Lesson Plan #: AELP-MUS0014
Submitted by: Elliotte Kinzer
School/University/Affiliation: E.A. Cox Middle School Columbia, TN Date: March 3, 2000
Grade Level(s): 5, 6
Duration: Five 45-50-minute sessions
Description: This unit plan aids in teaching beginning instrumentalists proper note recognition. This unit is based on a staff utilizing a treble clef, but can easily be adapted to any musical clef.
Goals: Students will proper identify notes placed on lines and spaces on a staff using a treble clef and key signature. This is the first step in preparing instrumentalist to transfer visual symbols into sounds on their instruments.
Objectives: Students will:
1. Define a clef sign, staff, flat, sharp, natural sign, key signature and the names of the lines and spaces on a staff utilizing a treble clef.
2. Verbally identify notes placed on lines and spaces on a staff utilizing a treble clef.
3. Spell words by placing notes on lines and spaces on a staff utilizing a treble clef.
4. Verbally identify notes placed on lines and spaces on a staff utilizing a treble clef and a key signature.
5. Complete a timed written test demonstrating mastery of note recognition.
- Dry erase board lined with staves
- Black dry erase markers (at least 2)
- Overhead projector
- Projector screen
- Write-on transparencies
- Keyboard or some type of musical instrument and staff paper
Procedure: Session One-Lecture
Have the following terms and definitions written out on transparencies for the students to copy as they enter the room.
Staff, clef sign, flat sharp, natural sign, and key signature
After students have had ample opportunity to copy terms and definitions begin discussion of these terms and definitions. Draw illustrations on dry erase board to further the students’ understanding of these terms and to also help them visually recognize these symbols. Spend remainder of class time verbally testing students over these terms and allowing time for questions and feedback.
Conduct a brief review of the terms and definitions covered the day before. Draw a treble clef on the board and remind them of the function of a clef sign. Explain to them the names of the lines and spaces on a staff when a treble clef sign is placed on the staff. (Draw visuals on the board to aid with this teaching.)
Allow the students to group or “partner” and work on memorizing these names.
Explain that notes must be centered on a line or a space on the staff. (Draw examples.)
Explain that when these notes are drawn on these lines or spaces we called them by the name of the line or space (A, C, F, etc…).
Draw nine measures of notes placed randomly on the lines and spaces.
Point to notes in random order and have students name them.
Allow time at the end of class for questions and feed back.
Conduct a brief review of the terms and definitions from the previous two days as well as the names of the lines and spaces on the staff.
Divide the class into two equal teams.
Have words written transparencies that can be spelled on the treble clef. (ex. DAD, GAGGED, FACE, ED, FED, etc…)
You will have two staves lined with bar lines on either side of the board. One member from each team will draw at a time. When the word is flashed on the overhead projector, each person drawing will try to spell the word by drawing notes on the staff. The first one finished correctly scores 1 point for their team. The team with the most points wins.
Allow time at the end of class for feedback and questions.
Review with the students the definitions for key signature, flat sharp and natural sign.
Explain how a flat or sharp in a key signature affects all of the notes in a piece of music.
Demonstrate on your musical instrument the difference in sound between notes with and without accidentals (F, and F#). Explain that on their instrument that these two notes will have different fingerings and sounds. Go through several examples-both flats and sharps.
Draw nine measures of notes randomly placed on a staff with a key signature at the beginning of the staff. Point to notes randomly and have students name them. (Emphasize they must say the word flat or sharp in order for it to be the correct note name.)
Allow time at the end of class for questions and feedback.
Use your staff paper and place a treble clef on the end of each line.
Also place different key signatures on each line.
Draw bar lines and divide each staff evenly into measures.
Draw notes randomly throughout the staff.
Below each measure put a number and a blank for the students answer.
They will write the name of each note in the blank below the staff.
This will be a timed test. (I usually give an average of 5 seconds for each measure to complete the test.)
After the test, conduct a review of the week’s activities, terms and definitions, using this time to determine items that will need to be re-taught.
Assessment: Written test at the end of the unit. See session five.