• Reading Music on the Staff

    OBJECTIVE

    • Playing a solo
    • Dreidel
    • Reading notes on the staff without letters

    WARM UP/ REVIEW:
    • Play exercise 31 Down the D scale and 32 up the D scale
    • Have students turn the page and play their solos assigned from last week# 
    • Students should listen to each other and guess what song they picked for their solo# 

    PROCEDURES:
    • Students should start to look at the Dreidel#   Ask if anyone can already play it# 
    • Try to play it in class#  Sing the song first and then try to play it# 
    • Assign ex# 35#  It is a written exercise where students can write notes on the staff#  They need to come up with as many words as they can think of using the notes ABCDEFG for example the book gives EGG and the notes are on the staff, my example is DAD and they can write the notes on the staff#
    • Have students look at the next page and notice how the letters disappear out of the head of the note#
    • There are no more letters and students should figure out how to read the notes#
    • Ask students "How are we supposed to read the notes on the staff if we don't have letters?"
      • Answer by looking at the positioning on the staff#
    • If the notes are higher I play the notes on the A string if the notes are lower I play the notes on the D string#
    • Review the lines and spaces with each lesson group:
      Treble Clef: Lines- E, G, B, D, F          Spaces- F, A, C, E

      Alto Clef:     Lines- F, A, C, E, G            Spaces- G, B, D, F, A on top

      Bass Clef:    Lines-G, B, D, F, A            Spaces- A, C, E, G

    • The lines and spaces are so important to the orchestra because it allows every student to play the same song/notes at the same time#   Without the written notes students would find it hard to play in a large group# 
    • Next week we will play a game to see who knows their lines and spaces the fastest#  I will point to notes on the staff and see who can yell out the correct note the fastest#   Student can practice their lines and spaces by saying the notes out loud# For example with Jingle Bells on Page 14 ex# 41 the students would say F-sharp, F-sharp, F-sharp######
    • Review the bow hold from last week:
    • When we hold the dowel rod students should:
        • Find the center of the stick#
        • Roll the Dowel Rod on their fingers of their right hand#
        • Have them keep a space between fingers# Notice if the finger get close together it is harder to hold the stick#
        • Curl the pointer finger  around the stick so the stick rests on the the big knuckle#
        • Place the thumb  on the stick opposite the middle finger#
        • Thumb should be SQUARE
        • 1, 2, 3 crab claw, roll to the big knuckle and pink on top#
      • ~
      • Pass out dowel rods or pencils and have students emulate the bow hold and check for understanding# 

    CLOSURE:

    • Students should get their practice cards signed and filled in#
    • Students should practice the bow hold on a pencil at home#
    • Students should memorize their lines and spaces for next week#

     

     

     

     

Last Modified on October 28, 2016