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Oxfam Education www.oxfam.org.uk/education

Copyright © Oxfam GB, © Sing Up. You may reproduce this document for educational purposes only. It is

illegal to photocopy sheet music without permission of the copyright holder.

Sing Up with Oxfam

Classroom concerts, global discovery

Outline

This resource, written in partnership with Sing Up, features a collection of songs about food

and farming from around the world. It has been designed to meet the recommendations of

the The National Plan for Music Education, support the practice of singing as a classroom

activity and encourage performance opportunities.

Using music to explore the global issue of food in a creative way, the songs are presented

with extension activities that support citizenship education and place the songs in their wider

global contexts.

Learning Objectives

KS2 Music

To control sounds through singing and

playing – performing skills (Music 1)

To respond and review – appraising

skills (Music 3)

To listen and apply knowledge and

understanding (Music 4)

Resources

Warm-ups

Songs and singing activities

One man went to mow

Bassez down

Mama, will you buy me a banana?

Senwa dedende

Tue Tue

Citizenship activities

Can you beat the system?

Grow Island debate

Farming snakes and ladders

Curricular links and extension work

KS2 Citizenship

Developing confidence and responsibility, and making the most of their abilities

(Citizenship 1)

Preparing to play an active role as citizens (Citizenship 2)

Age range: Years 3-6 Time: Open-ended

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Welcome…

… to Sing Up with Oxfam! This unique Key Stage 2 music resource puts singing at the

heart of learning and uses music as a tool to explore global issues.

The voice can be used to express emotion and communicate powerfully with any audience,

and is used by many cultures and traditions around the globe. Group singing is powerful in

its ability to create a sense of shared purpose, social unity and collective enjoyment; as

well as being fun, educational, joyous and inspiring.

Zainabu Jalloh (right) participates in singing activities during class, held in the newly renovated building at Early Learning School in West Point, Monrovia, Liberia. Aubrey Wade/Oxfam GB

Oxfam, in partnership with Sing Up, have developed the Sing Up with Oxfam resource to

enable teachers to integrate music into their classroom activities in an inclusive way and to

support the development of a singing strategy that ensures every child sings and performs

regularly.

It is also a fantastic introduction to the exciting topic of food and farming, introducing

pupils to the challenges and injustices that people face around the world and encouraging

them to think about the reasons behind them and be part of their solution.

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Activity Outline

1. Warm-ups Ideas for getting going before every song

2. The songs

Years Part Song Citizenship activity

3 3 One man went to mow Can you beat the system?

3-6 4 Bassez down

3-4 5 Mama, will you buy me a banana? Grow Island debate

3-6 6 Senwa dedende

5- 6 7 Tue, Tue Farming snakes and ladders

3. Follow-up ideas

Performance is an important part of all music making. It can also be used as

a vehicle for pupils to give a more public voice to issues they have learnt

about and are interested in. Throughout the pack you will see the Oxjam

logo with different performance suggestions, such as assemblies or

classroom performances. If you like to think big, then organising an Oxjam

event inspired by the songs is a fantastic way of sharing knowledge of

global issues, raising awareness and even fundraising!

Where does our food come from? How is the climate changing

what's on our plates? And, with a global population set to hit 9 billion

by 2050, how will we ever manage to make sure everyone always

has enough to eat?

These are some of the questions pupils can explore through our

new Food for Thought schools project, as they are encouraged to learn, think and take

action as active global citizens. The Citizenship activities suggested in this resource are all

included in Oxfam’s Food For Thought schools project. There are many more activities

available to download to keep pupils learning, thinking and getting active.

Teacher content background notes

In this pack, you will find a taster of the resources available on both the Oxfam Education

website and through Sing Up Membership. You will find links and signposts throughout to

guide you to where you can find more. Use the warm-up activities before you start learning

a song as a way of getting the class focused, relaxed and ready to sing.

For each song there is an outline of the key music elements that will be covered and how

this links to the curriculum. You will also find the sheet music, a step-by-step guide to

http://www.oxfam.org.uk/education/resources/food_for_thought_resources/index.htm

http://www.oxfam.org/education

http://www.oxfam.org/education

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learning the song, plus links to online audio files and backing tracks on the Sing Up or

Oxfam website.

The songs and activities in this resource are focused around the theme of food and small-

scale farming. They take pupils through a Learn-Think-Act process to help them develop

their understanding of how food makes its way from the field to people’s plates, whether

this is fair for all the world’s people and what can be done to bring about change.

Pupils learn more about the issue, with cross-curricular or subject

specific resources.

Pupils reflect on their learning, and consider alternative ways of

bringing about change.

Pupils think creatively about what things they can do, then plan and lead

their own actions.

About Us

Oxfam is a global movement of people who share the belief

that, in a world rich in resources, poverty isn't inevitable. It's an

injustice which can, and must, be overcome. We're dedicated

to building a just and safer world focusing on people's basic rights. We respond fast in

emergencies, and stay to help people rebuild their lives. We work on long-term projects with

communities determined to shape a better future for themselves. And we campaign for

genuine, lasting change. Oxfam Education offers a huge range of ideas, resources and

support for developing the global dimension in the classroom and the whole school, helping

pupils understand their world and make a positive difference in it.

Sing Up is an award-winning not-for-profit organisation providing

the complete singing solution for schools, with access to the

unique Song Bank, tailored resources, training and personalised

support. Sing Up transforms school life, improves learning and

builds stronger communities. As the singing-in-school experts

recognised with the Royal Philharmonic Society’s (RPS) Education Award and by the

National Plan for Music Education, Sing Up’s cross-curricular tools and support put singing

at the heart of school life.The Sing Up songs in this resource are freely available to you –

just follow the links to the Sing Up website and log in, or register as a Sing Up Friend to

access them.

http://www.singup.org/songbank/song-bank

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Terms of use: Copyright © Oxfam GB. Copyright © Sing Up. You may use these photographs and associated information for the educational purposes at your educational institution. With each use, you must credit the photographer named for that image and Oxfam/Sing Up. You may not use images and associated information for commercial purposes or outside your educational institution. All information associated with these images relates to the date and time that project work took place. It is illegal to photocopy sheet music without permission of the copyright holder.

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Girls sing and clap during the girl's club meeting at

Quelimin Toto School, Liberia. Aubrey Wade/Oxfam GB

Warm-ups

Ideas for getting going A good vocal warm-up should focus on both

vocal muscles and the brain, release tension,

work on ease and range of motion in the muscles

and do gentle work before big work.

Yawn! Make big yawning sounds and stretch your arms

up high and down, releasing tension in shoulders.

Draw your voice Stand in a circle. Start by demonstrating how to ‘draw your voice’. This means that the

sounds that you make with your voice follow the action of your hand. For example, move

your hand high to low and make a siren noise, or in a flat, steady line and hum. Make a

buzzing sound like a bee and use your finger to follow the imaginary path of your bumbling

friend! Try to make sure you include extended vowel sounds (such as ‘eeee’, ‘aahhh’).

When you have finished, ‘throw’ your imaginary voice that’s in your hand to someone else

in the circle for them to have a go. Repeat until everyone has had a turn.

Hello Work in pairs and call to each other – ‘yoohoo’, ‘coo-wee’, ‘hiya’ ‘hello’ – find different ways

of saying hello or calling someone over. Can you do it in different languages? Go round the

circle and listen to everyone’s ‘coo-wee’.

Switch The teacher makes a sound shape/pattern (e.g. rubbing hands and slapping knees) which is repeated. Children listen and then join in. The teacher then begins a new pattern but the children continue with the first pattern. When the teacher says ‘switch’ everyone changes to the new pattern. The teacher then makes a different pattern and so on. This activity encourages the children to listen to one pattern whilst they are making a different one.

Body Pulse Set a pulse group of 3 beats using different body sounds, for example:

1 2 3 1 2 3

Clap Knee Knee Clap Knee Knee

Everyone should join in. Keep the 3-beat pulse but change the body sounds.

Take a look at Sing Up’s Voice Box and register as a Friend for free to get

loads more warm-ups, fun work-outs, quick songs and vocal materials to

keep voices healthy and active!

http://www.singup.org

http://www.singup.org/songbank/voice-box/tags/187-public-domain-pd

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One man went to mow Traditional - from the Sing Up Song Bank

This is a fun, light-hearted song with cumulative verses. With each verse one more man is added, but it is in fact a counting backwards activity!

Getting started Invite the children to hold up their fingers for the appropriate number as they listen.

You might like to devise an action or make the sound for the dog as well!

Some children may not understand the word ‘mow’ — you might need to explain

what it means, perhaps in relation to mowing/cutting the grass.

Learning the song Practise saying some of the phrases in rhythm e.g. ‘Went to mow a meadow’. Set a

steady beat of four — use this as an introduction, then repeat the phrase four times.

Reset the steady beat at a faster pulse, always having an introductory bar, and

repeat the phrase four more times with this quicker pulse.

Do the same with another phrase e.g. ‘One man and his dog’. Really focus on

getting the children to work their mouths and facial muscles.

Make sure everybody articulates the dotted rhythm each time it happens.

When you get to number 3, take care with the three-beat bar (14) with the words

‘One man and his dog’ and be ready for the ‘Went to mow a meadow’.

Developing music making Notice how in the performance track the choir injects character in the crescendo

during the final verse, starting very softly on ‘ten men’ and getting louder as they

count down. You could experiment with dynamics to add your own style

Once the children are familiar with the tune and with counting backwards, introduce

some percussion instruments. You could have a different instrument each time a

different number is introduced — play only on ‘one man’ or ‘two men’ and sing the

rest of the phrase. This way you could eventually have the whole class playing. Try

woodblocks (one), bells (two), tambourines (three) and so on. The children play their

instrument each time they sing their number.

YEAR GROUP YEAR 3

PARTS UNISON

SONG STYLE TRADITIONAL SONG / SINGING GAME

RANGE SMALL - WITHIN A FIFTH

MUSICAL ELEMENTS UNISON

CURRICULUM PERFORMING SKILLS, AURAL MEMORY,

MATHEMATICS LINKS

Check out this song on the Sing Up Song Bank and register for free as a Sing Up

Friend to download all your classroom extras:

• Performance track, backing tracks & echo tracks

• Lyrics, Whiteboard mode, sheet music, accompaniment & melody/harmony lines

• Curriculum-linked activities, tailor-made teaching resources & SEN resources.

http://www.singup.org/songbank/song-bank/song-detail/view/127-one-man-went-to-mow/


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Traditional © Sing Up www.singup.org

http://www.singup.org/

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Aberra Chane a farmer from Delanta, Ethiopia, in his beautiful field of wheat

Crispin Hughes/Oxfam

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Can you beat the system?

Explain to the class that a meadow is a field where grass grows. Ask the class what other things they can think of that could grow in a field e.g. flowers, wheat, rice. Explain that if you grow food then you would not ‘mow’ your land, but you would ‘harvest’ it.

Show pupils the crop template. Ask them if any of them know what sort of food it is? Explain that it is called maize, and it is a crop which is grown across the world on many farms. Ask if any have eaten it? Some pupils will have, but many may not realise that they have.

Highlight that sweetcorn is a type of maize. Ask if any have eaten tortillas? Explain that

maize is also used for this. Ask if any eat beef? Explain that maize is also used as feed for

cows, so by eating the beef they are indirectly eating the maize. Challenge pupils to think

about whether they are therefore connected to the farmers who grow maize.

Use this idea to introduce the idea of a global food system, in which there are connections

between people who grow and people who buy food.

Main activity Explain that they are now going to consider what the other end of the system is like, that for

farmers growing things like maize.

Split the class into groups of 4 and give out the materials. Explain that they are now

farmers, living in a less economically developed country, making a living by growing food

(maize) to sell at a local market. Each group must create as many completed ‘crops’ as

they can in 10 minutes (although you can extend this – see below), using the materials

provided.

The group who produces the most crops wins the game. However they may have to cope

with a change in circumstances.

Aim: To introduce the idea of a global food system and for pupils to understand the range

of challenges facing small farmers.

Time: 1-1.5hrs

Resources: Introductory PowerPoint; Crop templates and Group scenarios; 1 example;

completed crop; 1 pencil per student; 4 sheets of A4 paper, 2 pairs of scissors, 2

colouring pencils and 1 crop template per group; a snapshot of the broken food

system in India film.

Find the resources hereand here

http://www.oxfam.org.uk/education/resources/food_for_thought_resources_learn/index.htm

http://www.oxfam.org.uk/education/resources/food_for_thought_resources_learn/files/Learn_Can_You_Beat_The_System_Game_Short.pdf

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Options If you have less time, you can stop the game after 5-10 minutes and give each group one of

the 4 possible scenario sheets (see resource link for sheet). Give time to read the scenarios

and do what they say, then restart the game for a further 5-10 minutes. Then finish.

Alternatively if you have more time you can give each group one of the scenarios first, run

the game for a further 5-10 minutes, then give them an additional scenario and run it again

for 5-10 more minutes. You can repeat this so groups can experience more than 1

scenario.

At the end, declare a winning team (this should be the group who experienced scenario 4!).

Discussion

First give pupils some time to talk about what it was like being a small farmer as part of this

global food system. What was challenging? Why? How did they have to work to be

successful?

As a class, discuss the following:

What was it like being a small farmer in the global system?

How did each group manage after the scenarios were introduced?

How did this make them feel?

What was fair about the game, and what was unfair?

Explain that the game illustrates some of the challenges and inequalities small farmers face

within the global food system.

Draw out the different experience when small farmers were either supported (by the

government) and not supported (other scenarios).

What would the impact of these things be on the wider global food system of farmers

Being supported?

Not being supported?

Try to draw links to how much food would be available globally, and what might happen to

the cost of food. Also use the idea of fairness. Would the system be fairer if small farmers

were supported?

Explore ideas of power in the Power-shift activity. This will to give pupils an interactive understanding of how the different actors within the global food system can help make it fairer, and consider the actions they can take.

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Teachers Guide

Activity Sheets

Power point presentation

Supporting farmers

Based on the discussion the class had following the game, each student can create an information leaflet based on what it is like being a small farmer, if it is fair and why the student feels the farmers should be supported. Select some to photocopy to produce a leaflet that can be handed out and provide information for others to take away.

Organise a sing-a-thon as a way as making a class campaign about small-scale farmers. In an assembly or after-school event, the class can perform One man went to mow for as many verses as possible! They can also give out the leaflets they have created to the audience to explain why they are doing the sing-a-thon (to show their support for farmers).

In the build up to the assembly, you could encourage the school and parents to guess how many verses they think the class could manage. Nominate a member of the class to be in charge of writing people’s guesses down. Use a relay system in the class if you want to make sure if keeps going for longer. Maybe join forces with another class for extra support!

Option: If you have less time you could challenge the class to reach a certain number of verses (e.g. 30). You could then give a performance to another class and share the leaflets within the classroom for them to take home.

Extension: Use a webcam to record your performance and share it online!

You can also use the action planning resource to decide with the class what they feel is the best action to take.

Students from Richard Atkins Primary School Sing Up! Terry Benson/Sing Up

http://www.oxfam.org.uk/education/resources/food_for_thought_resources_think/files/Think_power_shift_primary_teachers_guide.pdf

http://www.oxfam.org.uk/education/resources/food_for_thought_resources_think/files/Think_power_shift_primary_pupil_worksheets.pdf

http://www.oxfam.org.uk/education/resources/food_for_thought_resources_think/files/Think_power_shift_primary_power_point.ppt

http://www.oxfam.org.uk/education/resources/food_for_thought_resources_act/files/Act_taking_action_teachers_guide.pdf


http://www.oxfam.org.uk/education/resources/food_for_thought_resources_act/index.htm

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Bassez down Traditional Caribbean – from the Sing Up Song Bank

A lively, up-tempo, Caribbean calypso full of irresistible syncopated rhythms: an appealing

song with a contrasting call and response section in the middle.

Getting started Like many other calypso songs, this needs little teaching; its catchy rhythms and simple

melody will have singers joining in very quickly.

Notice how the words and melody are shared between two groups in the call and response section beginning at bar 16, where the lyrics read ‘bassez down Missie Mary, bassez down,’ etc.

Listen to the trumpet ‘break’ between verses and notice that in verse 2 there’s an option to stop singing at bar 23, where the score reads ‘optional tacet 2nd time to bar 40’.

Learning the song Most of the phrases start on a high D which needs to be sung effortlessly. Try this vocal

warm-up to prepare your singers’ voices. Draw a wavy line in the air with your finger (rather like a roller-coaster track) and ask the singers to ‘sing’ this line to the sound ‘ng’. Encourage them to explore their highest and lowest voices and use an open throat to achieve an easy fluid sound.

Although the tune is simple, it is worth practising with the echo tracks on the Sing Up website to get the calypso rhythms really accurate.

Divide into two groups for the call and response parts.

Developing music making

You may not have a trumpeter who can manage this part but you could substitute a violin, flute or clarinet player. Perhaps you could persuade your peripatetic instrumental teacher to accompany the singing, or ‘borrow’ a student from your local secondary school?

Once the song is familiar, invite pairs of soloists to take on the call and response section, using real names, such as:

Solo: Bassez down, Missie Kayleigh Solo (Kayleigh): Bassez down Solo (Darren): Bassez down … etc.

YEAR GROUP YEAR 3 - 6

PARTS UNISON (OPTIONAL MULTI PARTS)

SONG STYLE WORLD MUSIC

RANGE MEDIUM (AROUND AN OCTAVE)


LISTENING SKILLS






http://www.singup.org/songbank/song-bank/song-detail/view/236-bassez-down/




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Deryck Smart carrying a tray of bananas

Abigail Hadeed/Oxfam

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Traditional © Sing Up www.singup.org


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Mama, will you buy me a banana? Traditional, arr. Rachel Wadham

This Irish ditty is great fun and develops listening skills by working in groups. Group 1 is singing the part of the cheeky little boy and Group 2 is the flustered mother!

Getting started

Try a few warm up activities (see activity 2).

Listen to the performance track. Each verse is very similar, but encourage students to signal which verse they are at as they listen.

Allow students to move to the beat of the music to help reduce any body tension.

Learning the song

Start with everyone learning the call and response on the first verse. Even though the tune is simple it’s a good basis for everyone to know it well so they feel confident singing in either group.

Break the class into two groups, each taking a part and then swapping over.


Think about the different characters in the song. How would a child sound if they were asking for something - whiney? Sweet and innocent? How about the mother - impatient? Grumpy? Each group should try to sing in character and be able to hear the difference between the two parts.

Experiment with adding percussion as a backing to the song.

How about writing alternative lyrics? Go around the group and ask for suggestions for what else Mama could buy e.g. Mama, will you buy me a new football?!


YEAR GROUP YEAR 3, YEAR 4

PARTS UNISON IN TWO GROUPS

SONG STYLE CALYPSO RHYTHM, WORLD MUSIC

RANGE WITHIN A FIFTH

CURRICULUM PERFORMING SKILLS, AURAL MEMORY, LISTENING

SKILLS, TEAMWORK

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Verse 2

Group 1

Ma Ma, will you peel the skin? Will you peel

the skin? Will you peel the skin?

Ma Ma, will you peel the skin? The skin of my

banana.

Group 2

Yes, yes, I’ll peel the skin, I’ll peel the skin, I’ll

peel the skin

Yes, yes, I’ll peel the skin, the skin of your

banana

Verse 3

Group 1

Ma Ma, do you want a bite? Do you want a

bite? Do you want a bite?

Ma Ma, do you want a bite? A bite of my

banana

Group 2

Yes, yes, I’d like a bite, I’d like a bite, I’d like a

bite

Yes, yes, I’d like a bite, a bite of your banana

Verse 4

Group 1

Ma Ma, you greedy thing, you greedy thing, you

greedy thing

Ma Ma, you greedy thing, you’ve eaten my

banana

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Grow Island debate

Encourage students to discuss where they think bananas are from e.g. Northern Australia,

Costa Rica, Kenya, Honduras, Nicaragua, Windward Islands, Kenya, Tanzania, Philippines,

Thailand, India. Highlight that bananas are grown in the Caribbean, where Bassez down

and Mama, will you buy me a banana? were originally from, and that many of these

countries are islands.

Pose the question: if you had your own land, what would you use it for? Encourage pupils to think about 5 uses for the land for things they would like to do, e.g. playground, meeting place, cinema etc. and think of 5 ways to use the land to get things they need, e.g. food and shelter. As a class work out 5 fundamental needs.

Now tell pupils to pretend that the class owns a small island, and all the pieces of paper in the class represent the land on this island. Re-stress the idea that there are competing demands for the land.

Set the context that most of the people living on the island grow their own food on

the land to eat, or sell food to buy food from elsewhere.

Explain the role cards. There are different groups of people on the island who all want to

use its land. Pupils are going to pretend to be these different people, and have a debate to

decide how their piece of land is used.

Give each group (of 8 pupils) a set of role cards, so that each person has one of the

following roles:

2 Government representatives, who have decided to sell the land

2 farmers, who believe they are entitled to the land and want to keep it to grow crops

to eat locally (themselves or other locals)

2 business people from a rich country who wants to buy the land as an investment

2 business people representing a multinational company who wants to buy the land

to grow crops for export

Aim: Pupils will discuss in role the arguments from different groups of people that feel that

they should have ownership of the land and to see how this affects small farmers and

their livelihoods. They will think about fairness and future sustainability.

Time: 1-1.5hrs

Resources: A4 plain paper – one each; role cards – one set per group of 4/5; grow island power

point

http://www.oxfam.org.uk/education/resources/food_for_thought_resources_learn/index.htm

http://www.oxfam.org.uk/education/resources/food_for_thought_resources_learn_geography/files/learn_land_primary_power_point.ppt

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Explain they are going to have a debate in role over what happens to their piece of land

(the piece of paper). Give each pair 5-10mins to determine how they will approach the

debate, using the argument template sheet if they wish.

Prompt pupils to consider ways they could influence people to get what they want, e.g. by

making deals, or spending money.

Ask each group to have a debate, and decide who will determine how the land is used.

Pupils should have realised that the Government has the power to decide this. Therefore

the farmer, business person and representative of the multinational company must

persuade the Government why they should allocate the land to them. The Government

representatives must decide who they would allocate the land to. NB: Allocating land most

simply means selling it, but can also include renting, leasing, etc.

As a whole class, ask all of the Government representatives who they allocated their land to

and make a tally to see how many farmers, business people from rich countries and

multinational companies bought the land. Ask each of the Government representatives to

explain their choice to the class.

Presumably, most of the Government representatives will allocate their land to the

multinational company or the business person. Using the tally, refer back to the island. Get

them to imagine what the island will be like now.

Going further

In their groups, (reminding them they are no longer in role) give them some time to think

about:

Who will be better off on the island now?

Who will be worse off on the island now?

How will the islanders meet their 5 fundamental needs now? How will they meet their

5 fundamental needs in the future?

Is this a fair situation?

Feedback ideas. In general, does each group think they will be better or worse off? Prompt

pupils to consider whether food production for the islanders will be a problem.

Check pupils have spotted that if the rich businessman or the multinational company end up

with the land, either nobody or fewer people will now be able to farm the land to get income.

Even if income is made by the multinational company selling produce to other countries,

only some people will have this money. How will other people get food?

Lastly go over what they found fair or unfair. What was the root cause of this unfairness?

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Prompt pupils to think about ownership, power and money, and why resources such as land

are contested in this way. Do they think this is like real life? Would the outcome and impact

be different if Grow Island was a poor country or a rich country? Why might that be?

Explore ideas of power in the Power-Shift activity. This will give pupils an interactive

understanding of how the different actors within the global food system can help make it

fairer, and consider the actions they can take.

Teachers Guide

Activity Sheets


Send a song

Perform Bassez down or Mama, will you buy me a banana? – this could be in a key stage/whole school assembly or even in a special after school concert.

Make a recording of the performance on an audio recorder, webcam, video camera or mobile phone.

Download the file on your computer and burn it to a CD. If you don’t already have the appropriate software you can do this from the Sing Up website in collaboration with MixPixie. Visit singup.mixpixie.com for more information.

As a class, write to your local MP and send the CD/DVD of your performance. Explain that you are singing to show your support for farmers such as those on Grow Island and ask them to write a letter to the UN or World Bank to show their support.

You can also use the action planning resource to decide with the class what they feel is the best action to take:






http://www.oxfam.org.uk/education/resources/food_for_thought_resources_act/index.htm

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Labelling bananas – St Vincent

Abigail Hadeed/Oxfam


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Senwa dedende Traditional Ghanaian – from the Sing Up Song Bank

This is a section of a much longer narrative song about a lazy vulture who builds his nest

and when the rains come he can’t remember where he built it.

Getting started Try a few warm-up activities (see activity 2).

Listen to the performance track and pay attention to the words and the layering of voices

in the round.

Learning the song Sing the song through. It is a gentle melody so encourage quiet, smooth singing from

the outset.

Clap the rhythm of the first two bars, ‘senwa dedende sen-wa’ and ask the children how many times they can hear that rhythm pattern. The answer is three times. It is useful for the children to begin to understand how songs are structured.

Which line has a different pattern? Clap the rhythm quietly all the way through as you sing.

Try humming the tune through – this will also encourage gentle singing.

Ensure that the melody is quite secure before trying it in a round.

Developing music making Explore ways of adding simple accompaniment patterns. A small drum could keep the

pulse; divide the first phrase between Indian bells to play ‘Senwa dedende’ and a tambourine to play ‘Senwa’.

Make up a circle dance. Walk around on the beat (2 bars), turn and walk the other way (2 bars), join hands and step in (1 bar) step out (1 bar), turn on the spot (2 bars).

When you are confident enough to sing this as a round it works very well to have everyone just walking in and out of each other as they sing so all the parts mix together. You need to be quite confident to do this but it produces a beautiful effect.

YEAR GROUP YEAR 3 - 6

PARTS OPTIONAL 4 PART ROUND

SONG STYLE TRADITIONAL SONG

RANGE MEDIUM: AROUND AN OCTAVE

ACCOMPANIMENT UNACCOMPANIED

MUSICAL ELEMENTS ROUND/CANON


LISTENING SKILLS, EXPLORING MOVEMENT






http://www.singup.org/songbank/song-bank/song-detail/view/9-senwa-dedende/


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Farmers in Astuare region, Ghana

Chris Young/Oxfam

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Traditional Ghanaian © Sing Up www.singup.org


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Tue, Tue

Traditional Ghanaian, arr. Rachel Wadham

Yam it up! Tue, Tue is a traditional Ghanaian song about harvesting. This would fit perfectly into Harvest Festival assemblies and can be used to explore food and farming in Ghana.

Getting started

Try a few warm up activities (see activity 2).

Listen to the performance track. Ask students to identify how many times they can hear the melody.

Ask if anyone in the class is from Ghana or have family from Ghana. Encourage them to share their experience.

Learning the song

Start by singing ‘Tue Tue’ together, like a chant. This forms the bottom part which the tune should sit on top of. This should be sung softly, so the main melody can be heard over the top.

Move on to everyone learning the main melody (Group 1 line in Part 1 – two-part arrangement).

Break the class into two groups – one keeping the ‘Tue Tue’ chant going, the other singing the melody. Swap over.


Split the class into three groups. Begin with ‘Part 1 (two part arrangement)’ with two groups both singing the ‘Group 2’ part, while Group 1 sing the main melody.

Move onto ‘Part 2 (three part arrangement)’ – Group 1 now provide the ‘Tue Tue’ chant which can be sung an octave higher if that is within the students’ vocal range. Groups 2 and 3 now sing the melody in a round. All the parts come together at the end and everyone shouldget louderfor a big finish!

You can try accompanying the singingwith percussion instruments. Djembe drums would work well!


YEAR GROUP YEAR 5, YEAR 6

PARTS CALL AND RESPONSE (OPTIONAL SOLO); OPTIONAL

ROUND

SONG STYLE TRADITIONAL GHANAIAN SONG

RANGE WITHIN A FIFTH (OPTIONAL OCTAVE)

ACCOMPANIMENT A CAPPELLA OR WITH SIMPLE DRUM

MUSICAL ELEMENTS CALL AND RESPONSE STRUCTURE; ROUND/CANON


KNOWLEDGE OF MUSIC FOR OCCASION

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Farming Snakes & Ladders

Discuss as a class why Ghanaian people might sing about their harvest. Why is having a

good harvest so important to people in Ghana?

Show the class where Ghana is on a map and spend some time sharing experiences of

Africa. Explain that other African countries also rely on their harvests and what they can

grow. Use the power point to introduce Malawi and Leyla Kayere (pronounced Ka-yer-re).

Leyla is a farmer who has benefitted from investments in small scale agriculture and now is

able to grow and sell tomatoes to be canned and sold.

Put pupils in small groups, each group needs a copy of the snakes and ladders game, a

dice and counters.

Before starting the game, remind pupils that during the game they should try to consider:

Challenges facing small farmers

Things that improve their chances

Who is able to support them (i.e. their community/government/agencies like Oxfam)

(They may want to note down their ideas during the game, or be given time to do so after

they have finished playing the game.)

When the game is finished, ask pupils to read the Support in Malawi sheet so they can

see how farmers have been supported in real life.

Bring the groups together and ask them to feedback what they have discovered. You can

use the slides in the power point to help generate their ideas (What is the impact).

Draw out what the SOLUTIONS were in Malawi and the range of BENEFITS for individuals,

families and the wider community.

Aim: For pupils to understand the range of challenges facing small farmers. Pupils will

appreciate the range of different ways in which small farmers can be supported to

increase food production in sustainable ways, whilst linking together cause, effect

and solutions.

Time: 45 minutes plus preparation and performance time for role play

Resources: Snakes and ladders game sheet, dice and counters

Support in Malawi sheet

Learn farming primary power point

Find resources here:

http://www.oxfam.org.uk/education/resources/food_for_thought_resources_learn_english/index.htm

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Example

The graph in the slide shows the impact on crop yields after the government in Malawi

provided support for small farmers by subsidising fertilisers (spending nearly 10% of the

government budget on this). This has helped maize yields to increase substantially over the

last 5 years, thus improving food security; reducing hunger problems and helping to

overcome poverty (see here for more information).

End up by asking the group these questions –

What SKILLS and QUALITIES do small scale farmers have?

Do you think small scale farmers have a role to play in preventing hunger?

Highlight to the group the potential small farmers have in reducing food problems when

support allows the hard work, ingenuity and local knowledge they already have to lead to

real long term improvements.

Give pupils time to plan a role play in groups to highlight the challenges, solutions and

community benefits related to small scale farmers. Encourage them to use what they have

read about and discussed in the previous activities, and to try and put themselves in the

shoes of someone like Leyla. If possible they should try and give some sense of the

challenge, how they were supported, and what has been the result.

Activity options

They could put their role play into a variety of forms, depending on their (and your)

preference, including: story, acting, comic/storyboard or photo presentation.

If you have access to computers, young people could make a digital story/cartoon.

Explore more

Explore ideas of power in the Power-Shift activity. This will give pupils an interactive understanding of how the different actors within the global food system can help make it fairer, and consider the actions they can take.

Teachers Guide

Activity Sheets


http://www.oxfamblogs.org/fp2p/?p=4187




http://www.oxfam.org.uk/education/resources/food_for_thought_resources_think/index.htm

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Sing a story

Showcase the photo presentation that you created in the role play activity in an assembly. Introduce the performance by outlining the background and context to the photos. As the photos are shown, perform Tue, Tue or Senwa dedende as a backing track to the images. Option: Use these songs in combination with Harvest Festival classroom activities.

You can also use the action planning resource to decide with the class what they feel is the best action to take.

Rice farmers harvesting in Astuare

ChrisYoung/Oxfam



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Taking it Further

Oxjam

Oxjam. The sound of something happening.

Oxjam is Oxfam's month-long music festival. It runs all through October with hundreds of events around the UK, all organised by volunteers who know and love their local music scene, all raising money to save lives around the world.

Rock. Jazz. Classical. Dance. Whatever you're into, your Oxjam event is what you want it to be.

Since the first festival in 2006, Oxjam has raised more than £1.75 million in total for Oxfam’s work. That’s enough to buy 15,000 emergency shelters; 70,000 goats or 1,050 classrooms

What you could do

Why not come together as a school and perform the different songs that are in this resource in a bigger Oxjam concert? Encourage pupils to take the lead in promoting the concert – create posters and programmes, make handmade invites for parents, write to the local paper. Host the event at the end of the school day to encourage parents to attend.

You can easily turn this into a fundraising event as well, by charging a small amount for a ticket or a programme, or even have refreshments for sale.

Collaborate with local community music groups and bands to make the event even bigger!

And if you don't yet feel ready to organise your own event, there are loads of other ways to get involved with Oxjam and be a part of the UK's biggest festival line up.

http://www.oxfam.org.uk/Oxjam

Nick Stevens/Oxfam

http://www.oxfam.org.uk/Oxjam

P a g e | 33




Sing Up The Sing Up songs in this resource are freely available to you – just follow the links to the Sing Up website and log in, or register as a Sing Up Friend to access them.

Want more?

Become a Sing Up Member!

Much more than just a book or a CD, Sing Up’s comprehensive Membership gives you all

the integrated support you need - online, in print and with local face-to-face training.

Sing Up has over 500 curriculum-tagged songs in the Song Bank, as well as the associated

resources to make teaching them stress-free. With over five years’ experience at the

forefront of music education as the singing-in-school experts recognised with the Royal

Philharmonic Society’s (RPS) Education Award and by the National Plan for Music

Education, our cross-curricular tools and support put singing at the heart of your school life,

building the benefits of singing into your teaching throughout the whole school day.

Sing Up offers Members access to online resources, training and CPD and singing resources for children being educated outside mainstream education.

Don’t miss out – become a singing school today, and see what else you can discover…

Here’s just a taster of what else we’ve got on offer related to this topic:

Harvest songs: Cauliflowers fluffy Harvest rock and roll Vera Easy peasy Harvest Water song Apples and honey Vegetables and fruit

Harvest resources: Topic plan: Food! (KS2) Lesson plan: Autumn fun with KS1 Lesson plan: Fruity sculptures (KS2)

Songs from Africa: A keelie Allah Hoo Dhage Emmanuel Road Halima pakasholo Kis nay banayaa Oleo O-re-mi Siyahamba Tingalay

Environmental songs: Be cool Drop in the ocean Do anything but throw it away Hope for a better tomorrow I turn on the tap We all shine for each other What is this stuff?

Find songs from around the world and many more in the Sing Up Song Bank.


http://www.singup.org/membership

http://www.singup.org/membership

http://www.singup.org/songbank/song-bank/song-detail/view/157-cauliflowers-fluffy-paintbox/

http://www.singup.org/songbank/song-bank/song-detail/view/180-harvest-rock-and-roll/

http://www.singup.org/songbank/song-bank/song-detail/view/17-vera/

http://www.singup.org/songbank/song-bank/song-detail/view/182-easy-peasy-harvest/

http://www.singup.org/songbank/song-bank/song-detail/view/158-water-song/

http://www.singup.org/songbank/song-bank/song-detail/view/154-apples-and-honey/

http://www.singup.org/songbank/song-bank/song-detail/view/290-vegetables-and-fruit/

http://www.singup.org/songbank/teaching-tools/teaching-resource-detail/view/29-topic-plan-food-ks2/

http://www.singup.org/teaching-tools-advice/magazine-article/view/152-autumnal-fun-with-ks1/

http://www.singup.org/songbank/teaching-tools/teaching-resource-detail/view/2-lesson-plan-fruity-sculptures-art/

http://www.singup.org/songbank/song-bank/song-detail/view/110-a-keelie/

http://www.singup.org/songbank/song-bank/song-detail/view/378-allah-hoo/

http://www.singup.org/songbank/song-bank/song-detail/view/446-dhage/

http://www.singup.org/songbank/song-bank/song-detail/view/457-emmanuel-road/

http://www.singup.org/songbank/song-bank/song-detail/view/29-halima-pakasholo/

http://www.singup.org/songbank/song-bank/song-detail/view/445-kis-nay-banaayaa/

http://www.singup.org/songbank/song-bank/song-detail/view/473-oleo/

http://www.singup.org/songbank/song-bank/song-detail/view/32-o-re-mi/

http://www.singup.org/songbank/song-bank/song-detail/view/209-siyahamba/

http://www.singup.org/songbank/song-bank/song-detail/view/191-be-cool/

http://www.singup.org/songbank/song-bank/song-detail/view/303-drop-in-the-ocean/

http://www.singup.org/songbank/song-bank/song-detail/view/111-do-anything-but-throw-it-away/

http://www.singup.org/songbank/song-bank/song-detail/view/216-hope-for-a-better-tomorrow/

http://www.singup.org/songbank/song-bank/song-detail/view/216-hope-for-a-better-tomorrow/

http://www.singup.org/songbank/song-bank/song-detail/view/281-i-turn-on-the-tapi-walk-to-the-stream/

http://www.singup.org/songbank/song-bank/song-detail/view/273-we-all-shine-for-each-other/

http://www.singup.org/songbank/song-bank/song-detail/view/284-what-is-this-stuff/

http://www.singup.org/songbank/song-bank

H

Copyright © Oxfam GB, © Sing Up. You may reproduce this

document for educational purposes only. It is illegal to photocopy

sheet music without permission of the copyright holder.

Page 34 Oxfam Education www.oxfam.org.uk/education


Teaching Ideas: Sing around the world!

Enthuse your pupils with these fun travel-inspired songs and activity ideas. You can use this

map to map out songs from around the world!

Lesson plan: I turn on the tap/I walk to the stream A KS2, Year 5-6 Geography lesson plan covering issues of the environment and sustainability.

Topic Plan (KS1): Go green! A KS1 topic-based activity plan on the Environment, offering six weeks of activities across curriculum to integrate Song Bank songs with everyday classroom delivery.

Topic Plan (KS2): The Environment A topic-based plan, offering six weeks of activities across the KS2 curriculum to integrate Song Bank songs with everyday classroom delivery.

For more information on any of the Sing Up resources in this pack or becoming a Sing Up Member, get in touch.



http://www.singup.org/teaching-tools-advice/magazine-article/view/302-sing-around-the-world/

http://www.singup.org/teaching-tools-advice/magazine-article/view/369-map-out-your-songs/

http://www.singup.org/teaching-tools-advice/magazine-article/view/369-map-out-your-songs/

http://www.singup.org/songbank/teaching-tools/teaching-resource-detail/view/39-lesson-plan-i-turn-on-the-tapi-walk-to-the-stream/

http://www.singup.org/songbank/teaching-tools/teaching-resource-detail/view/34-topic-plan-environment-ks1/

http://www.singup.org/songbank/teaching-tools/teaching-resource-detail/view/35-topic-plan-environment-ks2/

http://www.singup.org/contact-us

Sing Up with Oxfam - d1ksxoiqmvgm8p.cloudfront.netd1ksxoiqmvgm8p.cloudfront.net/.../Sing_Up_Oxfam_Final.pdf · illegal to photocopy sheet music without permission of the copyright

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