Recorders+and+More!

This lesson is for a 4th grade music class. It is a lesson focused on recorders. The students already had a quarter of recorders before this lesson, so it includes a review of the previously learned notes and an introduction to a new note. Students are still pretty shaky with the recorders at this time so taking it slow is very important. Lots of repetition of the notes is necessary. The first time I did this lesson plan, I moved much too quickly and when I was was observed by my supervisor, she recommended slowing down quite a bit.

Teacher Name: Leslie Butler

Subject/Grade: 4th Grade Vocal Music

Concepts/Skills/Values: Recorders, fingering new notes: C and D

National Standards (check all that apply): X 1. Sing X 2. Play X 3. Improvise 4. Compose/Arr. X 5. Read/Notate

X 6. Listen 7. Evaluate 8. Related Arts 9. History/Culture

Behavioral Learning Objectives: Provided with recorders, method books, and School House Rock music, students will be able to finger G, A, B, and C correctly 15 out of 20 times. They will also be able to finger D correctly 10 out of 20 times. A majority of students will be able to play through melodies and name notes correctly 7 out of 10 times.

Materials: Recorders, White board with melody #17 written on it, selected notes written on staff and fingerings to go along with the note names, Recorder method books, music for program

Sequence of Activities and Assessment:

Begin with review of G, A, and B. - Ask students to look at the board and name the notes written on the staff - On my command, students finger each note, I will look to see if they are fingering it correctly, then play that note all together - I will play a rhythmic pattern on each individual note and students will repeat after me, focusing on correct articulation and tonguing.

Play #17 (which is also written on the board) - Go over fingerings without playing, and speaking the names of notes as they finger in rhythm (ask students to place recorder mouth pieces on chin instead of in their mouths while we go through the fingerings and note names). - Ask for any students who would like to either play a solo for the class or play the song in a small group

Play # 19 as a duet - Go over fingerings and note names of each part of the duet until students are somewhat comfortable - Be sure to mention the differences between each part and explain harmony. - Split kids into 2 groups - Give the duet a try and then switch the parts around.

Introduce ‘D’ fingering - Ask students to finger D while I check to make sure students are fingering it correctly - Play note all together, ask students to focus on tuning to eachother. - Students repeat a rhythmic pattern after me on D as we did with the previous notes.

Play #21, follow the same guidelines as with the other songs, taking it slow and possibly stopping to go over fingerings. Play #22, follow the same as above.

Clean recorders and put them away

Pass out music for program and review sections we have been working on.

Assessment: I tried assessing by asking for individuals to play either notes or melodies solo. I also had students hold up recorders so I could check their fingerings while we were isolating the notes. Another way to assess is obviously by listening to the students performance to hear how many students are catching on and how many aren't.

//Leslie, Great lesson! Thanks for the background on how long they have been playing and what went well and what you would change. I'm assuming you are introducing high "D?" If so did you talk about air/breathing at all? In my experience when teaching those higher notes the students really overblow. One, they can't hear themselves against the other students in the class and two, there is just hardly any resistance with only one finger covering a hole. Also, something that worked for my cooperating teacher and me was thinking about blowing bubbles. If they pretend to blow lots of bubbles in one breath the air moves fast. If they try to blow only one bubble, the air moves much slower. (You can actually use real bubbles when they begin if you want!) Another idea for them to hear themselves is that maybe you could go around and have students play a pattern back to you individually and/or split them into groups using boys/girls, birthdays, etc. I really liked the way that you used the recorder on the chin. I've had a lot of success with that. Singing/saying the note names or finger numbers gives the students who struggle with fingerings a chance to practice with out the frustration of not being able to hear themselves. One other tip for behavior management, if your recorders come apart, you can take the headjoint from a student and then they can still participate by fingering along! Carolyn//