SOLS

SOL ​4.1 The student will read and notate music, including
1. reading melodies based on a hexatonic scale;
6. identifying the meaning of the upper and lower numbers of simple time signatures (4/4)

SOL ​4.3 The student will play a variety of pitched and nonpitched instruments alone and with
others,
including
2. playing melodies of increasing difficulty written on the treble staff;
3. playing a given melody on a recorder or other similar instrument;
4. reading and notating rhythmic patterns that include dotted quarter note followed by an
eighth note;
6. demonstrating proper playing techniques.

SOL ​4.6 The student will create music by

1. improvising melodies and rhythms, using a variety of sound sources;
2. composing short melodic and rhythmic phrases within specified guidelines; and
3. using contemporary media and technology.

Materials
Recorders (class set)
Recorder Book (class set)
Smart Board
Groove Pizza (website)
Process (45 minutes)
15 minutes: Warm up
Instrument Familiarization
- What hand on top?
- How to separate notes?
Call and Response
- Just B
- B and A
- G, A and B
Introduce C
- What’s this the fingering for? (C)
- Call and response: C and A
- C, B and A
- C and B (with tongue)
Introduce D
- What’s this the fingering for? (D)
- Call and response: D and C
- D, C and A
- D, C and B (with tongue)
- D, C, B, A, G
Call and Response (with my back turned)
- Just B
- B and A
- B, A and G
- C, B and A
- D, C and B
- What’s that called (playing by ear)
Swag in the Bag
- What note does it start on? (B)
- Call and response: first line (dotted quarter), clap it if needed
- Play with the video

15 minutes: Aunt Rhody

Call and response (2 m. at a time)
- What’s that called? (playing by ear!)
Score on smart board
- What’s the time signature? (4/4)
- What does that stand for? (beat is quarter note, 4 beats)
- Who sees a pitch they know? They mark that note on the smart board
- Repeat until all notes are marked
- Who sees a note length they know? They mark a number for how many beats it is
- In the meantime, students write notes/rhythms on their scores, work ahead if needed
Playing
- All done with teacher clapping beat
- Call and response, m. 1-2
- Play together, m. 1-2
- Just students, m. 1-2
- Same sequence for m. 3-4, then m. 1-4
 - Same sequence for m. 5-6 and m. 7-8 then m. 5-8
- THEN
- The whole song

15 minutes: Improv
Move to carpet
- Play m. 1-2 together
- “That is section A”
- Everybody plays something using G, A and/or B
- “That is section B”
- We will play A, then B, then A again
- This time just the teacher plays section B
- Does anyone want to play the B section as a solo?
- Have a few people play
- Lots of variations:
- 2 students trade back and forth
- Extend form to ABABABA…
- 2 students play at the same time
- etc.
Adding rhythm
- One student makes a Groove Pizza
(​https://apps.musedlab.org/groovepizza/?museid=B1a9odoZL&​)
- Section A is 8 beats, section B is 8 beats
- Continue to have students improvise but with rhythmic provisions

Line up and give music note (for good behavior, or not)