L3 MS E

One, Two, Three

Unit A: Gathering Experience

Level 3

English

Some introductory information to get you started!

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Before You Begin

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TEACHER GUIDE

LEARNING EXPERIENCE

Introduction

The aim of this activity is for learners to commit to memory, the lyrics of the song, One, Two, Three, prior to learning the melody.


LYRICS (for printing)

Learn the Lyrics 

This activity introduces learners to an audio performance of the song, One, Two, Three. Learners will hear the melodic line married to the lyrics they have previously learned. Listening with focus and concentration will help to enable powers of musical observation.


Listen and Enjoy (Audio)

A creative activity. Learners are offered an opportunity to create a Music Journal entry by decorating a lyric page for the song, One, Two, Three. Add this page to the Music Journal to keep a record of learnings achieved throughout the year.


Create a Music Journal Entry

Have fun expressing the musical pulse with a ball by learning to time the simple bounce-catch action in time with the music. This activity challenges learners to learn this elemental ball skill with both hands. Learners will also be prompted to change hands on the count of 8 – an added element to make the challenge even more fun!


CORE: Express the Steady Musical Pulse with a Ball (count 8)

This activity introduces learners to 3 sets of code words to further their understanding and awareness of the division of the musical pulse into 2 equal things. Three sets of code words are introduced: quick-quick and slow; short-short and long; 2-things and 1.

CORE: Introduction to Rhythm Code Words

This activity introduces learners to a video performance of the song, One, Two, Three.


Listen and Enjoy (video)

The aim of this activity is for learners to begin to develop the aural and vocal skill required to be able to sing with accuracy, the song One, Two, Three. This song offers an opportunity for learners to experience simple, yet fundamental, musical elements (such as the outline of the tonic and dominant triads) from a sensory point of view. These elements will be presented more formally in later learning activities.


Learn the Melody

The 2nd in a series of bounce-catch ball skill activities, this challenge reduces the count from 8 to 4 requiring added concentration and eye-hand co-ordination to negotiate switching hands while remaining in time with the music.

CORE: Express the Steady Musical Pulse with a Ball (count 4)

This introductory music literacy activity introduces the 1-line music staff in preparation for learning to notate simple melodic phrases. The focus of this first step is to understand how to position notes correctly in the spaces above and below the 1-line music staff.

WORKSHEET (for printing)

1-LINE STAFF (for printing)

LEARNING EXPERIENCE 1

LEARNING EXPERIENCE 2

CORE: Position Notes Correctly in the Spaces of the 1-Line Staff

Apply body scale actions to express the melodic contour of the major triad as it appears in the song, One, Two, Three. The major triad combines the familiar ‘universal interval’ of a minor third created by the 3rd and 5th degrees of the major scale, with the 1st degree, the tonic pitch. This activity is concerned with the sensory experience of the major triad and not the theoretical details behind its construction as just described. Learners will enjoy shaping these three important tones using body scale actions in coordination with the melody and words of One, Two, Three, now familiar to them.

One, Two, Three: The Major Triad with Body Scale Actions

<a target="_blank" href="https://www.emsona.com/student/courses/31258/watch?lesson_id=566877" style="background-color: rgb(106, 252, 194); color: black; padding: 15px 30px; text-align: center; text-decoration: none; display: inline-block; font-size: 18px; border-radius: 6px;">Get Started!</a>DescriptionBegin by immersing children in the story of the song through lyric memorization, using echo-back and call-and-answer techniques to build confidence. Follow this with focused listening sessions, allowing learners to absorb the melody and instrumentation before expressing their own creativity by designing a unique page for their Music Journal.Next, deepen the experience by watching the video rendition, preparing them to sing the melody with accuracy and joy. The unit then shifts to physical coordination, introducing rhythmic ball skills that develop bilateral movement and steady pulse internalisation through fun counting games.Learners then explore musical time by feeling the division of the pulse, using simple code words to describe what they hear. They connect physical movement to pitch by using body actions to shape the melody's major triad, making abstract sounds concrete.Finally, the journey concludes with a gentle introduction to music literacy. Children learn to position notes on a simple one-line staff, sparking curiosity about how music is written and shared. This holistic approach nurtures musicality, motor skills, and creative expression.Learning Outcomes<ul><li>Memorise and perform lyrics and melody with confidence using echo and call-and-answer techniques.</li><li>Demonstrate focus and active listening skills to identify instruments and musical details.</li><li>Express creativity by designing a personal journal entry inspired by the song's story.</li><li>Exhibit physical coordination and steady pulse through rhythmic ball-bouncing and counting exercises.</li><li>Connect physical movement to musical pitch by performing body scale actions that mirror the melody.</li><li>Understand and demonstrate the basics of music notation by correctly positioning notes on a one-line staff.</li></ul>NOTES and TIPSTeaching the Lyrics and Melody<ul><li>When introducing the song, take your time and pause the video resources as needed to suit the pace of your class.</li><li>Recite lyrics with expressivity and tonal variety to engage the children's imagination.</li><li>Always remember to swap roles during echo and call-and-answer activities so every learner gets a chance to lead.</li><li>Most importantly, foster an atmosphere of enjoyment over perfection; patience and encouragement are the best tools for helping learners observe their own voices and progress.</li></ul>Developing Rhythmic Coordination<ul><li>For ball skills, encourage learners to count out loud softly, as this helps them anticipate when to switch hands, ensuring bilateral skill development.</li><li>These coordination tasks can be tricky at first, so approach them with a sense of humor.</li><li>Laughter and a relaxed environment will help relieve pressure and make the multi-tasking easier to master.</li></ul>Listening and Pulse<ul><li>Developing the ability to hear specific elements in a complex musical texture takes time.</li><li>Use the provided visual guides to help learners feel confident in understanding the division of the musical pulse.</li><li>When using code words, the goal is to make the feeling of the rhythm conscious and accessible.</li></ul>Introducing Music Literacy<ul><li>When discussing music notation, allow learners to guess how the system works without the pressure of being "correct."</li><li>There is no expectation for them to know the answers immediately; the goal is simply to generate curiosity and creative thinking about how music is communicated.</li></ul><a target="_blank" href="https://www.emsona.com/student/courses/31258/watch?lesson_id=566877" style="background-color: rgb(106, 252, 194); color: black; padding: 15px 30px; text-align: center; text-decoration: none; display: inline-block; font-size: 18px; border-radius: 6px;">Get Started!</a><a target="_blank" href="https://www.emsona.com/paywall" style="background-color: black; color: rgb(106, 252, 194); padding: 15px 30px; text-align: center; text-decoration: none; display: inline-block; font-size: 18px; border-radius: 6px;">Not a Member? Join Today!</a>

This unit introduces young learners to the joy of music through the song "One, Two, Three." It combines singing, active listening, creative art, rhythmic movement with ball skills, and early music literacy to foster musicality and coordination.

Course content

L3: One, Two, Three (A)

Adele O'Dwyer