This document provides guidance for presenting a 20-30 minute lesson on teaching a song. It suggests breaking the song into units that do not aim to teach every note at once. Some sections may need to be taught by rote as a last resort. The presentation includes interactive activities like question and answer singing, body percussion to accompany rhythms, identifying melodies and rhythms in the score, comparing characteristics of pigs and hogs, playing rhythms on percussion, and lists learning outcomes and suggestions for further classwork.

1. 1
To Market.
By
Marian Ingoldsby.
Copyright PDST and Anne Barry
Notes for presenters…
These presentations are 20 – 30 minute ‘units’ or ‘segments’. I would
envisage a song could take at least two, but probably 3 or 4 units to
teach thoroughly. This of course depends on the song’s length,
number of parts, musical content and level of difficulty.
A unit does not aim to teach every note of the entire song. It gives you
a flavour of how to teach it, more than singing right through the song. It
provides some starting points on how to teach the song. You can then
decide how you would explore teaching the rest of the song.
Some songs may have sections that you may not be able to introduce
creatively and may simply have to teach by rote. I would encourage
you to exhaust all other possibilities first however, as teaching singing
solely by rote teaches only the rhythm and pitches and perhaps not
even an awareness of these. There is so much more for young singers
to learn.

2. 2
Question and Answers
!s s s s s s - s m f r_
!s s s s s s - f r m d_
Notes for presenters:
When scores are handed out please tell teachers not to look at
them until asked.
NOTE: Each number represents the next ‘click’.
1. Title: Q&A: Teacher asks a question. (e.g: Favourite
sport, tv programme, film, dessert
etc).Ask two students for answers.
Ask another question. Ask two different
students for answers.
2. ssssss – smfr_ Students sing Q - Teacher sings A
Encourage use of hand
symbols
3. ssssss – frmd_ As above

3. 3
To market
! s s s s s s s m f r _
! mar - ket to mar - ket to buy a fat pig
! s s s s s s f r m d_
! Home a - gain, home a - gain Jigg - ett - y jig.
! Anything missing?
1.Title
Now we are going to sing using the text
2 & 3: Show solfa line 1. Show text line 1
4 & 5: Show solfa line 2. Show text line 2
Now sing using text and hand signs
6. Next sing, reading from the music
7. ‘Anything missing?’

4. 4
! What about ‘To’ market?
! Where should this word go?
1. What about ’To Market’?
2. Where should this word go?
When you get the correct answer…
3. Now sing with the upbeat and extra word inserted.

5. 5
A question…
! What’s the fastest way to get
through the town to go to
market?
! To swim?
! To cartwheel?
! To march?
1. Title: A question…
2. What’s the fastest way to get through the town to go to market?
3. To swim?
4. To cartwheel?
5. To march?

6. 6
March Rhythm.
1st years…
! Listen to the following
rhythm and join in when you
know it.
! Now make up your own body
percussion in groups of 3 to
match it.
1. March rhythm – 1st years
2. Listen to the following and join in when you know it.
*BODY PERCUSSION:
(Please note – kids are very comfortable with this. Adults are not as
quick to pick up BP. If you need to break it down feel free – a) - b2), d) -
b4) etc.)
a) Stomp right foot – crotchet b) Click right fingers, then left – dotted
quaver, semi-quaver
c) Stomp left foot – crotchet b2) As above
d) Slap right thigh – crotchet b3) As above
e) Slap left thigh – crotchet b4) As above
f) Tap right shoulder – crotchet b5) As above
g) Tap left shoulder – crotchet b6) As above
h). Clap – crotchet x 2
3. Now make up your own BP in groups of 3 to match the rhythm.
(Allow 1 minute – ask for one volunteer).

7. 7
March Rhythm
2nd years and older…
1. Title: March rhythm - Explain that this is an alternative approach for
2nd years and above.
2. Start by clapping crotchets.
3. Add in alternating pairs of quavers.
4. Complete by adding the dotted rhythm.

8. 8
March Melody
! Let’s sing…
! Now try this…
1. March melody
2. Let’s sing…
3. Music: Use hand symbols
4. Now try this
Ask the students what difference they see.
5. Now sing with the rests (I use an open hand away from the body to
indicate a rest).

9. 9
March Rhythm
! Lets add soh…
! And now lets add our March
rhythm…
1. Title: March rhythm - Explain that this is an alternative approach for
2nd years and above.
2. Start by clapping crotchets.
3. Add in alternating pairs of quavers.
4. Complete by adding the dotted rhythm.

10. 10
Let’s look at the score…
! Can you find our question and
answers melody?
! Who can tell me what happens in the
voice above the question and answers?
! Can you find our march melody?
1. Let’s look at the score
2. Can you fond our Q&A melody?
3. Show the music – as a reminder
(Encourage students to point or call out bar numbers if they know
what they are and where they find them. Most will not know. This may
lead to an explanation on bars numbers and the layout of a choral
score)
4. Who can tell me what happens in the voice above the Q&A melody?
5. Show the music.
(Repeated note, repeated G, drone, pedal note)
6.Now can you find our march melody?
(Encourage students to point or call out bar numbers. Following
discussion on 3 above, they will have a better idea as to how to find the
bar numbers)

11. 11
Let’s look at the text…
!
! Does the composer only buy a ‘fat pig’
at market?
! Then who is this fella?
1. Let’s look at the text
2. (Pig picture)
3. Does the composer only buy a fat pig at market?
4. Then who is this fella
5. (Hog picture)

12. 12
Pig versus Hog!
! The Pig
! The Hog
! Let’s compare…
1. Pig versus Hog
2. The pig
3. (Pig picture)
4. Pig music
5. The hog
6. (Hog picture)
7. Hog music
8. Let’s compare.
Ask what differences and similarities they see. Let them discuss and
then suggest noting the comparisons…

13. 13
Pig versus Hog!
Student reactions.
! Pig…
! He’s not as fat so
he has skinnier
notes.
! He can skip.
! Jiggetty jig
! 6/8
! Hog…
! We have to fit in
more notes because
he’s fatter.
! He can march
! He has jiggetty jog
! 4/4
! He has shades and a
scarf!
Pig versus Hog!
Student reactions.
Pig…
He’s not as fat so he has skinnier notes.
He can skip.
Jiggetty jig
6/8
Hog…
We have to fit in more notes because he’s fatter.
He can march
He has jiggetty jog
4/4
He has shades and a scarf!

14. 14
Percussion
! Can you see the March rhythm
anywhere else in the score?
! Let’s play it on percussion.
! Now let’s add the animal sounds at
bar 22: moo, bah, boc boc
1. Title: Percussion
2. Can you see the march rhythm anywhere else in the score.
3. Let’s play it on percussion. (tapping, clapping etc will be fine)
4. Now let’s add in the anima sounds…moo, bah, boc-boc
(Choose different ranges for the sounds at bars 21-25! Point out that
when these return in bars 34-48, while they appear rhythmically
challenging, they will fit in comfortably if no attention is drawn to the
duple vs compound rhythm. This can be dealt with later.)

15. 15
Learning Outcomes
! Q&A melody concept
! Solfa & Curwen hand signs
! Using a choral score
! Melody and rhythm recognition
! 2-part singing
! Composition through body percussion
! Singing in mixed meters
! Pedal note
! Upbeat
1. Learning Outcomes
2. Q&A melody concept
3. Solfa & Curwen hand signs
4. Using a choral score
5.Melody and rhythm recognition
6. 2-part singing
7. Composition through body percussion
8. Singing in mixed meters
9. Pedal note
10. Upbeat

16. 16
Further Classwork
! Teach the intro as a conducting game. Let the
pupils try too.
! Add in the oinks and other animal sounds!
! Teach the harmony part at bs 17/18-25 and 33/34-
48.
! Note the composer states dynamics not essential.
The students could decide on their own
dynamics.
! 6/8 meter.
! Triplets and duplets.
! Form - two possible interpretations:
1. form by melody or 2. form by meter.
1. Further Classwork
2. Teach the intro as a conducting game. Let the pupils try too.
3. Add in the oinks and other animal sounds!
4. Teach the harmony part at bs 17/18-25 and 33/34-48.
5. Note the composer states dynamics not essential. The students
could decide on their own dynamics.
6.. 6/8 meter.
7. Triplets and duplets.
8. Form - two possible interpretations:
a). form by melody or b). form by meter.