Music and performing arts
Row, row, row your boat
Learn a traditional round in stages: follow the breathing and loud/quiet markings, practise a steady part and coordinate group entries. A concert-card prompt and short reflection help pupils prepare and review a performance together.
Follow when each group enters the round. Keep the word cue with the entry line so each group starts in time.
Read the complete materialRead the material
Learn a traditional round in stages: follow the breathing and loud/quiet markings, practise a steady part and coordinate group entries. A concert-card prompt and short reflection help pupils prepare and review a performance together.
Activity. Use the preview for diagrams and layout.
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NAME CLASS DATE LEARNING GOAL Sing a traditional round in parts. 1 Sing the song ACT 1 This traditional round has 4 lines. Follow the cues above and beside each line. 1 f loud 2 p quiet 3 f loud 4 p quiet Breathe mark Take a quick breath. f is forte Sing loudly. p is piano Sing quietly. Round cue The next group starts here. 2 Sing it as a round ACT 2 Each box is one line. Group 1 starts. Each group after starts when the group before reaches "Gently". TIME 1 Group 1 Row 2 Gently 3 Merrily 4 Life GROUP 2 IN 2 Group 1 Row 2 Gently 3 Merrily 4 Life GROUP 3 IN 3 Group 1 Row 2 Gently 3 Merrily 4 Life GROUP 4 IN 4 Group 1 Row 2 Gently 3 Merrily 4 Life Song lyric and repertoire display 1 Sing 2 Perform 3 Teacher MUSIC AGES 7 TO 11 SINGING A ROUND Row your boat Sing it together, then sing it as a round. ACT 1 SUCCESS CRITERIA I can follow the breathe marks and dynamics. I can start on my group's cue. I can keep my part with a steady beat. Row, row, row your boat, down the stream. Gently Merrily, merrily, merrily, merrily, Life is but a dream. f p PageĀ 1Ā ofĀ 2
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NAME CLASS 3 Add the cues ACT 3 Write f or p in each box. Draw a breathe mark and a round flag above the words. LINE 1 Row, row, row your boat, LINE 2 Gently down the stream. LINE 3 Merrily, merrily, merrily, merrily, LINE 4 Life is but a dream. 4 My concert card SCENE 1 Song title My group starts when group reaches the word Cues I must remember (breathing, loud and quiet) 5 After the concert FINALE What went well when we sang the round? Was it hard to keep your part? Why? How well did I keep my part? Not yet Getting there Got it ENCORE Sing in four groups and end one group at a time. Which group finishes last? Song lyric and repertoire display 1 Sing 2 Perform 3 Teacher MUSIC ROW YOUR BOAT Get ready for the concert Repertoire card MY GROUP LINES I WAIT Group 1 starts first. PageĀ 2Ā ofĀ 2
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Row, row, row your boat Teacher companion Music | Pupils aged 7 to 11 Use with the exact 2-page original file. Keep pupil or staff activity pages separate from this teacher companion. When to use it Use this with pupils who are learning to sing a round and follow simple dynamic and entry cues. An adult can first establish the melody and text, then divide the group so pupils can practise listening across parts. Keep the rounds gentle and celebratory. Purpose Follow a musical line, use dynamic and breathing cues, enter at the agreed point and maintain a part while other groups sing. Start here Read the four-line song together and explain the printed symbols: forte means loud, piano means quiet, and the breath mark signals a short breath. Agree a comfortable singing volume. A teaching sequence 1. Sing the lines together while an adult points to the dynamics and breath marks. Practise a steady pulse before adding separate groups. 2. Divide the class into two or more groups. Start the next group when the previous group reaches the agreed entry word shown on the page. 3. Use the second activity to add dynamic and breath cues to the lines and complete a concert card with the groupās starting point. 4. Perform the round, then discuss what helped pupils keep their own part while listening to the others. Use the self-rating as a reflection, not a singing score. Then if the class is ready, try the printed encore direction for groups to finish one at a time. Checking guidance Listen for pupils who enter at the agreed word, follow the marked dynamics and keep a steady part. Ask what they heard from another group and which cue helped them stay in time. Listen for a steady pulse as well as the correct cue. Agree the entry cue before adding another group, rehearse it on a steady pulse, then ask which cue helped pupils keep their part. Offer a listening or conducting role. Support Start with a unison version and point to each line. Use colour or a hand signal for entries, allow a pupil to tap the beat or hum rather than sing, and add only one extra group at a time. Take it further Invite pupils to conduct a small group using a clear entry cue, or plan how the groups will finish together. Ask them to explain how dynamics change the character of the performance. Things to keep in mind No audio recording accompanies the activity. Use a comfortable volume and let pupils choose a non-singing role if they prefer. The printed cue sequence may need adapting to the classās range, confidence and accessible participation options. Row, row, row your boat Teacher companion | Page 1
A teaching sequence
Follow a musical line, use dynamic and breathing cues, enter at the agreed point and maintain a part while other groups sing.
Learn the pulse and printed cues
Sing the lines together while an adult points to the dynamics and breath marks. Practise a steady pulse before adding separate groups.
Where do the dynamics and breath marks guide the group's line?
Follow when each group enters the round. Keep the word cue with the entry line so each group starts in time.
Read the complete materialEnter the round at the agreed word
Divide the class into two or more groups. Start the next group when the previous group reaches the agreed entry word shown on the page.
Which previous group's Gently cue signals your entry?
Prepare personal performance cues
Use the second activity to add dynamic and breath cues to the lines and complete a concert card with the groupās starting point.
Does the concert card match your group's starting point?
Perform and reflect on keeping a part
Perform and discuss what helped each group keep its own part while listening, using self-rating only for reflection. If appropriate for the class, try the printed encore with groups finishing one at a time.
What helped you listen to others while maintaining your own line?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Listen for pupils who enter at the agreed word, follow the marked dynamics and keep a steady part. Ask what they heard from another group and which cue helped them stay in time. Listen for a steady pulse as well as the correct cue. Agree the entry cue before adding another group, rehearse it on a steady pulse, then ask which cue helped pupils keep their part. Offer a listening or conducting role.
Give a little support
Start with a unison version and point to each line. Use colour or a hand signal for entries, allow a pupil to tap the beat or hum rather than sing, and add only one extra group at a time.
Take the idea further
Invite pupils to conduct a small group using a clear entry cue, or plan how the groups will finish together. Ask them to explain how dynamics change the character of the performance.
Things to keep in mind
No audio recording accompanies the activity. Use a comfortable volume and let pupils choose a non-singing role if they prefer. The printed cue sequence may need adapting to the classās range, confidence and accessible participation options.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAIā¢, then review what you create.
Ideas to try with your class
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet the creators whose teaching interests connect with this template. Find an approach to try with your class.
Lisa Coker
Because classes meet for Music at a regular point in the week, I want repertoire and listening choices that give pupils something worth exploring and returning to.
Meet the creator
Helen Curzon-Rae
I want music-making to be a regular part of school life, with time to listen, practise and develop an ensemble sound.
Meet the creator
Bright Margins
This two-page āRow, row, row your boatā resource teaches a traditional round through four lines, loud and quiet cues, a breathing mark and a staggered group entrance. The display explains forte, piano and where the next group begins.
Good Question
The cue sequence gives pupils a visible way to follow dynamics and enter while another group sings. The four-line layout and line-by-line round instructions make the arrangement easier to rehearse.
One Last Sticky Note
Practise the melody and breathing mark together before splitting into groups. Let a pupil follow the cues or sing one part without being required to perform alone.
Kind Check-In
The display supports this particular traditional round and its stated arrangement. Confirm the class's range and the permitted use of the printed lyrics, and adjust volume or parts for the group.