing you on the next page, where you’ll get to find out all about the Junior Musicianship system and how it can benefit you in helping teach music theory to young children.
Janice Tuck
P.S. This free sample will not cost you a cent. That’s right. Zippo, Nada, Ziltch.
P.P.S. You won’t get spam as a result of entering your details on this page – We care about your privacy, and would never share your contact details with anyone. If you get sick of hearing from us you can unsubcribe with one click and we’ll never bother you again!
P.P.P.S. Thanks for visiting today – Send me some feedback on the music teachers blog if you agree or disagree with my strategies. Its always welcome!
### Enter Your Details for the free download here:
**Enter your details here to download your free sample and printable report**
- First Name
- Email
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Δ
We value your privacy and would never spam you
---
### [Confirm Boomwhacker Activities](https://funmusicco.com/confirm-boomwhacker-activities/)
**Published:** October 30, 2020
**Author:** FunMusicCo
**Content:**
# Congratulations and Welcome!
## Look out for your welcome email in the next few minutes which will have details on how to access the first of the boomwhacker resources you have requested.
### [In the meantime, please proceed to this page to learn more about our boomwhacker programs:](https://funmusicco.com/boomwhacker-programs/)
[](https://funmusicco.com/boomwhacker-programs/)
---
### [Confirm Curriculum Workshop International](https://funmusicco.com/confirm-curriculum-workshop-international/)
**Published:** October 28, 2020
**Author:** FunMusicCo
**Content:**
# Congratulations and Welcome!
## Look out for your welcome email in the next few minutes which will have details on how to access the workshop session and download the resources you have requested.
### [In the meantime, please proceed to this page to learn more about our complete curriculum program for music education »](https://funmusicco.com/fun-music-company-music-curriculum/)
---
### [Resources Page Duke Ellington](https://funmusicco.com/resources-page-duke-ellington/)
**Published:** May 25, 2013
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Duke Ellington Resources
**Listening List**
Click on the titles to search for performances on YouTube.
Click on the itunes link to purchase the songs for your portable media player
[
### Take the ‘A’ Train](https://www.youtube.com/results?search_query=duke+ellington+take+the+a+train)
[](https://click.linksynergy.com/fs-bin/stat?id=e0YoJJkw34I&offerid=146261&type=3&subid=0&tmpid=1826&RD_PARM1=http%253A%252F%252Fitunes.apple.com%252Fus%252Falbum%252Ftake-the-a-train%252Fid282777147%253Fi%253D282777197%2526uo%253D4%2526partnerId%253D30)
[
### The Mooche](https://www.youtube.com/results?search_query=duke+ellington+the+mooche)
[](https://click.linksynergy.com/fs-bin/stat?id=e0YoJJkw34I&offerid=146261&type=3&subid=0&tmpid=1826&RD_PARM1=http%253A%252F%252Fitunes.apple.com%252Fus%252Falbum%252Fthe-mooche%252Fid282777147%253Fi%253D282777328%2526uo%253D4%2526partnerId%253D30)
[
### On the Fringe of the Jungle](https://www.youtube.com/results?search_query=duke+ellington+on+the+fringe+of+the+jungle)
[
### It Don’t Mean a Thing](https://www.youtube.com/results?search_query=duke+ellington+it+don%27t+mean+a+thing)
[](https://click.linksynergy.com/fs-bin/stat?id=e0YoJJkw34I&offerid=146261&type=3&subid=0&tmpid=1826&RD_PARM1=http%253A%252F%252Fitunes.apple.com%252Fus%252Falbum%252Fit-dont-mean-thing-if-it-aint%252Fid193665128%253Fi%253D193665246%2526uo%253D4%2526partnerId%253D30)
[
### In a Mellow Tone](https://www.youtube.com/results?search_query=duke+ellington+in+a+mellow+tone)
[](https://click.linksynergy.com/fs-bin/stat?id=e0YoJJkw34I&offerid=146261&type=3&subid=0&tmpid=1826&RD_PARM1=http%253A%252F%252Fitunes.apple.com%252Fus%252Falbum%252Fin-a-mellow-tone%252Fid282777147%253Fi%253D282777617%2526uo%253D4%2526partnerId%253D30)
[
### Satin Doll](https://www.youtube.com/results?search_query=duke+ellington+satin+doll)
[](https://click.linksynergy.com/fs-bin/stat?id=e0YoJJkw34I&offerid=146261&type=3&subid=0&tmpid=1826&RD_PARM1=http%253A%252F%252Fitunes.apple.com%252Fus%252Falbum%252Fsatin-doll%252Fid207149837%253Fuo%253D4%2526partnerId%253D30)
[
### Mood Indigo](https://www.youtube.com/results?search_query=duke+ellington+mood+indigo)
[](https://click.linksynergy.com/fs-bin/stat?id=e0YoJJkw34I&offerid=146261&type=3&subid=0&tmpid=1826&RD_PARM1=http%253A%252F%252Fitunes.apple.com%252Fus%252Falbum%252Fmood-indigo%252Fid252835460%253Fuo%253D4%2526partnerId%253D30)
[Return to Duke Ellington Page](https://funmusicco.com/jazz-lesson-duke-ellington/)
---
### [GarageBand Beat Sequencer](https://funmusicco.com/garageband-beat-sequencer/)
**Published:** February 28, 2019
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# GarageBand Beat Sequencer
### Resources for this lesson
[
### Student Assignment Sheet](https://s3.amazonaws.com/funmusiccoproducts/garageband2018/GBiPad_StudentAssignment_21.pdf)
[
### Online classroom video](https://www.youtube.com/watch?v=k7lS-f9btIo)
---
### [GarageBand for iPad Lesson](https://funmusicco.com/garageband-for-ipad-lesson/)
**Published:** February 28, 2019
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# GarageBand Manual Drums
### Resources for this lesson
[
### Student Assignment Sheet](http://funmusiccoproducts.s3.amazonaws.com/garageband2017/proofed/StudentAssignments_iPad_2017_v3_1.pdf)
[
### Online classroom video](https://www.youtube.com/watch?v=RLZ4WmvI4wU)
---
### [Primary Percussion Rhythm Development Idea](https://funmusicco.com/primary-percussion-rhythm-development-idea/)
**Published:** October 30, 2014
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Fun with Rhythm in Primary or Elementary Classes
### Resources for this lesson
[
### Sheet Music Printable PDF File](https://funmusicco.com/wp-content/uploads/2020/10/PercussionResource_ICanGetItRight.pdf)
### Previous Resource
[How Much Ice-cream resource](https://funmusicco.com/primary-percussion-rhythm-groove-idea/)
---
### [Advanced Theory Worksheets for Modern Harmony](https://funmusicco.com/advanced-theory-worksheets-for-modern-harmony/)
**Published:** July 26, 2014
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Advanced Music Theory Worksheets
### Resources for this lesson
[
### Worksheet (5 pages) Printable PDF File](https://funmusicco.com/wp-content/uploads/2020/10/SecondaryChordsWorksheets.pdf)
---
### [Animal Rhythm Names](https://funmusicco.com/animal-rhythm-names/)
**Published:** August 5, 2013
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Animal Rhythm Names
## Materials for the Animal Rhythms Activity
### Resources for this lesson
[
### Printable Animal Rhythm Flashcards](https://funmusicco.com/wp-content/uploads/2020/10/FunMusicCo_PictureCards_Animals.pdf)
[
### Backing track which can be used as demonstrated in the video](https://funmusicco.com/wp-content/uploads/2020/10/AnimalBeats_backingbeattrack.mp3)
Thankyou to Kodaly clinician Sister Lorna Zemke for sharing this idea with us in our 2013 Virtual Music Education conference.
---
### [Assessments for Junior High School](https://funmusicco.com/assessments-for-junior-high-school/)
**Published:** August 23, 2015
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# How To deal With Assessments
## Resources for this lesson
[
### Assessment for 'Instruments of the Orchestra' (standard difficulty level)](https://funmusicco.com/wp-content/uploads/2020/10/InstrumentsoftheOrchestra_assessment.pdf)
---
### [Band Warm Up Activity](https://funmusicco.com/band-warm-up-activity/)
**Published:** March 1, 2015
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Warm Up Activities for Concert Band
## Free Resource Materials
### Resources for this lesson
[
### Band Warm Ups Sample](https://funmusicco.com/wp-content/uploads/2020/10/BandWarmups_SampleFile.pdf)
### Audio Materials
[
### Fish Scale #1 Band Recording](https://funmusicco.com/wp-content/uploads/2020/10/13_BandWarmups_BandRecording_ch3_italianfishmarket_01_fishscalesA.mp3)
[
### Fish Scale #1 Backing Track](https://funmusicco.com/wp-content/uploads/2020/10/43_BandWarmups_backingtrack_ch3_ItalianFishMarket_01_fishscalesA.mp3)
[
### Jumbo Shrimp Band Recording](https://funmusicco.com/wp-content/uploads/2020/10/17_BandWarmups_BandRecording_ch3_italianfishmarket_05_jumboshrimp.mp3)
[
### Jumbo Shrimp Backing Track](https://funmusicco.com/wp-content/uploads/2020/10/47_BandWarmups_backingtrack_ch3_ItalianFishMarket_05_jumboshrimp.mp3)
---
### [Boomwhacker Piece for Primary or Elementary School](https://funmusicco.com/boomwhacker-piece-for-primary-or-elementary-school/)
**Published:** November 24, 2013
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Elephants and Monkeys?
### Materials for the “Elephants Walk – Monkeys Run” Boomwhacker Lesson
[
### Online classroom presentation](https://funmusicmembers.com/boomwhacker-tunes/elephants-walk-monkeys-run-sample/)
Click the icon above and the resource will open in a new window which you can bookmark, so you can return to it and use in your classroom. A full online version plus download is available in our full product.
---
### [Choir Rehearsal Fun](https://funmusicco.com/choir-rehearsal-fun/)
**Published:** April 1, 2013
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Making Choir Rehearsals Fun!
## ‘Making Choir Rehearsals Fun’ Interview
### Resources for this lesson
[
### Full interview mp3](https://funmusicco.com/wp-content/uploads/2020/10/choirwarmupsinterview.mp3)
(download for listening on your iPod or media player)
[
### Making Choir Rehearsals Fun! Notes](https://funmusicco.com/wp-content/uploads/2020/10/makingchoirrehearsalsfun.pdf)
[
### Fun Choir Warmups - Four Fun Warmup songs](https://funmusicco.com/wp-content/uploads/2020/10/funchoirwarmups_sampletunes.pdf)
This resource comes from the following collection:
[Choir Warmups](https://funmusicco.com/choir-warmups)
---
### [Choir Warmup Ideas](https://funmusicco.com/choir-warmup-ideas/)
**Published:** June 7, 2014
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Choir Warmup Idea
### Resources for this lesson
[](https://funmusicco.com/wp-content/uploads/2020/10/Page14_ChoirWarmupsEbook.pdf)
Page 14 from ‘Choir Warmups’ e-book, featuring ‘Brr Its Cold’
[](https://www.funmusiccoimages.com/2014%20ValueSeries/71_ChoirWarmup/brr_itscold_backingtrack.mp3)
Backing Track Recording
(Optional – you can play piano or do acapella if you wish)
---
### [Classroom Game - Rock Paper Scissors Olympics](https://funmusicco.com/teambuilding-game-rock-paper-scissors-olympics/)
**Published:** August 19, 2013
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Classroom Game: Rock Paper Scissors Olympics
### Materials for the Teambuilding Game
No materials are really necessary – but we have summarized the rules
for you in this document to download below if you wish.
### Resources for this lesson
[
### Text Description of Game](https://funmusicco.com/wp-content/uploads/2020/10/teambuildingactivity_rockpaperscissors.pdf)
---
### [Classroom Management Idea for Music Teachers](https://funmusicco.com/classroom-management-idea-for-music-teachers/)
**Published:** June 21, 2014
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Classroom Management idea for Primary or Elementary
### Resources for this lesson
[](https://funmusicco.com/wp-content/uploads/2020/10/MysteryMusician.pdf)
Pages from ’40 Lifesavers’ e-book, with ‘Mystery Musican’ idea for primary or elementary classes.
[](https://funmusicco.com/teaching-music-lessons-ebook/)
This resource comes from the following collection:
[40 Lifesavers for the Music Teacher](https://funmusicco.com/teaching-music-lessons-ebook/)
---
### [Classroom management with Popsicle sticks](https://funmusicco.com/classroom-management-with-popsicle-sticks/)
**Published:** February 28, 2019
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Classroom management with Popsicle sticks
### Resources for this lesson
[
### PDF instructions](https://funmusicco.com/wp-content/uploads/2019/02/PopsicleStickIdea.pdf)
---
### [Composition Lesson with Boomwhackers](https://funmusicco.com/composition-lesson-with-boomwhackers/)
**Published:** December 2, 2013
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Composition with Boomwhackers
### Materials for the “Composition Circles” Boomwhacker Lesson
[
### Materials for the Composition Circles Boomwhacker Lesson](https://funmusicmembers.com/boomwhacker-composition/1-pitch-circles-sample)
Click the icon above and the resource will open in a new window which you can bookmark, so you can return to it and use in your classroom. A full online version plus download is available in our full product.
---
### [Creating a systemised approach for music notation](https://funmusicco.com/systemised-approach-for-music-notation/)
**Published:** October 30, 2017
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Creating a systemised approach for music notation
### Resources for this lesson
[
### Online Classroom Presentation](https://funmusicmembers.com/composition-grade-four-sample-lesson/)
[
### Lesson Guide](https://funmusicco.com/wp-content/uploads/2018/01/Grade4_ComposeLesson3LessonGuide.pdf)
To use this simply click and the resource will open in a new window. You may bookmark the resource and come back to it to use it anytime in the classroom.
---
### [Curriculum Mini Workshop - Grade 2](https://funmusicco.com/curriculum-mini-workshop-grade-2/)
**Published:** August 2, 2019
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Grade Two
### Resources for this lesson
[
### Classroom presentation](https://funmusicmembers.com/curriculum-2-sample-1/)
[
### Lesson plan guide](https://funmusicco.com/wp-content/uploads/2019/08/Grade_2_AuralLessonPlanGuide_Lesson01.pdf)
## Want to see how this works in all the grades?
[Yes! Show me the full program](https://funmusicco.com/fun-music-company-curriculum)
---
### [Curriculum Mini Workshop - Grade 4](https://funmusicco.com/curriculum-mini-workshop-grade-4/)
**Published:** August 2, 2019
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Grade Four
### Resources for this lesson
[
### Classroom presentation](https://funmusicmembers.com/connect-lesson-sample-grade-4-1/)
[
### CONNECT worksheet for this lesson](https://musiclevels.s3.amazonaws.com/grade4/PDF/Grade4_ConnectWorksheets%202.pdf)
## Want to see how this works in all the grades?
[Yes! Show me the full program](https://funmusicco.com/fun-music-company-music-curriculum/)
---
### [Dice Rhythm Game](https://funmusicco.com/dicerhythmgame/)
**Published:** December 7, 2012
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Dice Rhythm Game
## Materials for the Dice Rhythm Game
### Resources for this lesson
[
### Printable Tokens](https://funmusicco.com/wp-content/uploads/2020/10/tokens_dicerhythmgame.pdf)
---
### [Film Score Composition Activity for Grade 6](https://funmusicco.com/film-score-composition-activity-for-grade-6/)
**Published:** May 3, 2017
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Film Score Composition Activity for Grade 6
### Resources for this lesson
[
### Online Classroom Presentation](https://funmusicmembers.com/compose-sample-grade-six-film-score-lesson/)
To use this simply click and the resource will open in a new window. You may bookmark the resource and come back to it to use it anytime in the classroom.
## Fun Music Company Curriculum now available for Grades 3-6:
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-3/)
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-4/)
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-5/)
[](https://funmusicco.com/fun-music-company-music-curriculum/grade-6/)
[Click here for full details](https://funmusicco.com/fun-music-company-music-curriculum/)
---
### [Music Notation for the youngest learners](https://funmusicco.com/free-resources-for-elementary-music/music-notation-for-the-youngest-learners/)
**Published:** April 11, 2015
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Introducing Music Notation to the youngest learners
## Materials for the young children notation lesson
### Resources for this lesson
[
### Six worksheets from 'Junior Musicianship System](https://funmusicco.com/wp-content/uploads/2020/10/juniormusicianship_pitchworksheets_selection.pdf)
Complete Module Available:
**Junior Musicianship System**
A complete system of worksheets designed especially for teaching very young children music theory (Ages 4-8 years)
[Click here for more information](https://funmusicco.com/junior-music-worksheets/)
---
### [Rhythm Score Idea for Primary or Elementary](https://funmusicco.com/free-resources-for-elementary-music/rhythm-score-idea-for-primary-or-elementary/)
**Published:** February 21, 2015
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Rhythm Score Idea for Primary or Elementary
### Resources for this lesson
[
### Sheet Music Printable PDF File](https://funmusicco.com/wp-content/uploads/2020/10/SousaMarch.pdf)
[
### mp3 Recording](https://funmusicco.com/wp-content/uploads/2020/10/01_washingtonpost_fullspeed.mp3)
[Slower Tempo](https://funmusicco.com/wp-content/uploads/2020/10/01_washingtonpost_SLOW.mp3)
[Normal Tempo](https://funmusicco.com/wp-content/uploads/2020/10/01_washingtonpost_fullspeed.mp3)
---
### [GarageBand for Ipad extended tutorial](https://funmusicco.com/free-resources-for-middle-school-music/garageband-for-ipad-extended-tutorial/)
**Published:** February 2, 2015
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# iPad for Garageband Tutorial Lesson Extended
## Materials for the Lesson
### Resources for this lesson
[
### 2X Assignment sheets for 'Garageband for iPad' lesson](https://funmusicco.com/wp-content/uploads/2020/10/GarageBandForIpad_StudentAssignments1and2.pdf)
---
### [Trombone Slide Positions Game](https://funmusicco.com/free-resources-for-middle-school-music/trombone-slide-positions-game/)
**Published:** March 9, 2015
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Trombone Slide Positions Game
### Resources for this lesson
[
### Trombone Slide Positions printable flashcards](https://funmusicco.com/wp-content/uploads/2020/10/Trombolympics_miniflashcards.pdf)
---
### [Free Virtual Conference Training Session](https://funmusicco.com/free-virtual-conference-training-session/)
**Published:** December 15, 2013
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Free Complete Virtual Conference Session – Sister Lorna Zemke
### Resources for this lesson
[
### Click here to download the notes file for this interview](http://vmus2013.s3.amazonaws.com/09_SisterLorna/VMus2013_notes_SisterLornaZemke.pdf)
[
### Click here to download the Kodaly Time names chart discussed in this presentation](http://vmus2013.s3.amazonaws.com/09_SisterLorna/KodalyTimeNames.pdf)
[
### Click here to download the animal picture cards shown in this presentation](http://vmus2013.s3.amazonaws.com/09_SisterLorna/PictureCards_Animals.pdf)
---
### [Fun Recorder Activity](https://funmusicco.com/fun-recorder-activity/)
**Published:** October 19, 2013
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Fun Recorder Tune
## Materials for the Fun Recorder Lesson
### Resources for this lesson
[
### Printside of Music - for printing and laminating](https://funmusicco.com/wp-content/uploads/2020/10/UpAnDown_PrintSlide.pdf)
[
### mp3 file of Music for Up and Down](https://funmusicco.com/wp-content/uploads/2020/10/34_upanddown_Audio_FAST.mp3)
[Slower Tempo](https://funmusicco.com/wp-content/uploads/2020/10/33_upanddown_Audio_SLOW.mp3)
[Regular Tempo](https://funmusicco.com/wp-content/uploads/2020/10/34_upanddown_Audio_FAST.mp3)
[](https://funmusicco.com/weekly-training-sessions/elementary-weekly-webinar/)
[](https://funmusicco.com/weekly-training-sessions/elementary-weekly-webinar/)
---
### [Great Composers Listening Activity](https://funmusicco.com/great-composers-listening-activity/)
**Published:** September 30, 2013
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Great Composers Listening Activity
## Materials for the Great Composers Listening Activity
### Resources for this lesson
[
### Lesson Plan document for this activity](https://funmusicco.com/wp-content/uploads/2020/10/lessonplan_bach.pdf)
[
### Bach Toccatta and Fugue: Organ version](https://www.youtube.com/watch?v=_FXoyr_FyFw)
[
### Bach Toccatta and Fugue: Electric Guitar version](https://www.youtube.com/watch?v=itb7xpd8epA)
---
### [How to build confidence with improvisation](https://funmusicco.com/build-confidence-with-improvisation/)
**Published:** October 30, 2017
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# How to build confidence with improvisation
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/compose-grade-three-sample-improvisation/)
[
### Lesson guide](https://funmusicco.com/wp-content/uploads/2017/10/ComposeLessonPlanGuideSample_Grade3_Lesson5.pdf)
To use this simply click and the resource will open in a new window. You may bookmark the resource and come back to it to use it anytime in the classroom.
---
### [iPad project for middle school music class](https://funmusicco.com/ipad-project-for-middle-school-music-class/)
**Published:** July 7, 2014
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# iPad Project tutorial for Middle School Music Class
### Resources for this lesson
[
### Student Assignment Page #1 - Garageband Projects for iPad](https://funmusicco.com/wp-content/uploads/2020/10/GarageBandForIpad_StudentAssignment_1.pdf)
---
### [Keeping music listening relevant to your students today](https://funmusicco.com/keeping-music-listening-relevant-to-your-students-today/)
**Published:** October 30, 2017
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Keeping music listening relevant to your students today
### Resources for this lesson
[
### Worksheet](https://funmusicco.com/wp-content/uploads/2017/10/Grade_3_ConnectWorksheet_Brahms.pdf)
[
### Online Classroom Presentation](https://funmusicmembers.com/connect-listening-sample-grade-3-brahms-1/)
To use this simply click and the resource will open in a new window. You may bookmark the resource and come back to it to use it anytime in the classroom.
---
### [Keeping older students engaged with composition](https://funmusicco.com/keeping-older-students-engaged-with-composition/)
**Published:** October 30, 2017
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Keeping older students engaged
### Resources for this lesson
[
### Online Classroom Presentation](https://funmusicmembers.com/compose-sample-grade-six-film-score-lesson/)
[
### Lesson Guide](https://funmusicco.com/wp-content/uploads/2017/10/Compose_Grade6SamplePage.pdf)
To use this simply click and the resource will open in a new window. You may bookmark the resource and come back to it to use it anytime in the classroom.
---
### [Listening Lesson for young grades](https://funmusicco.com/listening-lesson-for-young-grades/)
**Published:** January 20, 2020
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Lesson suitable for a substitute with a young class
### Resources for this lesson
[
### Classroom presentation](https://funmusicmembers.com/flight-of-the-bumblebee-lesson/)
[
### CONNECT worksheet for this lesson](https://s3.amazonaws.com/musiclevels/samples/FlightOfTheBumbleBeeWorksheet.pdf)
---
### [members update hiding grade levels](https://funmusicco.com/members-update-hiding-grade-levels/)
**Published:** January 24, 2020
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
---
### [Moving into composition](https://funmusicco.com/moving-into-composition/)
**Published:** May 19, 2018
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Moving into composition …
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/grade2_compositionlessonsample_1/)
[
### Lesson guide](https://s3.amazonaws.com/funmusiccomarketingmaterials/05_COMPOSELessonPlanGuide_Grade2_Lesson4.pdf)
To use this simply click and the resource will open in a new window. You may bookmark the resource and come back to it to use it anytime in the classroom.
---
### [Music Lesson Idea for the Grammy Awards](https://funmusicco.com/music-lesson-idea-for-the-grammy-awards/)
**Published:** February 2, 2019
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# An award winning music lesson idea …
### Resources for this lesson
[
### Word Processor Document (Microsoft Word .doc)](https://s3.amazonaws.com/funmusiccomarketingmaterials/FreeValueResources2019/GrammyAwards2019.doc)
This lesson is not a Fun Music Company authored resource – this was created and generously shared with us by Jo Barrett, a middle school music teacher from the USA.
---
### [Music Listening Activity George Gershwin](https://funmusicco.com/music-listening-activity-george-gershwin/)
**Published:** September 20, 2014
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Listening Activity – George Gershwin
## Materials for the ‘Summertime’ Listening Lesson
### Resources for this lesson
[
### Listening Log Page - George Gershwin 'Summertime'](https://funmusicco.com/wp-content/uploads/2020/10/ListeningLog_GeorgeGershwin.pdf)
### YouTube Links
[
### 'Summertime' performed by Dame Kiri Te Kanewa](https://www.youtube.com/watch?v=DWUe7cXm6ok)
[
### 'Summertime' performed by Norah Jones](https://www.youtube.com/watch?v=xJOtaWyEzaI)
[
### 'Summertime' performed by Fantasia Barrino (American Idol)](https://www.youtube.com/watch?v=-WWtGpEqpV4)
---
### [musical symbol flashcards](https://funmusicco.com/musical-symbol-flashcards/)
**Published:** March 2, 2014
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Symbol Flashcards
### Resources for this lesson
[
### Symbol Flashcards](https://funmusicco.com/wp-content/uploads/2020/10/musicflashcards_mixedsymbols.pdf)
---
### [One Hit Wonders Activity for Middle School](https://funmusicco.com/one-hit-wonders-activity-for-middle-school/)
**Published:** September 20, 2014
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# One Hit Wonders Activity for Middle School
## Materials for the ‘One Hit Wonders’ History of Rock Lesson
### Resources for this lesson
[
### Lesson Plan Ideas - 'One Hit Wonders' - includes suggested listening list](https://funmusicco.com/wp-content/uploads/2020/10/OneHitWondersLessonPlanResource.pdf)
---
### [Pitch Bingo](https://funmusicco.com/pitchbingo/)
**Published:** December 7, 2012
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Primary/Elementary Music Lesson Idea
## Materials for Pitch Bingo
### Resources for this lesson
[
### Printable Bingo Strips](https://funmusicco.com/wp-content/uploads/2020/10/pitchbingostrips.pdf)
[
### Classroom Sized Flashcards](https://funmusicco.com/wp-content/uploads/2020/10/pitchbingo_pitchflashcards.pdf)
---
### [pitchreading theory games](https://funmusicco.com/pitchreading-theory-games/)
**Published:** February 2, 2013
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Simple Pitch Reading Fun!
## Materials for the Pitch Reading Lesson
### Resources for this lesson
[
### PDF file](https://funmusicco.com/wp-content/uploads/2020/10/pitchreading_worksheet.pdf)
Don’t know what to do with these whiteboard files? [Click here for help](https://funmusicco.com/whiteboardcontent/)
---
### [Preschool Engagement Idea](https://funmusicco.com/preschool-teaching-ideas/preschool-engagement-idea/)
**Published:** May 30, 2015
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Preschool Music Engagement Idea
**Suitable for Preschool or Kindergarten Music Classes**
### Resources for this lesson
[
### Craft Template](https://funmusicco.com/wp-content/uploads/2020/10/Lesson01Craft_bw.pdf)
[
### Sheet Music](https://funmusicco.com/wp-content/uploads/2020/10/song_upanddownsong.pdf)
[
### mp3 files With vocal recorded](https://funmusicco.com/wp-content/uploads/2020/10/song_UpAndDownSong_v.mp3)
[](https://funmusicco.com/preschool-music-education-training-weekly)
---
### [Preschool Finger Play](https://funmusicco.com/preschool-teaching-ideas/preschool-finger-play/)
**Published:** May 17, 2015
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Preschool Finger Play
**Suitable for Preschool or Kindergarten Music Classes**
### Resources for this lesson
[
### Sheet Music & Action Descriptions Printable PDF File](https://funmusicco.com/wp-content/uploads/2020/10/PreschoolMusic_FunMusicCompany_LittleRedBalloon.pdf)
[
### Mp3 files](https://funmusicco.com/wp-content/uploads/2020/10/PreschoolMusic_FunMusicCompany_LittleRedBalloon_v.mp3)
[With vocal recorded](https://funmusicco.com/wp-content/uploads/2020/10/PreschoolMusic_FunMusicCompany_LittleRedBalloon_v.mp3)
[Without vocal](https://funmusicco.com/wp-content/uploads/2020/10/PreschoolMusic_FunMusicCompany_LittleRedBalloon_i.mp3)
[](https://funmusicco.com/preschool-music-education-training-weekly)
---
### [Preschool Percussion Teaching Ideas](https://funmusicco.com/preschool-teaching-ideas/preschool-percussion-teaching-ideas/)
**Published:** May 23, 2015
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Preschool Percussion
**Suitable for Preschool or Kindergarten Music Classes**
### Resources for this lesson
[
### Sheet Music](https://funmusicco.com/wp-content/uploads/2020/10/PreschoolPercussion_TootTootToot.pdf)
[
### mp3 files With vocal recorded](https://funmusicco.com/wp-content/uploads/2020/10/056_TootTootToot_v.mp3)
[](https://funmusicco.com/preschool-music-education-training-weekly)
---
### [Preschool Song](https://funmusicco.com/preschool-teaching-ideas/preschool-song/)
**Published:** November 23, 2015
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Preschool Song
**Suitable for Preschool or Kindergarten Music Classes**
### Resources for this lesson
[
### Sheet Music and Action Descriptions](https://funmusicco.com/wp-content/uploads/2020/10/PreschoolMusic_FunMusicCompany_EveryBodyDoThis.pdf)
[
### mp3 files With vocal recorded](https://funmusicco.com/wp-content/uploads/2020/10/PreschoolMusic_FunMusicCompany_EveryBodyDoThis_v.mp3)
[](https://funmusicco.com/preschool-music-education-training-weekly)
---
### [Primary Percussion Rhythm Groove Idea](https://funmusicco.com/primary-percussion-rhythm-groove-idea/)
**Published:** October 30, 2014
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Fun Rhythm Development Idea for Percussion
### Resources for this lesson
[
### Sheet Music Printable PDF File](https://funmusicco.com/wp-content/uploads/2020/10/HowMuchIceCreamShouldIBuy.pdf)
[
### Example Tuned Percussion Ideas Printable PDF File](https://funmusicco.com/wp-content/uploads/2020/10/exampleTunedPercussionIdeas.pdf)
---
### [Starting with the known](https://funmusicco.com/starting-with-the-known/)
**Published:** June 3, 2019
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Starting with the known …
### Resources for this lesson
[
### Classroom Presentation](https://funmusicmembers.com/curriculum-k-sample-resource-sing/)
## Want to see how this works in all the grades?
[Yes! Show me the full program](https://funmusicco.com/fun-music-company-music-curriculum/)
---
### [Tongue Twister Choir Warmup](https://funmusicco.com/tongue-twister-choir-warmup/)
**Published:** March 21, 2014
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Tongue Twister Choir Warmup
### Resources for this lesson
[
### Choir Warmup Page (instructions page from 'Choir Warmups' collection)](https://funmusicco.com/wp-content/uploads/2020/10/funchoirwarmups_tonguetwisters.pdf)
---
### [Traditional AND modern harmony resources](https://funmusicco.com/traditional-and-modern-harmony-resources/)
**Published:** December 31, 2012
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Traditional or Modern Harmony ?
**Are you a traditional harmony person or a modern harmony person?**
That is a question that I hear thrown around at music teaching conferences, and within the staffrooms of music teachers everywhere when it come to discussing the teaching of music theory.
There has been for many years a move away from teaching traditional four part harmony, and towards teaching jazz style harmony, adding harmony to songs with chord symbols, rather than voicing chords.
However, there is still a school of thought that says we should keep teaching traditional harmony, so that students understand how to construct chords better, and lead voices properly.
My feeling is that is is quite a silly question.. Its a bit like asking ‘Do you eat food or drink water?’
Of course both food and water are essential for our survival, so the answer to that question should of course be BOTH!
As with the question about music theory, I believe that a knowledge and understanding of BOTH traditonal harmony and modern chord-based music harmony is vital for any music student.
For this reason, I have not one, but TWO resources to share with you today.
#### Traditional Harmony Resource
### Perfect Cadences
[](https://funmusicco.com/wp-content/uploads/2020/10/musictheory_traditionalharmony_perfectcadence.pdf)
#### Modern Harmony Resource
### Adding Chords to a song
[](https://funmusicco.com/wp-content/uploads/2020/10/musictheory_modernharmony_addingchords.pdf)
I hope you enjoy this resource, and if you’re looking to improve your students skills in either traditional or modern harmony, then please check out our [Printable Music Theory Books](https://funmusicco.com/music-theory-books) course.
---
### [Transport Rhythm Activity](https://funmusicco.com/transport-rhythm-activity/)
**Published:** May 12, 2014
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Transport Rhythm Names
[Click here to review the original 'Animal Rhythms' Activity which this activity is derived from](https://funmusicco.com/animal-rhythm-names/)
## Materials for the Transport Rhythms Activity
### Resources for this lesson
[
### Transport Rhythm Flashcards](https://funmusicco.com/wp-content/uploads/2020/10/TransportFlashCards.pdf)
### Audio Track
[
### Backing track which can be used as demonstrated in the video](https://funmusicco.com/wp-content/uploads/2020/10/AnimalBeats_backingbeattrack.mp3)
---
### [Ukulele in the Music Classroom](https://funmusicco.com/ukulele-in-the-music-classroom/)
**Published:** September 2, 2013
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Ukulele in the Music Classroom
## Materials for the Ukulele Activity
### Resources for this lesson
[
### Printable ‘Printslide’ of Music – Jam Track #1 and C Major Chord Position](https://funmusicco.com/wp-content/uploads/2020/10/ukulele_printslides_samplelesson1.pdf)
[
### Printable Teachers Tips Page](https://funmusicco.com/wp-content/uploads/2020/10/pmlp_ukulele_teacherguidepage.pdf)
[
### File for Projecting on whiteboard](https://funmusicco.com/wp-content/uploads/2020/10/ukulele_samplelesson1.ppt)
### Audio Materials
[
### Audio Track (Slow)](https://funmusicco.com/wp-content/uploads/2020/10/01_UkeJam_01_slow.mp3)
[
### Audio Track (Fast)](https://funmusicco.com/wp-content/uploads/2020/10/02_UkeJam_01_fast.mp3)
---
### [Unconventional advice for fitting it all in](https://funmusicco.com/unconventional-advice-for-fitting-it-all-in/)
**Published:** June 11, 2017
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# My Unconventional advice for fitting it all in
### Resources for this lesson
[
### Online Classroom Presentation](https://funmusicmembers.com/tideo-tuned-percussion-sample/)
To use this simply click and the resource will open in a new window. You may bookmark the resource and come back to it to use it anytime in the classroom.
---
### [Valentines Day](https://funmusicco.com/valentines-day/)
**Published:** February 9, 2019
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# A Valentines Day Game
### Resources for this lesson
[
### Online classroom presentation](https://funmusicmembers.com/valentines-day-game/)
---
### [What to do if students won't sing](https://funmusicco.com/what-to-do-if-students-wont-sing/)
**Published:** May 4, 2018
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# What do we do if students won’t sing?
### Resources for this lesson
[
### Online classroom resource](https://funmusicmembers.com/sample-aural-lesson-grade-five/)
[
### Lesson plan guide for this activity](https://s3.amazonaws.com/funmusiccomarketingmaterials/GradeFive_AuralLessonSampleGuidePage.pdf)
[](https://funmusicco.com/curriculum-for-primary-school-music-au/)
---
### [Classroom Videos](https://funmusicco.com/classroom-videos/)
**Published:** October 27, 2020
**Author:** FunMusicCo
---
### [Music Games](https://funmusicco.com/music-games/)
**Published:** January 15, 2013
**Author:** FunMusicCo
**Content:**
## Printable Music Games
An original collection of 20 unique games with hundreds of variations. Ideal for any type of music education situation.
[Learn More](https://funmusicco.com/printable-music-games/)
---
### [For Choir](https://funmusicco.com/for-choir/)
**Published:** February 19, 2015
**Author:** FunMusicCo
**Content:**
# Products for Choir Directors
### Fun Choir Warmups
***The secrets of choral directors worldwide***
A collection of fun warmup ideas for choirs and singing groups. Includes traditional warmup exercises and fun warmup tunes.
[Learn More](https://funmusicco.com/choir-warmups/)
---
### [For Band](https://funmusicco.com/for-band/)
**Published:** February 19, 2015
**Author:** FunMusicCo
**Content:**
# Products for Band Directors
### Band Warm Ups Collection
A comprehensive colletion of the best ideas for warming up a concert band, sourced from the knowledge and wisdom of over two hundred Band directors world-wide.
30 Warmup tunes in a logical, progressive manner, which range from scales for beginner band through to sightreading for more advanced bands.
[Learn More](https://funmusicco.com/band-warmups-program/)
---
### [Composition With GarageBand 2019](https://funmusicco.com/composition-with-garageband-2019/)
**Published:** March 14, 2018
**Author:** FunMusicCo
**Content:**
## ## Attention: Anyone teaching music
# **Learn how to use the latest elements of GarageBand music software to inspire and motivate students to create their own music!**
GarageBand as a tool for teaching music composition continues to shine as a tool for engaging students of all ages in the process of creating their own music.
It doesn’t matter how much experience students have with music theory or playing instruments, they can still get “hands on” with GarageBand using iPads or Macs with this program.
The Fun Music Company has created over 50 lessons for teaching composition with GarageBand, and in 2019 we added ten more lessons to our library in our 2019 update.
## ## Our easy-to-use lesson format
Click to watch the student video from lesson four – guitar. These student videos range in length from 2-3 minutes to 10-12 minutes for complex topics to introduce.
[
## Download Assignment Page](https://funmusiccoproducts.s3.amazonaws.com/garageband2017/proofed/StudentAssignments_iPad_2017_v3_4.pdf)
Click here to download the sample assignment page for this lesson.
## Original course + update session = everything you need!
Our existing library of composition with GarageBand course has 50 lessons within it, covering everything from creating basic patterns and melodies on the iPad to creating film scores in GarageBand for Mac. Scroll down below to see the amazing amount of lesson content which is available to you through this program.
In our update webinar we will provide you with 10 more outstanding lessons, bringing the total of lessons to 60 in this program, plus in this update we’ll also continue to provide frameworks for assessment in this program.
**Scroll down to learn more and register now.**
# The 2019 Update Webinar
## **What we will cover in this update session.**
### Making the most of the new sound library
The sound library in GarageBand for iPad continues to expand with new instruments, virtual drummers and sounds continually added in. We show you how to use these to their fullest and help children create their own wonderful music.
### World music and more!
The latest updates feature new world music instruments, including the Koto, Guzheng and Japanese Taiko drums. These lessons provide not only the composition element, but also connects with cultural backgrounds as students research the background of these instruments before using them in their own compositions.
### New percussion sounds
The 2019 updates feature new percussion sounds and percussionist options in the “drummer” feature of both the iPad and mac versions. The update lessons this year will show students how to tastefully use these features to add “spice” to their compositions.
### Amazing film scoring lesson ideas
GarageBand for Mac’s single greatest feature is the ability for students to score a movie track for themselves. This year we’ll give you access to some great source materials for this and ideas for creative lessons for your students.
Two choices for you
## Update training only
Suitable for participants of the 2017 or 2018 Composition with GarageBand courses.
**$69**
[Register now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=492)
[Register now](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=436)
## Original + update training
Suitable for beginners or experienced teachers who are new to this program.
**$199**
[Register now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=494)
[Register now](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=434)
## What teachers have said about this training …
**Actual responses from feedback forms …**
Professional, well-organized, covered both iPad versions (after latest update) plus Mac version. Really easy to follow along and learn from, and great resources too.
As a teacher of special education music classes, I have found the iPad in general and GarageBand in particular an extremely useful tool in my class. We are able to study style, form, composition, world music and more with a device that is accessible to students at any level. These lessons, by breaking each down to several tasks, provide an achievable project assignment that will not overwhelm my students. The student worksheets help them to stay on task and work in a logical order.
This was a great training. it was something that I was very interested in, and you have given some great resources to help utilize this technology.
A fantastic resource. Loved the new lessons - especially the World music lessons and how to use the live loops properly. My Year 7 and Year 8 (11-13 year olds) really enjoy using Garageband and have learned such a lot about composition over the last 2 years since I fell upon your lessons by accident on the internet.
# The current library of Composition with GarageBand lessons
## GarageBand for iPad Lessons
### iPad Lesson 1 – Drums
Students learn how to interact with GarageBand for iPad and create their first music using the drums.
### iPad Lesson 2 – Melody
Students learn the basics of creating and recording melodies using the keyboard instrument.
### iPad Lesson 3 – Smart Drums
Students extend their knowledge and learn how to use the Smart drums feature.
### iPad Lesson 4 – Guitar
Students are introduced to the GarageBand guitar and learn how to use to to create awesome sounding guitar parts.
### iPad Lesson 5 – Bass
Students learn to add a bass line to their compositions and learn about chord progressions.
### iPad Lesson 6 – Drummer
Students learn how to use the drummer feature in GarageBand musically.
### iPad Lesson 7 – Vocal
Students learn how to record their voice in audio and add audio effects.
### iPad Lesson 8 – Form
Students learn how to extend the form of their songs and create different sections of music.
### iPad Lesson 9 – Live Loops
Students are introduced to the live loops feature and create their own dance style piece.
### iPad Lesson 10 – Live Loops Palette
Students construct their own live loops palette to create their own composition.
### iPad Lesson 11 – Pop Ballad
Students create a pop ballad tune using the smart keyboard.
### iPad Lesson 12 – Strings
Students use the string sounds on the iPad to create three different emotions.
### iPad Lesson 13 – Rock Guitar
Students learn to use the rock guitar sounds on the iPad.
### iPad Lesson 14 – Jazz Combo
Students create a jazz style piece to a given chord progression.
### iPad Lesson 15 – Sampler
Students use the sampler to create their own custom musical instrument.
### iPad Lesson 16 – World Music
Students learn about the Erhu and Pipa, and use them in a composition.
### iPad Lesson 17 – Creating Loops
Students create their own loops using the live loops panel.composition.
### iPad Lesson 18 – Live Loops Vocal
Students create a piece of music using live loops and nothing but the human voice.
### iPad Lesson 19 – Ringtone
Students create a ringtone for a mobile phone from scratch.
### iPad Lesson 20 – Four line verse
Students set a given four line verse to music with the iPad.
### iPad Lesson 21 – Beat Sequencer
Students use the beat sequencer to create basic drum patterns.
### iPad Lesson 22 – Sequence Beats
Students use the beat sequencer to create more exciting dance drum beats.
### iPad Lesson 23 – Indie Disco
Students use drum sounds and synthesizer sounds to create a disco-inspired tune.
### iPad Lesson 24 – Compound Rock Ballad
Students work on their bass lines in this compound time rock lesson.
### iPad Lesson 25 – Fusion
Students learn about Jazz and Rock fusion styles in this fun lesson.
### iPad Lesson 26 – Acoustic songwriter
Students learn how to use percussion and acoustic guitar sounds to create acoustic style songs.
### iPad Lesson 27 – Taiko
Students use the live loops method and the taiko sounds to create a new composition.
### iPad Lesson 28 – Koto
Students learn about the Japanese Koto and use it to create their own composition.
### iPad Lesson 29 – Guzheng
Students learn about the Chinese Guzheng and use it in their own composition.
### iPad Lesson 30 – Collaboration
Students create one part of a composition, then share it with a friend who creates a second part, and then another friend completes the piece. Lots of fun!
## GarageBand for Mac Lessons
### Mac Lesson 1 – Piano
Students learn to record simple melodic phrases using musical typing.
### Mac Lesson 2 – Drums
Students learn to enter a simple drum part and the important sequencing skill of quantisation.
### Mac Lesson 3 – Drummer
Students learn to use the drummer feature to create musical arrangements.
### Mac Lesson 4 – Bass Lines
Students learn to how to create simple, effective and musical bass lines for their music.
### Mac Lesson 5 – Loops
Students are introduced to the loops library and how to use it to create musical arrangements.
### Mac Lesson 6 – Guitar
Students learn to how to create effective guitar lines using the Mac version of GarageBand.
### Mac Lesson 7 – E.Drums
Students learn to how to manipulate the amazing choice of electronic drum sounds within GarageBand.
### Mac Lesson 8 – Vocal Rap
Students create their own vocal rap style piece and record it into GarageBand.
### Mac Lesson 9 – Riffs
Students create a simple marimba piece based on repeated riffs, and optionally can perform it live using real instruments.
### Mac Lesson 10 – 12 Bar Blues
Students use prepared drummer loops to create a pop song.
### Mac Lesson 11 – Percussion
Students use the drummer feature to create interesting latin percussion parts.
### Mac Lesson 12 – Drummer Loops
Students use the drummer feature to create interesting latin percussion parts.
### Mac Lesson 13 – World Music
Students learn how to use the Chinese instruments on a mac, and transfer work from iPad to Mac.
### Mac Lesson 14 – Synth Sounds
Students learn how to manipulate synthesizer sounds in GarageBand for mac to create interesting compositions.
### Mac Lesson 15 – The Arpeggiator
Students learn to use the arpeggiator synth sounds to create an interesting composition.
### Mac Lesson 16 – Movie Scoring
Students create a soundtrack for a public domain movie clip.
### Mac Lesson 17 – Dramatic Moments
Students learn to punctuate dramatic moments in their music with cadence points.
### Mac Lesson 18 – Listening Assignment
Students listen to some movie music and complete an assignment to learn from it, while they continue ongoing projects.
### Mac Lesson 19 – Movie Melody.
Students compose melodies which reflect action or characters in a movie clip.
### Mac Lesson 20 – Completion and Assessment
Students complete a full movie scoring project for assessment.
## Online interface makes it easy to access all lessons
Our simple to use online interface makes it easy to access all lessons from our classroom interface, so that students cannot get distracted with other videos during their lessons.
You can also access all student assignment sheets via the link below each video.
The student assignments also have a youtube URL on them, so that students can reference the video and work on the assignment for homework if desired.
## More actual responses from feedback forms …
The directions are so easy to follow. I can show these assignments on my smart board, and the kids understand what they are to do. I also print these instructions out so the students who get in an area of the room with less distractions have their own copy. ALL of the assignments are excellent and great musical lessons for my students.
I am new to teaching music and using garageband. This was a fantastic way for me to learn about all that garageband has to offer and how I can break it down and teach it to my students. I love the student assignments and look forward to using them! Thank you for offering this fabulous online training!
## Why you must attend this year …
**A fun way of connecting with just about any students via their technology**
Students have these devices in their hands today. Its up to us to make sure that we’re familiar with what they can do! If we really understand this and can utilize these tools this gives us a fantastic bridge to our meet our students where they are at.
**60 prepared lessons with classroom videos and assignment sheets!**
Remember this is NOT just a training! You’ll walk away with **60 prepared lessons** (50 from our previous trainings, plus 10 new ones created this year)… all with a student assignment sheets you can just print and hand out, plus short videos to show in the classroom. You won’t have to spend hours preparing, you’ll be able to “print and go” for these classes!
**At least 10 hours of professional development time (certificate included)**
If you need some professional development hours you won’t get anything as easy and fun to complete as this! You can watch the sessions at broadcast time, or just login and watch at your own convenience. There is no time limit! A certificate of attendance will be provided, upon completion of a feedback form.\*
*\*This is not accredited by any third party. Please check with **your** local education authority as to whether this meets their needs for professional development credits.*
# Register Now
## Update training only
Suitable for participants of the 2017 or 2018 Composition with GarageBand courses.
**$69**
[Register now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=492)
[Register now](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=436)
## Original + update training
Suitable for beginners or experienced teachers who are new to this program.
**$199**
[Register now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=494)
[Register now](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=434)
---
### [Download 40 Lifesavers Ebook](https://funmusicco.com/download-40-lifesavers-book/)
**Published:** May 24, 2017
**Author:** FunMusicCo
**Content:**
# # Bonus Ebook Download Page
[](https://funmusicco.com/wp-content/uploads/2020/10/40lifesaversebook_vol1.pdf)
#### Right click and choose “save as” to save the file, or click to load within your browser.
---
### [Thankyou for Your Email Preference](https://funmusicco.com/thankyou-for-email-preference/)
**Published:** January 17, 2016
**Author:** FunMusicCo
**Content:**
## Thankyou
Thankyou for updating your preference for email correspondence.
We will start sending you the emails you have requested from next Monday
---
### [Troubleshooting Worksheet Downloads](https://funmusicco.com/troubleshooting-worksheets/)
**Published:** December 5, 2012
**Author:** FunMusicCo
**Content:**
## Troubleshooting PDF downloads
### If youve had any trouble downloading our free resources or worksheets, this is the page to check out. 99% of problems can be resolved quickly and easily.
## Our downloads are in Adobe Acrobat PDF format
[](https://get.adobe.com/reader)
This format is very common on the internet: in fact most computers these days will read these files without any additional software.
If you are having trouble viewing the files you may wish to try downloading and re-installing the free Adobe Acrobat Reader. That will usually fix the problem.
[Click here to get the free download](https://get.adobe.com/reader) from Adobe.
## How to save files for offline viewing and use
Sometimes the adobe acrobat reader has trouble running within your browser, as it is supposed to do. If this happens you can get around it by saving the file for offline viewing.
To do this simply **right click** on the filename and choose “save as” from the menu that pops up. (“save as” might be called “save link as”, “save target as” or “save file as”, depending on the internet browser you are using.)
---
### [Contact The Fun Music Company](https://funmusicco.com/contact/)
**Published:** October 24, 2012
**Author:** FunMusicCo
**Content:**
# Friendly support team, standing by.
### Always humans, never bots. We are here to help you with any of your concerns or questions. Contact us and we’ll get back to you in under 24 hours.
- What do you need help with?This helps make sure you get the right answer as fast as possible.
I need help to access my accountI have a question before I purchase somethingI have a billing questionI have not received my download emailsI'm confused about how something worksOther
- What's your question, comment, or issue?Share as much detail as you can. The more you can tell us, the better we can help you.
- What is your name?It always helps to know who we're talking to :)
First Last
- What is your email address?\*This is where we'll get back to you. Please double check that it's right.
- CAPTCHA
Δ
---
### [Thank you for updating your email](https://funmusicco.com/thank-you-for-updating-your-email/)
**Published:** May 27, 2018
**Author:** FunMusicCo
**Content:**
## Thankyou for staying on our email list
### You’re an important member of our team! We appreciate your trust in our communication and we promise to respect your loyalty by only sending you relevant, interesting content and never sharing your information with anyone else.
[**While you’re here – check out our free resource archive for the latest in teaching ideas »**](https://funmusicco.com/resource-archive-members/)
---
### [Troubleshooting Zipfiles](https://funmusicco.com/troubleshooting-zipfiles/)
**Published:** January 2, 2013
**Author:** FunMusicCo
**Content:**
## Troubleshooting Zip Files
When you download many of our packages, they come in a ‘zip’ file. A zip file is simply a compressed folder of files.
Most computers will extract zip files by double clicking them. This is a part of both the Windows and Mac operating systems.
If you are on a very old computer, it is possible that you may need extra software to extract the zip files, and if so we recommend doing your own [search on google](http://www.google.com/) for ‘zip file extracting software’ and you will find lots of options. You should be able to get one for FREE
---
### [Teaching Music Lessons Ebook](https://funmusicco.com/teaching-music-lessons-ebook/)
**Published:** December 5, 2012
**Author:** FunMusicCo
**Content:**
# What if you could get the single best idea for Teaching Music Lessons including Music Games for the Classroom, Classroom Management Ideas and More?
What is useful to a music teacher?… here is what one person told us:
***“What are useful are those “little gem” ideas that you learn along the way. Things like a tuning tip that you might learn from watching an experienced band director, or a classroom management strategy that you might learn from watching one of your mentors when doing your teacher training. These “little gem” ideas are worth far more to a teachers sanity than anything else!”***
That is why we came up with the concept of an e-book which was drawn from the collective experience of every music teacher we can contact.
We decided to run a little competition to get some content for the book by sending out an email to our Fun Music Company mailing lists inviting contributions. We decided we would give a little prize, and a copy of the completed e-book to all the contributors.
We were expecting a handful of responses, but were totally overwhelmed with the response. There was over 100 entries which we trimmed down to 40 which we personally edited and added an introduction to each one.
In this e-book you’ll find ideas which you can use straight away like:
- **Music Games for the Classroom** which are fun and educational – that your students will ask for time and time again!
- **Classroom Management Strategies** that work: from “Mystery Musicians” to “Popsicle sticks” there are ideas that will work to keep your students engaged and keep you from having to raise your voice!
- Strategies to prepare students for recital performances.
- Strategies to **get children to practice** technique on their instruments.
- Ideas for **vocal warm ups for choir**, and breathing and **ensemble warm-ups for band**.
- Organizational ideas for private music studios, and ways to get private music students to practice and enjoy their learning.
This ebook used to only be available as part of a $69.95 package, but it is now available separately for the first time.
**Instant Download ebook**
**$9.95 AUD**
[Order Now »](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=6)
[Order Now »](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=237)
---
### [Teaching Guides](https://funmusicco.com/teaching-guides/)
**Published:** January 15, 2013
**Author:** FunMusicCo
**Content:**
**Ebook guide: “40 Lifesavers for the Music Teacher”**
This 58 page ebook is packed full of useful ideas for music teachers, drawn from active music teachers all over the world.
[Learn More](/teaching-music-lessons-ebook/)
**Fun Choir Warmups**
The Secrets of choral directors worldwide
A collection of fun warmup ideas for choirs and singing groups. Includes traditional warmup exercises and fun warmup tunes.
[Learn More](/choir-warmups)
**Band Warm Ups Collection**
A comprehensive colletion of the best ideas for warming up a concert band, sourced from the knowledge and wisdom of over 200 Band directors world-wide.30 Warmup tunes in a logical, progressive manner, which range from scales for beginner band through to sightreading for more advanced bands.
[Learn More](/band-warmups-program/)
---
### [Music Theory Books Order 4](https://funmusicco.com/music-theory-books-order-4/)
**Published:** October 16, 2020
**Author:** Developer One
**Content:**
## Save money with multiple level packages
### Just before you check out – have you considered saving money with our multiple-level packages?
## Levels
1 & 2
**$99.95**
[Order Now »](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=144)
## Levels
1, 2 & 3
**$149.95**
[Order Now »](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=142)
## Levels
1, 2 3 & 4
**$189.95**
[Order Now »](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=140)
[No thanks, just level four is all I need for now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=162)
---
### [Music Theory Books Order 3](https://funmusicco.com/music-theory-books-order-3/)
**Published:** October 16, 2020
**Author:** Developer One
**Content:**
## Save money with multiple level packages
### Just before you check out – have you considered saving money with our multiple-level packages?
## Levels
1 & 2
**$99.95**
[Order Now »](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=144)
## Levels
1, 2 & 3
**$149.95**
[Order Now »](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=142)
## Levels
1, 2 3 & 4
**$189.95**
[Order Now »](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=140)
[No thanks, just level three is all I need for now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=156)
---
### [Music Theory Books Order2](https://funmusicco.com/music-theory-books-order2/)
**Published:** October 16, 2020
**Author:** Developer One
**Content:**
## Save money with multiple level packages
### Just before you check out – have you considered saving money with our multiple-level packages?
## Levels
1 & 2
**$99.95**
[Order Now »](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=144)
## Levels
1, 2 & 3
**$149.95**
[Order Now »](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=142)
## Levels
1, 2 3 & 4
**$189.95**
[Order Now »](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=140)
[No thanks, just level two is all I need for now ](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=148)
---
### [Music Theory Books Order1](https://funmusicco.com/music-theory-books-order1/)
**Published:** October 16, 2020
**Author:** Developer One
**Content:**
## Save money with multiple level packages
### Just before you check out – have you considered saving money with our multiple-level packages?
## Levels
1 & 2
**$99.95**
[Order Now »](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=144)
## Levels
1, 2 & 3
**$149.95**
[Order Now »](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=142)
## Levels
1, 2 3 & 4
**$189.95**
[Order Now »](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=140)
[No thanks, just level one is all I need for now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=134)
---
### [Primary Percussion Program](https://funmusicco.com/primary-percussion-program/)
**Published:** November 3, 2014
**Author:** FunMusicCo
**Content:**
**What is it?**
Primary Percussion is a collection of teaching materials and music for Primary or Elementary school students.
**What is included?**
Primary Percussion is divided into three sections:
**Ten Rhythm Grooves**
These are easy and fun rhythm pieces which students can learn by ear. Based on ‘word patterns’ these are easy to learn without knowledge of music notation. They are designed to be really flexible, so that means you can play them on whatever instruments you happen to have available in your classroom.
**Ten Rhythm Scores**
These are simple percussion parts for familiar classical music. Students will learn to play in time and recognise basic rhythmic notation concepts.
**Four Full Arrangements**
Performing music together is always lots of fun, and these little arrangements are a great and simple way to involve all students in an ensemble. They are written with maximum flexibility, so you can use the instruments you have available.
**Instant Download from our members area**
**$29.95**
[Order now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=265)
[Order now](https://ae229.infusionsoft.com/app/manageCart/addProduct?productId=163)
---
### [A video lesson for boomwhackers](https://funmusicco.com/a-video-lesson-for-boomwhackers/)
**Published:** April 17, 2015
**Author:** FunMusicCo
**Content:**
Fun Music Company Video Series
A Video Lesson for Boomwhackers
[](/boomwhacker-video-for-music-class/)
[**Video excerpt from ‘Play Boomwhackers’**](/boomwhacker-video-for-music-class/)
#### **[Play Boomwhackers DVD](/play-boomwhackers-dvd/)**
#### A DVD program of lessons for Boomwhackers
#### [Click here for more information »](/play-boomwhackers-dvd/)
---
### [teaching music lessons ebook](https://funmusicco.com/teaching-music-lessons-ebook-2/)
**Published:** October 15, 2020
**Author:** Developer One
**Content:**
## What if you could get the single best idea for Teaching Music Lessons including Music Games for the Classroom, Classroom Management Ideas and More?
What is useful to a music teacher?…….here is what one person told us:
“What are useful are those “little gem” ideas that you learn along the way. Things like a tuning tip that you might learn from watching an experienced band director, or a classroom management strategy that you might learn from watching one of your mentors when doing your teacher training. These “little gem” ideas are worth far more to a teachers sanity than anything else!”
That is why we came up with the concept of an e-book which was drawn from the collective experience of every music teacher we can contact.
We decided to run a little competition to get some content for the book by sending out an email to our Fun Music Company mailing lists inviting contributions. We decided we would give a little prize, and a copy of the completed ebook to all the contributors.
We were expecting a handful of responses, but were totally overwhelmed with the response. There was over 100 entries which we trimmed down to 40 which we personally edited and added an introduction to each one.
## 40 Lifesavers for Music Teachers Ebook
In this ebook you’ll find ideas which you can use straight away like:
- **Music Games for the Classroom** which are fun and educational – that your students will ask for time and time again!
- **Classroom Management Strategies** that work: from “Mystery Musicians” to “Popsicle sticks” there are ideas that will work to keep your students engaged and keep you from having to raise your voice!
- Strategies to prepare students for recital performances.
- Strategies to **get children to practice** technique on their instruments.
- Ideas for **vocal warm ups for choir**, and breathing and **ensemble warm-ups for band**.
- Organizational ideas for private music studios, and ways to get private music students to practice and enjoy their learning.
This ebook used to only be available as part of a $69.95 package, but it is now available separately for the first time.
**Instant Download ebook**
**just $9.95 USD**
[Order Now »](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=6)
---
### [Substitute Music Lesson Program](https://funmusicco.com/substitute-music-lesson-program/)
**Published:** March 23, 2015
**Author:** FunMusicCo
**Content:**
# Attention: Music Teachers
## Need a lesson plan to leave for a substitute teacher?
**Choose from seven substitute lessons on a variety of topics, sure to suit just about any class.**
**Substitute Music Lessons**
**Instant Download**
Seven Lessons for $7
[Order Here](https://funmusicco.com/special-offer-for-substitute-lessons/)
We know what its like. You’re called away for an important event or conference, or maybe you’re just unable to come to work due to illness or family reasons. It happens to everyone!
The thing is….. if you can leave some ***simple, easy to use lesson plans*** behind, then you know that your students will still have a great lesson, and your substitute will be able to handle it without a problem.
But how can you do this without a lot of hard work?
Its for this reason that we came up with this simple download: ***seven lessons*** that you can choose from to suit just about any class.
**This is how it works:**
### Step One
Students watch a short Youtube video (around 10 minutes). These videos have been carefully chosen to provide quality information, and not be boring! We’ve even provided a page which has the video embedded, so that the students can’t get distracted by any innapropriate comments that might be on a Youtube video.
### Step Two
They go through a comprehension activity, based on the content of the video, filling in blanks in the worksheet. There is a power-point included with all the answers embedded, so that the substitute does not need to know anything about the subject matter. The powerpoint is also provided as a webpage, so that prevents any difficulty sharing the file with the substitute teacher.
### Step Three
Students do worksheet activities to complete the lesson. These range from simple matching games and word searches, through to discussion questions for the older students.
There is even ideas for extension activities if the students finish too quickly.
The lessons suit a variety of age levels, from elementary through to Junior High school, and they are on a range of topics, so within these seven lessons you’re sure to find something that will suit most classes.
**Here is a rundown of the lesson topics you can choose from:**
**Lesson #1**
*Lower Primary or Elementary:Grades K-3*
### “Instrument Families”
Children watch three short videos about instruments of hte orchestra, then complete activities learning about each of them and which family they belong to.
**Lesson #2**
*Middle Primary or Elementary:Grades 3-5*
### **“A Brief History of the Piano”**
Children will learn about the harpsichord and other predecessors of the modern piano and how they developed.
**Lesson #3**
*Middle Primary/Elementary to Junior High School*
### **“How Music Saved Venezuela’s Children”**
Children learn about El Sistema, the orchestral program from Venezuela which has spread throughout the world.
**Lesson #4**
*Upper Primary/ Elementary to Junior High School*
### ***“History of the Beatles”***
In this lesson children get a brief overview of one of the most influential bands in Rock Music history – the Beatles.
**Lesson #5**
*Upper Primary/ Elementary to Junior High School*
### ***“The Life and Career of Michael Jackson”***
In this lesson children get a brief overview of one of the most influential bands in Rock Music history – the Beatles.
**Lesson #7**
*Upper Primary/ Elementary to High School*
### ***“Downloaded – A Short Documentary on Media Piracy”***
This lesson is based on an award winning short documentary put together by a high school student. In this lesson children will discuss music piracy, and the lesson aims to help children understand the implications of this.
**Lesson #7** *Junior High to High School*
### ***“Gotye – The Making of Eyes Wide Open”***
This lesson allows students an insight into the creative process of Australian Singer/Songwriter Gotye, and they learn really interesting insights into how the sounds are produced in one of his hit songs.
## Frequently asked Questions
#### [What age group are these designed for?](#ca26eae1e0cae0e7a)
These are designed for a range of age groups from primary/elementary through to high school.
#### [What if Youtube is blocked in my school?](#1bf9f6466b79f4cea)
This is not such an issue as it used to be, as most schools are now seeing the wisdom in allowing access to such a vast library of content available on Youtube. However, if your school still doesn’t alllow Youtube, we have a few suggestions for allowing for offline viewing of the video content.
#### [Can I download a sample?](#4e125ea458907e2b2)
Yes, a sample lesson is available [here](https://funmusicco.com/substitute-lesson/) for you
#### [Is this just the same content found in other Fun Music Company products?](#30c5d67469952030c)
No, this content is unique for this product.
#### [Is it really just $7 – One dollar a lesson?](#ae018d096d97226f1)
Yes! There are no catches or hidden costs.
**Substitute Music Lessons**
**Instant Download**
Seven Lessons for $7
[Order Here](https://funmusicco.com/special-offer-for-substitute-lessons/)
---
### [Curriculum Workshop Part 4 - Putting it all together](https://funmusicco.com/curriculum-workshop-4/)
**Published:** March 29, 2017
**Author:** Kailash
**Content:**
# Four-part curriculum workshop
## How you can cover ALL your curriculum requirements while still engaging your primary or elementary classes in Music.
[](https://funmusicco.com/curriculum-workshop-1/)
[](https://funmusicco.com/curriculum-workshop-2-1a/)
[](https://funmusicco.com/curriculum-workshop-3-2a/)
[](https://funmusicco.com/curriculum-workshop-4/)
## PART 4: Putting it all together …
[Click here for details of the Fun Music Company curriculum program](https://funmusicco.com/fun-music-company-music-curriculum/)
---
### [Curriculum Workshop Part 3 - Dealing with the A word](https://funmusicco.com/curriculum-workshop-3-2a/)
**Published:** March 30, 2017
**Author:** Kailash
**Content:**
# Four-part curriculum workshop
## How you can cover ALL your curriculum requirements while still engaging your primary or elementary classes in Music.
[](https://funmusicco.com/curriculum-workshop-1/)
[](https://funmusicco.com/curriculum-workshop-2-1a/)
[](https://funmusicco.com/curriculum-workshop-3-2a/)
## PART 3: Dealing with the ‘A’ word
[
### Workshop handout](https://funmusicco.com/wp-content/uploads/2017/03/CurriculumWorkshopHandout_3_AUSTRALIA.pdf)
Australian National Curriculum (Grade 3-4)
[
### Workshop handout](https://funmusicco.com/wp-content/uploads/2017/03/CurriculumWorkshopHandout_3_UKNationalCurriculum.pdf)
UK National Curriculum(Key Stage 2)
[
### Workshop handout](https://funmusicco.com/wp-content/uploads/2017/03/CurriculumWorkshopHandout_3_USACcommonCore.pdf)
USA Common Core Curriculum
[
### Workshop handout](https://funmusicco.com/wp-content/uploads/2017/03/CurriculumWorkshopHandout_3_generic.pdf)
All other curricula
[timed-content-client hide="1:0:0" display="div"]Sample resources will be available here at the end of the today’s workshop session[/timed-content-client][timed-content-client show="1:0:0" display="div"] ### **Today’s resources**
**This sample resource comes from the SING & PLAY unit of Grade 6.**
[Lesson Plan](https://funmusicco.com/wp-content/uploads/2017/04/Assessment_GradeSixSingAndPlay.pdf)
[Classroom Presentation](https://funmusicco.com/fun-music-company-music-curriculum/)
[/timed-content-client]
## Want to skip straight to looking at the program?
**Fun Music Company Curriculum is now available for Grades 3-6:**
[Click here for full details](https://funmusicco.com/fun-music-company-music-curriculum/)
---
### [Curriculum Workshop 2-1A](https://funmusicco.com/curriculum-workshop-2-1a/)
**Published:** March 29, 2017
**Author:** FunMusicCo
**Content:**
# Four-part curriculum workshop
## How you can cover ALL your curriculum requirements while still engaging your primary or elementary classes in Music.
[](https://funmusicco.com/curriculum-workshop-1/)
[](https://funmusicco.com/curriculum-workshop-2-1a/)
## PART 2: There’s no magic potion, but tools like this can really help.
[
### Download workshop handout](https://funmusicco.com/wp-content/uploads/2017/03/CurriculumWorkshopHandout_Session2.pdf)
[timed-content-client hide="1:0:0" display="div"] Sample resources will be available here at the end of the today’s workshop session
[/timed-content-client][timed-content-client show="1:0:0" display="div"] ### **Today’s resources**
**This sample resource comes from the COMPOSE unit of Grade 4.**
[Lesson Plan](http://musiclevels.s3.amazonaws.com/samples/Grade_4_SingAndPlayLessonPlanGuideSampleResource_TaftaHindi.pdf)
[Classroom Presentation](https://funmusicmembers.com/tafta-hindi-sample/)
[/timed-content-client]
## Want to skip straight to looking at the program?
**Fun Music Company Curriculum is now available for Grades 3-6:**
[Click here for full details](https://funmusicco.com/fun-music-company-music-curriculum/)
---
### [Curriculum Workshop 1](https://funmusicco.com/curriculum-workshop-1/)
**Published:** March 26, 2017
**Author:** FunMusicCo
**Content:**
# Four-part curriculum workshop
## How you can cover ALL your curriculum requirements while still engaging your primary or elementary classes in Music.
[](https://funmusicco.com/curriculum-workshop-1/)
## PART 1: It’s not just about ticking boxes …
[
### Download workshop handout](https://funmusicco.com/wp-content/uploads/2017/03/CurriculumWorkshopHandout_Session1.pdf)
[timed-content-client hide="1:0:0" display="div"] **Sample resources will be available here at the end of the today’s workshop session**
[/timed-content-client][timed-content-client show="1:0:0" display="div"] ### **Today’s resources**
**This sample resource comes from the COMPOSE unit of Grade 4.**
[Lesson Plan](https://funmusicmembers.com/wp-content/uploads/2017/03/Compose4-1Sample.pdf)
[Classroom Presentation](https://funmusicmembers.com/compose-4-sample/)
[/timed-content-client]
## Want to skip straight to looking at the program?
**Fun Music Company Curriculum is now available:**
[Click here for full details](https://funmusicco.com/fun-music-company-music-curriculum/)
---
### [Curriculum Question](https://funmusicco.com/curriculum-faqs/curriculum-question/)
**Published:** May 31, 2018
**Author:** FunMusicCo
**Content:**
# Frequently asked questions about our curriculum program
### ***How does it meet the requirements of my curriculum?***
#### We have designed this curriculum around the requirements of the Australian National Curriculum, and its state-based equivalents. Please click below for a sample curriculum matching document, showing how our programs meet the requirements of the curriculum. If you have a different curriculum you are working with, please contact us and if possible we will provide a matching document for you showing how our program can be used to meet the needs of your curriculum.
### [Australian National Curriculum](https://funmusicco.com/wp-content/uploads/2017/04/FunMusicCompanyCurriculumProgram_CurriculumLinks_AustralianCurriculum.pdf)
### [NSW Creative Arts Syllabus](https://funmusicco.com/wp-content/uploads/2017/05/FunMusicCompanyCurriculumLinks_NSW-AU-K-6ArtsSyllabus_toGrades3-6.pdf)
### [The Western Australian Curriculum](https://funmusicco.com/wp-content/uploads/2017/04/Grades3-6_WACurriculumMatching.pdf)
### ***[« Other frequently asked questions](https://funmusicco.com/curriculum-faqs/)***
---
### [Curriculum Workshop](https://funmusicco.com/curriculum-workshop/)
**Published:** August 7, 2018
**Author:** FunMusicCo
**Content:**
### ### Curriculum workshop
# # How you can cover ALL your curriculum requirements while still engaging your primary or elementary classes in Music.
## ## Resources and links
[
## Workshop notes for this session](wp-content/uploads/2018/08/CurriculumWorkshopActionGuide.pdf)
Click here to open the workshop notes for this session.
[
## Sample resource – complete SING & PLAY arrangement](https://funmusicmembers.com/lil-liza-jane-sample/)
Click here to load resource, and then bookmark the page to use in your classroom.
## ## [**Click here to learn more and order your Fun Music Company curriculum program »**](https://funmusicco.com/fun-music-company-music-curriculum/)
---
### [Making Choir Rehearsals Fun!](https://funmusicco.com/choir-warmups/fun-choir-ideas-and-games/)
**Published:** December 6, 2012
**Author:** FunMusicCo
**Content:**
# Fun Choir Ideas and Games to help children & adults enjoy rehearsals
### **Janice Tuck Interviews Carol Troutman Wiggins**
Choral director and one of the authors of ***Fun Choir Warmups***
### **Listen Here**
[Download PDF notes: "Making Choir Rehearsals Fun"](https://www.funmusiccoimages.com/pdf/makingchoirrehearsalsfun.pdf)
[Click here to learn More about the Fun Choir Warmups Collection](/choir-warmups/)
[](/choir-warmups)
---
### [Singing and Vocal Exercises](https://funmusicco.com/choir-warmups/singing-vocal-exercises/)
**Published:** December 6, 2012
**Author:** FunMusicCo
**Content:**
Warm-up exercises for singing don’t have to be boring. It isn’t written anywhere that the only way to warm up is by singing an arpeggio up and down while saying “la la la la la la la.” The best singers, singing coaches, and choir conductors know that to get the best results rehearsal must be varied and creative. This applies to warm-up exercises as well. Here are some simple tips that will make your warm-up exercises more fun, original, and varied.
**Get rid of the notes!**
Sheet music is necessary, but warm-ups aren’t about learning a new song. They’re about getting into the right mood and letting our singing apparatus warm up so it is ready to belt out some notes. In this sense, random sounds, tongue-twisters, and slides are your best friends. By making sounds that aren’t traditionally used when singing, you are giving your whole singing mechanism a warm-up, including those parts that you don’t normally use. Making noises that aren’t normally used when singing is also a fun way to get a choir ready for a rehearsal or a performance, and little kids love it.
The “roller coaster” is a great way to practice sliding from one interval through the next, and the great thing about it is that it can be different each time you use it. Simply draw a squiggly line and follow it up or down, stopping on certain notes. At first it will be somewhat chaotic but, as a group warms up, they’ll start to listen to each other and find a certain unity. Another great way of forgetting about the notes for a while is playing “follow the leader.” In this case have one of the soloists, the conductor, or perhaps a different member of the choir each time, sing or yell out different sounds which the group has to sing back. There are other games you can play which combine “follow the leader” and making fun sounds to get warmed up. Some simple ones are “Coo-wee, it’s me!” and trying call and response chants.
Something that works great with children is making animal sounds. For example, you can do your normal modulations and arpeggio exercises with the “moo” syllable like a cow or a “baa” syllable for a sheep while the kids also act like that particular animal.
**It’s not only about singing!**
A good warm-up session isn’t only about physically warming up the parts of your body that are used for singing, it must also get you in the mood for a performance or rehearsal emotionally and psychologically. As any musician knows, you cannot practice effectively if you aren’t fully engaged in what you’re doing. That’s why it’s important to remember that attitude counts.
Warming up isn’t only about singing. There are many warm-up exercises for singing that do not involve singing at all. If you practice yawning, or fake sneezing, you are actually practicing the correct position to get the ideal resonance when singing. Clapping, stomping your feet, and diverse hand gestures can get a choir pumped up for practice, boost teamwork, and help reinforce a sense of rhythm. Incorporating simple dance moves into a choir warm-up can help greatly with breath control and educating the diaphragm.
**Don’t be afraid of being silly.**
The best way to get music students to keep practicing is by making music fun. There is a time for being serious and demanding, but warm-up and cool-down time is not it. You can lighten the mood and make rehearsal fun by playing around with the repertoire you are singing. Take a part of a song you are working on and as a warm-up sing it really slow and gradually make it faster, until it becomes a blur and comes apart. You can also do this with a simple scale and arpeggio combination, pushing them to sing it faster and faster.
You can also take a round that your choir uses to warm up and have your students replace the words with something silly or nonsensical. In fact, there is no need for words, an exercise that children love is taking a song they are used to singing and replacing all the lyrics with silly frog or monkey sounds.
The fact is that warm-up exercises don’t have to be limited to boring scales and arpeggios. The best way to grow musically is through creative variation. Instead of mindlessly repeating, or having your choir repeat, an exercise everyone has done hundreds of times before, be creative and give it a twist. In the end it will serve the same purpose, warming up the singing apparatus. However, if you are creative warm-ups can also be fun, inspiring, and motivating.
You’ll find a lot of Singing and vocal warmups in the [choir warmups](https://funmusicco.com/choir-warmups/) collection available from this website.
[](https://funmusicco.com/choir-warmups/)
---
### [Singing Warmups](https://funmusicco.com/choir-warmups/singing-warmups/)
**Published:** December 6, 2012
**Author:** FunMusicCo
**Content:**
Warming up is essential for any singer. You can be creative with warm-up exercises, but make sure that you start slow and easy and gradually become more active. Depending on the situation, warm-up exercises can be very technical and serious, or fun and playful. However, any singer’s warm-up should place the least amount of stress on the singing apparatus at first, and gradually help loosen it up. Starting with single notes, adding consonants and modulations, and then ever wider jumps is a good sequence to follow, regardless of the specific exercises you are using.
Once you’ve done some breathing exercises and loosened up your body, it is always a good idea to start singing with single notes. These should be sung in the middle register of the voice at a volume that is not too loud nor too soft, mezzo-forte preferably. A good way to start is by humming a single note and gradually modulating and spreading out into wider registers. Gradually you can start singing these single notes using the different vowel sounds and trying to make sure that they are resonating in the appropriate place for each different vowel.
When warming up a choir it is important to get the choir members to listen to one another and to start making the same sound together. Single-note warm-ups are a great way of achieving this. A good exercise is to play a note on the piano, then sing it yourself, and then have the choir sing it back. At first the sound will probably be uneven, with some people off-tune. Repeat this until you feel that the quality of the result is good. After everyone is singing the right tone, have your choir members mark time with a percussion instrument, clapping, or stomping their feet while they sing. Four beats for each note. So: play the note on the piano while the choir marks four beats, sing it yourself or with the soloists for four beats, and then have the whole choir sing it four beats. Repeat and modulate as necessary, changing the vowel you are using. You can also have your choir sing more by having it first sing it open, then humming it or singing it softly for another four beats.
You can start adding consonants to each long note once the choir is sufficiently warmed up.For younger choirs and for a warm-up that is more fun and active, there are many non-sense rhymes and tongue-twisters that use alliteration so that all the words begin with the same vowel. Try to have the warm-up session become gradually more active by increasing the speed at which you ask them to sing, or asking them to gradually do more things, like combining articulations or singing loud and soft notes alternately. You can get creative here and choose different words and activities that you know your choir will enjoy. “Bumblebee” is a fairly common word that is used by choir directors, and you can replace the first letter with other consonants, like “Tumblebee” or “Wumblebee” This is a chance to add variety to your warm-up sessions and make them more fun for everyone involved
Once you’ve done notes that are next to each other, the next step is practicing jumps. A good idea here is to practice arpeggios, since they will integrate wider intervals, thirds and fourths, into your singing. It is a good idea to combine arpeggios with smaller scales by adding one more note to the chords. Common warm-up chords like C major can be a bit boring. It may be more helpful to work with a C6 chord, a C9 chord, or similar chords which add one more note to the typical arpeggio. Another way to mix up short and wide intervals with groups that are not as advanced is by using one arpeggio when going up and a different arpeggio when going down. The step from one to the other will usually include an interval of a second. For example, C major going up and G7 going down.
When warming up a choir it is important to remember that you want them to listen to each other rather than just singing. The most basic way of doing this is by maintaining a dynamic in which you are always playing or singing and letting them answer. By adding variety and changing things up every few measures you can keep their attention and prevent their minds from wandering. More advanced ways of getting a group of singers to listen to each other is by using vocal warm-ups that include interaction between sections of the choir, like In the Jungle or other similar songs, or singing in rounds. Even a very simple round like “Row, Row, Row Your Boat” can be fun and help your choir get a sense of the group.
We have lots more [choir warmups](https://funmusicco.com/choir-warmups/) available at this website. **Click the picture below for more information.**
[](https://funmusicco.com/choir-warmups/)
---
### [Vocal Warmup Benefits](https://funmusicco.com/choir-warmups/vocal-warmups/)
**Published:** December 6, 2012
**Author:** FunMusicCo
**Content:**
All musicians need to warm up before a performance or a rehearsal. Playing a musical instrument is a demanding physical activity that places quite a bit of stress on the parts of our bodies that we use to play. Pianists and string players do warm-up exercises so that their hands, wrists, and fingers are nimble and ready to play. Woodwind and brass players do breathing exercises and lip warm-ups to find the best tone and warm up both themselves and their instruments. For singers, warming up is much more important than for other musicians. A singer’s instrument is his own body. For a vocalist, warming up is the equivalent of a trumpet player greasing and oiling his valves, or a string player applying rosin to his bow. A good warm-up will ensure that your vocal chords (the vocal folds located on the larynx) are supple and ready to make beautiful sounds.
One of the main reasons it is important to warm up is to prevent injury. Any other musician can simply buy another instrument, but if a singer damages his singing apparatus, this can mean costly and lengthy medical treatment without a guarantee that they will recover to their previous singing quality. Vocal warm-ups increase blood flow to your head, throat, and chest. These body parts make up a singer’s musical apparatus, a singer’s instrument. Warming up helps relax the muscles used in singing and keeps them healthy and injury-free in the long run.
Having a healthy singing apparatus is the main reason why it is important to warm up, but there are other ways in which warming up helps singers. Being creative when warming up can give new purpose into something that is usually a pretty boring physical activity. Warming up does not need to be repetitive; a creative singer can use warm-up time to improve other key aspects of his singing. Teachers and instructors can take advantage of vocal warm-up sessions to strengthen singing technique, especially skills that will then be used in the musical works the singer or choir is working on. If the group has trouble achieving a change in volume, or a certain articulation, these can be integrated into the different warm-up exercises to help drill these technical skills. Warm-ups can also help widen a singer’s range and, if done in a way that is also musically expressive, can help groups achieve part singing that is more balanced and in tune or help a singer practice legato and producing a beautiful tone.
Vocal warm-ups also serve an important psychological and emotional role in preparing for a performance. If the warm-up is done with a positive attitude, it can boost the choir’s self confidence and give them a better attitude for going out on stage. A positive warm-up is also a great way to pump a group up, giving them a sense of teamwork and a group identity that is very important for effective ensemble work. A good warm-up session is also a way to transition from the worries of daily life into a state of musical awareness. By warming up, singers can gradually immerse themselves into the music they are about to sing. You can learn more in our [choir warmups](https://funmusicco.com/choir-warmups/) material available from this website.
---
### [Curriculum Virtual Tour](https://funmusicco.com/curriculum-virtual-tour/)
**Published:** May 15, 2017
**Author:** FunMusicCo
**Content:**
# # “Sneak preview” of the Fun Music Company Curriculum
### ### [Click here to learn more about the Curriculum Program »](https://funmusicco.com/fun-music-company-music-curriculum/)
### ### [Click here to watch our four-part Curriculum Workshop »](https://funmusicco.com/curriculum-workshop-1/)
---
### [Curriculum Free Trial Registered](https://funmusicco.com/curriculum-free-trial-registered/)
**Published:** November 7, 2018
**Author:** FunMusicCo
**Content:**
# # Congratulations on requesting a preview of the Fun Music Company Curriculum. Here are your next steps …
### ### Look out for your access email
You will shortly receive an email like the one below, which contains your username and password to login to the members’ area to access your preview.
### ### Contact the Fun Music Company Helpdesk with any questions
If you have any questions about your trial, please contact the Fun Music Company helpdesk [here](https://funmusicco.com/curriculum-free-trial-registered/contact/) and we would be more than happy to give you any information you need.
**Payments will begin automatically in seven days time if you do not let us know that you do not wish to continue with the curriculum membership.**
If you do not wish to continue with the membership simply [contact us](https://funmusicco.com/curriculum-free-trial-registered/contact/) at the Fun Music Company helpdesk within the seven days and you will not be charged. However we do encourage you to take the full seven days to try it fully with all your classes!
---
### [Curriculum Pre Service Teacher Edition](https://funmusicco.com/curriculum-pre-service-teacher-edition/)
**Published:** February 19, 2019
**Author:** FunMusicCo
**Content:**
# Welcome, pre-service teachers and music education students
#### Sign up for your exclusive trial membership of the Fun Music Company curriculum here
[](/fun-music-company-curriculum/)
#### On this page you can sign up for a free, exclusive pre-service teacher edition of the Fun Music Company curriculum. This will allow you to access a limited amount of the materials in the curriculum so that you can trial the lessons and see how they will work when you are teaching. This trial membership lasts twelve months from the date of subscription.
[](#)
---
### [Lesson Plans about the Instruments of the Orchestra](https://funmusicco.com/lesson-plans-about-the-instruments-of-the-orchestra/)
**Published:** October 6, 2020
**Author:** Developer One
**Content:**
## Help Your Students Learn The Essentials About The Instruments Of The Orchestra In A Fun Way!
Printable Music Lesson Plans Module
15 prepared ready-to-use lessons with all materials
Download only $39.95
Delivered on CD Rom $49.90
[Order Now](https://om116.infusionsoft.com/app/manageCart/addProduct?productId=108)
The Instruments of the Orchestra module contains fourteen lessons based on instruments found in a standard classical orchestra. Whether you teach in a school that uses a classical approach or a more modern Rock curriculum, you still need to cover the basics of all musical instruments with the students. This is really written for around a junior high level, but we did not make this information too specific so that it can be relevant in both elementary and high school levels, depending on each school situation. We are not here to tell you what is appropriate for whom – you can decide that for yourself!
Here is a breakdown of the lessons included in this module:
- [#### Lesson 1: The Orchestra Overview](#tab-64d6d9dea22cb1f38e8)
- [#### Lesson 2: The Conductor](#tab-685cfbcfa7ce2e3bb05)
- [#### Lesson 3: The Violin and Viola](#tab-0f566318df485a68bf9)
- [#### Lesson 4: The Cello and Double Bass](#tab-de749e9e6f25e694d3f)
- [#### Lesson 5: The Flute and Piccolo](#tab-6030e6b94cec085aafb)
- [#### Lesson 6: The Oboe, English Horn and Bassoon](#tab-057d7d93f68726ee005)
- [#### Lesson 7: The Clarinet](#tab-227c4ddc340cc73a295)
- [#### Lesson 8: The Saxophone](#tab-1ff338bf75043a16a05)
- [#### Lesson 9: The Trumpet and the Horn](#tab-b7f15c51119ca0ecda6)
- [#### Lesson 10: The Trombone and Tuba](#tab-fe6539d0c26909ad87a)
- [#### Lesson 11: Untuned Percussion](#tab-023b5d2ffae9fb89ee6)
- [#### Lesson 12: Tuned Percussion](#tab-c43bc5ea0f527115aec)
- [#### Lesson 13: Keyboard Instruments](#tab-adf3dbbf28d1f1db45a)
- [#### Lesson 14: The Harp](#tab-4b630f8f4a4098df963)
- [#### Lesson 1: The Orchestra Overview](#tab-64d6d9dea22cb1f38e8)
**Lesson 1** ***The Orchestra Overview***
This lesson covers seating positions, the instrument family names, and a description of how the different instrument families make sound. It is an ideal introduction to musical instruments for fundamental music lessons.
The Fun Sheet contains a crossword, plus a “Match the Instrument to its Family” game.
- [#### Lesson 2: The Conductor](#tab-685cfbcfa7ce2e3bb05)
**Lesson 2
*The Conductor***
This lesson covers the role of the conductor, and how he works with the orchestra. The lesson also describes some simple beat patterns (duple, triple and quadruple), so the students can actually learn to be conductors!
The Fun Sheet contains a “find a word”, plus a name scramble of some famous conductors.
- [#### Lesson 3: The Violin and Viola](#tab-0f566318df485a68bf9)
**Lesson 3
*The Violin and Viola***
As well as covering the basics of the Violin and Viola such as the number of strings, the parts of the instrument and its history, the lesson also includes a description of basic playing techniques, including vibrato and pizzicato.
The Fun Sheet contains a “scattered parts puzzle” where students will need to be able to identify the various parts of the string instruments to put them together.
- [#### Lesson 4: The Cello and Double Bass](#tab-de749e9e6f25e694d3f)
**Lesson 4
*The Cello and Double Bass***
The Cello and Double Bass lesson covers the differences between the remaining members of the string family, and provides listening ideas for identifying the Cellos and Double Basses in the orchestra.
The Fun Sheet contains a fun scattered words activity, plus a decoding activity where the students will find the names of three famous cellists. We’ve included links to videos where they can hear and see these cellists playing.
- [#### Lesson 5: The Flute and Piccolo](#tab-6030e6b94cec085aafb)
**Lesson 5
*The Flute and Piccolo***
In this lesson students will explore high sounds coming from the Flute and Piccolo, as well as learning about all their parts. The lesson plan contains some great directed listening activities to help the students become familiar with the sounds of the Flute.
- [#### Lesson 6: The Oboe, English Horn and Bassoon](#tab-057d7d93f68726ee005)
**Lesson 6
*The Oboe, English Horn and Bassoon***
The more unusual and interesting instruments in the orchestra provide a great resource for students. Its not boring at all when students “make” an oboe from a drinking straw and learn about the vibration of a double reed instrument.
Directed listening (from Peter and the Wolf, by Prokofiev) is tied in with activities on the Fact and Fun Sheets
- [#### Lesson 7: The Clarinet](#tab-227c4ddc340cc73a295)
**Lesson 7
*The Clarinet***
In this lesson plan there are some ideas for long term projects about clarinet players, as well as links to hear them play and recommended listening to hear the Clarinet in action.
The Fun Sheet contains a word search and a name scramble where students will have to become familiar with a lot of interesting facts about the Clarinet.
- [#### Lesson 8: The Saxophone](#tab-1ff338bf75043a16a05)
**Lesson 8
*The Saxophone***
Yes… we know that the saxophone is not really a “full time” member of the classical orchestra, but it is such an important instrument in Jazz and Concert Bands in schools that we felt it should be included with its own lesson here.
The students will learn lots of interesting facts about the history of the Saxophone, and its place in modern music.
- [#### Lesson 9: The Trumpet and the Horn](#tab-b7f15c51119ca0ecda6)
**Lesson 9
*The Trumpet and the Horn***
The brass instruments are very important to learn about, as one lesson we’d all love our students to have is not to go around calling a Trombone or Tuba a “Trumpet” later in life!
In addition to the facts about the instruments the lesson plan includes a fun game to help students learn the parts of the Trumpet and Horn.
- [#### Lesson 10: The Trombone and Tuba](#tab-fe6539d0c26909ad87a)
**Lesson 10
*The Trombone and Tuba***
Instead of the usual facts and details, this lesson plan sheet for this lesson includes a fun game called the “Trombolympics”, which may well be needed by the time the class gets up to this lesson!
The Fun Sheet contains a word search, plus a “fallen phrase” game where students will learn interesting facts about the Trombone.
- [#### Lesson 11: Untuned Percussion](#tab-023b5d2ffae9fb89ee6)
**Lesson 11
*Untuned Percussion***
Most school students are familiar with the drum set. However, it’s important for them to learn about the percussion instruments that are in the orchestra and how they relate to classical music.
The Fact Sheet contains some clear pictures of all the instruments, and the lesson plan has ideas to bring percussion instruments to life in the classroom.
- [#### Lesson 12: Tuned Percussion](#tab-c43bc5ea0f527115aec)
**Lesson 12
*Tuned Percussion***
In the tuned percussion lesson students will learn the differences between Xylophones, Glockenspiels, Marimbas and Tubular bells, as well as learn all about Timpani (the only drum of definite pitch)
Your students will have fun cracking codes about tuned percussion instruments, and will find out how to make a “paperphone”
- [#### Lesson 13: Keyboard Instruments](#tab-adf3dbbf28d1f1db45a)
**Lesson 13
*Keyboard Instruments***
Piano, Harpsichord, Pipe Organ or Celesta, they are all covered here, as are listening examples featuring each instrument.
A game is included in the lesson plan to make learning about the keys on the keyboard fun for keyboard players and non-musicians alike!
- [#### Lesson 14: The Harp](#tab-4b630f8f4a4098df963)
**Lesson 14
*The Harp***
The Harp might be an obscure instrument, but one that is worth focusing on from a technical point of view, as you can discuss the effect on sound when the length of a vibrating string is changed.
The parts of the Harp are identified in the Fun Sheet, which brings it all back together to the fact sheet.
[Get It Now »](https://funmusicco.com/LINK)
## Bonus #1
PowerPoint Slides ready to go!
Are you lucky enough to have a digital whiteboard or data projection system in your classroom?
I never was when I was teaching. My schools only had old fashioned whiteboards (and sometimes even blackboards!) however if you are lucky enough to have the modern technological aids note that this product is made to work with them.
digital projection system
Bonus #1 is a complete set of PowerPoint slides that are set up with all the Fact Sheet information, laid out in a logical way, so that you can click through the presentation and talk about the instruments in your classes.
We’ve even supplied the editable PowerPoint files, so if you have Microsoft PowerPoint or a compatible program you can edit them to your own specific needs.
If you don’t own PowerPoint Microsoft provide a free “PowerPoint player” which you can download free of charge to display the content (Your computer may already have this installed.)
microsoft powerpoint presentation included
## Bonus #2
Printable Flashcards To Match the Instruments Covered
We’ve created a special set of printable flashcards to accompany the instruments discussed in this module. These can be used for some of the games included in the lesson plans, as well as for making up your own games or as a recognition game to bring it all together.
These flashcards are printable in either large format (half page) or small format (approx 2”x4”) sizes, and include two versions – one with and one without the names.
## Bonus #3
Unlimited Updates And revisions
Like all our products here at the Fun Music Company we provide unlimited updates and revisions for the period of the license.
Think about it – this is way better than buying a conventional book. If we update something you’ll hear about it via email or the members area, and you’ll be able to download the corrected worksheet.
Sometimes, errors happen. Its unavoidable, and because the lesson plans contain links to other internet content (such as Videos and other resources) it is possible that these might change. This is outside of our control. For this reason, unlimited updates and revisions are really important so that you can be in touch with us and the other music teachers around the world utilizing these resources.
## Bonus #4
Completion Assessments
If you’re teaching this unit you may need a completion assessment or final test or exam to find out how well the students learned the content. You may need formal assessments to fulfill the requirements of your school or education department authority.Because these units are used for many different year levels we have provided a choice of three different assessments:
- **Level “E” (Easy) :**
Suitable for upper elementary/primary students who have been working through this unit
- **Level “S” (Standard) :**
Suitable for junior high school students who have done the entire course as an overview
- **Level “A” (Advanced) :**
Suitable for junior high or high school students who have studied the work in detail
You can of course use more than one of these assessments if appropriate for your students. Like all of our resources, it is up to the teacher how best to implement them in the classroom.
# ## Frequently Asked Questions
Do you have to do teach this module in the specified order?[Developer One](https://funmusicco.com/author/developer01/ "Posts by Developer One")2020-10-06T20:36:13+00:00#### [Do you have to do teach this module in the specified order?](#collapse-30-20904)
Absolutely NOT! You can teach the lessons in whichever order you wish. You may even choose to omit certain lessons if they don’t suit your particular situation.
[Answered your question? Click here to get started](https://funmusicco.com/music-lesson-plans/order_mod1/)
How long is each lesson?[Developer One](https://funmusicco.com/author/developer01/ "Posts by Developer One")2020-10-06T20:37:48+00:00#### [How long is each lesson?](#collapse-30-20906)
It is up to you to decide how many of the activities you will use and for how long each activity will run. We don’t have a set format for these lessons.
[Answered your question? Click here to get started](https://funmusicco.com/music-lesson-plans/order_mod1/)
How much material is included?[Developer One](https://funmusicco.com/author/developer01/ "Posts by Developer One")2020-10-06T20:38:48+00:00#### [How much material is included?](#collapse-30-20909)
Generally each lesson plan is one page of ideas, each Fact Sheet is one page, and each Fun Sheet is one page. We did this for simplicity, and so that your students can file them away easily in their books or folders.
[Answered your question? Click here to get started](https://funmusicco.com/music-lesson-plans/order_mod1/)
What are the terms of the printing license?[Developer One](https://funmusicco.com/author/developer01/ "Posts by Developer One")2020-10-06T20:41:31+00:00#### [What are the terms of the printing license?](#collapse-30-20911)
We will give you the legal stuff of course, but the long and the short of it is that you have the right to print out as much as you need for your teaching. The only restriction is that you can’t re-sell or share the license with anyone else. That’s just common sense really!
[Answered your question? Click here to get started](https://funmusicco.com/music-lesson-plans/order_mod1/)
Got another Question?[Developer One](https://funmusicco.com/author/developer01/ "Posts by Developer One")2020-10-06T20:41:42+00:00#### [Got another Question?](#collapse-30-20913)
Contact the [Fun Music Company](https://funmusicco.com/contact) Helpdesk, and we’ll get back to you as quickly as possible.
Lifetime printing license for Printable Music Lesson Plans Module One: Instruments of the Orchestra, including fourteen lessons: Lesson One – The Orchestra Overview
Lesson Two – The Conductor
Lesson Three – The Violin and Viola
Lesson Four – Cello and Double Bass
Lesson Five – The Flute and Piccolo
Lesson Six – Oboe, English Horn and Bassoon
Lesson Seven – The Clarinet
Lesson Eight – The Saxophone
Lesson Nine – The Trumpet and Horn
Lesson Ten – The Trombone and Tuba
Lesson Eleven – Untuned Percussion
Lesson Twelve – Tuned Percussion
Lesson Thirteen – The Keyboard Instruments
Lesson Fourteen – The Harp
$39.95**Bonus #1** Powerpoint Presentations$19.95**Bonus #2** Printable Flashcards$19.95**Bonus #3** Access to updates and revisionsPriceless!**Bonus #4 Completion Assessments (3 to choose from)**$19.95Total Value Included:**$99.80**You Pay just**$39.95 (USD)**
[Get It Now »](https://funmusicco.com/LINK)
---
### [Music Curriculum](https://funmusicco.com/music-curriculum-resource/)
**Published:** February 4, 2016
**Author:** FunMusicCo
---
### [Free Resources for Elementary Music](https://funmusicco.com/free-resources-for-elementary-music/)
**Published:** January 5, 2015
**Author:** FunMusicCo
---
### [Testing regional content traditional builder](https://funmusicco.com/testing-regional-content-traditional-builder/)
**Published:** September 8, 2020
**Author:** FunMusicCo
**Content:**
# Testing the regional content
This content should be visible in Australia only
---
### [Technology Question](https://funmusicco.com/curriculum-faqs/technology-question/)
**Published:** May 31, 2018
**Author:** FunMusicCo
**Content:**
# Frequently asked questions about our curriculum program
### ***I don’t have much technology in my classroom. Can I still use this program?***
#### We always get questions like: ***I don’t have an interactive whiteboard – can I still use this?*** and ***Can I use my iPad?***.. and all those sort of technology-related questions.
#### Well … for this one … we are pleased to announce that the answer is **yes!**
#### Yes, you can use it, no matter what technology you happen to have in your classroom.
#### We’ve set this up as an online system. It is set up as a type of webpage that you access in the classroom. Its fully setup online, so there is nothing to download or install or anything for these programs, you simply login to our new members area, choose the module you want and away you go.
#### Its setup to work on any device, and yes, even iPads!
#### For this program, all you need is a screen, and some sort of device that can access the internet attached to it. A computer with any internet browser will do it or any sort of iPad or tablet device.
### ***[« Other frequently asked questions](https://funmusicco.com/curriculum-faqs/)***
\[button\_1 text=”Join%20now%20%26raquo%3B” text\_size=”32″ text\_color=”#000000″ text\_bold=”Y” text\_letter\_spacing=”0″ subtext\_panel=”N” text\_shadow\_panel=”Y” text\_shadow\_vertical=”1″ text\_shadow\_horizontal=”0″ text\_shadow\_color=”#ffff00″ text\_shadow\_blur=”0″ styling\_width=”40″ styling\_height=”30″ styling\_border\_color=”#000000″ styling\_border\_size=”1″ styling\_border\_radius=”6″ styling\_border\_opacity=”100″ styling\_shine=”Y” styling\_gradient\_start\_color=”#ffff00″ styling\_gradient\_end\_color=”#ffa035″ drop\_shadow\_panel=”Y” drop\_shadow\_vertical=”1″ drop\_shadow\_horizontal=”0″ drop\_shadow\_blur=”1″ drop\_shadow\_spread=”0″ drop\_shadow\_color=”#000000″ drop\_shadow\_opacity=”50″ inset\_shadow\_panel=”Y” inset\_shadow\_vertical=”0″ inset\_shadow\_horizontal=”0″ inset\_shadow\_blur=”0″ inset\_shadow\_spread=”1″ inset\_shadow\_color=”#ffff00″ inset\_shadow\_opacity=”50″ align=”center” href=”https://funmusicco.com/fun-music-company-music-curriculum/”/\]
---
### [WML Question](https://funmusicco.com/curriculum-faqs/wml-question/)
**Published:** May 31, 2018
**Author:** FunMusicCo
**Content:**
# Frequently asked questions about our curriculum program
### ***Is this the same as your ‘whiteboard music lessons’ or older material?***
#### NO… this is all completely NEW! #### We started out thinking that we would re-write “whiteboard music lessons” so it matched the curriculum better – but we ended up creating a whole new program. *Whiteboard Music Lessons* still has a place, and for some people it may work better or even in combination with this, but this program contains totally different content – you won’t find the same things duplicated from our *Whiteboard Music Lesson* programs if you currently use them.
### ***[« Other frequently asked questions](https://funmusicco.com/curriculum-faqs/)***
\[button\_1 text=”Join%20now%20%26raquo%3B” text\_size=”32″ text\_color=”#000000″ text\_bold=”Y” text\_letter\_spacing=”0″ subtext\_panel=”N” text\_shadow\_panel=”Y” text\_shadow\_vertical=”1″ text\_shadow\_horizontal=”0″ text\_shadow\_color=”#ffff00″ text\_shadow\_blur=”0″ styling\_width=”40″ styling\_height=”30″ styling\_border\_color=”#000000″ styling\_border\_size=”1″ styling\_border\_radius=”6″ styling\_border\_opacity=”100″ styling\_shine=”Y” styling\_gradient\_start\_color=”#ffff00″ styling\_gradient\_end\_color=”#ffa035″ drop\_shadow\_panel=”Y” drop\_shadow\_vertical=”1″ drop\_shadow\_horizontal=”0″ drop\_shadow\_blur=”1″ drop\_shadow\_spread=”0″ drop\_shadow\_color=”#000000″ drop\_shadow\_opacity=”50″ inset\_shadow\_panel=”Y” inset\_shadow\_vertical=”0″ inset\_shadow\_horizontal=”0″ inset\_shadow\_blur=”0″ inset\_shadow\_spread=”1″ inset\_shadow\_color=”#ffff00″ inset\_shadow\_opacity=”50″ align=”center” href=”https://funmusicco.com/fun-music-company-music-curriculum/”/\]
---
### [Preschool Teaching Ideas](https://funmusicco.com/preschool-teaching-ideas/)
**Published:** May 17, 2015
**Author:** FunMusicCo
---
### [Experience Question](https://funmusicco.com/curriculum-faqs/experience-question/)
**Published:** May 31, 2018
**Author:** FunMusicCo
**Content:**
# Frequently asked questions about our curriculum program
### ***How much music training or experience do I need to use this program?***
#### We are confident that you’ll be able to use the program, ***no matter how much experience you have teaching music.*** The program includes hundreds of videos, designed to be step by step, so you can learn the parts along with your students. The lesson guides are designed to help you, and whether or not you get the printed version you’ll be able to access them whenever you need them.
#### We do this without removing the core important educational philosophies of music education, and music specialists can use this material as their base and expand on it, as the materials are designed with a solid base of Orff and Kodaly inspired approaches.
\[button\_1 text=”Join%20now%20%26raquo%3B” text\_size=”32″ text\_color=”#000000″ text\_bold=”Y” text\_letter\_spacing=”0″ subtext\_panel=”N” text\_shadow\_panel=”Y” text\_shadow\_vertical=”1″ text\_shadow\_horizontal=”0″ text\_shadow\_color=”#ffff00″ text\_shadow\_blur=”0″ styling\_width=”40″ styling\_height=”30″ styling\_border\_color=”#000000″ styling\_border\_size=”1″ styling\_border\_radius=”6″ styling\_border\_opacity=”100″ styling\_shine=”Y” styling\_gradient\_start\_color=”#ffff00″ styling\_gradient\_end\_color=”#ffa035″ drop\_shadow\_panel=”Y” drop\_shadow\_vertical=”1″ drop\_shadow\_horizontal=”0″ drop\_shadow\_blur=”1″ drop\_shadow\_spread=”0″ drop\_shadow\_color=”#000000″ drop\_shadow\_opacity=”50″ inset\_shadow\_panel=”Y” inset\_shadow\_vertical=”0″ inset\_shadow\_horizontal=”0″ inset\_shadow\_blur=”0″ inset\_shadow\_spread=”1″ inset\_shadow\_color=”#ffff00″ inset\_shadow\_opacity=”50″ align=”center” href=”https://funmusicco.com/fun-music-company-music-curriculum/”/\]
---
### [Continue receiving communication](https://funmusicco.com/continue-receiving-communication/)
**Published:** May 27, 2018
**Author:** FunMusicCo
**Content:**
# Please confirm your subscription to continue receiving emails
#### The Fun Music Company exists to help music teachers making music teaching more fun and fulfilling for their music students. One of the ways we do this is through our regular email correspondence where we share music teaching ideas and resources.
#### **If you would like to continue receiving our emails** please enter your details in the form below:
#### If you do **not** wish to continue receiving our emails no action is required and we will unsubscribe you automatically.
---
### [Elementary Music Resources Workshop](https://funmusicco.com/elementary-music-resources-workshop/)
**Published:** April 11, 2017
**Author:** FunMusicCo
**Content:**
[](#copy-row "Copy Row")
[](#options "Edit Row Options")
[](#clone-row "Clone Row")
[Add New Row](#add-new-row)
[](#move "Move Row")
[](#paste-row "Paste Row")
[](#delete-row "Delete Row")
[Edit Element](#settings)[Clone Element](#clone-element)[Advanced Element Options](#op-le-advanced)[Move](#move)[Remove Element](#delete)
— SPACER —
\[vertical\_spacing height="600"\]
[](#three-fifths)[Add Element](#add_element)
[Add Element](#add_element)
[](#copy-row "Copy Row")
[](#options "Edit Row Options")
[](#clone-row "Clone Row")
[Add New Row](#add-new-row)
[](#move "Move Row")
[](#paste-row "Paste Row")
[](#delete-row "Delete Row")
[Edit Element](#settings)[Clone Element](#clone-element)[Advanced Element Options](#op-le-advanced)[Move](#move)[Remove Element](#delete)
## Are you looking for resources for Elementary School Music?
\[headline style="1" font\_size="26" font\_font="Open%20Sans" font\_style="bold" font\_color="%23ffffff" font\_spacing="-1" align="center" top\_margin="30" bottom\_margin="20"\]Are you looking for resources for Elementary School Music?\[/headline\]
[Edit Element](#settings)[Clone Element](#clone-element)[Advanced Element Options](#op-le-advanced)[Move](#move)[Remove Element](#delete)
- Learn how you can cover your curriculum requirements with minimum stress, while making your music lessons fun and engaging for your children.
- Covers the US Common Core Arts Curriculum, plus other state-based curricula.
\[bullet\_block large\_icon="0.png" width="" alignment="left" font\_size="20" font\_style="bold" font\_color="#ffffff"\]Learn how you can cover your curriculum requirements with minimum stress, while making your music lessons fun and engaging for your children. Covers the US Common Core Arts Curriculum, plus other state-based curricula. Privacy Policy: We value your email privacy and never send SPAM.\[/headline\]
[](#three-fifths)[Add Element](#add_element)
[Add Element](#add_element)
[](#copy-row "Copy Row")
[](#options "Edit Row Options")
[](#clone-row "Clone Row")
[Add New Row](#add-new-row)
[](#move "Move Row")
[](#paste-row "Paste Row")
[](#delete-row "Delete Row")
[](#three-fifths)[Add Element](#add_element)
[Add Element](#add_element)
---
### [Echo Clapping for Primary or Elementary](https://funmusicco.com/echo-clapping-for-primary-or-elementary/)
**Published:** August 17, 2015
**Author:** FunMusicCo
**Content:**
### Fun Music Company Video Series
# Echo Clapping Ideas for Primary Music Classes
\[fun\_social\]
### Materials for the Lesson
### Interactive Whiteboard Materials
[](https://www.funmusiccoimages.com/2015ValueSeries/ep148EchoClapping/echoclappingtrack.flipchart)Interactive Whiteboard File
ActiveInspire format### Audio Files
[](https://www.funmusiccoimages.com/2015ValueSeries/ep148EchoClapping/echoclappingtrack_noclapping.mp3)Backing Track – with no clapping recorded[](https://www.funmusiccoimages.com/2015ValueSeries/ep148EchoClapping/echoclappingtrack_withclaps.mp3)Backing Track – with clapping part recordedIf you have any trouble downloading the resources above [click here](https://www.funmusiccoimages.com/2015ValueSeries/ep148EchoClapping/echoclappingtrack.zip) to download a combined zip file.
Don’t know what to do with these Interactive Whiteboard files? [Click here for more information](https://funmusicco.com/whiteboardcontent/)
the free sample above comes from the following complete resource:
[Whiteboard Music Lessons](https://funmusicco.com/interactive-whiteboard-music-lessons/middle-primary)
Module Two
Music Jam
[](https://funmusicco.com/interactive-whiteboard-music-lessons/middle-primary)
Suitable for middle elementary/primary school
Designed especially for interactive whiteboard or SMART board.
[](https://funmusicco.com/curriculum-workshop-1/)
---
### [how to order](https://funmusicco.com/howtoorder/)
**Published:** January 16, 2013
**Author:** FunMusicCo
**Content:**
# Ordering from the Fun Music Company
Just find the [product](products) or bargain [package](https://funmusicco.com/specials/) you are looking for from this website and start the order process.
At this screen if your user name and password from our old system are not found, simply register a new account for your purchase.
If you don’t wish to order and pay online with a credit card, you can order with a school purchase order, and all the information you need should be on our [school orders](https://funmusicco.com/schoolorders/) page.
---
### [Woodwind related Websites](https://funmusicco.com/links07woodwindsites/)
**Published:** December 4, 2012
**Author:** FunMusicCo
**Content:**
Internet Website Directory - [Music Directory Sites](https://funmusicco.com/links01musicdirectory)
- [Sheet Music Sites](https://funmusicco.com/links02sheetmusicsites)
- [Music Education Sites](https://funmusicco.com/links03musiceducationsites)
- Music Instrument Specific Sites
- [Piano & Keyboard](https://funmusicco.com/links05pianosites)
- [Guitar (acoustic & Electric)](https://funmusicco.com/links04guitarsites)
- [Drums & Percussion](https://funmusicco.com/links06drumsandpercussion)
- [Woodwind](https://funmusicco.com/links07woodwindsites)
- [Brass](https://funmusicco.com/links08brasssites)
- [Bands and Musicians](https://funmusicco.com/links09bandsandmusicians)
- [Musical Equipment Manufacturers](https://funmusicco.com/links10musicequipment)
- [Musical Equipment Retailers](https://funmusicco.com/links11musicretailers)
- [Other Directories and links](https://funmusicco.com/links12otherdirectoriesandlinks)
*Get your site listed here!*
---
### [Other Miscellaneous Links](https://funmusicco.com/links12otherdirectoriesandlinks/)
**Published:** December 4, 2012
**Author:** FunMusicCo
**Content:**
Internet Website Directory - [Music Directory Sites](https://funmusicco.com/links01musicdirectory)
- [Sheet Music Sites](https://funmusicco.com/links02sheetmusicsites)
- [Music Education Sites](https://funmusicco.com/links03musiceducationsites)
- Music Instrument Specific Sites
- [Piano & Keyboard](https://funmusicco.com/links05pianosites)
- [Guitar (acoustic & Electric)](https://funmusicco.com/links04guitarsites)
- [Drums & Percussion](https://funmusicco.com/links06drumsandpercussion)
- [Woodwind](https://funmusicco.com/links07woodwindsites)
- [Brass](https://funmusicco.com/links08brasssites)
- [Bands and Musicians](https://funmusicco.com/links09bandsandmusicians)
- [Musical Equipment Manufacturers](https://funmusicco.com/links10musicequipment)
- [Musical Equipment Retailers](https://funmusicco.com/links11musicretailers)
- [Other Directories and links](https://funmusicco.com/links12otherdirectoriesandlinks)
Get your site listed here!
---
### [Online Piano Lessons and Piano resources](https://funmusicco.com/links05pianosites/)
**Published:** December 4, 2012
**Author:** FunMusicCo
**Content:**
Internet Website Directory - [Music Directory Sites](https://funmusicco.com/links01musicdirectory)
- [Sheet Music Sites](https://funmusicco.com/links02sheetmusicsites)
- [Music Education Sites](https://funmusicco.com/links03musiceducationsites)
- Music Instrument Specific Sites
- [Piano & Keyboard](https://funmusicco.com/links05pianosites)
- [Guitar (acoustic & Electric)](https://funmusicco.com/links04guitarsites)
- [Drums & Percussion](https://funmusicco.com/links06drumsandpercussion)
- [Woodwind](https://funmusicco.com/links07woodwindsites)
- [Brass](https://funmusicco.com/links08brasssites)
- [Bands and Musicians](https://funmusicco.com/links09bandsandmusicians)
- [Musical Equipment Manufacturers](https://funmusicco.com/links10musicequipment)
- [Musical Equipment Retailers](https://funmusicco.com/links11musicretailers)
- [Other Directories and links](https://funmusicco.com/links12otherdirectoriesandlinks)
**[Hear And Play.com](http://www.hearandplay.com/at.cgi/429736/course.html)**
The Internet’s First and Best Online Piano Tutor! **[Piano Is Fun](http://funmus.funmusic.hop.clickbank.net)**
Kids can learn piano with this fun software!
**[Rocket Piano – Learn Piano Today!](http://funmus.rpiano.hop.clickbank.net)**
Includes Video Lessons and Numerous Games
**[Piano By Pattern](http://funmus.pattern.hop.clickbank.net)**
Learn to play piano in a innovative, new method!
**[Secrets of Exciting Piano Chords](http://funmus.keychords1.hop.clickbank.net)**
How to play great sounding piano chords!
**[Instant Piano Chord Finder](http://funmus.keychords.hop.clickbank.net)**
Instantly find the Piano Chords you have been struggling to find!
**[Play Piano Like a Pro](http://funmus.rworthy.hop.clickbank.net)**
Learn to play smooth Rock, Pop, Cocktail, and “smooth jazz” piano.
---
### [Music Retailers and Online Music Stores](https://funmusicco.com/links11musicretailers/)
**Published:** December 4, 2012
**Author:** FunMusicCo
**Content:**
Internet Website Directory - [Music Directory Sites](https://funmusicco.com/links01musicdirectory)
- [Sheet Music Sites](https://funmusicco.com/links02sheetmusicsites)
- [Music Education Sites](https://funmusicco.com/links03musiceducationsites)
- Music Instrument Specific Sites
- [Piano & Keyboard](https://funmusicco.com/links05pianosites)
- [Guitar (acoustic & Electric)](https://funmusicco.com/links04guitarsites)
- [Drums & Percussion](https://funmusicco.com/links06drumsandpercussion)
- [Woodwind](https://funmusicco.com/links07woodwindsites)
- [Brass](https://funmusicco.com/links08brasssites)
- [Bands and Musicians](https://funmusicco.com/links09bandsandmusicians)
- [Musical Equipment Manufacturers](https://funmusicco.com/links10musicequipment)
- [Musical Equipment Retailers](https://funmusicco.com/links11musicretailers)
- [Other Directories and links](https://funmusicco.com/links12otherdirectoriesandlinks)
**[Sheet Music Plus](http://www.sheetmusicplus.com/a/banner.html?id=167420)**
The world’s largest collection of print music! **[MicrophoneExchange.com](http://microphoneexchange.com)**
Buy & Sell new and used microphones!
**[Got iPod Get CoverCase! Tons of Unique iPod iSkin Cover Cases. Over 500+ iPod Accessories.](http://www.covercase.com)**
Large selection of Cover cases, Fast Same Day Shipping! Protection Meets functionality. CoverCase secure your iPod in style. We are your best case scenario!
---
### [Bands and Musicians](https://funmusicco.com/links09bandsandmusicians/)
**Published:** December 4, 2012
**Author:** FunMusicCo
**Content:**
Internet Website Directory - [Music Directory Sites](https://funmusicco.com/links01musicdirectory)
- [Sheet Music Sites](https://funmusicco.com/links02sheetmusicsites)
- [Music Education Sites](https://funmusicco.com/links03musiceducationsites)
- Music Instrument Specific Sites
- [Piano & Keyboard](https://funmusicco.com/links05pianosites)
- [Guitar (acoustic & Electric)](https://funmusicco.com/links04guitarsites)
- [Drums & Percussion](https://funmusicco.com/links06drumsandpercussion)
- [Woodwind](https://funmusicco.com/links07woodwindsites)
- [Brass](https://funmusicco.com/links08brasssites)
- [Bands and Musicians](https://funmusicco.com/links09bandsandmusicians)
- [Musical Equipment Manufacturers](https://funmusicco.com/links10musicequipment)
- [Musical Equipment Retailers](https://funmusicco.com/links11musicretailers)
- [Other Directories and links](https://funmusicco.com/links12otherdirectoriesandlinks)
**[Milansagar](http://www.milansagar.com/)**
A cultural site for Art, Sculpture, Music, Poetry, Photography. Has one of the largest collection of Bengali Poetry in the Internet. **[Chicago Pianist Kathie NIcolet](http://www.knicoletpiano.com)**
Chicago’s Pianist For Corporate/Social Events Since 1983. Solid Reputation For Exceptional Music And Superior Customer Service Since 1983. Lead Pianist Von Maur St Charles
---
### [Free Resources for Middle School Music](https://funmusicco.com/free-resources-for-middle-school-music/)
**Published:** January 23, 2015
**Author:** FunMusicCo
---
### [Geographic Location Test Page](https://funmusicco.com/geographic-location-test-page/)
**Published:** February 10, 2014
**Author:** FunMusicCo
**Content:**
This is the Shopping cart for Australian Visitors
---
### [Surviving Tuned Percussion in schools](https://funmusicco.com/tuned-percussion-in-schools/)
**Published:** December 5, 2012
**Author:** FunMusicCo
**Content:**
### By Kevin Tuck
Tuned Percussion can be a wonderful teaching tool for elementary school – but its also a potential minefield for music teachers.
This article is to give you some hints and tricks on how to maintain and look after the instruments, plus the types of music to play which have the greatest chances of success.
**1) Organization is the key**
With tuned percussion instruments in a music class you have to be totally organized.
Each instrument needs a shelf where it lives permanently – so that students know where it goes back after it has been used. You’ve got to establish these places early in the routine and have ordering about how the students go about picking them out and playing them.
**2) Go All Diatonic or All Chromatic**
One of the big problems is that many orff style tuned percussion instruments are sold in two bits – the main “diatonic” part of the instrument, plus they offer a “chromatic extension” which is simply the black notes on a separate box resonator.
In my experience these things are far more hassle than they are worth, particularly for elementary school classes. You are much better off with just a diatonic instrument that isn’t in “two bits”
Organizing a class so that everyone has to get the main instrument, and then get the chromatic extension and put it in front is far too difficult for most elementary classes.
In theory of course the elementary class can use just the diatonic bit, and the more advanced can use the full chromatic.. but it rarely works that way!
The only schools where I’ve seen those chromatic extensions they are generally put away into a cupboard and never used!
Still, if you have more advanced or older students then you should get fully chromatic instruments to start with!
**3) Play everything in C Major**
One of the big “time wasters” is those substitute F sharp and B flat bars that are included with many of the diatonic instruments. These have to be a complete waste of time for teachers. Often you can spend half the class making sure that all the students have the right notes on their instruments, and then you’ll still hear something funny going on whenever you hear an “F” because one student has an F# on their instrument!
The best tip I have for this is to simply take those substitute bars, put them into a box and lock them away!
The best solution is to simply find music, transpose music or write music that is only in C MAJOR. This way you’ll never have to worry about changing notes around, and you can concentrate on music making!
**4) Go for Wood – Not Metal – and get them all at once!**
I’ve seen more broken “Metallophones” at schools than any other instrument. For some reason they always seem to have gotten lost bars and damaged rubber strips under the bars which result in a loud “clunk” whenever you try to play them!
Glockenspiels are very challenging for young children – the bars are really small… and piercing on the ears as well.
My advice… go for WOOD every time. Simple, diatonic box resonated xylophones.
You should really take ALL your budget in one year and dedicate it to this – don’t buy one or two at once.. that won’t suffice for an entire class. Get a full class set of 10-20 identical xylohones and they’ll last you years and years.
Get one or two at a time and you’ll find that they get mixed up and no-one knows what bars and bits go with what instrument!
**5) Mallets all identical – all in one place**
One simple thing you can do is get a full set of mallets, and make them all identical!
If you get a box or a large jar and dedicate it to this purpose then students will know that they have to get
If you only have wooden xylophones then you won’t have to worry about different mallets for the glockenspiels and metallophones.
Of course I’m talking about ideals here – and I know that its very rare that you get the budget to go out and get a full class set of new orff tuned percussion instruments for your elementary school.
I’ve got loads more ideas including reviews on where to buy them, information and free music to play with classroom percussion at my blog
**Background of the Author**
Kevin Tuck has worked as a private music teacher and as a classroom music teacher, but has also had significant experience in business. Kevin has run his own very successful music school, and now runs The Fun Music Company, an internet publishing company helping music teachers and authors publish music and educational materials on the internet.
You can find more information about all aspects of percussion education at
***You can Reprint this article on your website.** As long as you leave the author box in place this article may be distributed according to the Creative Commons 3.0 License.*
---
### [Music Equipment Websites](https://funmusicco.com/links10musicequipment/)
**Published:** December 4, 2012
**Author:** FunMusicCo
**Content:**
Internet Website Directory - [Music Directory Sites](https://funmusicco.com/links01musicdirectory)
- [Sheet Music Sites](https://funmusicco.com/links02sheetmusicsites)
- [Music Education Sites](https://funmusicco.com/links03musiceducationsites)
- Music Instrument Specific Sites
- [Piano & Keyboard](https://funmusicco.com/links05pianosites)
- [Guitar (acoustic & Electric)](https://funmusicco.com/links04guitarsites)
- [Drums & Percussion](https://funmusicco.com/links06drumsandpercussion)
- [Woodwind](https://funmusicco.com/links07woodwindsites)
- [Brass](https://funmusicco.com/links08brasssites)
- [Bands and Musicians](https://funmusicco.com/links09bandsandmusicians)
- [Musical Equipment Manufacturers](https://funmusicco.com/links10musicequipment)
- [Musical Equipment Retailers](https://funmusicco.com/links11musicretailers)
- [Other Directories and links](https://funmusicco.com/links12otherdirectoriesandlinks)
**[Blank Media](http://www.sjgreatdeals.com/manufacturers.html)**
Huge selection of audio/video equipment,car audio and much more **[Personal Audio](http://www.audio-discounters.com/manufacturer.html)**
Huge selection for all your home and car audio needs. Over 15, 000 items to choose from
---
### [Brass Instrument Related websites](https://funmusicco.com/links08brasssites/)
**Published:** December 4, 2012
**Author:** FunMusicCo
**Content:**
Internet Website Directory - [Music Directory Sites](https://funmusicco.com/links01musicdirectory)
- [Sheet Music Sites](https://funmusicco.com/links02sheetmusicsites)
- [Music Education Sites](https://funmusicco.com/links03musiceducationsites)
- Music Instrument Specific Sites
- [Piano & Keyboard](https://funmusicco.com/links05pianosites)
- [Guitar (acoustic & Electric)](https://funmusicco.com/links04guitarsites)
- [Drums & Percussion](https://funmusicco.com/links06drumsandpercussion)
- [Woodwind](https://funmusicco.com/links07woodwindsites)
- [Brass](https://funmusicco.com/links08brasssites)
- [Bands and Musicians](https://funmusicco.com/links09bandsandmusicians)
- [Musical Equipment Manufacturers](https://funmusicco.com/links10musicequipment)
- [Musical Equipment Retailers](https://funmusicco.com/links11musicretailers)
- [Other Directories and links](https://funmusicco.com/links12otherdirectoriesandlinks)
*Get your site listed here!*
---
### [Guitar Related Websites and Online Lessons](https://funmusicco.com/links04guitarsites/)
**Published:** December 4, 2012
**Author:** FunMusicCo
**Content:**
Internet Website Directory - [Music Directory Sites](https://funmusicco.com/links01musicdirectory)
- [Sheet Music Sites](https://funmusicco.com/links02sheetmusicsites)
- [Music Education Sites](https://funmusicco.com/links03musiceducationsites)
- Music Instrument Specific Sites
- [Piano & Keyboard](https://funmusicco.com/links05pianosites)
- [Guitar (acoustic & Electric)](https://funmusicco.com/links04guitarsites)
- [Drums & Percussion](https://funmusicco.com/links06drumsandpercussion)
- [Woodwind](https://funmusicco.com/links07woodwindsites)
- [Brass](https://funmusicco.com/links08brasssites)
- [Bands and Musicians](https://funmusicco.com/links09bandsandmusicians)
- [Musical Equipment Manufacturers](https://funmusicco.com/links10musicequipment)
- [Musical Equipment Retailers](https://funmusicco.com/links11musicretailers)
- [Other Directories and links](https://funmusicco.com/links12otherdirectoriesandlinks)
**[Chris Elmores Guitar Tips Online](http://www.guitartips.com.au/cgibin/affiliates/click.cgi?id=999)**
Fantastic Site for learning the Guitar! **[Guitar Chords](http://www.guitarchords247.com/)**
Unique collection of over 38,000 guitar chords. Users have the options of selecting various chords and creating printable chord sheets.
**[Learn How to Play Guitar with Green Monster Music](http://www.greenmonstermusic.com)**
Online beginner guitar lessons and instruction on DVD and video
**[Jamorama Acoustic Guitar](http://funmus.jamaco.hop.clickbank.net)**
Anyone can learn to play guitar with this course!
**[Jamorama Lead Guitar](http://funmus.jamlg.hop.clickbank.net)**
Get those lead licks happening!
**[Unlock The Guitar in One Weekend](http://funmus.unlkgtar.hop.clickbank.net)**
Learn how to play the guitar quickly and easily!
**[Guitar Tutor Pro](http://funmus.guitarpro.hop.clickbank.net)**
One of the newest and best guitar tutor programs available online!
---
### [Fun Music Company Internet Directory](https://funmusicco.com/links/)
**Published:** December 4, 2012
**Author:** FunMusicCo
**Content:**
Internet Website Directory - [Music Directory Sites](https://funmusicco.com/links01musicdirectory)
- [Sheet Music Sites](https://funmusicco.com/links02sheetmusicsites)
- [Music Education Sites](https://funmusicco.com/links03musiceducationsites)
- Music Instrument Specific Sites
- [Piano & Keyboard](https://funmusicco.com/links05pianosites)
- [Guitar (acoustic & Electric)](https://funmusicco.com/links04guitarsites)
- [Drums & Percussion](https://funmusicco.com/links06drumsandpercussion)
- [Woodwind](https://funmusicco.com/links07woodwindsites)
- [Brass](https://funmusicco.com/links08brasssites)
- [Bands and Musicians](https://funmusicco.com/links09bandsandmusicians)
- [Musical Equipment Manufacturers](https://funmusicco.com/links10musicequipment)
- [Musical Equipment Retailers](https://funmusicco.com/links11musicretailers)
- [Other Directories and Links](https://funmusicco.com/links12otherdirectoriesandlinks)
Please click on the categories in the left pane to find your music related website.
---
## 3D FlipBook
### [Level Four](https://funmusicco.com/3d-flip-book/level-four/)
**Published:** October 14, 2020
**Author:** Developer One
**Categories:** Level Four
---
### [Level Three](https://funmusicco.com/3d-flip-book/level-three/)
**Published:** October 14, 2020
**Author:** Developer One
**Categories:** Level Three
---
### [Level Two](https://funmusicco.com/3d-flip-book/level-two/)
**Published:** October 14, 2020
**Author:** Developer One
**Categories:** Level Two
---
### [Level One](https://funmusicco.com/3d-flip-book/level-one/)
**Published:** October 14, 2020
**Author:** Developer One
**Categories:** Demo
---
### [First Book](https://funmusicco.com/3d-flip-book/first-book/)
**Published:** October 12, 2020
**Author:** Developer One
---
## Groups
### [PMLP Group Ad](https://funmusicco.com/codeneric_ad_group/pmlp-group-ad/)
**Published:** December 19, 2018
**Author:** FunMusicCo
---
## Places
### [CurriculumGroup](https://funmusicco.com/codeneric_ad_place/curriculumgroup/)
**Published:** December 18, 2018
**Author:** FunMusicCo
---
## FAQs
### [How do we know if our students are ready, or if we should wait?](https://funmusicco.com/faq-items/how-do-we-know-if-our-students-are-ready-or-if-we-should-wait/)
**Published:** July 2, 2026
**Author:** FunMusicCo
**Content:**
There’s no single readiness test — it comes down to hand size, fine motor development, and your existing music program. Most schools find success starting anywhere from Year 3 onwards, with many choosing to introduce it in Years 5–6 specifically. If you’re unsure what’s right for your context, the [Fun Music Company helpdesk](https://funmusicco.com/contact) is happy to talk it through.
**FAQ Categories:** UkuleleProgram
---
### [What if our budget only allows for a partial class set to start with?](https://funmusicco.com/faq-items/what-if-our-budget-only-allows-for-a-partial-class-set-to-start-with/)
**Published:** July 2, 2026
**Author:** FunMusicCo
**Content:**
That’s completely workable. Many schools begin with a smaller set and rotate pairs or small groups through activities, or build up to a full class set over a year or two as budget allows. Starting smaller and expanding later is a perfectly reasonable way to introduce the program.
**FAQ Categories:** UkuleleProgram
---
### [Will a ukulele program be noisy or disruptive to other classes?](https://funmusicco.com/faq-items/will-a-ukulele-program-be-noisy-or-disruptive-to-other-classes/)
**Published:** July 2, 2026
**Author:** FunMusicCo
**Content:**
Ukulele is a relatively quiet, gentle-sounding instrument compared to options like boomwhackers or percussion, which makes it a comfortable fit even in schools with classrooms close together. As with any instrument program, a bit of noise management routine (like agreed “quiet hands” signals) helps keep things focused and on task.
**FAQ Categories:** UkuleleProgram
---
### [Why ukulele rather than recorder or another classroom instrument?](https://funmusicco.com/faq-items/why-ukulele-rather-than-recorder-or-another-classroom-instrument/)
**Published:** July 2, 2026
**Author:** FunMusicCo
**Content:**
Ukulele offers a few advantages over some traditional classroom instruments: it’s genuinely engaging for students, builds chord and rhythm skills that transfer to broader musicianship, and — unlike recorder — carries less of an “everyone finds this a bit painful to listen to” reputation in a shared learning space. That said, many schools run both as part of a broader instrumental program; it doesn’t need to be one or the other.
**FAQ Categories:** UkuleleProgram
---
### [How much time does a ukulele program take to plan and run?](https://funmusicco.com/faq-items/how-much-time-does-a-ukulele-program-take-to-plan-and-run/)
**Published:** July 2, 2026
**Author:** FunMusicCo
**Content:**
A once-a-week lesson is the standard structure, and with a ready-made curriculum, planning time is minimal — teachers are following a structured program rather than building lessons from scratch. This is one of the areas where a good curriculum resource makes the biggest difference to teacher workload.
**FAQ Categories:** UkuleleProgram
---
### [How much does it cost to set up a class set?](https://funmusicco.com/faq-items/how-much-does-it-cost-to-set-up-a-class-set/)
**Published:** July 2, 2026
**Author:** FunMusicCo
**Content:**
Costs vary depending on brand, quality, and supplier, but ukulele remains one of the most affordable whole-class instrument options available. Beyond the initial instrument purchase, ongoing costs are minimal — mainly the occasional replacement string. If you’d like a clearer picture for your school’s budgeting, the [Fun Music Company helpdesk](https://funmusicco.com/contact) can help you get a current quote.
**FAQ Categories:** UkuleleProgram
---
### [Do we need a music specialist to run a ukulele program?](https://funmusicco.com/faq-items/do-we-need-a-music-specialist-to-run-a-ukulele-program/)
**Published:** July 2, 2026
**Author:** FunMusicCo
**Content:**
No — with the right program and support materials, a generalist classroom teacher can deliver an effective ukulele program. You don’t need a music degree or years of playing experience to get real results with your students; you just need a clear, well-structured curriculum to follow.
**FAQ Categories:** UkuleleProgram
---
### [How does Grade 1 composition connect to the Australian Curriculum v9?](https://funmusicco.com/faq-items/how-does-grade-1-composition-connect-to-the-australian-curriculum-v9/)
**Published:** June 25, 2026
**Author:** FunMusicCo
**Content:**
The Australian Curriculum v9 for Music includes a dedicated creating and making strand at every year level. At Years 1 and 2, the content statement for this strand requires students to “select and combine elements of music when composing and practising music for performance” (AC9AMU2C01).
The two-stage framework in this article addresses this content statement directly. In Stage 1, students select sounds and combine them into a sequence — meeting the “select and combine” requirement through a concrete, age-appropriate activity. In Stage 2, students practise their composition and develop a recording system for it, connecting to the “practising music for performance” component of the statement. No standard notation is required to meet this curriculum requirement at Years 1 and 2, and the achievement standard for this band does not reference notation literacy. Creative decision-making, sequencing, and performance are sufficient — and well within reach of every Grade 1 student.
For a complete breakdown of all four strands at Years 1 and 2, including the achievement standard and what it looks like in practice, see our [Australian Curriculum v9 Years 1–2 guide](/australian-curriculum-music-v9-years-1-2-explained-for-primary-teachers/).
**FAQ Categories:** Grade One Composition
---
### [What instruments work best for Grade 1 composition activities?](https://funmusicco.com/faq-items/what-instruments-work-best-for-grade-1-composition-activities/)
**Published:** June 25, 2026
**Author:** FunMusicCo
**Content:**
Small, untuned percussion instruments are the most practical choice for Grade 1 composition: shakers, tapping sticks, hand drums, woodblocks, and similar items. The key consideration is consistency — all instruments in the room should be similar in size, shape, and volume, so that no single instrument creates a distraction or becomes a status object among students. When every child has the same thing, the focus stays on the compositional decisions.
Where tuned instruments such as xylophones or glockenspiels are available, they can be introduced effectively in Stage 2, particularly when the composition activity involves exploring pitch. Limiting students to two or three notes — rather than the full range of the instrument — keeps the creative task manageable and the decision-making meaningful. If your school has limited percussion resources, body sounds and vocal sounds work equally well at this stage, and require no equipment at all.
**FAQ Categories:** Grade One Composition
---
### [How long should a Grade 1 composition activity take?](https://funmusicco.com/faq-items/how-long-should-a-grade-1-composition-activity-take/)
**Published:** June 25, 2026
**Author:** FunMusicCo
**Content:**
A complete Grade 1 composition lesson using the two-stage framework fits comfortably into a standard forty-five to fifty minute music lesson. Stage 1 — introducing the stimulus, exploring sounds as a class, and creating and performing the class composition — typically takes fifteen to twenty minutes. Stage 2 — introducing iconic notation, completing the class score, and moving to individual or pair instrument work — takes a further twenty to twenty-five minutes, with the final five minutes reserved for sharing and performance.
If you are working with shorter lesson blocks, Stage 1 alone makes a complete and satisfying lesson in its own right, with Stage 2 following in the next session. The two stages are designed to work together, but each is coherent as a standalone experience.
**FAQ Categories:** Grade One Composition
---
### [Do I need to be a musician to teach Grade 1 composition?](https://funmusicco.com/faq-items/do-i-need-to-be-a-musician-to-teach-grade-1-composition/)
**Published:** June 25, 2026
**Author:** FunMusicCo
**Content:**
No. Teaching Grade 1 composition does not require musical training, the ability to play an instrument, or any knowledge of music theory. What it requires is the ability to ask good questions, respond to students’ creative ideas with genuine curiosity, and facilitate a structured process.
The two-stage framework described in this article — sound exploration followed by iconic notation — is designed specifically to be accessible to any teacher, regardless of musical background. The stimuli are everyday sounds that students already know. The notation is invented by students themselves. The teacher’s role is to guide the decision-making process, not to provide musical expertise. Generalist classroom teachers who follow a well-structured approach can deliver effective and genuinely creative composition lessons with confidence.
**FAQ Categories:** Grade One Composition
---
### [What is iconic notation in primary music?](https://funmusicco.com/faq-items/what-is-iconic-notation-in-primary-music/)
**Published:** June 25, 2026
**Author:** FunMusicCo
**Content:**
Iconic notation is a system of invented symbols that students create themselves to represent sounds. Rather than using standard music notation — which requires years of dedicated study to read and write — students draw their own marks on paper that capture something about the sound they have made: its shape, its length, its volume, its character. A loud, low sound might become a thick, heavy line. A fast, fluttery sound might become a series of small dots. There is no universal system and no correct answer. What matters is that the symbol communicates the sound to the person performing it.
Iconic notation is developmentally significant because it builds the conceptual foundation for standard notation: the understanding that a mark on a page can represent a sound in time. Students who have invented their own notation system have already grasped the core idea behind all music literacy, which makes the transition to standard notation in the later grades considerably more intuitive.
**FAQ Categories:** Grade One Composition
---
### [I’m not a music specialist — can I still deliver this effectively?](https://funmusicco.com/faq-items/im-not-a-music-specialist-can-i-still-deliver-this-effectively/)
**Published:** May 12, 2026
**Author:** FunMusicCo
**Content:**
Yes — and this is probably the most important question for most primary teachers to hear answered clearly. The benefits described in this article are associated with quality music education in a classroom context, not with individual tuition from a specialist. What makes the difference is structure, consistency, and active participation — all of which are achievable with the right program and support. See our [complete guide to teaching music as a non-specialist](https://funmusicco.com/how-to-teach-music-in-primary-school-when-youre-not-a-music-teacher/) for practical guidance.
**FAQ Categories:** WhyEarlyMusic
---
### [Does it have to be formal instrument instruction?](https://funmusicco.com/faq-items/does-it-have-to-be-formal-instrument-instruction/)
**Published:** May 12, 2026
**Author:** FunMusicCo
**Content:**
No. The research supports the benefits of active music-making broadly — singing, rhythm and movement activities, and ensemble playing all contribute meaningfully to the developmental outcomes described in this article. Formal instrument tuition can add depth and rigour, but it’s not a prerequisite for the kind of early music education that produces measurable benefits. A well-structured K–6 classroom music program, delivered by a confident and prepared teacher, is exactly what the research is pointing to.
**FAQ Categories:** WhyEarlyMusic
---
### [How much music is enough in the early primary years?](https://funmusicco.com/faq-items/how-much-music-is-enough-in-the-early-primary-years/)
**Published:** May 12, 2026
**Author:** FunMusicCo
**Content:**
The research doesn’t point to a single magic number, but consistency matters more than volume. Regular, shorter sessions — even 20–30 minutes once or twice a week — appear to be more effective than occasional longer blocks, because consistency builds the repeated practice that develops phonological awareness, rhythmic understanding, and musical memory. The key is that sessions are active and participatory, not passive.
**FAQ Categories:** WhyEarlyMusic
---
### [Does it matter if we haven’t started early? Is it too late?](https://funmusicco.com/faq-items/does-it-matter-if-we-havent-started-early-is-it-too-late/)
**Published:** May 12, 2026
**Author:** FunMusicCo
**Content:**
No — it’s not too late. Children who come to music education later absolutely can develop musical skills, and the social and emotional benefits of music-making are available at any age. What changes is the ease and depth of certain developmental outcomes, particularly those linked to brain structure and language development. The practical implication is not that late is hopeless, but that early is genuinely valuable — and that if your school hasn’t prioritised music in the early years, there’s real reason to start now rather than waiting.
**FAQ Categories:** WhyEarlyMusic
---
### [What are the best music activities for kindergarten?](https://funmusicco.com/faq-items/what-are-the-best-music-activities-for-kindergarten/)
**Published:** May 5, 2026
**Author:** Janice Tuck
**Content:**
The most effective kindergarten music activities combine multiple learning modes — voice, body, and instrument — in short, varied bursts. Singing with actions, body percussion, simple instrument play, single-note tuned percussion activities, and structured movement are all excellent choices. The key is keeping activities brief, revisiting favourites regularly, and ensuring every child can participate successfully from the start.
**FAQ Categories:** KindergartenActivities
---
### [How often should kindergarten students do music?](https://funmusicco.com/faq-items/how-often-should-kindergarten-students-do-music/)
**Published:** May 5, 2026
**Author:** Janice Tuck
**Content:**
***As much as possible!*** Ideally, children in the early years should have some musical experience every day, even if it’s only a few minutes. Dedicated music lessons of 20–30 minutes, two to three times a week, provide the consistency young learners need to develop real musical skills. Short daily musical moments — a greeting song, a transition rhythm, a movement warm-up — reinforce learning between lessons.
**FAQ Categories:** KindergartenActivities
---
### [Do I need to be a music specialist to run these activities?](https://funmusicco.com/faq-items/do-i-need-to-be-a-music-specialist-to-run-these-activities/)
**Published:** May 5, 2026
**Author:** Janice Tuck
**Content:**
Not at all. All five activity types in this article are designed to be accessible to generalist classroom teachers with no formal music training. The most important qualities are enthusiasm, consistency, and a willingness to participate alongside your students. A structured curriculum program can provide the lesson-by-lesson guidance you need so you’re never starting from scratch.
**FAQ Categories:** KindergartenActivities
---
### [What music activities are suitable for very young children (3–4 years)?](https://funmusicco.com/faq-items/what-music-activities-are-suitable-for-very-young-children-3-4-years/)
**Published:** May 5, 2026
**Author:** Janice Tuck
**Content:**
For the youngest learners, prioritise activities with strong physical components: action songs, finger plays, body percussion, and free movement to music. Keep instrument activities very short and highly structured. Repetition of familiar songs and activities is especially important at this age — children build confidence through knowing what comes next.
**FAQ Categories:** KindergartenActivities
---
### [How do I keep students engaged during music lessons?](https://funmusicco.com/faq-items/how-do-i-keep-students-engaged-during-music-lessons/)
**Published:** May 5, 2026
**Author:** FunMusicCo
**Content:**
Engagement in music comes from active participation. The moment students switch from watching to doing, attention sharpens considerably. Keep activities short and varied, introduce new challenges in small steps, and build in moments where students can hear the result of their collective effort — a full piece played together, a rhythm passed around the circle. That sense of group achievement is a powerful motivator.
**FAQ Categories:** GeneralistTeacher
---
### [What instruments do I need to get started?](https://funmusicco.com/faq-items/what-instruments-do-i-need-to-get-started/)
**Published:** May 5, 2026
**Author:** FunMusicCo
**Content:**
You don’t necessarily need traditional instruments at all. Body percussion and bucket drumming require nothing more than bodies and upturned buckets. Boomwhackers are an affordable and highly effective option for pitched activities. If your school has any instruments already — even a basic class set of rhythm sticks or shakers — you can start there and build gradually.
**FAQ Categories:** GeneralistTeacher
---
### [How much time do I need to prepare a music lesson?](https://funmusicco.com/faq-items/how-much-time-do-i-need-to-prepare-a-music-lesson/)
**Published:** May 5, 2026
**Author:** FunMusicCo
**Content:**
With the right resources, preparation time can be as little as 10–15 minutes per lesson. The key is having a program that tells you exactly what to teach, in what order, with all the materials included. Teachers who struggle with preparation are usually trying to design lessons from scratch — and that’s a problem of resourcing, not ability.
**FAQ Categories:** GeneralistTeacher
---
### [What if I can’t sing in tune?](https://funmusicco.com/faq-items/what-if-i-cant-sing-in-tune/)
**Published:** May 5, 2026
**Author:** FunMusicCo
**Content:**
Pitch-perfect singing is not a requirement for teaching music effectively. What matters is your willingness to participate. Students take their cue from their teacher’s attitude, not their vocal range. If you sing enthusiastically and without apology, your class will follow. You can also use recordings to model singing and focus your role on facilitating rather than performing.
**FAQ Categories:** GeneralistTeacher
---
### [Do I need to be able to read music to teach primary school music?](https://funmusicco.com/faq-items/do-i-need-to-be-able-to-read-music-to-teach-primary-school-music/)
**Published:** May 5, 2026
**Author:** FunMusicCo
**Content:**
No. Most of the activities that work best in primary school music — body percussion, bucket drumming, Boomwhackers, singing, and guided listening — don’t require the teacher to read music notation at all. A structured program that sequences activities clearly is far more valuable than a music qualification.
**FAQ Categories:** GeneralistTeacher
---
### [How does the Foundation Year program connect to Years 1 and 2?](https://funmusicco.com/faq-items/how-does-the-foundation-year-program-connect-to-years-1-and-2/)
**Published:** April 30, 2026
**Author:** FunMusicCo
**Content:**
The Fun Music Company program is designed as a coherent K–6 sequence, meaning the Foundation Year program deliberately builds the skills and experiences that Years 1 and 2 will build upon. The listening skills developed in Foundation *SKILLS* directly support the more advanced aural work of the Year 1–2 *SKILLS* unit. The songs and ensemble experience in Foundation *SING & PLAY* prepare students for the more structured performance work of Year 1–2. And the creative confidence built in Foundation *COMPOSE* underpins the more detailed composition projects that begin in Year 1. Nothing in the Foundation program is standalone — it’s the foundation (in every sense) of everything that follows. If you’d like a complete overview of how the curriculum progresses across all primary years, see our [Australian Curriculum Music v9: Complete Guide for Primary Teachers](https://funmusicco.com/australian-curriculum-music-v9-a-complete-guide-for-primary-teachers/).
**FAQ Categories:** Curriculum v9 Foundation
---
### [How does the curriculum change from primary to secondary school?](https://funmusicco.com/faq-items/how-does-the-curriculum-change-from-primary-to-secondary-school/)
**Published:** May 2, 2026
**Author:** FunMusicCo
**Content:**
This guide focuses on the primary years (Foundation to Year 6), but it’s worth noting that the Australian Curriculum v9 for Music continues through Years 7–10 with content statements that build directly on the primary foundations. In secondary school, students are expected to work with greater independence, sophistication and artistic intention across all four strands — performing in formal settings, composing extended works, engaging critically with music from a wide range of contexts, and developing their own musical voice. Students who arrive at secondary school with a strong primary music education are significantly better prepared for this work.
**FAQ Categories:** Curriculum Overview
---
### [What are the elements of music in the Australian Curriculum v9?](https://funmusicco.com/faq-items/what-are-the-elements-of-music-in-the-australian-curriculum-v9/)
**Published:** May 2, 2026
**Author:** FunMusicCo
**Content:**
The Australian Curriculum v9 for Music identifies the following elements of music as the building blocks that students develop understanding of across the primary years: dynamics (volume variation), tempo (speed), pitch (highness and lowness of notes), rhythm (patterns of long and short sounds), timbre (the distinctive quality of different sounds), texture (the layers and density of musical sound), and form (the structure and organisation of a musical work). Students encounter these elements from Foundation Year and develop an increasingly sophisticated capacity to identify, describe, manipulate and combine them as they progress through the primary curriculum.
**FAQ Categories:** Curriculum Overview
---
### [How does the curriculum handle First Nations Australian music?](https://funmusicco.com/faq-items/how-does-the-curriculum-handle-first-nations-australian-music/)
**Published:** May 2, 2026
**Author:** FunMusicCo
**Content:**
First Nations Australian music has a dedicated content statement in every year band of the primary curriculum, from Years 1–2 through to Years 5–6. The focus of this requirement becomes progressively more specific as students move through the primary years: from exploring examples of First Nations Australian music in Years 1–2, to understanding how music communicates connection to Country/Place in Years 3–4, to understanding how music continues and revitalises culture in Years 5–6. It is one of the curriculum’s strongest commitments and one that deserves genuine, sustained attention.
**FAQ Categories:** Curriculum Overview
---
### [Do I need to be a music specialist to teach the Australian Curriculum for Music?](https://funmusicco.com/faq-items/do-i-need-to-be-a-music-specialist-to-teach-the-australian-curriculum-for-music/)
**Published:** May 2, 2026
**Author:** FunMusicCo
**Content:**
No — and this is one of the things the Fun Music Company curriculum program is specifically designed to address. The Australian Curriculum for Music applies to all primary teachers, including generalist classroom teachers with little or no musical background. A well-designed curriculum program provides everything a generalist teacher needs to deliver quality music education: clear lesson plans, step-by-step instructions, video support, student resources and assessment tools. The curriculum’s own content statements are achievable in any classroom — they don’t require specialist instruments, a dedicated music room, or a music degree to deliver.
**FAQ Categories:** Curriculum Overview
---
### [Is the Australian Curriculum compulsory in every state?](https://funmusicco.com/faq-items/is-the-australian-curriculum-compulsory-in-every-state/)
**Published:** May 2, 2026
**Author:** FunMusicCo
**Content:**
The Australian Curriculum provides the national framework, but education is a state and territory responsibility in Australia, which means each jurisdiction implements it through its own local framework. Most states and territories have adopted the Australian Curriculum as the basis for their local frameworks, either directly or with local modifications. In practice, the content statements and achievement standards described in this guide reflect what is expected in primary school music education across most of Australia, though the specific terminology and implementation details may vary by state.
**FAQ Categories:** Curriculum Overview
---
### [What is the Australian Curriculum v9 for Music?](https://funmusicco.com/faq-items/what-is-the-australian-curriculum-v9-for-music/)
**Published:** May 2, 2026
**Author:** FunMusicCo
**Content:**
The Australian Curriculum v9 for Music is the national framework that describes what music education should look like in Australian schools from Foundation Year through to Year 10. It was released by ACARA in April 2022 as part of a comprehensive review of the Australian Curriculum across all learning areas. The curriculum is structured around four strands — developing practices and skills, presenting and performing, creating and making, and exploring and responding — with content statements and achievement standards for each year-level band.
**FAQ Categories:** Curriculum Overview
---
### [Is this program suitable for students who haven’t had much music education before Year 5?](https://funmusicco.com/faq-items/is-this-program-suitable-for-students-who-havent-had-much-music-education-before-year-5/)
**Published:** May 1, 2026
**Author:** FunMusicCo
**Content:**
Absolutely. The Fun Music Company Years 5 and 6 programs are designed to be accessible for students at any starting point. The Marimba Band and Bucket Drumming pieces are scaffolded carefully—students learn bass parts first, then harmony, then melody, building confidence and ensemble skill progressively. The *COMPOSE* projects are structured so that students are always working from a concrete starting point rather than a blank page. And the *SKILLS* and *CONNECT* units develop musical vocabulary and listening skills from the ground up within each year. Students who are newer to music will move through the material at their own pace and still have genuinely rewarding musical experiences—the program meets them where they are.
**FAQ Categories:** Curriculum Year 5-6
---
### [How does the First Nations Australian music requirement change in Years 5 and 6?](https://funmusicco.com/faq-items/how-does-the-first-nations-australian-music-requirement-change-in-years-5-and-6/)
**Published:** May 1, 2026
**Author:** FunMusicCo
**Content:**
In Years 3 and 4, the curriculum asks students to explore how First Nations Australians use music to communicate their connection to and responsibility for Country/Place. In Years 5 and 6, the focus shifts to how First Nations Australians use music to ‘continue and revitalise’ culture. This is a subtle but important difference: it asks students to understand music as a living, forward-looking expression of cultural identity—not just a traditional or historical practice. The Fun Music Company *CONNECT* unit opens each year with First Nations Australian music explored through this lens, setting the tone for a year of listening that is genuinely analytical, respectful and culturally informed.
**FAQ Categories:** Curriculum Year 5-6
---
### [Do students need to use technology in the COMPOSE unit?](https://funmusicco.com/faq-items/do-students-need-to-use-technology-in-the-compose-unit/)
**Published:** May 1, 2026
**Author:** FunMusicCo
**Content:**
The short answer is: it depends on what works for your school, and we’ve deliberately built it that way. The *COMPOSE* unit in Years 5 and 6 includes a mix of technology-based and non-technology projects, so you can choose what suits your context. In Grade 5, Projects 1 and 3 use technology such as sequencing apps and recording software, while Projects 2 and 4 don’t require it at all. Whether your school has a laptop trolley that’s always booked out or a class set of iPads that students are expected to use every lesson, there’s a pathway through the unit that works for you. You can run all four projects, or pick the ones that fit your situation — either way, students are meeting the curriculum’s requirement to notate, document and/or record their compositions.
**FAQ Categories:** Curriculum Year 5-6
---
### [What are compositional devices, and how are they taught?](https://funmusicco.com/faq-items/what-are-compositional-devices-and-how-are-they-taught/)
**Published:** May 1, 2026
**Author:** FunMusicCo
**Content:**
Compositional devices are the techniques composers use to shape and structure musical ideas over time—things like repetition (using a musical idea more than once), contrast (introducing something different), ostinato (a repeating rhythmic or melodic pattern), call and response (a musical conversation between parts), and variation (taking a theme and changing elements of it). In the Fun Music Company *COMPOSE* unit, these devices are introduced practically through the composition projects rather than as abstract theory. Students encounter repetition and contrast when they work with their own melodic fragments in Year 6; they work with ostinato in the improvisation projects; they use call and response structures in their vocal rap and chant projects. The devices are tools for making music, not vocabulary to memorise.
**FAQ Categories:** Curriculum Year 5-6
---
### [Why does the SING & PLAY unit change format in Years 5 and 6?](https://funmusicco.com/faq-items/why-does-the-sing-play-unit-change-format-in-years-5-and-6/)
**Published:** May 1, 2026
**Author:** FunMusicCo
**Content:**
The shift to Marimba Band and Bucket Drumming in Years 5 and 6 is a direct response to the curriculum’s requirement that students perform music ‘in a range of forms’ in ‘informal and/or formal settings.’ Individual songs with percussion accompaniment—the format that works beautifully in Years 1 through 4—doesn’t give students the ensemble depth, the formal performance experience, or the range of musical forms the upper primary curriculum requires. Marimba Band and Bucket Drumming do. They also happen to be formats that students find genuinely exciting to play and that make a real impression on audiences—which makes them ideal for the school concert or assembly performance the curriculum now explicitly expects.
**FAQ Categories:** Curriculum Year 5-6
---
### [What musical elements should students know by the end of Year 4?](https://funmusicco.com/faq-items/what-musical-elements-should-students-know-by-the-end-of-year-4/)
**Published:** April 30, 2026
**Author:** FunMusicCo
**Content:**
By the end of Year 4, students should be able to identify, describe and manipulate all of the core elements of music: dynamics (including notation symbols), tempo, pitch (including staff notation and treble clef note names), rhythm (including note values, rests, barlines and time signatures), timbre and form. They should be able to use these elements deliberately in their own compositions to communicate expressive intent—not just identify them in music they hear. This is a meaningful step up from Year 2, where the expectation was identification and description rather than deliberate manipulation.
**FAQ Categories:** Curriculum Year 3-4
---
### [How should I approach the First Nations Australian music requirement in Years 3 and 4?](https://funmusicco.com/faq-items/how-should-i-approach-the-first-nations-australian-music-requirement-in-years-3-and-4/)
**Published:** April 30, 2026
**Author:** FunMusicCo
**Content:**
The content statement is specific: students should explore how First Nations Australians use music to communicate their connection to and responsibility for Country/Place. This is a meaningful distinction from the Years 1–2 requirement, which was more general. The key is to engage with this material in a way that centres the cultural significance of music for First Nations communities, rather than treating it as a listening exercise with a cultural background note attached. The Fun Music Company *CONNECT* unit introduces First Nations Australian music in the first lesson of each year, establishing from the outset that this is a central part of the year’s musical exploration, not a tokenistic addition.
**FAQ Categories:** Curriculum Year 3-4
---
### [Do students need to learn to read music notation in Years 3 and 4?](https://funmusicco.com/faq-items/do-students-need-to-learn-to-read-music-notation-in-years-3-and-4/)
**Published:** April 30, 2026
**Author:** FunMusicCo
**Content:**
Yes — and for many generalist classroom teachers, this is a part of the Years 3–4 curriculum may feel daunting. The good news is that notation in the Fun Music Company program is introduced gently and progressively, always connected to music students are already playing and singing rather than presented as abstract theory to memorise. Students build their notation knowledge step by step across the year through short, structured worksheet activities — covering rhythm notation, the staff, note values, dynamics and more — in a way that feels manageable rather than overwhelming. By the time students are reading notation in their SING & PLAY instrumental parts, it’s already familiar territory.
**FAQ Categories:** Curriculum Year 3-4
---
### [How does the Years 3–4 program connect to Years 5 and 6?](https://funmusicco.com/faq-items/how-does-the-years-3-4-program-connect-to-years-5-and-6/)
**Published:** April 30, 2026
**Author:** FunMusicCo
**Content:**
The Years 3–4 program builds the musical vocabulary and skills that Years 5 and 6 will put to increasingly sophisticated use. In Years 5 and 6, the *SKILLS* strand develops listening and aural skills for manipulating elements of music to achieve expressive effects — extending naturally from the notation literacy and element manipulation work of Years 3 and 4. The COMPOSE strand introduces compositional devices and asks students to notate, document and record their compositions — building on the notation and creative confidence developed across the band. Students who have worked through the Years 3–4 program arrive at Year 5 well prepared for that step up, and students who are newer to the program will find the Years 5–6 curriculum equally accessible — the same philosophy of meeting students where they are carries right through to the end of primary school.
**FAQ Categories:** Curriculum Year 3-4
---
### [How does the Years 1–2 program connect to Years 3 and 4?](https://funmusicco.com/faq-items/how-does-the-years-1-2-program-connect-to-years-3-and-4/)
**Published:** April 30, 2026
**Author:** FunMusicCo
**Content:**
The Years 1–2 program is the direct foundation for the significantly more sophisticated content of Years 3 and 4. Students who arrive at Year 3 with well-developed listening skills, performance experience, compositional confidence, and a broad frame of reference for music across cultures are ready for the deeper engagement the Years 3–4 curriculum requires. Students who arrive without those foundations will struggle with the jump in expectations — particularly in the *SKILLS* strand, which introduces music notation in Year 3, and the *COMPOSE* strand, which asks students to manipulate elements of music with artistic intention.
**FAQ Categories:** Curriculum Year 1-2
---
### [Do students need to learn to read music notation in Years 1 and 2?](https://funmusicco.com/faq-items/do-students-need-to-learn-to-read-music-notation-in-years-1-and-2/)
**Published:** April 30, 2026
**Author:** FunMusicCo
**Content:**
No. The Australian Curriculum v9 does not require music notation reading at Years 1 and 2. Students may be introduced to simple rhythm notation or graphic scores as a tool for recording their own musical ideas in the *COMPOSE* strand, but formal staff notation is not a curriculum requirement until the upper primary years. The emphasis at this level is firmly on aural and kinaesthetic learning — developing the ear, the voice, and the body’s sense of rhythm before adding the abstract layer of notation.
**FAQ Categories:** Curriculum Year 1-2
---
### [How should I approach First Nations Australian music in Years 1 and 2?](https://funmusicco.com/faq-items/how-should-i-approach-first-nations-australian-music-in-years-1-and-2/)
**Published:** April 30, 2026
**Author:** FunMusicCo
**Content:**
The key is to approach First Nations Australian music as music that is important for people and communities — just as you would approach music from any other culture in the *CONNECT* strand. The curriculum asks students to explore examples of music composed and/or performed by First Nations Australians, which means listening to genuine music, learning something about its context and significance, and responding to it thoughtfully. Avoid treating it as a box to tick or confining it to a single lesson. A program that weaves First Nations perspectives through the year, rather than isolating them, is more authentic and more likely to build genuine understanding.
**FAQ Categories:** Curriculum Year 1-2
---
### [What musical elements should students know by the end of Year 2?](https://funmusicco.com/faq-items/what-musical-elements-should-students-know-by-the-end-of-year-2/)
**Published:** April 30, 2026
**Author:** FunMusicCo
**Content:**
By the end of Year 2, students should be able to identify and describe the basic elements of music — including tempo (fast and slow), dynamics (loud and soft), pitch (high and low), rhythm (patterns of long and short sounds), and timbre (the distinctive sound quality of different instruments). They don’t need to use formal notation to demonstrate this understanding — they can describe, respond to, and manipulate these elements through singing, playing, listening and composing activities.
**FAQ Categories:** Curriculum Year 1-2
---
### [Why does the curriculum group Years 1 and 2 together?](https://funmusicco.com/faq-items/why-does-the-curriculum-group-years-1-and-2-together/)
**Published:** April 30, 2026
**Author:** FunMusicCo
**Content:**
The Australian Curriculum v9 groups Years 1 and 2 as a band because students at this age develop at different rates, and the curriculum is designed to give teachers flexibility to respond to where their class actually is rather than where the calendar says they should be. The content statements and achievement standard describe what students should reach by the end of Year 2, allowing Year 1 to be used for building the foundations and Year 2 for extending and deepening. In practice, a well-structured program makes the two-year progression explicit, so teachers know what’s expected at each point in the band.
**FAQ Categories:** Curriculum Year 1-2
---
### [Do Foundation Year students need to learn to read music?](https://funmusicco.com/faq-items/do-foundation-year-students-need-to-learn-to-read-music/)
**Published:** April 30, 2026
**Author:** FunMusicCo
**Content:**
No. The Australian Curriculum v9 does not require music notation at Foundation Year. The focus is entirely on aural and kinaesthetic experience — listening, singing, moving, creating and responding. Notation becomes progressively relevant from around Year 3 onwards. At Foundation Year, the priority is developing the ear and the voice, not reading symbols on a page.
**FAQ Categories:** Curriculum v9 Foundation
---
### [I’m a generalist classroom teacher with no music background. Can I deliver Foundation Year music?](https://funmusicco.com/faq-items/im-a-generalist-classroom-teacher-with-no-music-background-can-i-deliver-foundation-year-music/)
**Published:** April 30, 2026
**Author:** FunMusicCo
**Content:**
Yes — and Foundation Year is actually one of the most accessible year levels to teach music without a specialist background. The curriculum at this level doesn’t require knowledge of theory, notation, or formal musicianship. What it requires is the ability to guide exploration, facilitate listening and responding, and lead simple songs and activities. A structured, ready-to-teach program removes the planning burden entirely and gives you exactly what to do in each lesson.
**FAQ Categories:** Curriculum v9 Foundation
---
### [How much time should be dedicated to music at Foundation Year?](https://funmusicco.com/faq-items/how-much-time-should-be-dedicated-to-music-at-foundation-year/)
**Published:** April 30, 2026
**Author:** FunMusicCo
**Content:**
The Australian Curriculum does not specify a set number of hours for music at Foundation Year. Here at the Fun Music Company, our recommendation is that schools aim for one dedicated music lesson per week of approximately 30–45 minutes, though the curriculum is flexible enough to allow for music to be integrated into other learning areas. Consistent, regular music time is more valuable than occasional longer sessions — especially at Foundation Year, where repetition and familiarity are central to how young children develop musical skills.
**FAQ Categories:** Curriculum v9 Foundation
---
### [Does the Foundation Year program include First Nations Australian music?](https://funmusicco.com/faq-items/does-the-foundation-year-program-include-first-nations-australian-music/)
**Published:** April 30, 2026
**Author:** FunMusicCo
**Content:**
Yes. The Australian Curriculum v9 explicitly requires students to explore how and why the arts are important for people and communities, and this includes First Nations Australian perspectives. The Fun Music Company Foundation Year *CONNECT* unit includes First Nations Australian music from the very beginning of the year, introducing students to the importance of music for First Nations culture and community as part of their earliest musical experiences at school.
**FAQ Categories:** Curriculum v9 Foundation
---
### [How does it meet the requirements of my curriculum?](https://funmusicco.com/faq-items/how-does-it-meet-the-requirements-of-my-curriculum/)
**Published:** October 9, 2020
**Author:** Developer Two
**Content:**
We have designed this program around the requirements of the Australian National Curriculum, the Common Core Curriculum from the USA, and the English National Curriculum. We have also looked at and analyzed every other curriculum document which users have told us they are required to use, and each one has remarkably similar requirements in the area of music. Please click below for a sample curriculum matching document, showing how our programs meet the requirements of the curriculum. If you have a different curriculum you are working with, please contact us and if possible we will provide a matching document for you showing how our program can be used to meet the needs of your curriculum.
[The National Curriculum of England and Wales](https://funmusicco.com/wp-content/uploads/2017/04/CurriculumLinks_UK_1.pdf)
[Australian National Curriculum](https://funmusicco.com/music-scope-and-sequence-for-the-australian-curriculum/)
[The US Common Core Curriculum](https://funmusicco.com/wp-content/uploads/2017/04/FunMusicCompanyCurriculumProgram_CurriculumLinks_USCommonCore.pdf)
[The New Zealand Curriculum](https://funmusicco.com/wp-content/uploads/2017/03/Grade_3-6_NewZealandCurriculumLInks.pdf)
[The Arts Curriculum of Ontario, Canada](https://funmusicco.com/wp-content/uploads/2017/03/CanadaOntario_FunMusicCompanyCurriculumLinks.pdf)
We have designed this program around the requirements of the Common Core Curriculum, used in many US states. We have also looked at many of the state-based curriculum documents which our users have told us they are required to use, and each one has very similar requirements in the area of music.
Please click below for a sample curriculum matching document, showing how our programs meet the requirements of the Common Core Curriculum. If you have a different curriculum you are working with, please contact us and if possible we will provide a matching document for you showing how our program can be used to meet the needs of your curriculum.
[The US Common Core Curriculum](https://funmusicco.com/wp-content/uploads/2017/04/FunMusicCompanyCurriculumProgram_CurriculumLinks_USCommonCore.pdf)
We have designed this curriculum around the requirements of the Australian National Curriculum, and its state-based equivalents. Please click below for a sample curriculum scope and sequence, showing how our programs meet the requirements of the curriculum. If you have a different curriculum you are working with, please contact us and if possible we will provide a matching document for you showing how our program can be used to meet the needs of your curriculum.
[Australian National Curriculum](https://funmusicco.com/music-scope-and-sequence-for-the-australian-curriculum)
[NSW Creative Arts Syllabus](https://funmusicco.com/download-a-nsw-curriculum-scope-and-sequence/)
[Victorian Curriculum](https://funmusicco.com/victorian-curriculum-music-scope-and-sequence/)
[Western Australian Curriculum](https://funmusicco.com/music-scope-and-sequence-for-western-australian-schools/)
**FAQ Categories:** Curriculum
---
### [How do Boomwhackers support music literacy development?](https://funmusicco.com/faq-items/how-do-boomwhackers-support-music-literacy-development/)
**Published:** April 28, 2026
**Author:** FunMusicCo
**Content:**
When colour-coded Boomwhacker notation is displayed alongside traditional staff notation from an early age, students begin building the connection between sound and written symbol before they are formally taught to read music. This exposure-based approach — used throughout the Fun Music Company Curriculum from Kindergarten onwards — means students arrive at formal music reading with significantly more familiarity with how notation works than students who have had no structured notation experience.
**FAQ Categories:** boomwhackers
---
### [Can Boomwhackers be used by generalist classroom teachers with no music background?](https://funmusicco.com/faq-items/can-boomwhackers-be-used-by-generalist-classroom-teachers-with-no-music-background/)
**Published:** April 28, 2026
**Author:** FunMusicCo
**Content:**
Yes — this is one of their greatest strengths in the Australian primary school context. The colour-coding system means that a teacher who cannot read music or play an instrument can still deliver a structured, curriculum-aligned Boomwhacker lesson. A clear lesson plan and access to colour-coded resources is all that is needed to get started.
**FAQ Categories:** boomwhackers
---
### [Are Boomwhackers aligned to the Australian Curriculum?](https://funmusicco.com/faq-items/are-boomwhackers-aligned-to-the-australian-curriculum/)
**Published:** April 28, 2026
**Author:** FunMusicCo
**Content:**
Yes. Boomwhackers support the requirements of the Australian Curriculum v9: The Arts (Music) across all year-level bands from Foundation to Year 6. They are particularly well suited to the curriculum’s emphasis on ensemble music-making, aural skill development, and the progressive introduction of music notation. The colour-coded system provides a practical and accessible pathway to the music literacy outcomes required by the curriculum at each stage.
**FAQ Categories:** boomwhackers
---
### [Is the Kodály method used in Australian schools today?](https://funmusicco.com/faq-items/is-the-kodaly-method-used-in-australian-schools-today/)
**Published:** April 27, 2026
**Author:** FunMusicCo
**Content:**
Yes. Kodály-informed teaching is present in primary schools across all Australian states and territories, and the principles of the method align closely with the Australian Curriculum v9: The Arts (Music). Several Australian organisations provide Kodály teacher training, and many primary music programs — both specialist-taught and generalist-delivered — use Kodály tools including solfège, rhythm syllables, and hand signs as core components of their music teaching.
**FAQ Categories:** Kodaly
---
### [Does the Kodály method work for students with additional learning needs?](https://funmusicco.com/faq-items/does-the-kodaly-method-work-for-students-with-additional-learning-needs/)
**Published:** April 27, 2026
**Author:** FunMusicCo
**Content:**
Yes. The multi-sensory nature of Kodály teaching — combining singing, hand signs, movement, and visual notation — makes it well suited to diverse learners. The voice-centred approach removes instrumental barriers, and the sequential structure means students can engage meaningfully at their own level. Research and classroom experience both support the effectiveness of Kodály-informed teaching with students across a wide range of learning profiles.
**FAQ Categories:** Kodaly
---
### [What is the difference between Kodály and Orff?](https://funmusicco.com/faq-items/what-is-the-difference-between-kodaly-and-orff/)
**Published:** April 27, 2026
**Author:** FunMusicCo
**Content:**
Both are major music education philosophies with strong influence in Australian primary schools. The Kodály approach centres on the singing voice, solfège, and sequential music literacy — reading and writing music is an explicit goal. The Orff approach (developed by German composer Carl Orff) centres on speech, movement, and instrumental improvisation using body percussion and pitched percussion instruments like xylophones. In practice, many Australian music programs draw on both approaches, using Kodály’s literacy framework alongside Orff’s instrument-based and movement activities.
**FAQ Categories:** Kodaly
---
### [What age is the Kodály method best suited for?](https://funmusicco.com/faq-items/what-age-is-the-kodaly-method-best-suited-for/)
**Published:** April 27, 2026
**Author:** FunMusicCo
**Content:**
The Kodály method is most impactful when begun in early childhood. The optimal window is Foundation to Grade 2 (ages 5–8), when children are naturally receptive to learning pitch and rhythm through play and song. However, the sequential approach can be adapted for any age group, including older primary students and adults beginning music study.
**FAQ Categories:** Kodaly
---
### [What is the Kodály method in simple terms?](https://funmusicco.com/faq-items/what-is-the-kodaly-method-in-simple-terms/)
**Published:** April 27, 2026
**Author:** FunMusicCo
**Content:**
The Kodály method is an approach to music education that teaches children to sing, read, and write music through a carefully sequenced program beginning with the voice and folk song. Developed in Hungary in the mid-20th century, it is now one of the most widely used music teaching philosophies in primary schools worldwide.
**FAQ Categories:** Kodaly
---
### [Can I use popular songs as backing tracks for bucket drumming?](https://funmusicco.com/faq-items/can-i-use-popular-songs-as-backing-tracks-for-bucket-drumming/)
**Published:** April 26, 2026
**Author:** FunMusicCo
**Content:**
This comes up a lot, and the answer is more nuanced than a simple yes or no. Copyright in the classroom is a topic worth understanding properly — particularly around the use of commercially recorded music in teaching contexts. Our article [Play-Alongs, Pop Songs, and Copyright](https://funmusicco.com/play-alongs-pop-songs-and-copyright/) covers everything you need to know in plain language.
**FAQ Categories:** Bucket Drumming Hub
---
### [Do students need any prior music experience?](https://funmusicco.com/faq-items/do-students-need-any-prior-music-experience/)
**Published:** April 26, 2026
**Author:** FunMusicCo
**Content:**
No prior experience is needed — for you or your students. Bucket drumming is genuinely accessible from the very first lesson, and the progression from simple patterns to more complex pieces means students build skills naturally over time. It works equally well as a standalone unit or as part of a broader music program.
**FAQ Categories:** Bucket Drumming Hub
---
### [What's the difference between bucket drumming and junk percussion?](https://funmusicco.com/faq-items/whats-the-difference-between-bucket-drumming-and-junk-percussion/)
**Published:** April 26, 2026
**Author:** FunMusicCo
**Content:**
Bucket drumming is technically a form of junk percussion — the broader term for music made with everyday objects rather than traditional instruments. The distinction is that bucket drumming refers specifically to the practice of using plastic buckets and sticks, often in an ensemble setting with structured pieces and technique. Junk percussion is the wider category, which might include anything from pots and pans to cardboard boxes. In a classroom context, the two terms are sometimes used interchangeably, but bucket drumming has its own established pedagogy and repertoire.
**FAQ Categories:** Bucket Drumming Hub
---
### [Can bucket drumming be used for a school performance?](https://funmusicco.com/faq-items/can-bucket-drumming-be-used-for-a-school-performance/)
**Published:** April 26, 2026
**Author:** FunMusicCo
**Content:**
Absolutely — and it makes a fantastic one. A well-rehearsed bucket drumming piece has real visual and musical impact, and audiences consistently find it impressive. Students take genuine pride in performing something that looks and sounds as polished as a bucket drumming ensemble can. It’s one of the most reliable performance items available to a primary music teacher.
**FAQ Categories:** Bucket Drumming Hub
---
### [Do I need to be a percussion expert to teach bucket drumming?](https://funmusicco.com/faq-items/do-i-need-to-be-a-percussion-expert-to-teach-bucket-drumming/)
**Published:** April 26, 2026
**Author:** FunMusicCo
**Content:**
Not at all. Bucket drumming is built around patterns and technique rather than musical theory or notation, and the animations do much of the modelling work for you. If you can keep a steady beat and manage a classroom, you have everything you need. The resources in our [Bucket Drumming for Beginners](https://funmusicco.com/bucket-drumming-for-beginners/) guide are specifically designed for teachers with no percussion background.
**FAQ Categories:** Bucket Drumming Hub
---
### [Is bucket drumming too loud for a classroom?](https://funmusicco.com/faq-items/is-bucket-drumming-too-loud-for-a-classroom/)
**Published:** April 26, 2026
**Author:** FunMusicCo
**Content:**
This is probably the most common concern we hear — and it’s a fair one. Bucket drumming can be loud, but it doesn’t have to be. Stick height is the key variable: lower sticks produce a softer sound, and establishing that habit early gives you genuine dynamic control across the class. Many teachers also find that playing with backing tracks and animations naturally moderates volume, because students are focused on staying in time rather than hitting hard. With good ensemble routines in place, bucket drumming is no louder than any other active music lesson.
**FAQ Categories:** Bucket Drumming Hub
---
### [How often do you add new pieces to the library?](https://funmusicco.com/faq-items/how-often-do-you-add-new-pieces-to-the-library/)
**Published:** April 1, 2026
**Author:** FunMusicCo
**Content:**
We add new pieces regularly, with animated demonstrations being rolled out as part of our ongoing curriculum development. The best way to stay up to date is to join our [bucket drumming email list](https://funmusicco.com/bucket-drumming-sample-request/) — we let subscribers know first whenever new resources drop.
**FAQ Categories:** Bucket Drumming Beats and Sheet Music
---
### [Can I use these pieces for a school performance?](https://funmusicco.com/faq-items/can-i-use-these-pieces-for-a-school-performance/)
**Published:** April 1, 2026
**Author:** FunMusicCo
**Content:**
Absolutely — that’s one of the best things about bucket drumming. Orbit Groove in particular is polished enough to form the centrepiece of a short assembly or concert item, especially once students have had a few weeks to build confidence. The full curriculum program includes additional performance-ready pieces with staging and presentation suggestions.
**FAQ Categories:** Bucket Drumming Beats and Sheet Music
---
### [What year levels are these pieces suitable for?](https://funmusicco.com/faq-items/what-year-levels-are-these-pieces-suitable-for/)
**Published:** April 1, 2026
**Author:** FunMusicCo
**Content:**
We recommend bucket drumming as an activity is best for upper primary or elementary, grades 5 and 6. That said, however, many teachers have had success using these bucket drumming pieces in the middle primary years, grades 3 and 4 as well. The full K–6 Curriculum Program includes bucket drumming units specifically designed and sequenced for Grades 5 and 6.
**FAQ Categories:** Bucket Drumming Beats and Sheet Music
---
### [Do I need to be able to read music to use this sheet music?](https://funmusicco.com/faq-items/do-i-need-to-be-able-to-read-music-to-use-this-sheet-music/)
**Published:** April 1, 2026
**Author:** FunMusicCo
**Content:**
Not at all. Our bucket drumming notation uses just three symbols — a blue note, a red note, and an X — to represent the three basic sounds. If you can read those shapes, you can read our sheet music. There’s a full explanation at the top of this page, and our beginner’s guide goes into even more detail.
**FAQ Categories:** Bucket Drumming Beats and Sheet Music
---
### [Are there Boomwhacker lesson plans available for non-specialist teachers?](https://funmusicco.com/faq-items/are-there-boomwhacker-lesson-plans-available-for-non-specialist-teachers/)
**Published:** March 5, 2026
**Author:** FunMusicCo
**Content:**
Yes! The Fun Music Company Curriculum Boomwhacker Materials are designed specifically with generalist and non-specialist teachers in mind. Every lesson plan is fully scripted and colour-coded, so no music reading experience is needed.
**FAQ Categories:** boomwhackers
---
### [What's the best way to store Boomwhackers?](https://funmusicco.com/faq-items/whats-the-best-way-to-store-boomwhackers/)
**Published:** March 5, 2026
**Author:** FunMusicCo
**Content:**
Store Boomwhackers in buckets or containers or hanging vertically in a designated spot. Avoid storing them squashed in a box where they can bend. Many teachers use a large open container or hang them on hooks sorted by colour, which also makes them quicker to distribute in class.
**FAQ Categories:** boomwhackers
---
### [Can Boomwhackers go out of tune?](https://funmusicco.com/faq-items/can-boomwhackers-go-out-of-tune/)
**Published:** March 5, 2026
**Author:** FunMusicCo
**Content:**
Yes — and this is one of the most important things to explain to students. Boomwhackers produce their pitch based on their exact tube length. Dents, bends, and damage change the tube shape and alter the pitch over time. Looking after them carefully means they’ll stay in tune for years.
**FAQ Categories:** boomwhackers
---
### [How do I stop students from hitting the Boomwhackers too hard?](https://funmusicco.com/faq-items/how-do-i-stop-students-from-hitting-the-boomwhackers-too-hard/)
**Published:** March 5, 2026
**Author:** FunMusicCo
**Content:**
This is every Boomwhacker teacher’s number one challenge! The key is framing it musically from the very start: tell students their job is to create a beautiful sound, not a loud one. Practising soft vs. loud together as a class helps. The carpet method also naturally reduces the likelihood of hard hits.
**FAQ Categories:** boomwhackers
---
### [How many Boomwhackers do I need for a class of 30?](https://funmusicco.com/faq-items/how-many-boomwhackers-do-i-need-for-a-class-of-30/)
**Published:** March 5, 2026
**Author:** FunMusicCo
**Content:**
For a class of 30, you’ll ideally want at least five to six sets of the diatonic set (8 tubes, C–C). That way groups of six students can play one pitch simultaneously.
**FAQ Categories:** boomwhackers
---
### [Do I need to know how to read music to use Boomwhackers?](https://funmusicco.com/faq-items/do-i-need-to-know-how-to-read-music-to-use-boomwhackers/)
**Published:** March 5, 2026
**Author:** FunMusicCo
**Content:**
Absolutely not! That’s one of the biggest advantages of Boomwhackers. The colour-coded system means students follow along with their colour, rather than needing to decode traditional notation. If you can identify colours, you can teach with Boomwhackers.
**FAQ Categories:** boomwhackers
---
### [What age group are Boomwhackers suitable for?](https://funmusicco.com/faq-items/what-age-group-are-boomwhackers-suitable-for/)
**Published:** March 5, 2026
**Author:** FunMusicCo
**Content:**
Boomwhackers are ideal for Kindergarten to Grade 2 students. With the right activities, even preschoolers can enjoy simple colour-matching rhythms, but they find their sweet spot in early primary or elementary school.
Older primary or elementary students (Grades 3-6) certainly can use boomwhackers, and we do incorporate them within the SING & PLAY and COMPOSE elements of the Fun Music Company programs at this age. However, they should be supplemented with other instruments and activities at those age groups, and not over-used.
**FAQ Categories:** boomwhackers
---
### [I don’t have much technology in my classroom. Can I still use this program?](https://funmusicco.com/faq-items/i-dont-have-much-technology-in-my-classroom-can-i-still-use-this-program/)
**Published:** October 9, 2020
**Author:** Developer Two
**Content:**
We always get questions like: ***I don’t have an interactive whiteboard – can I still use this?*** and ***Can I use my iPad?***.. and all those sort of technology-related questions.
Well … for this one … we are pleased to announce that the answer is **yes!**
Yes, you can use it, no matter what technology you happen to have in your classroom.
We’ve set this up as an online system. It is set up as a type of webpage that you access in the classroom. Its fully setup online, so there is nothing to download or install or anything for these programs, you simply login to our new members area, choose the module you want and away you go.
Its setup to work on any device, and yes, even iPads!
For this program, all you need is a screen, and some sort of device that can access the internet attached to it. A computer with any internet browser will do it or any sort of iPad or tablet device.
**FAQ Categories:** Music Lesson Plans
---
### [Can I teach ukulele if I've never played one myself?](https://funmusicco.com/faq-items/can-i-teach-ukulele-if-ive-never-played-one-myself/)
**Published:** February 1, 2026
**Author:** FunMusicCo
**Content:**
Absolutely. You don’t need to be a ukulele player to teach ukulele in the classroom. What you need is a structured program that walks you through exactly what to teach, in what order, and how. The Fun Music Company Ukulele Curriculum System is designed specifically for this — every lesson comes with instructional videos, classroom presentation slides, and teacher guides so you always know what’s happening next. Plenty of the teachers using our program have never picked up a ukulele before. They teach it successfully every week.
**FAQ Categories:** UkuleleLessonPlans
---
### [What if my school already has ukuleles but they're in bad shape?](https://funmusicco.com/faq-items/what-if-my-school-already-has-ukuleles-but-theyre-in-bad-shape/)
**Published:** February 1, 2026
**Author:** FunMusicCo
**Content:**
This is more common than you’d think. Most schools that have ukuleles have had them for a while, and they’ve often been sitting in a cupboard getting dusty. Some will just need new strings — which is a quick, cheap fix. Others may need a bit more work. Our free ebook, [How to Get Started Teaching Ukulele](https://funmusicco.com/teaching-ukulele-lesson-plans/), has a section on assessing and repairing existing instruments so you can work out exactly what you’re dealing with before you spend a cent.
**FAQ Categories:** UkuleleLessonPlans
---
### [How long does it take for students to learn to play ukulele?](https://funmusicco.com/faq-items/how-long-does-it-take-for-students-to-learn-to-play-ukulele/)
**Published:** February 1, 2026
**Author:** FunMusicCo
**Content:**
Within the first few lessons, students will be playing their first chord. Within a term or semester, most students will be playing multiple chords, simple melodies, and participating in group songs. The Fun Music Company Ukulele Curriculum System is structured as 40 lessons across four blocks of ten, which gives you a clear progression from absolute beginner through to confident ensemble playing — all within a single school year.
**FAQ Categories:** UkuleleLessonPlans
---
### [Can I use YouTube videos to teach ukulele in my classroom?](https://funmusicco.com/faq-items/can-i-use-youtube-videos-to-teach-ukulele-in-my-classroom/)
**Published:** February 1, 2026
**Author:** FunMusicCo
**Content:**
We’d strongly advise against it. We covered this in detail earlier in this article, but the short version is: YouTube videos are inconsistent, full of ads, and — most importantly — they send the message that ukulele is something students can learn at home on their own. That undermines the value of what you’re doing as a teacher. A structured curriculum keeps the learning in the classroom where it belongs, and keeps you in the role of the expert.
**FAQ Categories:** UkuleleLessonPlans
---
### [How many ukuleles do I need to start a program?](https://funmusicco.com/faq-items/how-many-ukuleles-do-i-need-to-start-a-program/)
**Published:** February 1, 2026
**Author:** FunMusicCo
**Content:**
Ideally, one for every student. But if that’s not where you are right now, you can start smaller and work up. Some teachers begin with one ukulele per pair, rotating who plays and who observes or practices finger positions on the table. The important thing is to have a plan for how students will progress once you do have a full set. If you’re working on getting more instruments, our [Ukulele Letter Pack](https://funmusicco.com/teaching-ukulele-with-ukulele-curriculum-program/#ukuleleletterpack) has template letters for administrators, parents, and potential sponsors that make that conversation much easier.
**FAQ Categories:** UkuleleLessonPlans
---
### [How old do children need to be to start learning ukulele?](https://funmusicco.com/faq-items/how-old-do-children-need-to-be-to-start-learning-ukulele/)
**Published:** February 1, 2026
**Author:** FunMusicCo
**Content:**
The ukulele is one of the best instruments for younger students because of its size and simplicity. Soprano ukuleles — the smallest and most common — sit comfortably in the hands of children from about age six onwards, which makes them a great fit for primary and elementary classrooms from Year 1 or Grade 1 up through to Year 6 or Grade 6. With some adjustments, even younger students can begin exploring basic chord shapes and strumming.
**FAQ Categories:** UkuleleLessonPlans
---
### [What's the fastest way to create music lesson plans for elementary and primary students?](https://funmusicco.com/faq-items/whats-the-fastest-way-to-create-music-lesson-plans-for-elementary-and-primary-students/)
**Published:** January 20, 2026
**Author:** FunMusicCo
**Content:**
The fastest approach is using a prepared curriculum program rather than creating lessons from scratch. With ready-made lesson plans that include learning outcomes, activities, and curriculum alignment, teachers can prepare a full lesson in under 5 minutes instead of 3-4 hours.
**FAQ Categories:** Music Lesson Plans
---
### [Can primary music lesson plans work without instruments or resources?](https://funmusicco.com/faq-items/can-primary-music-lesson-plans-work-without-instruments-or-resources/)
**Published:** January 20, 2026
**Author:** FunMusicCo
**Content:**
Yes! Effective music education can happen with minimal resources. Many activities use body percussion, voice, and everyday classroom items. The Fun Music Company designs lessons that work regardless of available instruments, making music education accessible for all schools.
**FAQ Categories:** Music Lesson Plans
---
### [What curriculum requirements do elementary music lesson plans need to meet?](https://funmusicco.com/faq-items/what-curriculum-requirements-do-elementary-music-lesson-plans-need-to-meet/)
**Published:** January 20, 2026
**Author:** FunMusicCo
**Content:**
Music lesson plans should align with your state or national curriculum standards (such as Australian Curriculum v9, NSW Creative Arts Syllabus, or US state standards). Rather than linking each individual lesson to curriculum, effective programs balance activities across all curriculum outcomes throughout the year.
**FAQ Categories:** Music Lesson Plans
---
### [How often should music lessons be taught in primary and elementary schools?](https://funmusicco.com/faq-items/how-often-should-music-lessons-be-taught-in-primary-and-elementary-schools/)
**Published:** January 20, 2026
**Author:** FunMusicCo
**Content:**
Most primary and elementary schools schedule music lessons once per week. The Fun Music Company curriculum is designed around this weekly structure, with each lesson building on previous concepts while remaining engaging and manageable for busy teachers. Schools can and do choose different structures, and that is ok – teachers can still work with programs like the Fun Music Company curriculum with more or less than one lesson per week.
**FAQ Categories:** Music Lesson Plans
---
### [Do I need to be a music specialist to create primary school music lesson plans?](https://funmusicco.com/faq-items/do-i-need-to-be-a-music-specialist-to-create-primary-school-music-lesson-plans/)
**Published:** January 20, 2026
**Author:** FunMusicCo
**Content:**
No! Both specialist music teachers and generalist classroom teachers can successfully teach music with the right resources. The key is having ready-to-use, curriculum-aligned lesson plans that require minimal musical background and preparation time.
**FAQ Categories:** Music Lesson Plans
---
### [What should be included in music lesson plans for elementary students?](https://funmusicco.com/faq-items/what-should-be-included-in-music-lesson-plans-for-elementary-students/)
**Published:** January 20, 2026
**Author:** FunMusicCo
**Content:**
An effective music lesson plan needs just two critical components: (1) A clear statement of the learning outcome, and (2) The lesson activities. Everything else—curriculum links, assessments, and resource lists—should be handled by your overall program structure, not on an individual lesson basis.
**FAQ Categories:** Music Lesson Plans
---
### [How long does it take to create elementary and primary music lesson plans?](https://funmusicco.com/faq-items/how-long-does-it-take-to-create-elementary-and-primary-music-lesson-plans/)
**Published:** January 20, 2026
**Author:** FunMusicCo
**Content:**
Creating comprehensive lesson plans from scratch can take 3-4 hours per lesson. However, with a structured curriculum program like The Fun Music Company’s approach, lesson preparation time drops to just 5 minutes. The key is having pre-planned learning outcomes and activities that align with curriculum requirements.
**FAQ Categories:** Music Lesson Plans
---
### [Are primary and elementary music lesson plans the same thing?](https://funmusicco.com/faq-items/are-primary-and-elementary-music-lesson-plans-the-same-thing/)
**Published:** January 20, 2026
**Author:** FunMusicCo
**Content:**
Yes! Primary music lesson plans and elementary music lesson plans refer to the same thing—just with different regional terminology. “Primary” is used in Australia, the UK, and New Zealand, while “elementary” is common in the USA and Canada. Both cover music education for students aged approximately 5-11 years (Kindergarten through Grade 6).
**FAQ Categories:** Music Lesson Plans
---
### [Can I use these lessons if my school doesn't celebrate Christmas?](https://funmusicco.com/faq-items/can-i-use-these-lessons-if-my-school-doesnt-celebrate-christmas/)
**Published:** November 4, 2025
**Author:** FunMusicCo
**Content:**
Yes! The [End of Year Concert section above](https://funmusicco.com/christmas-music-lessons-for-primary-or-elementary-students#ChristmasOrNotChristmas) address this in detail. “Jingle Bells” is a secular winter song, “We Wish You a Merry Christmas” can be performed as an instrumental piece with no words, and “Deck the Halls” is about seasonal decoration rather than religious celebration. These Christmas music lesson plans can easily be framed as winter, holiday, or end-of-year music lessons that teach valuable musical skills through culturally familiar melodies.
**FAQ Categories:** Christmas
---
### [How do these Christmas music lessons fit with my existing curriculum?](https://funmusicco.com/faq-items/how-do-these-christmas-music-lessons-fit-with-my-existing-curriculum/)
**Published:** November 4, 2025
**Author:** FunMusicCo
**Content:**
These SING & PLAY activities complement any music curriculum because they teach fundamental skills: singing in tune, keeping steady beat, reading rhythm notation, playing in ensemble, and listening skills. You can use them as your main curriculum during the holiday season, or integrate them alongside the program you’re currently using.
**FAQ Categories:** Christmas
---
### [Are these Christmas music lesson plans appropriate for all elementary grades?](https://funmusicco.com/faq-items/are-these-christmas-music-lesson-plans-appropriate-for-all-elementary-grades/)
**Published:** November 4, 2025
**Author:** FunMusicCo
**Content:**
Each arrangement is targeted to specific grade levels: “We Wish You a Merry Christmas” works best for K-2, “Jingle Bells” is ideal for grades 3-4, and “Deck the Halls” is perfect for grades 5-6. However, the arrangements can be adapted up or down depending on your students’ abilities. You might simplify parts for younger students or add more complex elements for older ones. The key is that each arrangement provides multiple parts at different difficulty levels, so you can differentiate within your classroom.
**FAQ Categories:** Christmas
---
### [Can I use these Christmas music lessons for my winter concert?](https://funmusicco.com/faq-items/can-i-use-these-christmas-music-lessons-for-my-winter-concert/)
**Published:** November 4, 2025
**Author:** FunMusicCo
**Content:**
Absolutely! These arrangements are specifically designed with performance in mind. Each piece builds toward a polished ensemble performance that’s impressive yet achievable. “Jingle Bells” works perfectly as a winter or holiday song (it was originally written for Thanksgiving!), and the instrumental version of “We Wish You a Merry Christmas” can be framed as a festive winter piece. “Deck the Halls” with its modern variations makes a fun, engaging concert finale that showcases multiple musical styles.
**FAQ Categories:** Christmas
---
### [Do I need to read music to teach these lessons?](https://funmusicco.com/faq-items/do-i-need-to-read-music-to-teach-these-lessons/)
**Published:** November 4, 2025
**Author:** FunMusicCo
**Content:**
Not at all! These Christmas music lesson plans are designed for learning by rote, making them accessible for teachers of all musical backgrounds.
**FAQ Categories:** Christmas
---
### [What instruments do I need for these Christmas music lesson plans?](https://funmusicco.com/faq-items/what-instruments-do-i-need-for-these-christmas-music-lesson-plans/)
**Published:** November 4, 2025
**Author:** FunMusicCo
**Content:**
The beauty of these Christmas elementary music lessons is their flexibility! For [We Wish You a Merry Christmas,](https://funmusicco.com/christmas-music-lessons-for-primary-or-elementary-students/#WishYouMerryChristmas) you can use Boomwhackers, body percussion, or any pitched percussion instruments you have.[ Jingle Bells](https://funmusicco.com/christmas-music-lessons-for-primary-or-elementary-students/#JingleBellsArrangement) works with standard classroom percussion like tambourines, wood blocks, triangles, plus xylophones or glockenspiels if available. [Deck the Halls](https://funmusicco.com/christmas-music-lessons-for-primary-or-elementary-students#DeckTheHallsArrangement) uses both tuned and untuned percussion.
However, **if you have limited or no instruments, students can still participate fully using body percussion, vocals, and actions.** These Christmas music lesson plans are designed to work with whatever resources you have.
**FAQ Categories:** Christmas
---
### [How long does each Christmas music lesson take?](https://funmusicco.com/faq-items/how-long-does-each-christmas-music-lesson-take/)
**Published:** November 4, 2025
**Author:** FunMusicCo
**Content:**
Each SING & PLAY lesson is designed to be part of a standard 30-45 minute music class period.
In the fun Fun Music Company curriculum program, SING & PLAY occurs in the middle of most lessons. Students begin with a warmup activity, then do their SING & PLAY song, and this is followed by either a CONNECT listening activity, or a composing lesson. Each song is taught with a five-lesson structure. This structure gives students plenty of time to master the singing, untuned percussion, and tuned percussion elements without feeling rushed. If your students learn faster, you can always move ahead or add additional songs.
**FAQ Categories:** Christmas
---
### [Do I need a classroom whiteboard?](https://funmusicco.com/faq-items/do-i-need-a-classroom-whiteboard/)
**Published:** January 20, 2021
**Author:** FunMusicCo
**Content:**
All you need is a screen of some kind – a large TV screen or projector will work just fine.
**FAQ Categories:** Bucket Drumming, Ukulele
---
### [Can I get a free trial?](https://funmusicco.com/faq-items/can-i-get-a-free-trial/)
**Published:** July 22, 2024
**Author:** FunMusicCo
**Content:**
We do not offer free trials at this time.
However, if you’d like to try the Fun Music Company curriculum, we suggest subscribing to a monthly membership. This will allow you to fully try the curriculum with your students for one month.
If you purchase a monthly membership, and then you or your school purchase an annual membership within the first month, we will stop your monthly membership **and refund your first month’s membership fee**.
---
### [Why is there an annual subscription?](https://funmusicco.com/faq-items/why-is-there-an-annual-subscription/)
**Published:** October 9, 2020
**Author:** Developer Two
**Content:**
The Fun Music Company curriculum has two parts: the online screen presentations and the PDF guidebooks.
The on-screen presentation part of the Fun Music Company curriculum is delivered **online** – this means that no software ever has to be installed, and nothing has to be downloaded.
The flip-side of this benefit for you is that it must be a subscription service, because **we** as the service provider become responsible for keeping it running and updating it for all the technology changes that happen, making sure it works on every device that is used in schools.
I’m sure you’ll appreciate with such a large amount of video content in the program that potentially could be used by hundreds or even thousands of schools every day around the world, that the cost of delivering this service in the future could be very substantial, so therefore we can’t sell lifetime access to this – as we can’t guarantee that it can work well into the future.
However we are going further than that – we are committed to constantly reviewing, refining and improving the online content as we get feedback from users, so that the curriculum becomes **better** year after year. **This is only possible because it is an online-delivered program**. If it were a one-time purchase it would exist the way it does forever.
This is different from a program you might choose to use once or twice and put back on the shelf. We envisage that it would be used every single day in the classroom, with those sheet music videos being played over and over and over again, and in that context then our annual fees are not expensive at all.
Our vision for this curriculum is a program that is **alive!**, We expect that it is constantly getting better because people are using it every day, providing feedback and we are refining it, and this is only possible if we make it a subscription service.
We have created this program because we love music education: It is a life-long commitment for us to help music teachers all around the world make music lessons fun and fulfilling. If you choose to join us in our curriculum program we know that you and your students will benefit from this commitment and the input from all the experts who had input into the program, and all the other teachers using it as well.
**FAQ Categories:** Curriculum
---
### [Is this the same as your ‘whiteboard music lessons’ or older material?](https://funmusicco.com/faq-items/is-this-the-same-as-your-whiteboard-music-lessons-or-older-material/)
**Published:** October 9, 2020
**Author:** Developer Two
**Content:**
NO… this is all completely NEW!
We started out thinking that we would re-write “whiteboard music lessons” so it matched the curriculum better – but we ended up creating a whole new program. *Whiteboard Music Lessons* still has a place, and for some people it may work better or even in combination with this, but this program contains totally different content – you won’t find the same things duplicated from our *Whiteboard Music Lesson* programs if you currently use them.
---
### [Can I pay monthly or by installment?](https://funmusicco.com/faq-items/can-i-pay-monthly-or-by-installment/)
**Published:** January 18, 2022
**Author:** FunMusicCo
**Content:**
Yes! We have various options for monthly memberships and installment payment plans.
Please contact us via our [helpdesk](https://funmusicco.com/contact/) and we will find the best solution for your needs.
**FAQ Categories:** Ukulele
---
### [How much content is in the program? How many lessons will it last?](https://funmusicco.com/faq-items/how-much-content-is-in-the-program-how-many-lessons-will-it-last/)
**Published:** October 9, 2020
**Author:** Developer Two
**Content:**
Each lesson has activities from each of the four units: AURAL, SING & PLAY, COMPOSE and CONNECT. Therefore if you proceed by lesson you’ll be doing one activity from each of these aspects in turn, in a continual rotation between the four aspects of the curriculum. However, you also have the choice of proceeding by unit and focusing all your energy on one particular aspect at a time. Our SING & PLAY, COMPOSE and CONNECT materials generally have enough in them in each lesson that you could focus on just that aspect for a full lesson.
So there is enough in the full unit to last for more than ten weeks of SING & PLAY, ten weeks of COMPOSE and ten weeks of CONNECT. Together with warmup materials, and preparing for school concerts this should be enough for the majority of schools for an entire year’s program.
---
### [Isn’t bucket drumming too loud?](https://funmusicco.com/faq-items/isnt-bucket-drumming-too-loud/)
**Published:** December 11, 2023
**Author:** FunMusicCo
**Content:**
True, it can be loud when you’ve got 30 students with sticks in their hands.
We have provided some suggestions for dampening and making the buckets quieter in our ***bucket guide*** bonus. This guide is provided free with this program.
The key to not having a headache at the end of a bucket drumming session is effective classroom management. Review the ***bucket drumming classroom management system*** article included in this program.
If you follow all the suggestions in that document, the bucket drumming shouldn’t be too loud. The buckets are not too loud if the only time they are played is when the students are playing all together.
**FAQ Categories:** Bucket Drumming
---
### [How does this fit into the Fun Music Company curriculum program?](https://funmusicco.com/faq-items/how-does-this-fit-into-the-fun-music-company-curriculum-program/)
**Published:** December 11, 2023
**Author:** FunMusicCo
**Content:**
This is part of the SING & PLAY component of Grade 5 and grade 6 of the Fun Music Company curriculum program.
The first four pieces are part of the Grade 5 program, and the second four are part of the grade 6 program. You can do it independently if you wish or as part of the Grade 5 and 6 program.
Full members of the Fun Music Company curriculum do not need to buy this program separately. It is provided in their membership.
**FAQ Categories:** Bucket Drumming
---
### [Do I need to be a drummer to teach this program?](https://funmusicco.com/faq-items/do-i-need-to-be-a-drummer-to-teach-this-program/)
**Published:** December 11, 2023
**Author:** FunMusicCo
**Content:**
Absolutely not! Anyone can teach this program, no matter your drumming experience. We have included instructional videos which cover all technical issues.
You don’t even need to read music, as you can just follow the animations. Students just play the bucket when the ball hits the bucket on screen,
**FAQ Categories:** Bucket Drumming
---
### [What equipment do I need for bucket drumming?](https://funmusicco.com/faq-items/what-equipment-do-i-need-for-bucket-drumming/)
**Published:** December 11, 2023
**Author:** FunMusicCo
**Content:**
There are only two pieces of equipment needed for each student.
1. Bucket
2. Pair of sticks
**Buckets**
Please see the bonus item provided below for guidance on the best type of buckets to get. Generally these can be sourced from local hardware stores at a relatively small price. They can sometimes be sourced from people in industrial businesses free of charge. Search on google or ask around parent and friend groups and you can be amazed at what may be donated!
**Sticks**
Ideally real drum sticks are best. Ask your local music store for a bulk price on the cheapest sticks they have, and these will be just fine.
If this is too expensive, then it is possible to use plain wood dowels. Buy 10-12mm dowel rod from the local hardware store, and cut them to length. If doing this, consider winding the sticks with electrical tape. This will make the sticks last longer, and avoid the chance of splinters.
**FAQ Categories:** Bucket Drumming
---
### [What grades does this bucket drumming program suit?](https://funmusicco.com/faq-items/what-grades-does-this-bucket-drumming-program-suit/)
**Published:** December 11, 2023
**Author:** FunMusicCo
**Content:**
This program was designed for upper primary or elementary students: grade 5 and grade 6.
However, this program could work for grade 3 or 4s, or even for middle school or high school students without a problem.
**FAQ Categories:** Bucket Drumming
---
### [Can I purchase grade levels individually, and are other grade level packages available?](https://funmusicco.com/faq-items/can-i-purchase-grade-levels-individually-and-are-other-grade-level-packages-available/)
**Published:** April 22, 2021
**Author:** FunMusicCo
**Content:**
We can supply grade level packages in whatever configuration you need for your teaching. Please contact us via our [helpdesk](https://funmusicco.com/contact/) to work out a package and pricing that works for you.
You can also [click here to purchase grade levels individually](https://funmusicco.com/purchase-curriculum-modules/) if you wish.
**FAQ Categories:** Curriculum
---
### [What is the scope of the program - what chords, notes and other elements of playing are included?](https://funmusicco.com/faq-items/what-is-the-scope-of-the-program-what-chords-notes-and-other-elements-of-playing-are-included/)
**Published:** January 20, 2021
**Author:** FunMusicCo
**Content:**
We’ve covered everything that is needed to be taught in the first year of ukulele playing. For more detail on the content, please download our one-page scope and sequence document [here](https://funmusicco.com/wp-content/uploads/2021/01/UkuleleCurriculumSystem_OverallScopeAndSequence-1.pdf).
**FAQ Categories:** Ukulele
---
### [Which ukuleles should I buy for my classroom, and how expensive are they?](https://funmusicco.com/faq-items/which-ukuleles-should-i-buy-for-my-classroom-and-how-expensive-are-they/)
**Published:** January 20, 2021
**Author:** FunMusicCo
**Content:**
We have included a special bonus [Ukulele Buyer’s Guide](#buyersguide) with the core advice we have on purchasing ukuleles for the classroom.
**FAQ Categories:** Ukulele
---
### [What equipment do I need?](https://funmusicco.com/faq-items/what-equipment-do-i-need/)
**Published:** January 20, 2021
**Author:** FunMusicCo
**Content:**
**Ukuleles for students, and one for yourself.**
Obviously, you need a class set of ukuleles, or you need to have the students buy their own. It is also a good idea to have a ukulele for yourself, and we recommend a concert size one, so that it is slightly larger and easier for students to see your hands.
**Electronic tuners**
Electronic tuners (the type that clip onto the head of the ukulele) are useful, but not essential. As you become proficient at teaching ukulele, and as the ukuleles become more played in, tuning doesn’t become such a problem in the classroom, so just one or two tuners is all that is really needed.
**Classroom whiteboard or CD player**
Ideally you’d have a classroom whiteboard hooked up to your computer, so that you can display the animations and play the music tracks. If you don’t have a classroom whiteboard, we do have you covered with the printable student workbook and optional CD which are available in the printed teacher’s guide.
**FAQ Categories:** Ukulele
---
### [What if I’ve never played the ukulele before?](https://funmusicco.com/faq-items/what-if-ive-never-played-the-ukulele-before/)
**Published:** January 20, 2021
**Author:** FunMusicCo
**Content:**
With this program, you can learn along with the students! Everything is included in our instructional videos, and you can go through the program at home on your own computer, and have plenty of practice before you begin in the classroom.
**FAQ Categories:** Ukulele
---
### [Do I have to be good at playing the ukulele to teach this program?](https://funmusicco.com/faq-items/do-i-have-to-be-good-at-playing-the-ukulele-to-teach-this-program/)
**Published:** January 20, 2021
**Author:** FunMusicCo
**Content:**
Absolutely not! Instructional videos are included at every step of the way, so that with any areas that you’re not 100% confident with, you can use the instructional video to support your teaching in the classroom. Together with the support provided by our regular [Q and A update videos](#monthlyqa) you will soon have the confidence to answer any of your students’ questions and concerns.
**FAQ Categories:** Ukulele
---
### [How does this work alongside the Fun Music Company regular curriculum program?](https://funmusicco.com/faq-items/how-does-this-work-alongside-the-fun-music-company-regular-curriculum-program/)
**Published:** January 20, 2021
**Author:** FunMusicCo
**Content:**
This program works perfectly alongside the ***Fun Music Company Curriculum***, and provides additional content which covers the *sing and play* and *composition* elements of any curriculum you are following.
Depending on how many lessons you have each week, you can choose to do one lesson on ukulele and one lesson from the regular curriculum program, or you can switch to it inside of the program by setting it up on different tab in your browser. It uses exactly the same members area, so once you’re logged into the program you can switch between them in an instant!
**FAQ Categories:** Ukulele
---
### [Yahoo!](https://funmusicco.com/faq-items/yahoo/)
**Published:** October 21, 2020
**Author:** Developer One
**Content:**
1. Open a message from the **desired sender**.
2. Now click **Add contact** next to the From name and address.
**FAQ Categories:** Whitelist
---
### [Windows Live](https://funmusicco.com/faq-items/windows-live/)
**Published:** October 21, 2020
**Author:** Developer One
**Content:**
1. Open a message from the **desired sender**
2. Click **Mark as safe** next to the From name and address
3. Now click **Add contact**
**FAQ Categories:** Whitelist
---
### [Verizon](https://funmusicco.com/faq-items/verizon/)
**Published:** October 21, 2020
**Author:** Developer One
**Content:**
1. Go to **Options** and select **Block Senders**.
2. In the Safe List, type your trusted address or domain.
3. Click **OK**.
**FAQ Categories:** Whitelist
---
### [Spam Assassin](https://funmusicco.com/faq-items/spam-assassin/)
**Published:** October 21, 2020
**Author:** Developer One
**Content:**
1. In your hard drive, find your Spam Assassin folder. Click the folder.
2. Open the file named **user\_prefs** with a text editor or Notepad. (If the file does not exist you can create it using the instructions on Spam Assassin’s website.)
3. Make a new line with the text whitelist\_from and the trusted address or domain you wish to add.
4. Save the file and close it.
**FAQ Categories:** Whitelist
---
### [Outlook Express 6](https://funmusicco.com/faq-items/outlook-express-6/)
**Published:** October 21, 2020
**Author:** Developer One
**Content:**
1. Open a message from the **desired sender**
2. In the From field, right-click the email address
3. Click the **Add to Address Book** link in the menu
4. Click the **OK** button
**FAQ Categories:** Whitelist
---
### [Outlook 2003 – 2007](https://funmusicco.com/faq-items/outlook-2003-2007/)
**Published:** October 21, 2020
**Author:** Developer One
**Content:**
1. Open a message from the **desired sender**.
2. Go to the **Actions** option in the top tool bar.
3. Select Junk E-mail from the drop down menu.
4. Select the **Add Sender** to Safe Senders List option.
**FAQ Categories:** Whitelist
---
### [Norton AntiSpam](https://funmusicco.com/faq-items/norton-antispam/)
**Published:** October 21, 2020
**Author:** Developer One
**Content:**
1. Go to the **Status & Settings tab** and click **AntiSpam**.
2. Click **Configure** and go to the **Allowed List tab**.
3. Click **Add** and type the trusted address or domain in the Email Address box.
4. Click **OK**.
**FAQ Categories:** Whitelist
---
### [MSN](https://funmusicco.com/faq-items/msn/)
**Published:** October 21, 2020
**Author:** Developer One
**Content:**
1. Click on **Help & Settings**
2. Click **Email Settings**
3. Click on **Safe List**
4. In Add an item to this list, type the specific email address or use @xxxx.com to whitelist the domain (note: xxxx has to be replaced with the domain)
5. Click **Add**
**FAQ Categories:** Whitelist
---
### [Mac Mail](https://funmusicco.com/faq-items/mac-mail/)
**Published:** October 21, 2020
**Author:** Developer One
**Content:**
1. Open a message from the **desired sender**
2. Go to Message in the top tool bar
3. Click **Add Sender to Address Book** from the drop-down menu
**FAQ Categories:** Whitelist
---
### [Hotmail](https://funmusicco.com/faq-items/hotmail/)
**Published:** October 21, 2020
**Author:** Developer One
**Content:**
1. Open a message from the **desired sender**.
2. Click **Mark as safe** next to the From name and address.
3. Now click **Add contact**.
**FAQ Categories:** Whitelist
---
### [Gmail](https://funmusicco.com/faq-items/gmail/)
**Published:** October 21, 2020
**Author:** Developer One
**Content:**
1. Open a message from the **desired sender**.
2. Click **Always display images from (senders address).**
OR
1. Open a message from the **desired sender**.
2. Click the arrow next to reply on the top right.
3. Click **Add sender** to contact list.
**FAQ Categories:** Whitelist
---
### [EarthLink](https://funmusicco.com/faq-items/earthlink/)
**Published:** October 21, 2020
**Author:** Developer One
**Content:**
1. Click on **Address Book** (it’s over on the left, below your Folders).
2. When your Address Book opens, click the **Add new contact**.
3. On the Add Contact screen, find the **Internet Information** box.
4. Enter the **desired address** into the top Email box.
5. Click **Save**.
**FAQ Categories:** Whitelist
---
### [Comcast SmartZone](https://funmusicco.com/faq-items/comcast-smartzone/)
**Published:** October 21, 2020
**Author:** Developer One
**Content:**
1. Click **Address Book**
2. Click **New**. Select **New Contact**
3. Add email address.
4. Click **Save**
**FAQ Categories:** Whitelist
---
### [AOL Mail](https://funmusicco.com/faq-items/aol-mail/)
**Published:** October 21, 2020
**Author:** Developer One
**Content:**
1. Open a message from the **desired sender**.
2. Click **Show Images: Always for this sender**
**FAQ Categories:** Whitelist
---
### [What if I decide not to use it?](https://funmusicco.com/faq-items/what-if-i-decide-not-to-use-it/)
**Published:** October 12, 2020
**Author:** Developer One
**Content:**
Like all of our products at the Fun Music Company…….
## We want you to “Test Drive” these materials for 90 Days
Complete the order form today and get started tomorrow. You´ll see how Printable Music Theory Books will be invaluable in your repertoire of teaching materials. If at any time you feel that the small investment you’ve made for this product is not worth your while then we insist that you contact us straight away, and we will refund you 100%.
We will even allow you to keep all of the included assessments just for having spent your time with us. So you really have nothing to lose, and everything to gain!
Janice Tuck, CEO
The Fun Music Company
**FAQ Categories:** Music Theory
---
### [What about Printing Formats?](https://funmusicco.com/faq-items/what-about-printing-formats/)
**Published:** October 12, 2020
**Author:** Developer One
**Content:**
We supply both A4 and Letter Paper printing options, or you can use the Adobe Acrobat “fit to page” option to fit it to your local paper size.
**FAQ Categories:** Music Theory
---
### [How do I access it?](https://funmusicco.com/faq-items/how-do-i-access-it/)
**Published:** October 12, 2020
**Author:** Developer One
**Content:**
The files are in PDF format, printable from any computer with internet access. Access is via our easy to use Fun Music Company member’s area. You choose your own username and password, and can use these for any products you have with us.
**FAQ Categories:** Music Theory
---
### [What are the terms of the printing license?](https://funmusicco.com/faq-items/what-are-the-terms-of-the-printing-license-5/)
**Published:** October 12, 2020
**Author:** Developer One
**Content:**
The full legal license terms are available [here](samples/licenseterms.pdf) if you wish to read them here it is in simple terms:
- You are allowed to print out as many copies as you need for teaching purposes, either in the classroom or private studio.
- The only restriction is that you may not sell, transfer, copy or otherwise assign this license to anyone else.
**FAQ Categories:** Music Theory
---
### [How do I know that they are suitable for grade levels in theory?](https://funmusicco.com/faq-items/how-do-i-know-that-they-are-suitable-for-grade-levels-in-theory/)
**Published:** October 12, 2020
**Author:** Developer One
**Content:**
During the comprehensive review process, we asked experts to give us detailed feedback on the book and evaluate its use in different teaching contexts. We wanted to make absolutely sure that it met the grade requirements for the ABRSM, Trinity and AMEB.
**FAQ Categories:** Music Theory
---
### [Do the books cover all styles of music?](https://funmusicco.com/faq-items/do-the-books-cover-all-styles-of-music/)
**Published:** October 12, 2020
**Author:** Developer One
**Content:**
These books are designed around the classical music theory syllabi of the major examination boards from around the world, as this gives us a structure and framework for the levels. However these are fundamentals that are relevant to every style, popular and classical. Where chords are referenced we use modern chord symbols and modern terminologies… while still including everything needed for classical examinations and general musicianship.
**FAQ Categories:** Music Theory
---
### [I’m in the USA – What about different terminology for different areas?](https://funmusicco.com/faq-items/im-in-the-usa-what-about-different-terminology-for-different-areas/)
**Published:** October 12, 2020
**Author:** Developer One
**Content:**
Glad you asked! A purchase of this product gives you access to two distinct versions of the materials, with every language difference carefully noted and changed.
- All rhythm names are changed: crotchets becomes quarter notes, minims become half notes etc
- Stave becomes staff
- Bars become measures
- Ledger lines become leger lines
- Semitone becomes half step
We went to the extent of asking experts in the UK, USA and Canada for their feedback on the language and structure of the book, so that it would suit the language styles of all areas.
If you find any of the language incorrect for your area then you have the opportunity to ask for a revision, and provided it is within the scope of Grade One theory we’ll have it done for you straight away.
**FAQ Categories:** Music Theory
---
### [What if I find that I can’t use it?](https://funmusicco.com/faq-items/what-if-i-find-that-i-cant-use-it/)
**Published:** October 10, 2020
**Author:** Developer One
**Content:**
If your students don’t like it, or you find for any reason that you can’t use these materials just contact us for a no-questions-asked refund.
**FAQ Categories:** world-music-teaching-materials
---
### [What are the terms of the license?](https://funmusicco.com/faq-items/what-are-the-terms-of-the-license/)
**Published:** October 10, 2020
**Author:** Developer One
**Content:**
You can print out as much as you need for your teaching. The only restriction is that you cannot re-sell or share the license with anyone else.
**FAQ Categories:** world-music-teaching-materials
---
### [How much do the materials cost?](https://funmusicco.com/faq-items/how-much-do-the-materials-cost/)
**Published:** October 10, 2020
**Author:** Developer One
**Content:**
Printable Music Lesson Plans Modules are $39.95 per module. This includes all 14 lessons, all the printable bonuses and powerpoint presentations.
**FAQ Categories:** world-music-teaching-materials
---
### [Is all this material completely accurate and culturally ‘sensitive’?](https://funmusicco.com/faq-items/is-all-this-material-completely-accurate-and-culturally-sensitive/)
**Published:** October 10, 2020
**Author:** Developer One
**Content:**
We have made a huge effort with this module to have the lessons written by or at least viewed by someone from the country/region that the subject is on. Because the scope of the topic is so wide we know that there may be different opinions on what should or shouldn’t be included. We do take all revision requests seriously, so if you find any errors or ommissions at any time please do contact us and if necessary we’ll update the materials.
**FAQ Categories:** world-music-teaching-materials
---
### [How easy is it to print out and prepare?](https://funmusicco.com/faq-items/how-easy-is-it-to-print-out-and-prepare-4/)
**Published:** October 10, 2020
**Author:** Developer One
**Content:**
You can
print out just what you need for each lesson in advance, or if you wish you can print out the entire student workbook included and bind it for them at the beginning of the course.
**FAQ Categories:** world-music-teaching-materials
---
### [How long does each lesson last?](https://funmusicco.com/faq-items/how-long-does-each-lesson-last-4/)
**Published:** October 10, 2020
**Author:** Developer One
**Content:**
There is more than enough material in each lesson to complete a 45 minute – 1 hour lesson, and you could even stretch it out over a couple of lessons if you wish.
**FAQ Categories:** world-music-teaching-materials
---
### [Are there included recordings?](https://funmusicco.com/faq-items/are-there-included-recordings-2/)
**Published:** October 10, 2020
**Author:** Developer One
**Content:**
No – this product includes printable materials and powerpoint presentations only. If we had to seek out the copyright permission to distribute recordings of each one of the artists involved the product would probably cost ten times the amount it does now. What we can do is provide links to freely available recordings on YouTube, and links to purchase individual tracks from iTunes from as little as 99c per track.
**FAQ Categories:** world-music-teaching-materials
---
### [What age level is this material suitable for?](https://funmusicco.com/faq-items/what-age-level-is-this-material-suitable-for/)
**Published:** October 10, 2020
**Author:** Developer One
**Content:**
You can use this material in upper elementary school or in junior high school. Our lesson plan ideas have “ideas for younger students” and “ideas for older students included.
**FAQ Categories:** world-music-teaching-materials
---
### [How much do I need to know about World Music?](https://funmusicco.com/faq-items/how-much-do-i-need-to-know-about-world-music/)
**Published:** October 10, 2020
**Author:** Developer One
**Content:**
Hopefully – absolutely nothing! We’ve kept this as simple as possible, so that you can implement it with very little background knowledge or research. We’ve done all the hard work for you so that you can just have a quick read through and get ready to present the material to your students.
**FAQ Categories:** world-music-teaching-materials
---
### [What if my students don’t like it?](https://funmusicco.com/faq-items/what-if-my-students-dont-like-it-3/)
**Published:** October 10, 2020
**Author:** Developer One
**Content:**
If you find you can’t use these materials just contact us for a no-questions-asked refund.
**FAQ Categories:** teaching-jazz-and-blues-history
---
### [What are the terms of the printing license?](https://funmusicco.com/faq-items/what-are-the-terms-of-the-printing-license-4/)
**Published:** October 10, 2020
**Author:** Developer One
**Content:**
You can print out as much as you need for your teaching. The only restriction is that you cannot re-sell or share the license with anyone else.
**FAQ Categories:** teaching-jazz-and-blues-history
---
### [How much is it?](https://funmusicco.com/faq-items/how-much-is-it-3/)
**Published:** October 10, 2020
**Author:** Developer One
**Content:**
Printable Music Lesson Plans Modules are $39.95 per module. This includes all 14 lessons, all the printable bonuses and powerpoint presentations.
**FAQ Categories:** teaching-jazz-and-blues-history
---
### [How easy is it to print out and prepare?](https://funmusicco.com/faq-items/how-easy-is-it-to-print-out-and-prepare-3/)
**Published:** October 10, 2020
**Author:** Developer One
**Content:**
You can
print out just what you need for each lesson in advance, or if you wish you can print out the entire student workbook included and bind it for them at the beginning of the course
**FAQ Categories:** teaching-jazz-and-blues-history
---
### [What age levels are this suitable for?](https://funmusicco.com/faq-items/what-age-levels-are-this-suitable-for/)
**Published:** October 10, 2020
**Author:** Developer One
**Content:**
This module is designed for Junior high school level (Ages 12-14), but it can easily be used for other age levels. In the lesson plan ideas you’ll find both ideas for younger students and ideas for older students. It is up to you to pick and choose what is most appropriate for your teaching situation.
**FAQ Categories:** teaching-jazz-and-blues-history
---
### [How long does each lesson last?](https://funmusicco.com/faq-items/how-long-does-each-lesson-last-3/)
**Published:** October 10, 2020
**Author:** Developer One
**Content:**
You can make each lesson last more than one lesson if you wish – there are ample ideas in the lesson plan segments to last a few weeks if you wish.
**FAQ Categories:** teaching-jazz-and-blues-history
---
### [Are there included recordings?](https://funmusicco.com/faq-items/are-there-included-recordings/)
**Published:** October 10, 2020
**Author:** Developer One
**Content:**
No – this product includes printable materials and powerpoint presentations only. If we were to seek out the rights to distribute recordings of each one of these artists the product would probably cost ten times the amount it does now. What we can do is provide links to freely available recordings on YouTube, and links to purchase individual tracks from iTunes from as little as 99c per track.
**FAQ Categories:** teaching-jazz-and-blues-history
---
### [Do I have to know anything about Jazz?](https://funmusicco.com/faq-items/do-i-have-to-know-anything-about-jazz/)
**Published:** October 10, 2020
**Author:** Developer One
**Content:**
Absolutely not! Hopefully we’ve made these worksheets as easy to use as possible, so that they can be used straight “out of the box” and even given to substitute teachers who know nothing about music.
Even if you do have a good knowledge of jazz styles and jazz musicians these worksheets will help you as they do all your lesson preparation and give you quality resources to give the students.
**FAQ Categories:** teaching-jazz-and-blues-history
---
### [How much music training or experience do I need to use this program?](https://funmusicco.com/faq-items/how-much-music-training-or-experience-do-i-need-to-use-this-program/)
**Published:** October 9, 2020
**Author:** Developer Two
**Content:**
We are confident that you’ll be able to use the program, ***no matter how much experience you have teaching music.*** The program includes hundreds of videos, designed to be step by step, so you can learn the parts along with your students. The lesson guides are designed to help you, and whether or not you get the printed version you’ll be able to access them whenever you need them.
We do this without removing the core important educational philosophies of music education, and music specialists can use this material as their base and expand on it, as the materials are designed with a solid base of Orff and Kodaly inspired approaches.
**FAQ Categories:** Curriculum
---
### [What if my students don’t like it?](https://funmusicco.com/faq-items/what-if-my-students-dont-like-it-2/)
**Published:** October 9, 2020
**Author:** Developer One
**Content:**
If you find you can’t use these materials just contact us for a no-questions-asked refund.
**FAQ Categories:** great-composers
---
### [What are the terms of the printing license?](https://funmusicco.com/faq-items/what-are-the-terms-of-the-printing-license-3/)
**Published:** October 9, 2020
**Author:** Developer One
**Content:**
We will let you know the legal stuff of course, but the long and the short of it is that you have the right to print out as much as you need for your teaching. The only restriction is that you can’t re-sell or share the license with anyone else. It’s just common sense really!
**FAQ Categories:** great-composers
---
### [How much is it?](https://funmusicco.com/faq-items/how-much-is-it-2/)
**Published:** October 9, 2020
**Author:** Developer One
**Content:**
Printable Music Lesson Plans Modules are $39.95 USD per module. This includes all 15 lessons, all the printable bonuses and powerpoint presentations.
**FAQ Categories:** great-composers
---
### [How easy is it to print out and prepare?](https://funmusicco.com/faq-items/how-easy-is-it-to-print-out-and-prepare-2/)
**Published:** October 9, 2020
**Author:** Developer One
**Content:**
You can print out each lesson one at a time if you wish, or we also have the student workbook ready to print for all 15 lessons. Just print out and bind them up and away you go!
**FAQ Categories:** great-composers
---
### [Do students need any prior knowledge?](https://funmusicco.com/faq-items/do-students-need-any-prior-knowledge/)
**Published:** October 9, 2020
**Author:** Developer One
**Content:**
We have tried to make these worksheets as straight forward as possible – with no prior knowledge assumed. A module glossary is included
**FAQ Categories:** great-composers
---
### [What level is this for?](https://funmusicco.com/faq-items/what-level-is-this-for/)
**Published:** October 9, 2020
**Author:** Developer One
**Content:**
This is designed for Junior high school level (Ages 12-14), but it can easily be adapted to suit other age groups. This could even be used in an adult music appreciation class to learn about each of the composers.
**FAQ Categories:** great-composers
---
### [How long does each lesson last?](https://funmusicco.com/faq-items/how-long-does-each-lesson-last-2/)
**Published:** October 9, 2020
**Author:** Developer One
**Content:**
Each lesson contains the fact sheets plus worksheets, plus lesson planning ideas – you can take the lessons as slow or fast as you wish, and choose lesson ideas to include or not. You could easily stretch out the material over two or three lessons per composer if you wished.
**FAQ Categories:** great-composers
---
### [What if my students don’t like it?](https://funmusicco.com/faq-items/what-if-my-students-dont-like-it/)
**Published:** October 9, 2020
**Author:** Developer One
**Content:**
If you find you can’t use these materials just contact us for a no-questions-asked refund.
**FAQ Categories:** teaching-history-of-rock-and-roll
---
### [What are the terms of the printing license?](https://funmusicco.com/faq-items/what-are-the-terms-of-the-printing-license-2/)
**Published:** October 9, 2020
**Author:** Developer One
**Content:**
You have the right to print out as much as you need for your teaching. The only restriction is that you can’t re-sell or share the license with anyone else. It’s just common sense!
**FAQ Categories:** teaching-history-of-rock-and-roll
---
### [How much is it?](https://funmusicco.com/faq-items/how-much-is-it/)
**Published:** October 9, 2020
**Author:** Developer One
**Content:**
Printable Music Lesson Plans Modules are $39.95 per module. This includes all 15 lessons, all the printable bonuses and powerpoint presentations.
**FAQ Categories:** teaching-history-of-rock-and-roll
---
### [How easy is it to print out and prepare?](https://funmusicco.com/faq-items/how-easy-is-it-to-print-out-and-prepare/)
**Published:** October 9, 2020
**Author:** Developer One
**Content:**
You can
print out just what you need for each lesson, or you can print out the entire student workbook at the start of the unit.
**FAQ Categories:** teaching-history-of-rock-and-roll
---
### [What age group is this for?](https://funmusicco.com/faq-items/what-age-group-is-this-for/)
**Published:** October 9, 2020
**Author:** Developer One
**Content:**
This module is designed for Junior high school level (Ages 12-14), but it can easily be used for other age levels. This module is a good general knowledge course for anyone wanting to know about the context and history of Rock and Roll.
**FAQ Categories:** teaching-history-of-rock-and-roll
---
### [How long does each lesson last?](https://funmusicco.com/faq-items/how-long-does-each-lesson-last/)
**Published:** October 9, 2020
**Author:** Developer One
**Content:**
You can take your time over each lesson if you wish – stretching them out over two or three weeks, or you could cover all the material in one school lesson. Its completely up to you, as the materials are designed to be very flexible.
**FAQ Categories:** teaching-history-of-rock-and-roll
---
### [Got another Question?](https://funmusicco.com/faq-items/got-another-question/)
**Published:** October 6, 2020
**Author:** Developer One
**Content:**
Contact the [Fun Music Company](https://funmusicco.com/contact) Helpdesk, and we’ll get back to you as quickly as possible.
**FAQ Categories:** Orchestra Intrument
---
### [What are the terms of the printing license?](https://funmusicco.com/faq-items/what-are-the-terms-of-the-printing-license/)
**Published:** October 6, 2020
**Author:** Developer One
**Content:**
We will give you the legal stuff of course, but the long and the short of it is that you have the right to print out as much as you need for your teaching. The only restriction is that you can’t re-sell or share the license with anyone else. That’s just common sense really!
[Answered your question? Click here to get started](https://funmusicco.com/music-lesson-plans/order_mod1/)
**FAQ Categories:** Orchestra Intrument
---
### [How much material is included?](https://funmusicco.com/faq-items/how-much-material-is-included/)
**Published:** October 6, 2020
**Author:** Developer One
**Content:**
Generally each lesson plan is one page of ideas, each Fact Sheet is one page, and each Fun Sheet is one page. We did this for simplicity, and so that your students can file them away easily in their books or folders.
[Answered your question? Click here to get started](https://funmusicco.com/music-lesson-plans/order_mod1/)
**FAQ Categories:** Orchestra Intrument
---
### [How long is each lesson?](https://funmusicco.com/faq-items/how-long-is-each-lesson/)
**Published:** October 6, 2020
**Author:** Developer One
**Content:**
It is up to you to decide how many of the activities you will use and for how long each activity will run. We don’t have a set format for these lessons.
[Answered your question? Click here to get started](https://funmusicco.com/music-lesson-plans/order_mod1/)
**FAQ Categories:** Orchestra Intrument
---
### [Do you have to do teach this module in the specified order?](https://funmusicco.com/faq-items/do-you-have-to-do-teach-this-module-in-the-specified-order/)
**Published:** October 6, 2020
**Author:** Developer One
**Content:**
Absolutely NOT! You can teach the lessons in whichever order you wish. You may even choose to omit certain lessons if they don’t suit your particular situation.
[Answered your question? Click here to get started](https://funmusicco.com/music-lesson-plans/order_mod1/)
**FAQ Categories:** Orchestra Intrument
---
### [Cras erat elit, maximus vestibulum eros non.](https://funmusicco.com/faq-items/cras-erat-elit-maximus-vestibulum-eros-non/)
**Published:** February 28, 2016
**Author:** FunMusicCo
**Content:**
Mauris finibus eros eu orci iaculis laoreet. In accumsan nulla ut sagittis tristique. Morbi a sollicitudin dui, quis tincidunt purus. Pellentesque eu lacinia lacus. Vestibulum tincidunt erat ac massa gravida accumsan. Suspendisse finibus commodo arcu, sed dapibus enim tincidunt in. Suspendisse pretium mollis ex, ut auctor neque pellentesque a. Morbi vel cursus odio, at interdum lorem. Pellentesque vitae eros sapien.
**FAQ Categories:** Pricing
---
### [Donec ac iaculis lorem, sit venenatis tellus.](https://funmusicco.com/faq-items/donec-ac-iaculis-lorem-sit-venenatis-tellus/)
**Published:** February 28, 2016
**Author:** FunMusicCo
**Content:**
Mauris finibus eros eu orci iaculis laoreet. In accumsan nulla ut sagittis tristique. Morbi a sollicitudin dui, quis tincidunt purus. Pellentesque eu lacinia lacus. Vestibulum tincidunt erat ac massa gravida accumsan. Suspendisse finibus commodo arcu, sed dapibus enim tincidunt in. Suspendisse pretium mollis ex, ut auctor neque pellentesque a. Morbi vel cursus odio, at interdum lorem. Pellentesque vitae eros sapien.
**FAQ Categories:** Installation
---
### [Maecenas nec ante metus accumsan eleifend.](https://funmusicco.com/faq-items/maecenas-nec-ante-metus-accumsan-eleifend/)
**Published:** February 28, 2016
**Author:** FunMusicCo
**Content:**
Fusce porta augue quis erat dignissim, id laoreet sapien pulvinar. Nullam blandit nisi ac nulla tempus, ultrices condimentum elit ultrices. Donec semper accumsan ligula, ut rutrum purus ultrices id. Aenean eleifend velit at nibh consectetur pretium. Vestibulum at justo quis ex venenatis aliquet. Ut porta, nunc sed venenatis maximus, lectus magna maximus dui, vel lobortis dui odio at ipsum. Curabitur nisl nisl, consequat in fermentum vitae, semper et dolor. Mauris cursus scelerisque dui et molestie. Vivamus sapien ex, aliquam sit amet libero non, auctor gravida nibh.
**FAQ Categories:** Design Process
---
### [Fusce efficitur gravida, odois interdum arcu vulputate.](https://funmusicco.com/faq-items/fusce-efficitur-gravida-odois-interdum-arcu-vulputate/)
**Published:** February 28, 2016
**Author:** FunMusicCo
**Content:**
Nullam feugiat eleifend felis eu aliquam. Etiam bibendum, ante nec efficitur lacinia, lectus eros laoreet lectus, sit amet ultricies magna mi vel felis. Quisque ut varius arcu. Praesent efficitur, nisi at imperdiet luctus, tellus dui dignissim purus, et aliquam diam metus ac velit. Mauris aliquet rutrum mauris, ac tempus arcu eleifend sit amet. Integer at lacinia turpis. Morbi vehicula justo at velit facilisis, ac dictum quam sodales. In hac habitasse platea dictumst.
Nunc finibus, magna sed laoreet malesuada, risus libero iaculis tellus, ac consequat enim nunc sed metus. Cras a condimentum elit, vel convallis tellus. Sed mauris mi, sollicitudin eu tellus ut, efficitur scelerisque justo. Fusce id nibh ut sapien egestas consectetur sed nec arcu. Aliquam et orci nec nulla pellentesque varius. Sed mi mauris, ultricies eu pharetra eget, tincidunt eu enim. Pellentesque convallis dolor nisl.
**FAQ Categories:** Pricing
---
### [Pellentesque finibus viverra lectus vitae cursus.](https://funmusicco.com/faq-items/pellentesque-finibus-viverra-lectus-vitae-cursus/)
**Published:** February 28, 2016
**Author:** FunMusicCo
**Content:**
Nunc euismod lobortis massa, id sollicitudin augue auctor vel. Integer ornare sollicitudin turpis vitae vestibulum. Curabitur faucibus ullamcorper lorem sed egestas. Pellentesque laoreet auctor eros, et consectetur eros auctor eget. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum tortor nisi, egestas eget molestie tincidunt, tempus sed justo. Vestibulum ultricies auctor varius. Fusce consequat tincidunt dui, ac adipiscing turpis adipiscing pulvinar. Aliquam erat volutpat. Vivamus eleifend rhoncus nulla in laoreet.
**FAQ Categories:** Management
---
### [Vestibulum et neque interdum euismod velit commodo.](https://funmusicco.com/faq-items/vestibulum-et-neque-interdum-euismod-velit-commodo/)
**Published:** February 28, 2016
**Author:** FunMusicCo
**Content:**
Phasellus sed rutrum est. Suspendisse at metus eget turpis dapibus accumsan. Sed pellentesque turpis ac nulla vehicula, quis commodo enim fringilla. In hac habitasse platea dictumst. Mauris gravida odio turpis. Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Cras in auctor elit. Sed ornare laoreet libero, non viverra justo. Aenean dapibus malesuada scelerisque. Vestibulum at orci vitae nibh finibus dignissim. Aliquam pharetra nibh in mattis convallis. Duis dapibus nulla eget sapien rhoncus, eu pretium augue accumsan.
**FAQ Categories:** Installation
---
### [Etiam porttitor lacus eu mi rhoncu tincidunt dui.](https://funmusicco.com/faq-items/etiam-porttitor-lacus-eu-mi-rhoncu-tincidunt-dui/)
**Published:** February 28, 2016
**Author:** FunMusicCo
**Content:**
Lorem ipsum dolor sit amet, consectetur adipiscing elit. Etiam sit amet pharetra magna. Fusce elementum interdum augue quis tristique. Aliquam lectus neque, ultricies rhoncus euismod eget, aliquet non libero. Aenean id mi at lectus finibus venenatis. Maecenas finibus, magna in venenatis elementum, justo ante placerat justo, a egestas lectus ipsum vitae nulla. Quisque imperdiet diam eu condimentum eleifend. Mauris ac lacinia mauris, et dictum sem.
Donec ullamcorper enim a convallis pellentesque. Suspendisse feugiat risus eu laoreet egestas. Integer ut est mi. Nam sed interdum urna, sit amet sagittis dolor. Maecenas et sem non felis luctus ultrices.
**FAQ Categories:** Design Process
---
### [Interdum et malesuada fames ac ante in faucibus.](https://funmusicco.com/faq-items/interdum-et-malesuada-fames-ac-ante-in-faucibus/)
**Published:** February 28, 2016
**Author:** FunMusicCo
**Content:**
Quisque non risus in orci consectetur varius. Sed pulvinar elit non tempus finibus. Suspendisse volutpat nulla non ligula convallis, in volutpat neque lacinia. Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia Curae; Fusce quis purus a mi cursus commodo. Pellentesque viverra nibh in urna tempus cursus. Cras fringilla pulvinar felis. Ut elit orci, vulputate nec congue eget, bibendum eget urna. Vivamus a odio et nisl vestibulum ultrices.
Fusce nec vestibulum lorem. Nulla facilisi. Aenean suscipit erat odio, at scelerisque sem facilisis non. Curabitur ac ex sollicitudin, lacinia nunc sit amet, imperdiet leo. Sed at varius sem. Sed suscipit id diam ac consequat. Morbi porta viverra magna suscipit vestibulum. Praesent pretium porta velit.
**FAQ Categories:** Configuration
---
### [Sed eu erat ac ligula tristique ullamcorper quam.](https://funmusicco.com/faq-items/sed-eu-erat-ac-ligula-tristique-ullamcorper-quam/)
**Published:** February 28, 2016
**Author:** FunMusicCo
**Content:**
Nullam aliquet porttitor felis in efficitur. Aliquam sed pharetra orci. Vestibulum porta maximus sem porta tincidunt. Aliquam tincidunt risus at sapien vulputate ornare. Praesent in sem sit amet leo bibendum semper in ut lectus. Mauris sit amet egestas odio. Etiam vulputate, sem et ullamcorper fermentum, nisl felis pellentesque elit, ut pretium lacus ante quis libero. Maecenas ut urna malesuada, sagittis lorem nec, sagittis lacus. Nullam sit amet dui elit. Nullam et massa tincidunt, semper magna vitae, commodo purus.
**FAQ Categories:** Technical
---
### [Morbi in congue felis, a vulputate magna.](https://funmusicco.com/faq-items/morbi-in-congue-felis-a-vulputate-magna/)
**Published:** February 28, 2016
**Author:** FunMusicCo
**Content:**
Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Mauris et erat tortor. Nam pharetra vehicula orci, sed ullamcorper sem viverra vehicula. Ut fringilla a odio a posuere. Phasellus interdum ipsum et mi rutrum fringilla. Donec pretium dui vitae mattis cursus. Curabitur vestibulum malesuada lectus, sed tincidunt massa sagittis tempus. Ut nisl purus, interdum vel lacus mattis, gravida tincidunt ante. Pellentesque lacinia ut eros id sollicitudin. Nulla fermentum molestie velit, a lobortis ex aliquet vestibulum. Vestibulum et blandit felis, at tincidunt felis. Interdum et malesuada fames ac ante ipsum primis in faucibus. Quisque in leo eu ex hendrerit tincidunt ac at purus. Nunc scelerisque venenatis facilisis. Sed pharetra rutrum neque, pellentesque accumsan lectus aliquet sed. Curabitur porta lectus eu consectetur tristique.
Sed a felis non erat luctus finibus non fringilla nibh. Donec condimentum bibendum ex ac rhoncus. Sed viverra elit a tellus pellentesque, at vestibulum sapien congue. Etiam nec mollis tortor, at molestie metus. Nulla nec nunc varius, feugiat dui quis, finibus turpis. Suspendisse facilisis, erat at dignissim dignissim, diam elit auctor nibh, at molestie eros purus sed massa.
**FAQ Categories:** Pricing
---
### [Duis non dui vitae risus consequat vestibulum.](https://funmusicco.com/faq-items/duis-non-dui-vitae-risus-consequat-vestibulum/)
**Published:** February 28, 2016
**Author:** FunMusicCo
**Content:**
Lorem ipsum dolor sit amet, consectetur adipiscing elit. Duis non dui vitae risus consequat vestibulum. Vivamus ut ultricies mi. Proin lobortis, lacus ac ultrices dignissim, orci erat tincidunt nulla, id tristique nulla magna et erat. Fusce in gravida velit. Morbi mauris risus, maximus nec mollis et, pulvinar sed leo. Fusce a velit erat. Curabitur nisi mauris, pharetra sit amet bibendum et, aliquet ac eros. Nunc pellentesque augue sapien, ut lacinia eros dignissim pharetra. Morbi at enim vitae velit dictum tincidunt vitae eleifend mauris. Praesent pellentesque aliquam condimentum. Maecenas nisl dolor, maximus a lorem id, efficitur ornare est. Nam a velit mauris. Suspendisse eleifend nisl sed leo maximus, ac malesuada sem auctor.
In suscipit lacus quis ante consectetur molestie. Nam quis auctor dolor. Donec non dictum tortor. Ut a risus sodales, vulputate dui id, elementum justo. Quisque condimentum interdum purus, eget tempus justo rutrum vel.
**FAQ Categories:** Management
---
### [Quisque condimentum interdum purus tempus.](https://funmusicco.com/faq-items/quisque-condimentum-interdum-purus-tempus/)
**Published:** February 28, 2016
**Author:** FunMusicCo
**Content:**
Aenean pretium felis vel purus bibendum luctus. In gravida ex a ex sollicitudin feugiat. Praesent ac pulvinar nisi, ut sodales massa. Aliquam erat volutpat. Nullam eu mi vel arcu iaculis hendrerit vel ac risus. Sed accumsan hendrerit neque, at scelerisque sem posuere et. Donec sem elit, tincidunt eget nisl vehicula, mattis convallis elit. Quisque lobortis ex ac turpis convallis, ut faucibus ligula posuere. Vestibulum non turpis id est ullamcorper condimentum.
Sed rhoncus viverra gravida. Aliquam lobortis nulla sit amet tincidunt tincidunt. Maecenas pulvinar maximus massa, nec eleifend turpis ornare sit amet. Nullam eget malesuada erat. Morbi volutpat, ante nec pharetra suscipit, augue nulla porttitor dolor, nec lacinia eros elit id arcu. Vivamus ultricies est eget sapien congue volutpat.
---
### [Morbi at enim vitae velit dictum tincidunt vitae.](https://funmusicco.com/faq-items/morbi-at-enim-vitae-velit-dictum-tincidunt-vitae/)
**Published:** February 28, 2016
**Author:** FunMusicCo
**Content:**
Morbi volutpat, ante nec pharetra suscipit, augue nulla porttitor dolor, nec lacinia eros elit id arcu. Vivamus ultricies est eget sapien congue volutpat. Curabitur ac ipsum et orci accumsan scelerisque. Quisque porttitor a massa ac porttitor. Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia Curae; Curabitur vitae nibh vitae justo sagittis lacinia. Donec nec suscipit dolor. Aliquam ullamcorper nulla nec massa vestibulum mattis. Maecenas ullamcorper lacus in augue rhoncus consectetur et eu felis.
Aenean orci dolor, porta eget pharetra quis, blandit id eros. Integer molestie lorem at risus posuere, et aliquet tellus feugiat. Nunc finibus condimentum enim maximus sodales. Lorem ipsum dolor sit amet, consectetur adipiscing elit.
**FAQ Categories:** Installation
---
### [Nunc pellentesque augue sapien dignissim.](https://funmusicco.com/faq-items/nunc-pellentesque-augue-sapien-dignissim/)
**Published:** February 27, 2016
**Author:** FunMusicCo
**Content:**
Aenean consequat lorem ut felis ullamcorper posuere gravida tellus faucibus. Maecenas dolor elit, pulvinar eu vehicula eu, consequat et lacus. Duis et purus ipsum. In auctor mattis ipsum id molestie. Donec risus nulla, fringilla a rhoncus vitae, semper a massa. Vivamus ullamcorper, enim sit amet consequat laoreet, tortor tortor dictum urna, ut egestas urna ipsum nec libero. Nulla justo leo, molestie vel tempor nec, egestas at massa. Aenean pulvinar, felis porttitor iaculis pulvinar, odio orci sodales odio, ac pulvinar felis quam sit.
**FAQ Categories:** Design Process
---
### [Aenean pretium felis vel purus bibendum luctus.](https://funmusicco.com/faq-items/aenean-pretium-felis-vel-purus-bibendum-luctus/)
**Published:** February 27, 2016
**Author:** FunMusicCo
**Content:**
Sed rhoncus viverra gravida. Aliquam lobortis nulla sit amet tincidunt tincidunt. Maecenas pulvinar maximus massa, nec eleifend turpis ornare sit amet. Nullam eget malesuada erat. Morbi volutpat, ante nec pharetra suscipit, augue nulla porttitor dolor, nec lacinia eros elit id arcu. Vivamus ultricies est eget sapien congue volutpat. Curabitur ac ipsum et orci accumsan scelerisque. Quisque porttitor a massa ac porttitor. Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia Curae; Curabitur vitae nibh vitae justo sagittis lacinia. Donec nec suscipit dolor. Aliquam ullamcorper nulla nec massa vestibulum mattis. Maecenas ullamcorper lacus in augue rhoncus consectetur et eu felis.
**FAQ Categories:** Configuration
---
## Resource
### [Boomwhacker Piece for Primary or Elementary](https://funmusicco.com/resource/boomwhacker-piece-for-primary-or-elementary/)
**Published:** October 28, 2013
**Author:**
**Excerpt:** A fun little warmup tune that any children will enjoy
**Content:**
### Fun Music Company Video Series
# Elephants and Monkeys?
\[fun\_social\]
### Materials for the “Elephants Walk – Monkeys Run” Boomwhacker Lesson
### Interactive Whiteboard Materials
[](https://www.funmusiccoimages.com/whiteboard_materials/bookwhacker_2/boomwhacker_2.notebook)“Elephants Walk – Monkeys Run” Interactive Whiteboard File
SMART Notebook format[](https://www.funmusiccoimages.com/whiteboard_materials/bookwhacker_2/boomwhacker_2.flipchart)“Elephants Walk – Monkeys Run” Interactive Whiteboard File
ActiveInspire formatIf you have any trouble downloading the resources above [click here](https://www.funmusiccoimages.com/whiteboard_materials/bookwhacker_2/boomwhacker_2.zip) to download a combined zip file.
Click one of these buttons to share this resources with your friends or colleagues:
[ssba]
New Release! **[Boomwhacker Beatz](https://funmusicco.com/boomwhacker-program/)**
- ***Warmup animations*** where students play their boomwhacker when their color is on the screen
- ***Performance pieces*** they can learn as a class and play with backing tracks
- ***Games*** to develop their aural skills and general music knowledge
- ***Composition*** activities to work on their creativity and cover essential curriculum requirements.
[Click here for more information »](https://funmusicco.com/boomwhacker-program/)
[](https://funmusicco.com/boomwhacker-program/)
**Categories:** Boomwhackers, Grade 3-4, Grade K-2, Practical Ideas
---
### [Boomwhackers for Youngest Learners](https://funmusicco.com/resource/boomwhackers-for-youngest-learners/)
**Published:** July 21, 2026
**Author:** FunMusicCo
**Excerpt:** A fun lesson for Kindergarten class playing Boomwhackers in two groups.
**Categories:** Boomwhackers, Grade K-2, Grade Level, Instrument, Lesson Type, Practical Ideas
---
### [Boomwhackers for Second Grade](https://funmusicco.com/resource/boomwhackers-for-grade-2/)
**Published:** May 25, 2026
**Author:** FunMusicCo
**Excerpt:** A fun practical lesson using that is suitable for grade two students.
**Categories:** Boomwhackers, Grade K-2, Grade Level, Instrument, Practical Ideas
---
### [CONNECTing with Grade Five Students](https://funmusicco.com/resource/connecting-with-grade-five-students/)
**Published:** September 7, 2021
**Author:** FunMusicCo
**Excerpt:** Ways to explore connecting with grade five students through music listening.
**Categories:** All Instruments, Grade 5-6, Listening lessons
---
### [Bridging the classical music gap](https://funmusicco.com/resource/bridging-the-classical-music-gap-2/)
**Published:** March 7, 2025
**Author:** FunMusicCo
**Excerpt:** Ways to make the teaching of classical music compelling and exciting for upper primary or elementary students.
**Categories:** Grade 5-6, Listening lessons
---
### [Finding your hidden capabilities](https://funmusicco.com/resource/finding-your-hidden-capabilities/)
**Published:** January 7, 2024
**Author:** FunMusicCo
**Excerpt:** How to use singing in grade three classes to find hidden capabilities in students.
**Categories:** Grade 3-4, Practical Ideas, Voice & Choir
---
### [Using a CONNECT lesson to teach more than just music](https://funmusicco.com/resource/using-a-connect-lesson-to-teach-more-than-just-music/)
**Published:** March 7, 2026
**Author:** FunMusicCo
**Excerpt:** How we can cover e lot more ground than just music in a music listening activity.
**Categories:** All Instruments, Grade 3-4, Grade 5-6, Grade 7-8, Listening lessons
---
### [Composition with Simple Questions and Answers](https://funmusicco.com/resource/composition-with-simple-questions-and-answers/)
**Published:** March 7, 2026
**Author:** FunMusicCo
**Excerpt:** Ways to teach composition by relating to the simple concept of conversation.
**Categories:** All Instruments, Composition, Grade K-2
---
### [Moving from Singing to Playing](https://funmusicco.com/resource/moving-from-singing-to-playing/)
**Published:** March 7, 2026
**Author:** FunMusicCo
**Excerpt:** Ways to help children play instruments more easily and effectively in music classes.
**Categories:** Classroom Percussion, Grade 3-4, Grade K-2, Practical Ideas
---
### [Grade 1 Complex Concepts](https://funmusicco.com/resource/grade-1-complex-concepts/)
**Published:** March 1, 2026
**Author:** FunMusicCo
**Excerpt:** How to break down complex concepts in music class for grade one students.
**Categories:** All Instruments, Grade K-2
---
### [Teaching Ukulele Today](https://funmusicco.com/resource/teaching-ukulele-today/)
**Published:** June 3, 2025
**Author:** FunMusicCo
**Excerpt:** A discussion about how to teach ukulele in today's information age context.
**Categories:** Grade 5-6, Practical Ideas, Ukulele, Ukulele
---
### [Assessments for practical classes](https://funmusicco.com/resource/assessments-for-practical-classes/)
**Published:** May 28, 2025
**Author:** FunMusicCo
**Excerpt:** Ideas for conducting assessments for practical music classes. Includes templates, rubrics and assessment forms.
---
### [Most Important Skill...](https://funmusicco.com/resource/most-important-skill/)
**Published:** May 19, 2025
**Author:** FunMusicCo
**Excerpt:** A discussion about one of the most important skills taught in music class.
**Categories:** Grade 3-4, Grade 5-6, lesson ideas, Lesson Plans, music teacher resources, Opportunities for Writers & Contributors
---
### [Composition Training Excerpt](https://funmusicco.com/resource/composition-training-excerpt/)
**Published:** May 12, 2025
**Author:** FunMusicCo
**Excerpt:** A short excerpt of a training session on teaching composition in the music classroom.
**Categories:** Composition, Grade 3-4, Grade 5-6
---
### [What I learned in a Spin Bike Class...](https://funmusicco.com/resource/what-i-learned-in-a-spin-bike-class/)
**Published:** May 5, 2025
**Author:** FunMusicCo
**Excerpt:** A key insight about teaching music and how to get students to keep coming back to music class.
**Categories:** Grade 3-4, Grade 5-6, Grade K-2
---
### [How Teachers do EVERYTHING](https://funmusicco.com/resource/how-teachers-do-everything/)
**Published:** April 29, 2025
**Author:** FunMusicCo
**Excerpt:** A discussion of all the things teachers are expected to do - and how they achieve a healthy work-life balance.
---
### [Benefits of Laughter](https://funmusicco.com/resource/benefits-of-laughter/)
**Published:** April 22, 2025
**Author:** FunMusicCo
**Excerpt:** How to use the power of laughter engage music classes, and look after yourself!
---
### [Embracing change](https://funmusicco.com/resource/embracing-change/)
**Published:** April 17, 2025
**Author:** FunMusicCo
**Excerpt:** Ideas on how music teachers can adapt to change when it occurs.
**Categories:** Grade 3-4, Grade 5-6
---
### [Music Lesson for St Patrick's Day](https://funmusicco.com/resource/music-lesson-for-st-patricks-day/)
**Published:** June 27, 2023
**Author:** FunMusicCo
**Excerpt:** A music listening lesson featuring Irish pop group The Corrs.
**Categories:** All Instruments, Grade 3-4, Grade 5-6, Grade Level, Music Teaching
---
### [Kindergarten Listening Lesson](https://funmusicco.com/resource/kindergarten-listening-lesson/)
**Published:** July 14, 2024
**Author:** FunMusicCo
**Excerpt:** A listening activity for kindergarten students where students will draw a picture in response to a piece of classical music.
**Categories:** Grade K-2
---
### [The magic of marimba band](https://funmusicco.com/resource/the-magic-of-marimba-band/)
**Published:** July 8, 2024
**Author:** FunMusicCo
**Excerpt:** Highlighting the experience of students when they engage in marimba band in the classroom!
**Categories:** Classroom Percussion, Grade 5-6
---
### [A brand new listening lesson](https://funmusicco.com/resource/a-brand-new-listening-lesson/)
**Published:** July 6, 2024
**Author:** FunMusicCo
**Excerpt:** A new listening lesson featuring the wonderful music of composer Errolyn Wallen.
**Categories:** Grade 5-6, Listening lessons
---
### [Bucket Drumming Classroom Management](https://funmusicco.com/resource/bucket-drumming-classroom-management/)
**Published:** July 4, 2024
**Author:** FunMusicCo
**Excerpt:** A plan for how to deal with classroom management challenges while doing bucket drumming.
**Categories:** Bucket Drumming, Grade 5-6
---
### [Bucket Drumming Lesson Plan](https://funmusicco.com/resource/bucket-drumming-lesson-plan/)
**Published:** July 2, 2024
**Author:** FunMusicCo
**Excerpt:** A complete lesson plan for teaching a lesson on bucket drumming.
**Categories:** Bucket Drumming, Grade 5-6
---
### [Classroom Bucket Drumming](https://funmusicco.com/resource/bucket-drumming-piece-for-classroom/)
**Published:** June 30, 2024
**Author:** FunMusicCo
**Excerpt:** An easy to use introduction to bucket drumming for the classrom. With tutorial videos and exercises.
**Categories:** Bucket Drumming, Grade 5-6
---
### [Complete ukulele lesson](https://funmusicco.com/resource/complete-ukulele-lesson/)
**Published:** June 25, 2024
**Author:** FunMusicCo
**Excerpt:** A complete ukulele lesson to use on the Hawaiian Strum
**Categories:** Ukulele
---
### [iPad Project for Middle School Music Class](https://funmusicco.com/resource/ipad-project-for-middle-school-music-class/)
**Published:** July 7, 2014
**Author:**
**Excerpt:** A fun project using Garageband for ipad
**Content:**
### Music Teacher Resource Videos
# iPad Project tutorial for Middle School Music Class
\[fun\_social\]
### Downloadable Materials
[](https://www.funmusiccoimages.com/2014%20ValueSeries/76_Ipad/GarageBandForIpad_StudentAssignment_1.pdf)Student Assignment Page #1 – Garageband Projects for iPadClick one of these buttons to share this resources with your friends or colleagues:
[ssba]
### The complete tutorial & lesson plan series this excerpt comes from
is available to registered members of the Virtual Music Education Conference
regsitered members can login now to access it.
[](http://www.vmus2014.com)
**Categories:** All Instruments, Grade 7-8, Grade 9-12, Other
---
### [Two Note Tuned Percussion](https://funmusicco.com/resource/two-note-tuned-percussion/)
**Published:** June 27, 2023
**Author:** FunMusicCo
**Excerpt:** An example of a piece using just two notes in tuned percussion making it possible for many different ability levels.
**Categories:** Classroom Percussion, Grade K-2, Practical Ideas
---
### [Open and Closed Questions](https://funmusicco.com/resource/open-and-closed-questions/)
**Published:** June 27, 2023
**Author:** FunMusicCo
**Excerpt:** A description of how open and closed questions can be used in listening and musicianship lessons.
**Categories:** All Instruments, Games, Grade 3-4, Grade 5-6, Grade 7-8, Grade K-2
---
### [Ukulele Program Scope and Sequence](https://funmusicco.com/resource/ukulele-program-scope-and-sequence/)
**Published:** June 27, 2023
**Author:** FunMusicCo
**Excerpt:** A description of one possible scope and sequence system used in lesson planning.
**Categories:** All Instruments, Grade 3-4, Grade 5-6, Grade 7-8, Grade K-2, Grade Level, Other, Ukulele
---
### [Listening Activity for Grade One](https://funmusicco.com/resource/listening-activity-for-grade-one/)
**Published:** June 27, 2023
**Author:** FunMusicCo
**Excerpt:** A directed listening activity suitable for young classes.
**Categories:** All Instruments, Grade K-2
---
### [Echo Rhythm Grade One](https://funmusicco.com/resource/echo-rhythm-grade-one/)
**Published:** June 27, 2023
**Author:** FunMusicCo
**Excerpt:** An example of how to work with echo rhythms for early grades.
**Categories:** All Instruments, Classroom Percussion, Grade K-2, lesson ideas
---
### [Emergency Worksheets](https://funmusicco.com/resource/emergency-worksheets/)
**Published:** February 27, 2023
**Author:** FunMusicCo
**Excerpt:** A set of easy-to-use worksheets that can be used in any situation.
**Categories:** Grade 3-4, Grade 5-6, Grade 7-8, Musical Flashcard Games, Worksheets
---
### [Musical Tic Tac Toe](https://funmusicco.com/resource/musical-tic-tac-toe/)
**Published:** February 27, 2023
**Author:** FunMusicCo
**Excerpt:** Using a simple Tic Tac Toe game to reinforce musical concepts in the classroom.
**Categories:** Games, Grade 3-4, Grade 5-6, Interactive Whiteboard
---
### [Fun on Valentines Day](https://funmusicco.com/resource/fun-on-valentines-day/)
**Published:** February 27, 2023
**Author:** FunMusicCo
**Excerpt:** A fun worksheet and listening activity for Valentines day.
**Categories:** All Instruments, Games, Grade 3-4, Grade 5-6, Grade 7-8, Worksheets
---
### [Listening activity for any grade](https://funmusicco.com/resource/listening-activity-for-any-grade/)
**Published:** February 27, 2023
**Author:** FunMusicCo
**Excerpt:** SQUILT or "Super Quiet Un-Interrupted Listening Time" worksheets and instructions.
**Categories:** Grade 3-4, Grade 5-6, Grade 7-8, Grade K-2, lesson ideas, Worksheets
---
### [Poison Rhythm Game](https://funmusicco.com/resource/poison-rhythm-game/)
**Published:** January 26, 2023
**Author:** FunMusicCo
**Excerpt:** A fun aural clapping game for just about any age group.
**Categories:** Grade 3-4, Grade 5-6, Grade K-2
---
### [Musical Pizza](https://funmusicco.com/resource/musical-pizza/)
**Published:** January 15, 2023
**Author:** FunMusicCo
**Excerpt:** A lesson tutorial and free resources showing you how to make the concept of a pizza into a fun rhythm lesson.
**Categories:** All Instruments, Classroom Percussion, Composition, General, Grade 3-4, Grade 5-6, Grade K-2, Grade Level
---
### [Boomwhacker Games](https://funmusicco.com/resource/boomwhacker-games/)
**Published:** July 26, 2022
**Author:** FunMusicCo
**Excerpt:** A fun game for Boomwhacker tubes, suitable for grades Kindergarten to Grade 4.
**Categories:** Boomwhackers, Composition, Game, Games, General, Grade 3-4, Grade 5-6, Grade K-2, Grade Level, Instrument, Interactive Whiteboard, lesson ideas, Lesson Plans
---
### [Simple Drone Lesson](https://funmusicco.com/resource/simple-drone-lesson/)
**Published:** July 26, 2022
**Author:** FunMusicCo
**Excerpt:** A fun lesson for grade one, learning a simple drone tuned percussion part for a folk song.
**Categories:** Classroom Percussion, Grade K-2, Grade Level, Instrument, lesson ideas, Lesson Plans, Lesson Type, Practical Ideas
---
### [Musical Who Am I?](https://funmusicco.com/resource/musical-who-am-i/)
**Published:** July 26, 2022
**Author:** FunMusicCo
**Excerpt:** A fun beginning for grade three students to get into learning about some early rock and roll artists.
**Categories:** All Instruments, Games, General, Grade 3-4, Grade 5-6, Grade Level, Instrument, lesson ideas, Lesson Plans, Lesson Type
---
### [Easy Grade One Composing Lesson](https://funmusicco.com/resource/easy-grade-one-composing-lesson/)
**Published:** April 11, 2022
**Author:** FunMusicCo
**Excerpt:** A composition lesson with simple questions and answers suitable for early grades.
**Categories:** All Instruments, Composition, General, Grade K-2, Grade Level, lesson ideas, Lesson Plans, Music Resources for young children
---
### [Ukulele Strumming Lesson](https://funmusicco.com/resource/ukulele-strumming-lesson/)
**Published:** April 25, 2022
**Author:** FunMusicCo
**Excerpt:** A lesson tutorial for students learning the ukulele on how to perform the strumming pattern sometimes known as the Hawaiian strum.
**Categories:** All Instruments, Grade 3-4, Grade 5-6, Grade Level, Guitar, Ukulele, Ukulele
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### [Listening & Connecting Lesson](https://funmusicco.com/resource/listening-connecting-lesson/)
**Published:** April 11, 2022
**Author:** FunMusicCo
**Excerpt:** Example of how teachers can use a CONNECT lesson to teach more than just music.
**Categories:** All Instruments, General, Grade 3-4, Lesson Plans, Worksheets
---
### [Ukulele melody playing exercise](https://funmusicco.com/resource/ukulele-melody-playing-exercise/)
**Published:** February 23, 2021
**Author:** FunMusicCo
**Excerpt:** Get your students started playing melodic patterns on their ukuleles with this fun activity!
**Categories:** Grade 3-4, Grade 5-6, Ukulele, Ukulele
---
### [Ukulele chord playing exercise](https://funmusicco.com/resource/ukulele-chord-playing-exercise/)
**Published:** February 23, 2021
**Author:** FunMusicCo
**Excerpt:** A play-along track for getting students started with ukulele with the simplest chord to begin with!
**Categories:** Grade 3-4, Grade 5-6, Ukulele, Ukulele
---
### [Getting Started Teaching Ukulele E-book](https://funmusicco.com/resource/getting-started-teaching-ukulele-e-book/)
**Published:** February 23, 2021
**Author:** FunMusicCo
**Excerpt:** A free getting started guide for anyone thinking of setting up a ukulele program in their school.
**Categories:** General, Grade 3-4, Grade 5-6, Grade Level, Ukulele, Ukulele
---
### [GarageBand Beat Sequencer](https://funmusicco.com/resource/garageband-beat-sequencer/)
**Published:** November 11, 2020
**Author:** FunMusicCo
**Excerpt:** A fun lesson introducing the new beat sequencer programming tool available in GarageBand for iPad.
**Categories:** All Instruments, Grade 5-6, Grade 7-8, Grade 9-12, lesson ideas, Lesson Plans
---
### [GarageBand Manual Drums](https://funmusicco.com/resource/garageband-manual-drums/)
**Published:** November 11, 2020
**Author:** FunMusicCo
**Excerpt:** A great lesson for GarageBand for iPad where students will create their own drum pattern using the manual drums.
**Categories:** All Instruments, Composition, General, Grade 7-8, Grade 9-12, Grade Level
---
### [CONNECTing with Grade Fives](https://funmusicco.com/resource/connecting-with-grade-fives/)
**Published:** April 23, 2018
**Author:** FunMusicCo
**Excerpt:** A music appreciation worksheet and video for engaging Grade five students in discussion.
---
### [Aural Training Grade Three](https://funmusicco.com/resource/aural-training-grade-three/)
**Published:** April 9, 2018
**Author:** FunMusicCo
**Excerpt:** A lesson idea using rhythm imitation for Grade three students.
**Categories:** Grade 3-4
---
### [Creative activity for grade one](https://funmusicco.com/resource/creative-grade-one/)
**Published:** January 7, 2018
**Author:** FunMusicCo
**Excerpt:** A composition activity for young children with a fun classroom video.
**Categories:** All Instruments, Composition, Grade K-2, Interactive Whiteboard
---
### [Compose and build notation](https://funmusicco.com/resource/compose-and-build-notation/)
**Published:** January 7, 2018
**Author:** FunMusicCo
**Excerpt:** How students in Grade four can use their creativity in improvising and composing, while taking the first steps in music notation at the same time.
**Categories:** All Instruments, Composition, Grade 3-4
---
### [CONNECT listening activity for Grade four](https://funmusicco.com/resource/connect-listening-activity-for-grade-4/)
**Published:** December 14, 2017
**Author:** FunMusicCo
**Excerpt:** Your students will love this fun listening activity which encourages creative thinking.
---
### [Fun song with actions for Grade three students](https://funmusicco.com/resource/fun-song-with-actions-for-grade-3/)
**Published:** December 14, 2017
**Author:** FunMusicCo
**Excerpt:** You'll find your hidden capabilities to sing in this fun resource for Grade three students
**Categories:** Classroom Percussion, Grade 3-4, Interactive Whiteboard, Voice & Choir
---
### [Simplified Cup Game](https://funmusicco.com/resource/simplified-cup-game/)
**Published:** November 25, 2013
**Author:**
**Excerpt:** A simplifed version of the Cup Song everyone is talking about!
**Content:**
### Music Teacher Resource Videos
# Simplified Cup Game
\[fun\_social\]
### Downloadable Materials
[](https://www.funmusiccoimages.com/2014%20ValueSeries/48_SimplifiedCupGame/01_boomboombeat_full.mp3)"Boom Boom Beat" Backing Track – Regular Tempo
[](https://www.funmusiccoimages.com/2014%20ValueSeries/48_SimplifiedCupGame/01_boomboombeat_full_slow.mp3)"Boom Boom Beat" Backing Track – Slower Tempo
[](https://www.funmusiccoimages.com/2014%20ValueSeries/48_SimplifiedCupGame/SimplifiedCupGame.pdf)The Cup Game – Text DescriptionClick one of these buttons to share this resources with your friends or colleagues:
[ssba]
New Release! **[Boomwhacker Beatz](https://funmusicco.com/boomwhacker-program/)**
- ***Warmup animations*** where students play their boomwhacker when their color is on the screen
- ***Performance pieces*** they can learn as a class and play with backing tracks
- ***Games*** to develop their aural skills and general music knowledge
- ***Composition*** activities to work on their creativity and cover essential curriculum requirements.
[Click here for more information »](https://funmusicco.com/boomwhacker-program/)
[](https://funmusicco.com/boomwhacker-program/)
**Categories:** All Instruments, Grade 3-4, Grade 5-6, Grade K-2, Practical Ideas
---