4th+Grade+Recorder

This is a lesson I taught 4th grade for recorder to introduce low E. Students had a chance to learn the body percussion in the previous class. I see 4th grade 2 classes at a time, so this lesson was awesome for a huge group of kids that involves movement, singing, and playing. The varied repetition is key for students ability to internalize the melody. Students can create their own form, as a class, to make the piece "their own". I enjoyed singing, playing, and doing body percussion all at the same time (the class split into sections), because they don't feel as though they are repeating the song over and over just singing it.


 * This gave me a great new perspective on how I can teach recorder. I really want to try this lesson out someday! It sounds like you have quite the system and that students are used to this system. Think about being more specific about how things are taught and what you can do if students are "getting it." Be more specific about the body percussion portion of your lesson.**
 * ** Teacher Name: ** || Christine Danitz || ** Date: ** || 1-29-13 ||


 * ** Subject/Grade: ** || General music/ 4th Grade ||


 * ** Concepts/Skills/Values: ** || Recorder playing, learning low E, Singing while playing, body percussion ||


 * National Standards (check all that apply): **
 * ** X ** || ** 1. Sing ** || ** X ** || ** 2. Play ** || || ** 3. Improvise ** || || ** 4. Compose/Arr. ** || ** X ** || ** 5. Read/Notate ** ||
 * ** X ** || ** 6. Listen ** || ** X ** || ** 7. Evaluate ** || || ** 8. Related Arts ** || || ** 9. History/Culture ** || || ||
 * ** X ** || ** 6. Listen ** || ** X ** || ** 7. Evaluate ** || || ** 8. Related Arts ** || || ** 9. History/Culture ** || || ||


 * ** Behavioral **
 * Learning **
 * Objectives: ** || After learning the words and the recorder parts by call and response and listening, 4th grade students will be able to play, sing, and do the body percussion to the song “Who has Seen the Wind?”.

**I LOVE that you are having them learn recorder by ear. This will be very helpful for them in their future musical endeavors. This is a jam packed lesson full of great musical moments.** ||


 * ** Materials: ** || Soprano Recorders, “Who has Seen the Wind?” ||


 * ** Sequence of **
 * Activities and Assessment: ** || 1. Review the body percussion learned in the previous class.

- E = stamp

- G = pat

- A = clap

- B = snap


 * I've never taught recorder through body percussion. Is this an Orff thing? Do you do the body percussion to the rhythm of the song? Do they sing the notes while doing body percussion?**

2. Body percussion in canon

- Begin with just 2 sections

- Increase sections to 4


 * PERFECT assessment moment to see if they actually know the body percussion or if they are going through the motions**

3. Sing entire song for students

- Ask questions with purpose to make students listen closer. **This is great.**

- Use hand to create a contour of the melody to visually show how the notes move.

- Who has seen the wind? Answer: Neither you nor I

- What word does my voice move on? Answer: down

- Call and response:

- Who has seen the wind?

- Neither you nor I

- But when leaves are falling down

- The wind is passing by

- Sing the song in 2 part canon

- Once successful, 4 part canon

4. Review B A G on the recorder.


 * How? Call and Response? Assessment moment?**

5. Show them low E on the recorder.

- Have them check with neighbor if they are playing the correct notes.


 * Partner work. Yes!**

6. Call and response playing of the song.

- Same phrase length of singing call and response


 * How many times do they need to repeat this until they are able to do it in canon?**

7. Play song in canon, 2 parts and then 4 parts

8. Have half the class sing the song, while the other half plays.

- Switch


 * GREAT idea**

9. If students have yet to correlate the body percussion and the song, split them into three groups on the risers. One group with play, one will sing, and one will do the body percussion.

- Switch so all students get a chance to do each part.

10. Discuss a form with students.

- Play, sing, body percussion

- Body percussion, sing, play

- Sing, Body percussion, play

- Have students give ideas, and try them to see how they feel about their ideas. This gives the students a sense of ownership over the piece, and also provides a lot of varied repetition.


 * wonderful ** ||


 * ** Teacher **
 * Effectiveness **
 * Reminders ** || 1. Double check that all students are playing with their left hand on top.

2. The varied repetition is important so that students will truly internalize the melody and body percussion.

3. Evaluate quickly whether most students are ready to move on or not. If pacing slows it will be hard to keep students with you since there are so many different layers to the piece.

4. Having students get up to do the body percussion after sitting and playing and singing will speed pace up and refresh their attention span with movement.
 * Important thought ** ||