Lesson Content


There are 14 exercises to complete during Lesson 10.

  • Before the lesson:
    • Scroll down the page to view information about each exercise
    • Ensure you have read through the preparation guide to this lesson
  • During the lesson:
    • Press ‘open slideshow’ in the top right corner of the page to display and play lesson resources to the class.
    • Download & print the lesson content information at the bottom of this page to reference during class

Lesson Content + Exercise Information:

1. Discussion: Patterns of sound:
  1. Start by counting how many children are in the class.
  2. Sit round in a circle and clap every time you count a new number – creating a rhythm (see clip)
  3. Tell them you can make patterns with the sounds as you count. Show them your pattern (count and clap loudly every three numbers, starting with 1 as loud, then 4)
  4. Ask the class if they can think of any other things you can do as you count instead of clapping e.g. stamping feet, playing a drum or other instrument – and try a couple of these ideas out.
  5. Teach the words and actions to the Beat song:
    1. ‘clap my hands, 1 2 3, stamp my feet; now it is _______’s turn to make a beat.’ – (See video)
      1. Actions for the beat song
        1. clap clap clap,
        2. count to three with fingers,
        3. stamp stamp stamp,
        4. now it is point (at child while saying their name) until end.

Go around the circle, starting with the teacher, and have everyone sing the ‘beat’ song – insert the name of a child and have, him or her, clap their own beat (for advanced students, they can count the number of beats as they do this) – Drum Passed Around is Better!


Screen Shot 2016-08-31 at 11.17.09

Recording: Piano & Vocals:

Recording: Piano Only:


2. Explain:
  1. Prince Caprice and Princess Fantasia have three special friends called Betty, Bobby and Baz who set a pattern all the way through the music.

Explain the term rhythm and that in a piece of music you count up to 2 3 or 4 numbers before starting again.

The Beat Beanies - Titled
3. Story: Read page 32 of story

  • What has just happened?
Page 32
4. Adventure Song:
  1. Adventure song: what are we going to find?
    1. We’re going to find the Beat BeaniesBetty, Bobby and Baz.

Ask if anyone has spotted strange looking symbols around the classroom – bring them over.

Recording: Piano & Vocals:
The Beat Beanies - Titled
5. Story: Read page 33 of story Page 33
6. Introduce: The Beat Beanies
  1. Introduce Betty, Bobby and Baz – the Beat Beanies.
    1. Read the poem to the class:

We are the Beat Beanies, yes that’s us,
we count and tap and make no fuss.
There is one tap for each of these,
1 2 3, 1 2 3, if you please!


  1. Go through the concept of 3 beats – 1 2 3 1 2 3.
  2. Practice clapping 1 2 3 with the 1 louder than the others.
  3. Point to each of the crotchets in turn on the ‘3’ sheet as you say the numbers. Make the first crotchet big.
  4. Ask if anyone would like to demonstrate or pick a volunteer.


7. Recap: Prince’s Song (1)
  1. The story – What has happened so far? Who have we met and what is going on?
  2. Play the chorus song (The Prince’s Song) –who sings a song with this tune? What instrument plays the music?
    1. (Freddy the French horn) – play and pretend to play French horns singing the tune with the word ‘door’.

(You can use picture prompts – during this)

Page 10 - French horn with castle notes to moon

Recording: Piano Only:

8. Prince’s Song (2)
  1. Show the picture of the three crotchets.
  2. Point to each in turn as the children clap and say the correct number (loudly on one). Start counting 1 on the word ‘see’ (see video)


Recording: Piano Only:

9. Untuned Instruments
  1. Hand out untuned instruments and repeat the above exercise.
  2. Perform this several times until fluent, and then select children to perform alone to the music.

Recording: Piano Only:

 10. Playing Music:


  1. Starts in the middle of the first verse (just after the pause).
  2. Have the class clap and then play untuned instruments as they say the number of beats (see video for instructions) – do this first by pointing at the beat number, then lead by example.

Recording: Piano Only:

11. Explain:
  1. Prince Caprice loves his Beat Beanie friends because their patterns make him feel strong and brave.
    Have the children create an action that they believe represents ‘strong and brave’
  2. Princess Fantasia also loves beats because she loves counting.
    ‘Have the children count till 10. If there are children who speak other languages, allow them to count in their language.
King & Queen Ball room
12. Movement to Music:
  1. Play the music (from halfway through the first verse) and have the class dance, march, stamp etc. with a big movement on beat 1 and smaller ones on beat 2 and 3.
  2. They are to say the numbers out loud as they move.

(They can sing the numbers to the tune.)


Recording: Piano Only:

 13. Theory Activity:
  1. Spell out the word ‘beats’ (phonetically) as a class – buh ee ah tuh suh
  2. Have pupils come and write the letters on the board, others to draw in air with their finger
  3. Show children how to draw a beat in the air – see video (put your finger high in the air, draw a line down and then a circle (do so they can mirror you).
  4. Ask which letter a beat looks like – a d or a backwards b for beat
  5. Explain that each note that we sing or that the instrument plays is drawn on paper, by drawing a beat.
    1. Every time we have drawn three, we have to draw a line to show that we have to count the next three beats.
    2. Extra: Have volunteers add these to a board to draw 3 sets of beats that are separated by bar lines
Screen Shot 2016-09-09 at 15.36.58



14. Extra Activity 
  1. Hand out a plain piece of A4 paper to each child.
  2. Have them draw the Beat Beanies twice with a bar line splitting the 2 lots of 3 beats.
  3. Tell them to write the numbers 1 2 3 1 2 3 under each beat, and to write the word ‘beats’ at the top of the paper
 Screen Shot 2016-09-07 at 11.36.51

Downloadable and Printable lesson content

slide1 slide2 slide3