Recorder lesson 5 (30-40 minutes) focuses on correct recorder fingerings, correct recorder hand position, and correct recorder tone. Lesson is based on the Marshall public schools academic standards of music expression of music (1.1.c, 1.2.b, 1.3.b) Materials and Resources: ELMO cart, projector, Gently Sleep sheet music, note magnets, white board, eraser, dry erase marker, and eraser.
Recorder lesson 5 (30-40 minutes) focuses on correct recorder fingerings, correct recorder hand position, and correct recorder tone. Lesson is based on the Marshall public schools academic standards of music expression of music (1.1.c, 1.2.b, 1.3.b) Materials and Resources: ELMO cart, projector, Gently Sleep sheet music, note magnets, white board, eraser, dry erase marker, and eraser.
Recorder lesson 5 (30-40 minutes) focuses on correct recorder fingerings, correct recorder hand position, and correct recorder tone. Lesson is based on the Marshall public schools academic standards of music expression of music (1.1.c, 1.2.b, 1.3.b) Materials and Resources: ELMO cart, projector, Gently Sleep sheet music, note magnets, white board, eraser, dry erase marker, and eraser.
Lesson Objectives: Correct Recorder fingerings Correct recorder hand position Correct recorder tone Treble clef note identification Chant simple rhythms within music notation Perform simple melodies notated in treble clef Standards: Adopted Marshall Public Schools Academic Standards of Music Expression of Music (1.1.c, 1.2.b, 1.3.b) Theory of Music (3.4.b) Materials and Resources: ELMO cart, Projector, Gently Sleep sheet music, Recorder, Hot Cross Buns sheet music, Recorder Fingering chart magnets, Recorders note magnets, blank staff magnet, magnets, white board, dry erase marker, eraser, Merrily We Roll Along sheet music, Recorder Testing Rubric Lesson Procedures: a) Introduction a. Students will come into the classroom and sit in their assigned music rows. If students forgot their recorder they need to grab one off of the recorder holder. I will remind them that today is a testing day and everything we do will be almost exactly the same as the last testing day. I will have the students warm up by playing GABAG, all in half notes. b. Students will take out their Gently Sleep sheet music and I will also put it up on the screen for those who forgot their folders. We will run through it once as a class. If I need to remind students to not blow too hard, cover their holes, or if I need to go over fingerings I will do that after the first run through. We then will play the song again as a class. b) Procedures a. Before I split the students up into groups I will explain each station to them. i. Station 1: testing station. When students are not testing they are away from the desk and practicing Gently Sleep. When students are testing they read off of my sheet music unless they are being accommodated. I will explain to them why they failed any sections of the rubric if they failed any sections. They then get to keep their rubric
ii. Station 2: notes station. Students will try to match
the note magnets with the correct recorder fingering chart magnet. After they have accomplished that they will pick two people. One person picks a fingering chart and the second person will try to correctly place the note that matches that fingering in the correct spot on the blank staff magnet. iii. Station 3: rhythm station. Students take turns notating rhythms using quarter notes, paired eighth notes, and quarter rests. The group will read the rhythm that is written out loud all together. iv. Station 4: Merrily We Roll Along. Students will work together in their group and practice Merrily We Roll Along. c) Transitions a. The only transition time we have during this lesson is when students are moving from station to station and when I am splitting the students into groups. Testing days are very quickly paced because I have to get through testing a lot of students. Students typically do a good job and following directions and moving quickly on testing days. d) Closure a. Once everyone has tested I will ask students to put their recorders in their case, their music in their folders, and to go back to their music rows. We will either do a go noodle or play the speed note naming game. Accommodations: I have a few CI students and some students with reading problems. If they want to they are allowed to write in their music and use their own music rather than reading off of my plain copy. Also because the two lines of gently sleep are exactly the same, if a student plays the first line perfectly I wont make them also play the second line. Assessments: (Observational) students will be assessed on their fingerings, technique, rhythm, and tone as they play Gently Sleep.