Singing at end of brass lesson to internalise piano and forte.

Children respond to the name song, singing their own name to the backing.

I'm a little teapot and the 'ABC' song, pulse and actions.

Vocal specialist explains this song can be taught effectively to all ages.

Forensic look at the detail of teaching a role song.

Vocal specialist explains rationale behind using this expressive song

Encouraging participation requiring strong vocal line from children.

Vocal specialist explains rationale behind this kinaesthetic vocal starter.

Listening and joining in to a catch-on song with increasing complexity.

Vocal specialist makes the case for teaching vocal starters.

Vocal specialist shows how to start a vocal session.

Vocal specialist explains rationale behind 'Give Me 5' vocal starter.

Children respond to teacher actions like 'Give Me 5', Give Me 10, Low 10...

Vocal specialist explains the rationale behind 'Have you brought your voice?

Children are encouraged to respond to a question in contrasting voices.

Children, conducted by the teacher, perform chants as a whole class.

Children's groups feedback to class on chants they have created.

Inspired by the music, children create chants for each character.

Using food names, children improvise rhythms.

Instrumental teachers are now using their voice more and more in whole class teaching.

These Whole Class Instrumental Teachers have brought all three year groups to the hall for a larger singing lesson.

This call and response song is triadic in nature.

These Whole Class Instrumental Teachers have brought all three year groups to the hall for a larger singing lesson.

This gospel medley includes When the Saints, Swing Low Sweet Chariot and Sing Sing Sing. This is explored at a differ...

After working on these partner songs, this experienced vocal teacher uses simple key change to migrate the pitch upwa...