1. Topic-
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| Learning Musical Notation |
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2. Content-
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| Staff, Treble Cleft, Double Barline, Repeat Barline, Whole Notes |
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3. Goals: Aims/Outcomes-
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| 1.Students will learn to identify each note on a musical staff (read
music). |
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4. Objectives-
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| Students will play a game called "Musical Spell It" that will help
them learn where each note is located on the musical staff. |
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5. Materials and Aids-
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| White Board, paper, pencil, list of words that can be spelled with
the letters "A-G" (there's an iPhone app for that) |
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6. Procedures/Methods-
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A. Introduction-
1. Go over past vocabulary and symbols (staff, treble cleft, double
barline, repeat barline, whole note)to help students remember what
they have learned and how it will be applied to the lesson today.
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B. Development-
1. Write the notes on the treble cleft staff and show the students
how the notes go in order.
2. Then demonstrate how you can spell words on the musical staff (eg.
cab, bag etc) Explain to the students that is what they will be doing.
3. They will be writing the musical staff and creating words by using
musical notes on the staff and their partner will have to solve their
puzzle by figuring out the word that was written in musical notes.
4. Have the students in groups of two. Give each student a list of
four words, and have them make up two words. Each one creates a word
in musical notation for their partner. Then they both solve the words.
Then switch the groups so that all students have a chance to work
with different partners that are at different levels, and they can
help each other understand the lesson. |
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C. Practice-
| Teacher to walk around the room and make sure everyone is understanding
what to do. Teacher is to also assist students that may not be familiar
with the musical staff, in writing their words until they can do it
independently. |
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D. Independent Practice-
| Make sure that students are writing their words correctly and independently
(without any assistance) |
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E. Accommodations (Differentiated Instruction)-
| For students that are not familiar with musical notation their will
be a chart on the white board that they can use as a reference when
writing their words. Also the teacher will be walking around constantly
to help students that need help. |
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F. Checking for understanding-
| The teacher will be monitoring their work and assuring that they
are writing their words in correct musical notation. |
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G. Closure-
| Discuss how music is written on the staff and relate that to how
that is the musical code for reading music. They are now reading music. |
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7. Evaluation-
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1. Students that are not familiar with this concept will need help
in the beginning, but their progress will be evident when they can
complete a word independently.
2. Students that are familiar with this concept, should be able to
write the words independently, but their progress will be by showing
what they have learned by teaching/helping their partner with the
assignment.
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