Introducing Music NotationThis unit is designed for implementing consistent music notation reading practice in the classroom. Lessons begin with introducing music notation for the first time to students. It then goes on to offer ways to provide consistent and meaningful music reading opportunities in the classroom, as well as build on skills learned.
Grades: 1st- 5th Grade Objectives:
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Music Notation Focus:
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Lesson One- The Muffin Man
Materials:
- 8 plates, either paper or drawn on a poster
- 8 muffin cutouts that can be added/removed from plates
*These materials can be found in the curriculum Gameplan, Level 1
Have muffins on each plate. Sing the Muffin Man, then point and chant to each muffin on the beat using the syllable “yum.” Repeat as necessary
Have students come up and point to muffins for the class. You can use this opportunity to assess the pointer's beat keeping.
Lesson Two- The Muffin Man
Materials: 8 plates with muffin cutouts
Review singing and pointing activity. Explain to students that the Muffin Man got hungry and ate a muffin. Have each pointer remove one muffin. When the plate is “empty”, have students tap their shoulders instead of saying “yum.” Continue taking one muffin off at a time between repetitions of the song, until all muffins are gone. You can continue to assess students as they point to the poster.
Lesson Three- The Muffin Man
Previous activity in smaller sets, to be done by a small group. 4-6 sets of empty plates with muffin cutouts
In small groups, have students sing song and remove muffins after each repetition. Each students gets a turn to remove a muffin and point at least once.
Lesson 4- The "Music" Man
Materials: Quarter note cutouts that can be added/removed from plates
Replace muffins with notation. Explain to students that instead of saying the syllable "yum," they should use the syllable “Du”. Leave off rests and have students continue to tap shoulders on the empty plates. While singing the song, you can change the lyrics to "Do you know the music man?"
Lesson 5- The "Music" Man
Materials: Quarter note and rests cutouts that can be add/removed from plates
While completing the activity, add rests to the empty plates as quarter notes are removed. Students should continue tapping shoulders when those plates are tapped.
Lesson 6- Flashcards
Materials: quarter note/rest notation written on flashcards, large enough for the whole class to see
Have students repeat after you as you read the flashcard. Then give students a count-off and have them read the flashcards.
Extension:
You can have students read flashcards every day to practice their notation reading. As students become more confident with the notation they are learning, you can add new notation to their flashcard reading:
Music Notation and flashcard reading can be presented in different ways:
You can use this as an opportunity for student leadership in the classroom. Assign students daily to hold the flashcards for the class and lead them in reading the flashcards. The students holding the flashcards can give their class a count-off ("One, two, ready go"), but only when their class is prepared (sitting quietly, focused, eyes on the flashcard, etc.). In my classroom, flashcard reading is the job of the Hand Helpers.
If you would like to see an example of me teaching this lesson, please contact me!
Materials:
- 8 plates, either paper or drawn on a poster
- 8 muffin cutouts that can be added/removed from plates
*These materials can be found in the curriculum Gameplan, Level 1
Have muffins on each plate. Sing the Muffin Man, then point and chant to each muffin on the beat using the syllable “yum.” Repeat as necessary
Have students come up and point to muffins for the class. You can use this opportunity to assess the pointer's beat keeping.
Lesson Two- The Muffin Man
Materials: 8 plates with muffin cutouts
Review singing and pointing activity. Explain to students that the Muffin Man got hungry and ate a muffin. Have each pointer remove one muffin. When the plate is “empty”, have students tap their shoulders instead of saying “yum.” Continue taking one muffin off at a time between repetitions of the song, until all muffins are gone. You can continue to assess students as they point to the poster.
Lesson Three- The Muffin Man
Previous activity in smaller sets, to be done by a small group. 4-6 sets of empty plates with muffin cutouts
In small groups, have students sing song and remove muffins after each repetition. Each students gets a turn to remove a muffin and point at least once.
Lesson 4- The "Music" Man
Materials: Quarter note cutouts that can be added/removed from plates
Replace muffins with notation. Explain to students that instead of saying the syllable "yum," they should use the syllable “Du”. Leave off rests and have students continue to tap shoulders on the empty plates. While singing the song, you can change the lyrics to "Do you know the music man?"
Lesson 5- The "Music" Man
Materials: Quarter note and rests cutouts that can be add/removed from plates
While completing the activity, add rests to the empty plates as quarter notes are removed. Students should continue tapping shoulders when those plates are tapped.
Lesson 6- Flashcards
Materials: quarter note/rest notation written on flashcards, large enough for the whole class to see
Have students repeat after you as you read the flashcard. Then give students a count-off and have them read the flashcards.
Extension:
You can have students read flashcards every day to practice their notation reading. As students become more confident with the notation they are learning, you can add new notation to their flashcard reading:
- Quarter notes and rests (duple and triple)
- Add barred eighth notes (duple and triple)
- Add half notes (duple and triple)
- Add half rests (duple and triple)
- Treat half/whole rest based on direction of flashcard (duple and triple)
- Add sixteenth notes, (duple and triple)
- Add whole notes (duple and triple)
- Add Du-dee-de (syncopation) in duple
- Add dotted half note in duple
- Add dotted quarters in duple
- Add quarters and single eighths in triple
Music Notation and flashcard reading can be presented in different ways:
- I say, you say (discriminatory learning)
- Reading individual flashcards with motions (count off from myself or Hand Helpers)
- Continue individual flashcard reading. Add multiple flashcard reading at the end of activity (using metronome or Garageband)
- Playing flashcards on instrument (Can also incorporate previous activity)
- Speed Reading (using metronome or GarageBand)
- Memory Reading (show class flashcard, take away before reading)
- Rhythm Spotters (Give groups 2-3 flashcards. Have Handy Helpers hold up flashcards, and if a group has a flashcard that matches the given flashcard, group says rhythm)
- Rhythm Dictations (Handy Helpers hold flashcards only for me to see. I play rhythm, students dictate on whiteboards)
- Create Class Rhythms (During small group work time, have students create 4 beat rhythm flashcards on paper. Each person must complete a flashcard, but can work together in a group. Collect and save for the next day. Cut out flashcards and pass back to students. Have Handy Helpers hold up flashcards, and if a group created a flashcard that matches the given flashcard, group says rhythm)
- Go around circle and have each students read a flashcard individually
- Think Ahead Reading (3rd grade only, students read previous flashcard while looking at next flashcard)
You can use this as an opportunity for student leadership in the classroom. Assign students daily to hold the flashcards for the class and lead them in reading the flashcards. The students holding the flashcards can give their class a count-off ("One, two, ready go"), but only when their class is prepared (sitting quietly, focused, eyes on the flashcard, etc.). In my classroom, flashcard reading is the job of the Hand Helpers.
If you would like to see an example of me teaching this lesson, please contact me!
Contact me:
ouellete@salineschools.org
734-401-4838
ouellete@salineschools.org
734-401-4838