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Subject

The Arts (1996)

Description

A SMART Board lesson designed to teach grades 5-7 the fundamentals of musical notation in both treble and bass clef.

Website(s)

Virtual Keyboard

Duration

Two 42 minute lessons

Learning Objectives

1. The students will be able to identify the treble clef.
2. The students will be able to identify the bass clef.
3. The students will be able to identify the notes on the bass and treble clef.
4. The students will be able to create a two-measure composition in the treble clef.

Materials

SMART Board Software
SMART Board
Computer connected to SMART Board
Projector
Computer speakers
Internet connection
Staff paper for students
Notation Notebook File (click on link below)

Notation.notebook

Notation PDF.pdf

Step By Step Procedure

1. Open Notation file. The first slide is a title slide. Use this slide to determine prior knowledge of students. This less assumes that students know the basics of rhythm.
2. Move to the second slide of the notebook file. Use the magic eraser to reveal the answer to the question, What is this? (erase below the question). If you are using the PDF file, the answer revealed is A Treble Clef
3. Move to the third slide. This slide introduces the musical staff. Use the magic eraser to reveal the answer to the question What is a music staff? Once again, erase directly below the question. If the PDF file is being used, the answer is A way to organize notes, just like lines on paper. Except each line is a different pitch.
4. Move to the fourth slide. Have students write down the sentence: Every Good Boy Does Fine as a tool to remember the note names on the lines of the treble clef. Ask students to create their own sentence for each of the note names. Use the magic eraser to reveal the names of the notes. If the PDF file is used, the eraser reveals the letters E, G, B, D, F underneath the appropriate notes.
5. Move to the fifth slide. Have students write down Space spells FACE as a tool to remember the note names of the spaces on the treble clef. Use the magic eraser once again to reveal the note names of the spaces on the staff.
6. Move to the sixth slide. The 6th and 7th slides discuss ledger lines. Use the magic eraser to reveal the answer to the question What are ledger lines? If the PDF file is used the answer revealed is: Ledger Lines are a floating staff. Demonstrate to students how to determine the letter name of notes on ledger lines (by "counting" up or down alphabetically). Go through this process for the first note, G. Use the magic eraser to reveal the note name. Have students determine the next 3 note names on their own before revealing the answers with the magic eraser.
7. Use the same procedure for the 7th slide. Have students practice determining the note names on their own BEFORE revealing the answers.
8. Move on to the eighth slide. Discuss with students that the treble notes are high. Review the instruments that sound high. Have students come up and drag and drop the instruments that play using the treble clef into the suitcase. The instruments that use the bass clef with not go into the suitcase, they will float above it.
9. Move to the ninth slide. Pass out staff paper. Use this slide to teach students how to draw a treble clef. Have students practice drawing the treble clef several times before writing their own composition. The student steps for writing the composition are outlined. While students are writing their compositions, circulate the class to insure they are writing the composition correctly.
10. Move to the tenth slide. Click on the piano to be redirected to a website containing a virtual piano. Demonstrate to students how to use the virtual piano (play the keys just like a regular piano). Ask for student volunteers to play their compositions. Encourage students to play with correct rhythms. If the PDF file is being used, please use the link below to access the virtual piano.
11. Move to the eleventh slide. This slide begins an introduction to the bass clef. Use the magic eraser to reveal the answer to the question: What is another name for the bass clef (erase directly below the question). If the PDF file is used, the answer to the question is: The F Clef
12. Move to the twelfth slide. Have students write down the sentence Good Boys Do Fine Always to help them remember the names of the notes on the lines of the bass clef. Encourage students to come up with their own alternative sentences ( Grampa's Boots Don't Fit Anymore ). Use the magic eraser to reveal the letter names of the notes (erase directly underneath the notes on the staff).
13. Move to the thirteenth slide. Follow the same procedure as with the twelfth slide using the spaces of the bass clef.
14. Move to the fourteenth slide. Discuss that the bass clef includes all the low instruments. Review what instruments play low. Have students drag and drop into the suitcase all the instruments that play using the bass clef. Once again, ONLY the instruments that use the bass clef will go into the suitcase.
15. Move to the fifteenth slide. Click enter chart. Explain to students that the piano plays in both the treble and bass clef. Identify the grand staff. Ask for student volunteers to "compose" three note compositions and have the rest of the class write down what they play. This will provide practice using both the bass and treble clef. If additional practice is necessary print out the worksheet from this slide. This is a story with musical words missing. Students must identify the notes in order to fill in the missing words. There are only treble clef notes.
16. The remaining slides are a mini-quiz. The answer to each question should be moved up to the Drag text here box. The box will reveal if the answer is right or wrong.


Extension: Students can write an 8-measure composition in 4/4 for any instrument in the correct clef. After writing the composition, have students identify all the note names in their composition. If the technology is available, have students input their composition into a musical notation program like Finale and hold a composers forum with all compositions.

Assessment

1. Students will be informally assessed on their ability to correctly identify each clef and the notes in each clef during the mini-quiz at the end of the lesson.
2. Students will be assessed on the accuracy of their 2-measure composition in the treble clef.
3. If the extension is used: Students will be assessed on their ability to correctly identify the clef of the chosen instrument and the accuracy of their 8-measure composition.

Related Academic Standards

National Coalition for Core Arts Standards

NAS.MU.Re7.1.E.8.a Explain reasons for selecting music citing characteristics found in the music and connections to interest, purpose, and context.

NAS.MU.Re7.2.4.a Demonstrateand explain how responses to music are informed by the structure, the use of the elements of music, and context (such as social and cultural).

New York State

ARTS.M.I.1.1.A Students compose simple pieces that reflect a knowledge of melodic, rhythmic, harmonic, timbrel, and dynamic elements.

ARTS.M.I.1.1.B Students sing and/or play, alone and in combination with other voice or instrument parts, a varied repertoire of folk, art, and contemporary songs, from notation, with a good tone, pitch, duration, and loudness.

ARTS.M.I.1.1.C Students improvise short musical compositions that exhibit cohesiveness and musical expression.

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