The Bees’ Musical Obstacle Course Part 2

By setting up an obstacle course, the children improve their understanding of the concepts of consonance and dissonance in music and develop their musical preferences.

Musical concept : Harmony  Consonance / Dissonance


Priority areas of development

Secondary areas of development

  • Social : Participates in group activities and resolves conflicts


  • Cognitive : Explores their environment by engaging in
    activities related to arts, science and technology
  • Emotional : Explores autonomy


  • Language : Interacts verbally and non-verbally


  • Physical and motor : Learns about safety factors in their environment


Prerequisites : Completion of module 019A – The Bees’ Musical Obstacle Course – Part 1

Necessary material

  • Objects that the children can use to set up obstacle courses


  • An interactive whiteboard, a computer, a tablet or a smartphonet


  • Install the Mazaam app and open the World of Sea Lions (harmony)


Music to listen to online or to download

Consonant music

Jean-Philippe Rameau, Les Indes galantes, Rigaudon, performed by Luc Beauséjour

Gustav Holst, St. Paul Suite, Op. 29, No. 2, Ostinato, performed by Angèle Dubeau & La Pietà

Dissonant music

Alexina Louie, Echoes of Time, performed by the Gryphon Trio (excerpt)

Kaija Saarihao, Maan varjot : III. Energico, performed by the Orchestre symphonique de Montréal (excerpt)

Lesson plan

Setting the scene

Introduce the activity

“Today, we’re going to become bees again. We’re going to look for pollen by passing through an obstacle course as we listen closely to the music.”


1. Ask the children to set up an obstacle course in groups of four and choose a piece of music to go with it.

2. Give the children a few pointers of your choosing for setting up their course :

  • its difficulty


  • the materials for creating obstacles


  • the number of obstacles


  • the length of the course


  • Let the children set up their team’s course and try it out.

3. Listen with them to two pieces of consonant music and two pieces of dissonant music.

4. Ask each team to choose which piece of music best represents their particular course.

5. If necessary, play each piece of music again so that the children can try out their team’s course and validate their choice.

6. Ask each team to explain the reason for their musical choice in their own words.

7. Ask each team to complete their obstacle course to the music of their choice and introduce it to the other children.

8. Review the difficulties encountered and how the children overcame them.

To go further

Have the children try out the other teams’ obstacle courses.

Play the second game in the Mazaam app’s World of Sea Lions module with the children.