Gs 1718 1st Note Elem G3

Greater Scholars | Music Lesson Notes | 1st Term | 16/1
Grade 3 7
week 4 grade 3
song: my bonny lies over the ocean
My bonny lies over the ocean
my bonny lies over the sea
my bonny lies over the ocean
Oh bring back my bonny to me
Bring back Bring Back
Bring back my bonny to me!
Start with your singers on chairs, asking them to change position on every
word beginning with b i.e. sitting to standing, or standing to sitting. Now split
the class in half, asking the first half to follow the previous actions while the
rest, beginning on their feet then follow the up and down changes, when a
word has an o in it.
Grade 3 7
Theme MUSIC AND NOISE
Date (Week 1)
Objectives At the end of the class, pupils should be able to differentiate between activities that produce
music and noise.
Resources Music Express
Activities Display photos of activities related to music AND noise. Have the children differentiate on the
basis of the pictures.
Introduction The teacher begins by giving a simplified description/ definition of music. Emphasis is placed
on the spoken completion of the pupils.
Step 1 He then proceeds to enumerate activities related to music. Take note, that the children may
regard playing drums as making noise.
Step 2 The teacher continues, by defining noise. he also enumerates activities that would be
considered as noisy. Again take note, that the children may regard playing drums as making
noise.
Step 3 The teacher extends by displaying photos of activities related to making music and noise. The
children are made to differentiate.
Step 4 Notes are taken (if applicable). Worksheets administered. The class is ended with a recap.
again, emphasis is placed on the spoken completion of definitions.
Content
Song: Good To Be Me
Hi Diddle-ee-dee!
Im glad Im me!
Im not a house, Im not a tree
They cant run around like me
Hi Diddle-ee-dee!
Im glad Im me!
All sounds have pitch.

Pitch is the highness or lowness of a sound.
Grade 3 7
Guided Practice
1. All sounds have _________________________.
2. Pitch describes the _______________ or ______________ of a sound.
3. Sing: Good to be me
Evaluation 1. All sounds have _________________________.

Sing: Good to be me
Grade 3 7
Theme SONG: GLAD TO BE ME.
Date (Week 1)
Objectives At the end of the class, pupils should be able to sing at least 1 verse from the song. Pupils
should also be able to define pitch.
Resources Music Express
Activities
Introduction The teacher begins by defining pitch.
Step 1 He then proceeds to demonstrate the idea of pitch using the song, Glad to be me.
Step 2 The teacher extends by teaching the song to the pupils.
Content
Song: Good To Be Me
Hi Diddle-ee-dee!
Im glad Im me!
Im not a house, Im not a tree
They cant run around like me
Hi Diddle-ee-dee!
Im glad Im me!
All sounds have pitch.

Pitch is the highness or lowness of a sound.
Guided Practice
4. All sounds have _________________________.
6. Sing: Good to be me
Evaluation 3. All sounds have _________________________.

Grade 3 7
Sing: Good to be me
Grade 3 7
Theme STRING INSTRUMENTS.
Date (Week 2)
Objectives At the end of the class, pupils should be able to identify and mention at least 4 string
instruments
Resources Internet,
Activities
Introduction The teacher begins with a recap of the previous class.
Step 1 He then proceeds to define string instruments, in terms of how they produce sounds.
Step 2 He then goes on to enumerate examples of stringed instruments.
Step 3 He compares and contrasts stringed instruments, with non- stringed instruments. Notes are
taken.
Step 4 The class in ended with a recap.
Content
String Instruments
String instruments are instruments that have strings on them. They make
sounds when you vibrate their strings.Some string instruments include:
1. Banjo. 2. Electric Guitar.

Grade 3 7
4. Violin.
3. Guitar
5. Ukulele
Guided Practice See worksheets.
Evaluation 1. A percussion instrument is used to play ________________?

2. A percussion instrument produces sound when _________?
3.
Grade 3 7
Theme THE SEMIBREVE.
Date (Week 3)
Objectives At the end of the class, pupils should be able to identify and draw the semibreve. They
should also be able to tell its time value (or the number of beats)
Resources Internet.
Activities
Introduction The teacher begins by defining the semibreve.
Step 1 He then goes on to describe its shape and time value. ( He emphasises the term time value,
as opposed to number of beats).
Step 2 He extends, by demonstrating the time value of the semibreve, while performing claps
exercices, alongside the 1st 3-5 notes of the major scale.
Step 3 Pupils are made to carry out drawing exercises.
Step 4 Notes are taken.
Content
The Semibreve
The semibreve is a musical symbol. It is also called the whole
note.
Its time value is 4 counts ( or 4 beats). That means, the semibreve

symbol tells us to play a musical note, that is 4 counts (beats)
long.
It is oval shaped.
Classwork
1. Circle semibreves ONLY

Grade 3 7

2. Semibreves are also called WHOLE NOTES. Trace these
semibreves; 3 on a line and 3 on a space.
3. Trace each WHOLE NOTE, and copy another one, exactly the
same right next to it.
4. Draw 2 semibreves in spaces
5. Draw 2 wholenotes on lines.
Guided Practice
1. The Semibreve is a musical __________,
2. The semibreve is also called _______?
3. The time value of the semibreve is ___________ beats?
4. The semibreve is ___________ shaped.
5. Demonstrate the time value of a minim.
Evaluation
Grade 3 7
Grade 3 7
Theme SONG:
Date (Week 4)
Objectives At the end of the class, pupils should be able to demonstrate the time value of the semibreve
and minim.
Resources Teenage Music Book 1.
Activities
Introduction The teacher begins with a reminder of the semibreve and minim, their symbol, and time
value.
Step 1 He then proceeds to exemplify basic semibreve clapping exercises, while counting 1,2,3,4.
( alongside the minim, while counting 1,2)
Step 2 He then extends by substituting the counts with the syllable ta. The syllable is to be sung
OVER the 4 beats. (or over 2 beats, in the case of the minim.) He can then again, substitute
the syllable ta, with sol-fa notation notes.
Step 3 Pupils are then engaged in simple exercises, and notes are taken.
Step 4 The class is ended with a recap.
Content Semibreve and Minim Clapping Exercise.

The semibreve is a musical note. It is oval shaped. It has 4 beats. The minim is also a musical
note. It has an oval shaped note head to which a stem is joined.
Step 1.
Clap: 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Clap: 1 2 1 2 1 2 1 2
Grade 3 7
Step 2.
Call and Ta------------- Ta------------- Ta------------- Ta-------------

Clap: 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Clap: 1 2 1 2 1 2 1 2
Step 3.
Call and do------------- re------------- mi------------- fa-------------

Clap: 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Call and so------------- la------------- ti------------- do-------------

Clap: 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Clap: 1 2 1 2 3 4 1 2 3 4 1 2 3 4

Clap: 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Guided Practice
1. How many beats does a semibreve have?
2. How many beats does a minim have?
3. Demonstrate the time value of a semibreve.
Grade 3 7
Evaluation
Grade 3 7
Theme WIND INSTRUMENTS.
Date (Week 5)
Objectives At the end of the class, pupils should be able to define and identify at least FOUR wind
instruments.
Resources Teenage Music Book 1, internet.
Activities The teacher should come to the class with the relevant wind instruments. Where these are
not available, he should come with some other visual aids.
Introduction The teacher begins with a recap of the previous class
Step 1 He then proceeds to define a wind instrument.
Step 2 He then extends by enumerating examples of wind instruments.
Step 3 Pupils are then engaged in simple exercises, involving the simple definition of a wind
instrument, and identification of some of these instruments.

Grade 3 7
Content Wind instruments.
A wind instrument is a musical instrument that produces sounds when air is blown into it.
Examples of wind instruments include:
1. A recorder.
2. A flute.
3. A clarinet.
4. A trumpet.
5. A trombone.
Grade 3 7
1. _______________________________________________________________
2. _____________________________________________________________
3. ______________________________________________________________
4. ___________________________________________________________________
5. ________________________________________________________________
Grade 3 7
6. __________________________________________________________________
Grade 3 7
Guided Practice
1. Define a wind instrument.
2. Mention any 4 wind instruments you know.
Evaluation
1. A wind instrument is a musical instrument that produces sound when
_____________ is blown into it.
a. Air
b. Water.
c. Sand.
2. Mention 4 wind instruments.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
Grade 3 7
GRADE ONE LESSON NOTES

2ND TERM SCHEME.
Week 1 The Semibreve.
Week 2 Yoruba Folk Song:
Week 3 The Minim.
Week 4 Clapping Exercise (Semibreve)
Week 5 Wind Instruments
Week 6 Clapping Exercise (Minim)
Week 7 Nigerian Folk Song:
Grade 3 7
Theme THE SEMIBREVE.
Date (Week 1)
Objectives At the end of the class, pupils should be able to draw and identify the semibreve. They
should also be able to tell and demonstrate its time value (or the number of beats)
Resources Teenage Music Book 1, Internet.
Activities
Introduction The teacher begins with a reminder of the semibreve, its symbol, time value, as well as the
demonstration of its time value.
Step 1 He then proceeds to show how a semibreve is drawn (with emphasis on its oval shape). He
also demonstrates how NOT TO draw the semibreve.
Step 2 Notes are taken and the pupils are engaged in drawing.
Content Semibreve into Staff.

The semibreve is a musical note, represented by a hollow, oval, note head. Its has 4 beats.
Class work
1. Draw the semibreve into the staves below. Draw on every line.
2. Draw the semibreve into the staves below. Draw on every space.
3. Draw the semibreve into the staves below. Draw on every line and space.
Grade 3 7
4. The semibreve has ___________ beats.
Guided Practice
Evaluation
Grade 3 7
Theme YORUBA FOLK SONG.
Date (Week 2)
Objectives At the end of the class, pupils should be able to sing the Yoruba folk song.
Activities
Introduction The teacher begins with a recap of the previous class.
Step 1 He then proceeds to teach the song.
Step 2 Notes are taken.
Content
Guided Practice
Evaluation
Grade 3 7
Theme THE MINIM.
Date (Week 3)
Objectives At the end of the class, pupils should be able to draw and identify the minim. They should
also be able to tell and demonstrate its time value (or the number of beats)
Activities
Introduction The teacher begins with a reminder of the minim, its symbol, time value, as well as the
Step 1 He then proceeds to show how a minim is drawn. He also demonstrates how NOT TO draw
the minim.
Step 2 Notes are taken and the pupils are engaged in drawing.
Content Minim into Staff.

The minim is a musical note, represented by a hollow, oval note head, to which a stem is
attached. Its length in time equal s 2 beats.
Step 1: Draw the hollow, oval note head-
Step 2: Attach a stem to the note head- or
Notes drawn above the 3rd line will have their stems pointing downwards. Notes drawn below
the 3rd line will have their stems pointing upwards. Notes drawn on the 3 rd line will have their
stems pointing either upwards or downwards.
Class work
Grade 3 7
1. Draw the minim into the staves below. Draw on every line.
2. Draw the minim into the staves below. Draw on every space.
3. Draw the minim into the staves below. Draw on every line and space.
4. The minim has __________ beats.

Guided Practice
8. How many beats does a minim have?
Evaluation
Grade 3 7
Theme SEMIBREVE CLAPPING EXERCISE.
Date (Week 4)
Objectives At the end of the class, pupils should be able to read and perform simple clapping exercises,
consisting of semibreves alone.
Resources Teenage Music Book 1.
Activities
Introduction The teacher begins with a reminder of the semibreve, its symbol, time value, as well as the
Step 1 He then proceeds to exemplify basic semibreve clapping exercises, while counting 1,2,3,4.
Step 2 He then extends by substituting the counts with the syllable ta. The syllable is to be sung
OVER the 4 beats. He can then again, substitute the syllable ta, with sol-fa notation notes.
Step 3 Pupils are then engaged in simple exercises, and notes are taken.
Content Semibreve Clapping Exercise.

The semibreve is a musical note, represented by a hollow, oval, note head. Its length in time
is typically equal to 4 beats.
Step 1.
Clap: 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Step 2.

Clap: 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Grade 3 7
Step 3.

Clap: 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Clap: 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Class work
1. Do the clapping exercises below.
Call and do------------- do------------- re------------- mi-------------

Clap: 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Call and fa------------- mi------------- re------------- do-------------

Clap: 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Guided Practice
Evaluation
1. Fill in the gaps.
Call and Ta------------- _________ Ta------------- Ta-------------

Clap: 1 2 3 4 1 2 3 __ 1 __ 3 4 1 2 ___ 4
Grade 3 7
Theme WIND INSTRUMENTS.
Date (Week 5)
Objectives At the end of the class, pupils should be able to define and identify at least FOUR wind
instruments.
Resources Teenage Music Book 1, internet.
Activities The teacher should come to the class with the relevant wind instruments. Where these are
not available, he should come with some other visual aids.
Introduction The teacher begins with a recap of the previous class
Step 1 He then proceeds to define a wind instrument, and state its sub families.
Step 2 He then extends by enumerating examples of wind instruments.
Step 3 Pupils are then engaged in simple exercises, involving the simple definition of a wind
instrument, and identification of some of these instruments.

Grade 3 7
Content Wind instruments.
A wind instrument is a musical instrument that produces sounds when air is blown into it.
Wind instruments can be divided into 2 groups:
Brass instruments.
Woodwind instruments.
Examples of wind instruments include:
7. A recorder.
8. A flute.
Grade 3 7
7. __________________________________________
_____________________
8. ____________________________
_________________________________
9. ____________________________
__________________________________
Grade 3 7
Guided Practice
3. Define a wind instrument.
4. How many groups of wind instruments have we learnt? Name them.
5. Mention any 4 wind instruments you know.
Evaluation
3. A wind instrument is a musical instrument that produces sound when
_____________ is blown into it.
a. Air
b. Water.
c. Sand.
4. There are ____________ groups of wind instruments.

a. 2.
b. 4.
c. 6.
5. Mention two groups of wind instruments.
____________________________________________________________________.
____________________________________________________________________.
6. Mention 4 wind instruments.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
Grade 3 7
GRADE TWO LESSON NOTES

1st term.
1. Sol-fa notation in major scale.

2. Sabbath melody.
3. The staff.
4. National anthem in sol-fa notation.
5. Names for instrumentalists.
6. The clef.
7. Treble staff.
8. Bass staff.
2nd term.
1. The bass staff.

2. Semibreve into the staff.
3. Nigerian percussion instruments.
4. Signs for singing.
5. Minim into staff.
3rd term.
1. Crotchet into the staff.

2. Sol-fa notation in minor scale.
3. Quaver into the staff.
4. Song in minor form.
5. Western musical instruments.
6. Semiquaver into the staff.
7. Demi semiquaver into the staff.
Theme THE BASS STAFF.

Grade 3 7
Date (Week 1 and 2)
Objectives At the end of the class, pupils should be able to identify the bass staff. They should also be able to
label the lines and spaces of the bass staff.
Activities
Introduction The teacher begins with a reminder of the treble clef, and how its lines and spaces are labelled. He
then states the objectives of the lesson.
Step 1 He then proceeds to do a reminder of what a staff is, what clefs are and their various types.
Step 2 He then explains the formation of the bass staff, how its lines and spaces are labelled, and how
notes get their names from the lines and spaces.
Step 3 Pupils are engaged in simple exercises, and notes are taken.
Content The Bass Staff.

The bass staff is a staff which starts with a bass clef. In other words, a staff + a bass clef will give a
bass staff.
+ =
Staff bass clef bass staff.
A
G
F
E
D
C
B
A
G
The first line of the bass staff is G. the other lines and spaces are then labelled using all letters
between G and upper A.
The lines of a bass staff are labelled thus: G, B, D, F, A. A reminder for this is Good Boys Deserve
Favour Always.
The spaces of the bass clef are labelled thus: A, C, E, G. A reminder for this is All Cows Eat Grass.
Class work
5. Using all the letters from G to Upper A, label the bass staff below.
Grade 3 7
6. A staff that begins with the bass clef is called a ____________________.

a. Heavy staff.
b. Bass staff.
c. Fat staff.
7. The combination of a staff and a ___________________ gives a bass staff.

a. Heavy clef.
b. Bass clef.
c. Addition clef.
8. The 1st line of the bass clef is labelled ____________________.

a. E
b. G
c. B
9. A reminder for the lines of the bass clef is
__________________________________________________________________________
______________________________________________________________________.
10. A reminder for the spaces of the bass clef is
__________________________________________________________________________
______________________________________________________________________.
Guided
Practice 10. What is a bass staff?
11. Give a reminder of the lines of the bass staff.
12. Give a reminder of the spaces of a bass staff.
Evaluation
Grade 3 7
Theme SEMIBREVE INTO THE STAFF.
Date (Week 3)
Objectives At the end of the class, pupils should be able to identify and draw the semibreve. They should also
be able to tell and demonstrate its time value, as well as draw the semibreve into a staff.
Activities
Introduction The teacher begins with a quick recap of the previous class, and then a quick reminder of some
musical signs such as the staff, the semibreve, its symbol, its time value,as well a the demonstration
of its time value.
Step 1 He then proceeds to show how semibreve is drawn and how NOT to draw a semibreve.
Step 2 Pupils are engaged in drawing semibreves into a staff, and notes are taken.
Content Semibreve into the Staff.

The semibreve is a note represented by a hollow oval shape. It has 4 beats.
(A semibreve)
Semibreves drawn into a treble staff.
Class work
1. Draw semibreves on every line and space in the staff below.
2. The semibreve is __________________ in shape.

a. Square.
b. Oval.
Grade 3 7
c. Circular.
3. is called a ____________________.
a. Semibreve.
b. Minim.
c. Coin.
4. The semibreve has _____________ beats.

a. 4
b. 8
c. 12.
Guided
Practice 1. What is the shape of a semibreve?
Evaluation
Grade 3 7
Theme NIGERIAN PERCUSSION INSTRUMENTS.
Date (Week 4 and 5)
Objectives At the end of the class, pupils should be able to identify at least 4 Nigerian percussion instruments
and associate it with a Nigerian culture.
Activities
Introduction The teacher begins with a quick recap of the previous class, and then states the objectives of the
lesson.
Step 1 He then proceeds to do a reminder of what percussion instruments are.
Step 2 The teacher proceeds by enumerating some Nigerian percussion instruments..
Content Nigerian Percussion Instruments.

A percussion instrument is a musical instrument that produces sound when it is hit with a stick.
Examples of Nigerian percussion instruments include:
1. The Talking drum: Yoruba call it Gangan. The Hausa call it Kalangu.
2. The Shaker or the Gourd: The Yoruba call it Shekere. The Igbo call it Ocha.
Grade 3 7
3. The Gong: The Yoruba call it Agogo. The Igbo call it Ogele.
4. The Pot or Vessel: the Igbo call it Udu.
5. The Wooden drum: the Igbo call it Ekwe.

Grade 3 7
Class work
IDENTIFY THE FOLLOWING.
1. The diagram above is called the _________________________

a. Wooden drum.
b. Mask.
c. Agogo.
2. The Igbo call it the ________________________.

a. Igwe.
b. Adigwe.
c. Ekwe.
Grade 3 7
3. The diagram above is called the _________________________

a. Clay Drum.
b. Pot.
c. Agogo.
4. The Igbo call it _____________________________________.

a. Udu.
b. Ada.
c. Odo.
5. The diagram above is called the ______________________________.

a. Gang.
b. Gong.
c. Bell.
6. The Yoruba call it ________________________________.

a. Gong.
b. Bell.
c. Agogo.
7. The Igbo call it _________________________________.

a. Gong.
b. Bell.
c. Ogele.
Grade 3 7
8. The diagram above is called ___________________________.

a. Shaker.
b. Net.
c. Juju.
9. The Yoruba call it ______________________________________.

a. Agogo.
b. Udu.
c. Shekere.
10. The Igbo call it _______________________________________.

a. Agogo.
b. Shekere.
c. Ocha.
11. The diagram above is called _____________________________.

a. Talking drum.
b. Smiling drum.
c. Hitting drum.
12. The Yoruba call it _____________________________________.

Grade 3 7
a. Gangan.
b. Gingin.
c. Gengen.
13. The Hausa call it ______________________________________.

a. Kalangu.
b. Gangan.
c. Ogele.
Guided
Practice 1. What is a percussion instrument?
2. Mention the native names of 4 Nigerian percussion instruments you know.
Evaluation
Grade 3 7
GRADE THREE LESSON NOTES

Grade 3 7
Theme MUSIC, NOISE AND CHARACTERISTICS OF MUSICAL NOTES.
Date (Week 1)
Objectives At the end of the class, pupils should be able to differentiate between music and noise. They
should also know the various characteristics that make up a musical note, i.e. qualities with
which a musical note can be described.
Activities
Introduction The teacher begins by stating the objectives of the lesson.
Step 1 He then proceeds to define in the simplest terms, music and noise.
Step 2 He then explains and demonstrates the difference between music and noise.
Step 3 He goes on to explain note qualities.
Content Music, Noise and Characteristics of Musical notes.

Music is the arrangement of sound that is pleasing to the ear. Activities which constitute music
include singing and playing of musical instruments. Noise on the other hand, is sound that is
dissonant and unpleasing to the ear. Examples of activities that constitute noise include
shouting and banging on tables.
A musical note has 4 characteristics namely:
1. Intensity: this is the character of notes that has to do with loudness or softness of
sound.
2. Duration: this is the character of notes that tells the length of time, for which a note
sounds. In other words, it tells how long or short in time, a note is.
3. Pitch: this is the character that has to do with how high or low a note is.
4. Quality: this is the characteristic which enables us to differentiate sounds from one
another, e.g. the sound of a human voice, from recorder, guitar, violin, etc.
Class work
11. _____________________ is a combination of sound that is pleasing to the ear.

a. Music.
b. Noise.
c. Notes.
12. ____________________ is sound that is dissonant to our hearing.

a. Music.
b. Noise.
c. Note.
Grade 3 7
13. Musical notes have ______________ qualities.
a. 4
b. 5
c. 6
14. Name the characteristics of musical notes.
_______________________________________________________________________
______________________________________________________________________.
_______________________________________________________________________
_______________________________________________________________________.
15. Intensity is a note characteristic that has to do with ______________ and

_____________.
a. Highness and lowness
b. Loudness and softness
c. Length and breadth.
16. Duration is a note characteristic that has to do with ______________ .

c. Length of time.
17. Pitch is a note characteristic that has to do with ______________ and _____________.
c. Length and breadth.
18. The characteristic that helps us differentiate human voice from recorder voice is
called______________________________.
a. Characteristic.
b. Quality.
c. Instrument and voice.
Guided
Practice 13. What is music?
14. What is noise?
15. How many characteristics do musical notes have?
16. Name them.
Evaluation
Theme THE TREBLE STAFF.

Grade 3 7
Date (Week 2)
Objectives At the end of the class, pupils should be able to identify the treble staff. They should also be able
to label the lines and spaces of the treble staff.
Activities
Introduction The teacher begins with a recap of the previous class. He then states the objectives of the lesson.
Step 2 He then explains the formation of the treble staff, how its lines and spaces are labelled, and how
Content The Treble Staff.

The treble staff is a staff which starts with a treble clef. In other words, a staff + a treble clef will
give a treble staff.
+ =
Staff treble clef treble staff.
The first line of the treble staff is E. the other lines and spaces are then labelled using all letters
between E and upper F.
The lines of a treble staff are labelled thus: E, G, B, D, F. A reminder for this is Every Good Boy
Deserves Favour.
The spaces of the treble clef are labelled thus: F, A, C, E. A reminder for this is FACE.
F
E
D
C
B
A
G
F
E
Grade 3 7
Class work
1. Using all the letters from E to Upper F, label the treble staff below.
2. A staff that begins with the treble clef is called a ____________________.

a. Heavy staff.
b. Treble staff.
c. Fat staff.
3. The combination of a staff and a ___________________ gives a treble staff.

a. Heavy clef.
b. Treble clef.
c. Addition clef.
4. The 1st line of the treble clef is labelled ____________________.

a. E
b. G
c. B
5. A reminder for the lines of the treble clef is
_________________________________________________________________________
_______________________________________________________________________.
6. A reminder for the spaces of the treble clef is
_________________________________________________________________________
_______________________________________________________________________.
Guided
Practice 1. What is a treble staff?
2. Give a reminder of the lines of the treble staff.
3. Give a reminder of the spaces of a treble staff.
Evaluation
Grade 3 7
Theme SOME MUSICAL TERMS.
Date (Week 3)
Objectives At the end of the class, pupils should be able to define the enumerated musical terms.
Activities
Step 1 He then proceeds to enumerate and define some performance terms in music.
Content Some Musical Terms.

1. Harmony: Harmony is the use of 2 or more different notes at the same time to make
music. In other words, it can be said to be the simultaneous use of different pitches or
notes to make music. Harmony may be sung or played by instruments.
2. Duet: A Duet is a musical composition for 2 performers. In other words, it is a
performance for 2 voices, or 2 instruments. The word Duet comes from the word
Duo, meaning two.
3. Solo: The word solo means alone in Italian language. A solo refers to a musical
composition, or a section of a song meant to be performed by a single performer.
Sometimes, a soloist is accompanied by other instruments in the background.
4. Melody: Melody can also be referred to as the tune of a song or composition.
5. Choir: an organised company of singers, usually performing church music.
Class work
1. A duet is music performed by ____________________ performers.
a. 2.
b. 3.
c. 4.
2. Harmony is the use of ________________ to make music.

a. 2 or more different notes
b. Violin and guitar
c. Voices and instruments.
3. A solo is performed by ________________________.

a. 3 performers.
b. 2 performers.
c. 1 performer.
4. Melody can also be referred to as the _____________________ of a song.

a. Lody.
b. Body.
Grade 3 7
c. Tune.
5. A choir is a group of __________________.

a. Chores.
b. Builders,
c. Singers.
Guided
Practice 1. What is melody?
2. What is Harmony?
3. What is a solo?
4. What is a duet?
5. Define a choir.
Evaluation
Grade 3 7
Theme THE BASS STAFF.
Date (Week 4)
Objectives At the end of the class, pupils should be able to identify the bass staff. They should also be able to
label the lines and spaces of the bass staff.
Activities
Introduction The teacher begins with a reminder of the treble clef, and how its lines and spaces are labelled. He
then states the objectives of the lesson.
Step 2 He then explains the formation of the bass staff, how its lines and spaces are labelled, and how
Content The Bass Staff.

The bass staff is a staff which starts with a bass clef. In other words, a staff + a bass clef will give a
bass staff.
+ =
Staff bass clef bass staff.
A
G
F
E
D
C
B
A
G
The first line of the bass staff is G. the other lines and spaces are then labelled using all letters
between G and upper A.
The lines of a bass staff are labelled thus: G, B, D, F, A. A reminder for this is Good Boys Deserve
Favour Always.
The spaces of the bass clef are labelled thus: A, C, E, G. A reminder for this is All Cows Eat Grass.
Class work
19. Using all the letters from G to Upper A, label the bass staff below.
Grade 3 7
20. A staff that begins with the bass clef is called a ____________________.
a. Heavy staff.
b. Bass staff.
c. Fat staff.
21. The combination of a staff and a ___________________ gives a bass staff.

a. Heavy clef.
b. Bass clef.
c. Addition clef.
22. The 1st line of the bass clef is labelled ____________________.

a. E
b. G
c. B
23. A reminder for the lines of the bass clef is
__________________________________________________________________________
______________________________________________________________________.
24. A reminder for the spaces of the bass clef is
__________________________________________________________________________
______________________________________________________________________.
25. Translate the semibreves on the bass staff into notes.
Guided
Practice 17. What is a bass staff?
18. Give a reminder of the lines of the bass staff.
19. Give a reminder of the spaces of a bass staff.
Grade 3 7
Evaluation
Grade 3 7
GRADE FOUR LESSON NOTES

Grade 3 7
Theme MUSICAL REST.
Date (Week 1)
Objectives At the end of the class, pupils should be able to recognise and draw different rests, as well as tell
their time values.
Activities
Step 1 He then proceeds to do a reminder of musical notes and time values.
Step 2 He then begins to enumerate different rest symbols, and their time values.
Content Musical Rest.

A rest is an interval of silence in a piece of music, marked by a sign indicating the length of the
pause. Each rest symbol corresponds with a particular note value.
Symbols Names Time Values
1. Breve Rest 8 beats
2. Semibreve rest 4 beats
3. Minim rest 2 beats
4. Crotchet rest 1 beat
5. Quaver rest beat
6. Semiquaver rest beat
7. Demi semiquaver rest 1/8 beat

Hemi demi semiquaver
8. rest 1/16 beat
Grade 3 7
Class work
1. Re-draw the rests into the staves below.
2. is called the ________________ rest.

a. Semibreve.
b. Semicircle.
c. Semicolon.
3. It has ________________ beats.

a. 4
b. 8
c. 12

a. Minim.
b. Minute.
c. Mine.
5. It has ________________ beats.

a. 2.
b. 4.
c. 6.
Grade 3 7

a. Crotchet.
b. Minim.
c. Breve.
7. It has ________________ beat(s).

a. .
b. 1.
c. 2.

a. Quaver.
b. Minim.
c. Crotchet.
9. It has ________________ beats.

a. .
b. 1.
c. 2.

a. Quaver.
b. Semiquaver.
c. Minim.
11. It has ________________ beats.

a. .
b. 1.
c. 2.

a. Demi semiquaver
b. Semiquaver.
c. Quaver.
13. It has ________________ beats.

a. 1/8.
b. 1.
c. 2.
Grade 3 7

a. Hemi demi semiquaver.
b. Semiquaver.
c. Quaver.
15. It has ________________ beats.

a. 1/16.
b. 1/8.
c. .
Guided 1. What is a musical rest?

Practice
Evaluation
Grade 3 7
Theme NIGERIAN COMPOSERS.
Date (Week 2)
Objectives At the end of the class, pupils should be able to do a short biography on at least2 Nigerian
composers.
Activities
Introduction The teacher begins by doing a recap of the previous lesson, and then he states the objectives of
the lesson.
Step 1 He then proceeds to enumerate some Nigerian composers, highlighting birthdates, death dates
(if any), major works and compositions, educational history, as well as major contributions to
the development of music in Nigeria.
Content Nigerian Composers.
LAZARUS EKWUEME
Lazarus Ekwueme was born in Anambra State. He attended Government College,

Umuahia and then went to London to attend the Royal College of Music, London; The
University of Durham and the Guildhall School of Music. In 1964, he returned to Nigeria,
where he took up a faculty position at the University of Nigeria, Nsukka where he also
organized the University of Nigeria Choral Society.
In 1966, he went to America to obtain a post graduate degree in Music Theory from Yale
University, In 1974, he returned to Nigeria and he was given a position in the
department of music, at the University of Lagos. It was while in Lagos, he formed the
Laz Ekwueme National Chorale, a highly respected African choral group. He was made
the coordinator of the Choir at the Black Arts Festival, also called Festac 77. Some of his
works include Teasers: Poems, proverbs, and puns, 1993 and Choir training and choral
conducting for Africans. 1993. Lazarus Ekwueme is still alive.
FELA SOWANDE
Fela Sowande (born in Abeokuta, May 1905 and died in Ohio, United States, 1987) was a
Nigerian musician and composer. Considered the father of modern Nigerian art music,
Sowande is the most internationally known African composer. His father, Emmanuel
Sowande, was a priest and pioneer of Nigerian church music. The influence of his father
and Dr T. K. E. Phillips (composer, organist and choirmaster) was an important factor in
his early years. He studied organ under T.K.E. Phillips.
In 1934 Sowande went to London to study European classical and popular music. During
Grade 3 7
that period, he worked George Gershwin, Fats Waller, with BBC as organist and
Kingsway Hall London as choirmaster. He became a fellow of the Royal College of
Organists in 1943. He obtained a Bachelor of Music degree at the University of London
and became a fellow of Trinity College of Music. He was a renowned organist and
choirmaster at the West London Mission of the Methodist Church from 1945 till 1952.
Also during this time, he became known as a dance pianist, bandleader, and Hammond
organist, playing popular tunes of the day. Some of his orchestral works include A Folk
Symphony, and African Suite for string orchestra.
Class work
1. Where was Lazarus Ekwueme born?
______________________________________________________________
2. Mention 3 schools Lazarus Ekwueme attended.
3. What position did Lazarus hold in 1967?
______________________________________________________
4. Mention 2 chorale groups Lazarus Ekwueme co-ordinated in Nigeria.
_____________________________________________________
_____________________________________________________
5. Lazarus co-ordinated the Choir of what Nigerian Festival?
____________________________________________________
6. Where was Fela Sowande born?
__________________________________________________
7. Mention 3 schools he attended.

Grade 3 7
__________________________________________________
__________________________________________________
__________________________________________________
8. Mention 2 people or organisations he worked with.
__________________________________________________
__________________________________________________
9. Mention 2 major influences in his career.
__________________________________________________
__________________________________________________
10. Mention 2 of his works.
__________________________________________________
__________________________________________________
Guided
Practice
Evaluation
Grade 3 7
Theme KEYBOARD INSTRUMENTS.
Date (Week 3)
Objectives At the end of the class, pupils should be able to recognise various keyboard instruments.
Activities
Introduction The teacher begins by doing a recap of the previous class, and then states the objectives of the
lesson.
Step 1 He then explains what a keyboard instrument is.
Step 2 He then begins to enumerate different keyboard instruments.
Content Keyboard Instruments.

A musical keyboard is a set of depressible levers or keys, found on a musical instrument. Musical
keyboards typically contain keys for playing all the notes of the musical scale. The musical
keyboard usually features a combination of longer white keys, and shorter black keys, that make
up the 12 pitches in a musical scale. The pattern then repeats itself in octaves. The black keys
are grouped in 2s and 3s. Pressing a key on the keyboard causes the instrument to produce
sounds. The layout of the musical keyboard is as follows:
Examples of keyboard instruments include the following:
1. The piano.
The piano produces sound mechanically. Pressing a key on the piano's keyboard causes a
hammer to strike steel strings, which in turn produce sounds. Types of pianos include the grand
piano (pictured above) and upright pianos.
Grade 3 7
2. The Organ.
The organ is a keyboard instrument having one or more keyboards, operated either with the
hands or with the feet. The organ generally produces sound mechanically, when air flows
through its pipes.
3. The Harpsichord.
A harpsichord is a musical instrument that looks like a piano.It produces sound by

plucking a string when a key is pressed. Piano shaped instrument with a roughly
triangular case accommodating strings. The harpsichord is more elongated than a
modern piano, with a sharper curve to the bent side.
4. The Electronic Keyboard.
The electronic keyboard, also called a synthesizer, is an electronic instrument that is

capable of producing a variety of sounds. When a key is pressed, it generates electrical
signals, instead of direct acoustic sounds, which are then played through a loudspeaker
or set of headphones.
5. The Accordion.
The accordion is a portable box-shaped musical instrument sometimes referred to as a

squeezebox. It is played by compressing or expanding a bellows while pressing keys,
which allow air to flow across strips of brass or steel, that vibrate to produce sounds.
Grade 3 7
6. The Glockenspiel.
A glockenspiel is a percussion instrument, composed of a set of tuned keys arranged in

the fashion of the keyboard of a piano. In this way, it is similar to the xylophone;
however, the xylophone's bars are made of wood, while the glockenspiel's are metal.
Class work.
1. Complete the layout of the musical keyboard.(Draw in the black keys).
Identify the following:
2. ________________________________________________________________
3. ________________________________________________________________
Grade 3 7
4. ________________________________________________________________
5. ________________________________________________________________
6. ________________________________________________________________
7. _____________________________________________________________
Guided 1. How are the black keys on a musical keyboard grouped?

Practice 2. Mention 4 keyboard instruments you know.
Evaluation
Grade 3 7
Theme TONES AND SEMITONES.

Date (Week 4)
Objectives At the end of the class, pupils should be able to recognise intervals in terms of tones and
semitones.
Activities
Introduction The teacher begins by doing a recap of the previous class, and then states the objectives of the
lesson.
Step 1 He then explains what a semitone is.
Step 2 He then explains what a tone is, and how tones and semitones are related, as well as the
arrangement of tones and semitones in a major scale.
Content Tones and Semitones.

A semitone, also called a half step or a half tone is the smallest interval on the keyboard. It is the
smallest musical interval. It is the distance between one note, and the nearest adjacent note on
a keyboard instrument, e.g. C to C#, C# to D, etc. In simpler words, it can be described as the
musical interval between adjacent keys on a keyboard instrument. A tone is the same as 2
semitone movements. In other words, 2 semitone intervals make one tone movement.
The arrangement of tones and semitones is the C major scale (i.e. C to upper C) is as follows:
C T D T E ST F T G T A T B ST C
Do re mi fa so la ti do
Class Work.
1. A semitone is also called _____________________ or _______________________.
2. 2 semitone make 1 __________________________________________.
3. What is the order of tones and semitones in a major scale?
_______________________________________________________________________
Grade 3 7
_____________________________________________________________________.
4. The interval between E and F is _____________________________.
5. The interval between B and C is _______________________________.
6. The interval between C and F in semitones is ______________________.
7. The interval between G and B in tones is ________________________.
Guided 1. Define a semitone.

Practice 2. Define a tone.
3. A semitone is also called what?
4. Mention the sequence of tones and semitones in a major scale?
Evaluation
Grade 3 7
GRADE FIVE LESSON NOTES

Grade 3 7
Theme MAJOR INTERVALS.
Date (Week 1 and 2)
Objectives At the end of the class, pupils should be able identify major intervals, using simple calculations
in terms of semitones and tones.
Resources Teenage Music Book, Internet, Encarta.
Activities
Step 1 He then continues by defining an interval. He goes on, by enumerating the major intervals in
music.
Step 2 He does a reminder of the sequence of tones and semitone in a major scale and how sharps and
flats affect them.
Step 3 He then engages the pupils in simple identification exercises, as well as note taking.
Content Major Intervals
In music, the term interval describes the relationship between two pitches or two notes. In
other words, a musical interval can be described as the distance between two musical pitches.
This distance is usually interpreted in terms of tones and semitones.
In music, the names of intervals reflect the number of tones that are encompassed by the
interval. Thus, the interval C-G is termed a fifth, for it encompasses five diatonic-scale tones. A
unison would consist of two identical pitches (as, two voices singing middle C), while an octave
would consist of two tones that are eight diatonic-scale tones apart (as, middle C and the next
higher C). Terms such as fifth and third are not precise enough to define all the diatonic intervals
fully, and qualifying terms such as major, minor, perfect, and augmented are often added.
In music all possible intervals are as follows: unison, major second, major third, perfect fourth,
perfect fifth, major sixth, major seventh and perfect octave. The major intervals therefore are
the
1. Major second; the interval between the 1 st and 2nd notes of the major scale, having 2
semitones.
2. Major third; the interval between the 1 st and 3rd notes of the major scale, having
4semitones.
3. Major sixth; the interval between the 1 st and 6th notes of the major scale, having 9
semitones.
4. Major seventh; the interval between the 1 st and 7th notes of the major scale, having 11
semitones.
Grade 3 7
The arrangement of semitones between all notes of the major scale are as follows:
C 2ST D 2ST E 1ST F 2ST G 2ST A 2ST B 1ST C

Example:
1. Find the interval between C and A.
Step I: C D E F G A.
Step II : C 2 D 2 E 1 F 2 G 2 A
Step III: adding up the semitones, 2 + 2 + 1 + 2 + 2 = 9 semitones.
= major 6 th.
2. Find the interval between A and F#.
Note: A sharp sign placed at the beginning of any interval decreases the interval by a semitone,
while a flat sign increases it by a semitone. If the sharp sign is however placed at the end of the
interval, it increases the interval by a semitone, while a flat would decrease the interval by a
semitone.
Step I: A B C D E F#.
Step II: A 2 B 2 C 1 D 2 E 2 F#.
(Remember that any sharp sign placed at the end of an interval increases an interval by a
semitone).
Step III: 2+2+1+2+2= 9 semitones.
= a major 6 th.
Class work
1. Find the interval between the following.
a. D to C#.
b. F to A.
c. F to D.
d. F to E.
e. B to G#.
f. B to A#.
Guided 1. What is an interval?

Practice 2. How many major intervals have we in music?
3. Name them?
Evaluation
1. Find the interval between the following:
Grade 3 7
a. C to E.
b. A to C#.
c. A to G#.
d. D to B.
e. D to C#.
f. F to A.
g. F to D.
h. F to E.
2. An interval is ___________________________.
a. The amount of beats between 2 notes of a scale.
b. The amount of semitones between two musical pitches.
c. The amount of time between 2 musical notes.
Grade 3 7
Theme DRAWING ACCIDENTALS.
Date (Week 3)
Objectives At the end of the class, pupils should be able to draw accidentals, i.e. sharps, flats and naturals.
Activities
Introduction
Step 1
Step 2
Step 3
Step 4
Content
Print lets draw symbols, sheet 8.
Guided
Practice
Evaluation
Grade 3 7
Theme PERFECT INTERVALS.
Date (Week 4)
Objectives At the end of the class, pupils should be able identify perfect intervals, using simple calculations
Activities
Step 1 He then continues by doing a reminder of major intervals.
Step 2 He then goes on to enumerate the perfect interval in music, and how to identify them.
Content Perfect Intervals
In music all possible intervals are as follows: perfect unison, major second, major third, perfect
fourth, perfect fifth, major sixth, major seventh and perfect octave. The perfect intervals
therefore are the
1. Unison; the interval between 2 notes of exactly the same pitch. Since they are same
notes, no semitones exist between them.
2. Perfect fourth; the interval between the 1st and 4th notes of the major scale, having 5
semitones.
3. Perfect fifth; the interval between the 1 st and 5th notes of the major scale, having 7
semitones.
4. Perfect octave; the interval between the 1 st and 8th notes of the major scale, having 12
semitones.
Example:
Step II : C 2 D 2 E 1 F 2 G 2 A
= major 6 th.
Grade 3 7
2. Find the interval between A and upper A.
Step I: A B C D E F G A.
Step II: A 2 B 1 C 2 D 2 E 1 F 2 G 2 A.
Step III: 2+1+2+2+1+2+2= 12 semitones.
= perfect octave.
Class work

a. C to F.
b. A to upper A.
c. A to E.
d. D to A.
e. D to G.
f. F to Bb.

Practice 2. How many perfect intervals have we in music?
3. Name them?
Evaluation
2. An interval is ___________________________.
Grade 3 7
GRADE SIX LESSON NOTES

Grade 3 7
Theme MAJOR INTERVALS.
Date (Week 1 and 2)
Objectives At the end of the class, pupils should be able identify major intervals, using simple calculations
Activities
Step 1 He then continues by defining an interval. He goes on, by enumerating the major intervals in
music.
Step 2 He does a reminder of the sequence of tones and semitone in a major scale and how sharps and
flats affect them.
Content Major Intervals
In music, the term interval describes the relationship between two pitches or two notes. In
other words, a musical interval can be described as the distance between two musical pitches.
This distance is usually interpreted in terms of tones and semitones.
In music, the names of intervals reflect the number of tones that are encompassed by the
interval. Thus, the interval C-G is termed a fifth, for it encompasses five diatonic-scale tones. A
unison would consist of two identical pitches (as, two voices singing middle C), while an octave
would consist of two tones that are eight diatonic-scale tones apart (as, middle C and the next
higher C). Terms such as fifth and third are not precise enough to define all the diatonic intervals
fully, and qualifying terms such as major, minor, perfect, and augmented are often added.
In music all possible intervals are as follows: unison, major second, major third, perfect fourth,
perfect fifth, major sixth, major seventh and perfect octave. The major intervals therefore are
the
5. Major second; the interval between the 1 st and 2nd notes of the major scale, having 2
semitones.
6. Major third; the interval between the 1 st and 3rd notes of the major scale, having
4semitones.
7. Major sixth; the interval between the 1 st and 6th notes of the major scale, having 9
semitones.
8. Major seventh; the interval between the 1 st and 7th notes of the major scale, having 11
semitones.
Grade 3 7
C 2ST D 2ST E 1ST F 2ST G 2ST A 2ST B 1ST C

Example:
Step II : C 2 D 2 E 1 F 2 G 2 A
= major 6 th.
4. Find the interval between A and F#.
Note: A sharp sign placed at the beginning of any interval decreases the interval by a semitone,
while a flat sign increases it by a semitone. If the sharp sign is however placed at the end of the
interval, it increases the interval by a semitone, while a flat would decrease the interval by a
semitone.
Step I: A B C D E F#.
Step II: A 2 B 2 C 1 D 2 E 2 F#.
(Remember that any sharp sign placed at the end of an interval increases an interval by a
semitone).
Step III: 2+2+1+2+2= 9 semitones.
= a major 6 th.
Class work
2. Find the interval between the following.
g. D to C#.
h. F to A.
i. F to D.
j. F to E.
k. B to G#.
l. B to A#.

Practice 5. How many major intervals have we in music?
6. Name them?
Evaluation
Grade 3 7
a. C to E.
b. A to C#.
c. A to G#.
d. D to B.
e. D to C#.
f. F to A.
g. F to D.
h. F to E.
4. An interval is ___________________________.
Grade 3 7
Theme DRAWING ACCIDENTALS.
Date (Week 3)
Objectives At the end of the class, pupils should be able to draw accidentals, i.e. sharps, flats and naturals.
Activities
Introduction
Step 1
Step 2
Step 3
Step 4
Content
Print lets draw symbols, sheet 8.
Guided
Practice
Evaluation
Grade 3 7
Theme PERFECT INTERVALS.
Date (Week 4)
Objectives At the end of the class, pupils should be able identify perfect intervals, using simple calculations
Activities
Step 1 He then continues by doing a reminder of major intervals.
Step 2 He then goes on to enumerate the perfect interval in music, and how to identify them.
Content Perfect Intervals
In music all possible intervals are as follows: perfect unison, major second, major third, perfect
fourth, perfect fifth, major sixth, major seventh and perfect octave. The perfect intervals
therefore are the
5. Unison; the interval between 2 notes of exactly the same pitch. Since they are same
notes, no semitones exist between them.
6. Perfect fourth; the interval between the 1st and 4th notes of the major scale, having 5
semitones.
7. Perfect fifth; the interval between the 1 st and 5th notes of the major scale, having 7
semitones.
8. Perfect octave; the interval between the 1 st and 8th notes of the major scale, having 12
semitones.
Example:
Step II : C 2 D 2 E 1 F 2 G 2 A
= major 6 th.
Grade 3 7
4. Find the interval between A and upper A.
Step I: A B C D E F G A.
Step II: A 2 B 1 C 2 D 2 E 1 F 2 G 2 A.
Step III: 2+1+2+2+1+2+2= 12 semitones.
= perfect octave.
Class work

a. C to F.
b. A to upper A.
c. A to E.
d. D to A.
e. D to G.
f. F to Bb.

Practice 5. How many perfect intervals have we in music?
6. Name them?
Evaluation
4. An interval is ___________________________.

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Greater Scholars | Music Lesson Notes | 1st Term | 16/1

my bonny lies over the sea

my bonny lies over the ocean

Oh bring back my bonny to me

Bring back Bring Back

Bring back my bonny to me!

Resources Music Express

All sounds have pitch.

Evaluation 1. All sounds have _________________________.

Resources Music Express

Introduction The teacher begins by defining pitch.

Step 2 The teacher extends by teaching the song to the pupils.

All sounds have pitch.

Evaluation 3. All sounds have _________________________.

Introduction The teacher begins with a recap of the previous class.

Step 2 He then goes on to enumerate examples of stringed instruments.

Step 4 The class in ended with a recap.

1. Banjo. 2. Electric Guitar.

Guided Practice See worksheets.

Evaluation 1. A percussion instrument is used to play ________________?

Introduction The teacher begins by defining the semibreve.

Step 3 Pupils are made to carry out drawing exercises.

Step 4 Notes are taken.

Step 5 The class in ended with a recap.

Its time value is 4 counts ( or 4 beats). That means, the semibreve

4. Draw 2 semibreves in spaces

5. Draw 2 wholenotes on lines.

Resources Teenage Music Book 1.

Step 4 The class is ended with a recap.

Content Semibreve and Minim Clapping Exercise.

Call and Ta------------- Ta------------- Ta------------- Ta-------------

Call and Ta------------- Ta------------- Ta------------- Ta-------------

Call and do------------- re------------- mi------------- fa-------------

Call and so------------- la------------- ti------------- do-------------

Call and do------------- re------------- mi------------- fa-------------

Call and so------------- la------------- ti------------- do-------------

Resources Teenage Music Book 1, internet.

Introduction The teacher begins with a recap of the previous class

Step 1 He then proceeds to define a wind instrument.

Step 2 He then extends by enumerating examples of wind instruments.

Step 4 The class is ended with a recap.

2. Mention 4 wind instruments.

GRADE ONE LESSON NOTES

Resources Teenage Music Book 1, Internet.

Step 3 The class in ended with a recap.

Content Semibreve into Staff.

4. The semibreve has ___________ beats.

Resources Teenage Music Book 1, Internet.

Introduction The teacher begins with a recap of the previous class.

Step 1 He then proceeds to teach the song.

Step 2 Notes are taken.

Step 3 The class in ended with a recap.

Resources Teenage Music Book 1, Internet.

Step 3 The class in ended with a recap.

Content Minim into Staff.

Step 1: Draw the hollow, oval note head-

Step 2: Attach a stem to the note head- or

4. The minim has __________ beats.

Resources Teenage Music Book 1.

Step 4 The class is ended with a recap.

Content Semibreve Clapping Exercise.

Call and Ta------------- Ta------------- Ta------------- Ta-------------

Call and do------------- re------------- mi------------- fa-------------

Call and so------------- la------------- ti------------- do-------------