Primary Schools

This Place is Our Place Project
Lesson Two – Primary Schools

5-10 mins
Where are we? What have we discovered so far about our home town Motherwell?
Discussion around interesting objects, stories, poems or photographs which have been gathered.
What are our common themes, areas of interest at the moment?

10 mins
Motherwell/ Tobar na Mathar song
A song in English, Gaelic and Scots

A Section (melody) ‘Well well Motherwell, oh Tobar na Mathar x2
It’s ma hame, ma hame, ma hame, ma home x2″
B Section (rhythm and body percussion) This section will incorporate the names of places in Motherwell (historical places, places for leaning and leisure). All ideas will be offered by the children.
A Section (melody)

5 mins
Language and Rhythm

As a class we will gather words connected to our Motherwell theme and together we will discover the rhythm of these words using speech and body percussion (working with click, clap, tapping knees and stamp).
We will explore how we can play with the order of words and the composition of words to create new rhythms.
We will explore how we can add dynamics to make our speech and body percussion rhythms even more interesting.

E.g. ‘Ravenscraig Football Ladywell Stone’
‘Stone Stone Ladywell Stone’
‘Ravenscraig Ravenscraig Craig Craig Ravenscraig’

10 mins
Group Work Activity – Rhythmic Speech and Body Percussion Pieces

In groups of 4 – 6, the children will be invited to create their own rhythmic speech and body percussion pieces using three or four words.* Speech pieces should be around 4 lines in length and can include repetition (repeated words and lines) and dynamics. Body percussion can be as imaginative as possible (group and partner hand clapping, clicking, stamping, tapping…..). If a group would rather sing their ‘speech’ piece this will always be welcomed.

* Words can be chosen from our word bank, or, if a group would rather create a speech piece using words that are connected to a special object or photograph that they share this is also most welcome.

10 mins
Sharing and performing
Making arrangements together

Next Steps
How can we develop our compositions? What would happen if we began only in speech (whispering) and then we repeated without speech only using body percussion?
What would happen if we transferred our speech rhythms onto the percussive sounds that we have in our classroom (the top of our table has a good deep sound when you tap it but it is different from the seat of our chair)?