Grade 2 Music Singing Games – Singing Games From Local And Diversed Culture Notes
Music Notes for Class: Singing Games
Subtopic: Singing Games From Local and Diverse Culture — Age: 7 (Kenya)
Specific Learning Outcomes
- Sing short local songs and chants clearly with simple actions.
- Join a singing game in a group, keeping a steady beat and taking turns.
- Recognise and name at least two musical patterns: clap pattern and a short melody.
- Show respect for songs from different Kenyan cultural backgrounds (e.g., Swahili coast, inland communities) by listening and copying gestures.
- Create a short singing game line with classmates using simple Swahili or English words.
Materials
- Small drums, shakers (bottle shakers), or clapping hands
- Scarves or colored bands for circle games
- Open space for safe circle play
- Printed simple picture cards of animals, sun, water (optional)
Suggested Learning Experiences (40 minutes)
1. Hello Song & Warm-up (5 minutes)
Teacher sings a short hello song; children repeat and do simple body-movement warm-up (shake hands, stomp, clap). Use English and a little Kiswahili greeting.
Example Hello Song (call-and-response, teacher then class):
Teacher: "Hello rafiki, hello rafiki!"
Class: "Hello rafiki, hello rafiki!"
(Action: wave hands, then clap twice)
Teacher: "Hello rafiki, hello rafiki!"
Class: "Hello rafiki, hello rafiki!"
(Action: wave hands, then clap twice)
2. Call-and-Response Song from Coastal Swahili Style (8 minutes)
Teacher sings a short line; children answer. Use a gentle repeating melody easy to copy. Teach simple motions (point to heart for "rafiki", step forward for "safari").
Call: "Twende pamoja, twende pamoja" (Let's go together)
Response: "Pamoja, pamoja, twende!"
(Action: hold hands in a circle and take two steps together)
Response: "Pamoja, pamoja, twende!"
(Action: hold hands in a circle and take two steps together)
3. Circle Singing Game — "Pass the Beat" (10 minutes)
Children form a circle. One child starts a simple clap pattern (clap-clap-pause), then passes the pattern by turning to the next child who copies it and adds the same pattern once. Teacher models slowly until all join.
How to run it:
- Start with 2 claps, then a quiet count of 2.
- Say a short chant while clapping: "Piga, piga, simama" (Clap, clap, stop).
- Encourage steady beat; help children who fall behind by slowing down.
- Start with 2 claps, then a quiet count of 2.
- Say a short chant while clapping: "Piga, piga, simama" (Clap, clap, stop).
- Encourage steady beat; help children who fall behind by slowing down.
4. Action Song: "Animals of Kenya" (8 minutes)
A short original song about animals with matching actions. Use English and one Swahili word to expose children to both languages.
Verse (teacher sings slowly, children repeat):
"Lion, simba, roar-roar!" (children pretend to roar)
"Elephant, tembo, stomp-stomp!" (children stomp slowly)
"Zebra, punda, run-run!" (children do small running steps)
(Repeat twice; add a simple chorus: "Sing with me, sing with me, clap two times")
"Lion, simba, roar-roar!" (children pretend to roar)
"Elephant, tembo, stomp-stomp!" (children stomp slowly)
"Zebra, punda, run-run!" (children do small running steps)
(Repeat twice; add a simple chorus: "Sing with me, sing with me, clap two times")
5. Composition: Make a Short Singing Line (6 minutes)
In small groups, children suggest one line (2–4 words) about home, food, or nature (e.g., "Maji maji" = water, or "My home"). Teacher helps turn these into a simple chorus with a movement.
Example student chorus: "Maji safi, maji safi" — (action: cup hands as if drinking water).
Each group performs to the class; clap for each group.
Each group performs to the class; clap for each group.
Differentiation & Inclusion
- Slow learners: give fewer words and a single action to copy; sit near the teacher for repeating.
- Advanced learners: invite to create a short verse in Swahili or English and lead the group.
- Respect cultural diversity: pick songs or movements from different Kenyan communities and explain one simple fact about each (e.g., coastal Swahili songs often have call-and-response).
Assessment (Informal)
- Observe if each child can sing or hum a short line and copy an action.
- Tick list: participation, steady beat, following turn in circle, respectful listening.
- Collect one short student-created chorus (written or audio) as a record of learning.
Safety Tips
- Keep space clear for circle games; no running fast indoors.
- Use soft percussion (shakers) rather than hard instruments for young children.
- Monitor volume when children shout/roar; remind them to use indoor voices when needed.
Teacher tip:
Use small moments in class to sing short local songs regularly. This builds confidence and respect for Kenya's musical diversity.