KS1 Music: Sun, sea and song. 2: There's a hole in the bottom of the sea

Focus

  • Making the phrase longer

You will need...

...to be familiar with the words and music of the song. To have hands, voices and instruments ready for the activities.

Before you start...

Talk about what happened last time and how Nigel and Suki have set sail to find treasure.

Tutorial: There's a hole at the bottom of the sea

Nigel and Suki continue their adventure at sea and Suki tries to catch a stowaway frog!

  • Identify how the first line of each verse gets longer.
  • Can children spot the lines in the verses which are the same? They are the last three lines.

Follow-up:

  • Practise singing the whole of the song from the beginning.
  • Discuss the extra thing that is added in each verse - can the children remember what happens each time, as their singing list gets longer and longer?
  • Notice the notes of ‘There’s a hole’ go up in pitch (ascend) to start with, then go back down again (descend).
  • Talk about the bouncy rhythm of ‘There’s a frog on the bump on the log in the hole at the bottom of the sea…’ It’s jumpy, like Suki’s frog!

Song: 'There's a hole at the bottom of the sea'

Learn with the vocal version of the song.

Then polish your performance with the backing track.

Download / print the song lyric sheet.

Download / print the song music sheet.

Sing with the vocal version of 'There's a hole at the bottom of the sea'
Sing with the backing track of 'There's a hole at the bottom of the sea'

Activity: Singing in turn

The activity is based on the music of the song and focuses on singing fast and slow rhythms.

  • The children practise singing the first lines only of each verse, making the musical line longer and longer.

Follow-up:

  • Clap a rhythm - eg four one beat claps - then the class copy. Make this phrase a little longer - eg eight one beat claps. The class copy again. What has happened? The musical phrase has got longer.
  • Repeat the clapping, this time with four one beat claps. Can the children identify how the phrase is now shorter?
  • Repeat again with eight claps. Now it is longer again!

Story: The Fisherman and the Magic Fish - Part 2

Audio with scrolling text

Frederick and Isobel are delighted with their castle...but soon they want more.

Frederick returns to the fish and asks for a palace and for himself and Isobel to become King and Queen...then Emperor and Empress. The fish agrees...but is getting exasperated by the repeated greedy requests.

Story transcript
document

Listening music: 'Sailing by' (composed by Ronald Binge, 1963)

Focus: identifying instruments of the orchestra

  • The music is about sailing, like today’s song. What is the style of the music? (It is calm, relaxed and goes at a steady pace.)
  • What does it make the children think of? Perhaps a boat sailing across calm waters on a beautiful day..?
  • What instruments are playing the slow tune? The strings - the violins, violas and cellos.
  • There are also some other instruments - flutes - playing fast, high notes. What does their playing sound like? The wind, swirling around the sails of the boat..?

Resources

Teacher's Notes
document
Song sheet
document
Music sheet
document

More episodes

1. The big ship sails on the ally-ally-oh
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3. My ship rolls over the ocean
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4. Suki over the ocean
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