Discovering the Recorder

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Curriculum Context

Learning Area: The Arts — Music
Year Level: Year 4
Curriculum Reference:

• ACAMUM084: Practise singing, playing instruments and improvising music, using elements of music including rhythm, pitch, dynamics and form in a range of pieces, including in music from the local community.
• ACAMUR083: Identify intended purposes and meanings as they listen to music using the elements of music to make comparisons including music from different cultures, times and locations.

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Unit Title: Recorder Rhythms Unleashed

Lesson 1 of 10
Lesson Title: Introduction to the Recorder
Duration: 45 minutes
Class Size: 30 Students

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WALT — We Are Learning To:

• Identify the different parts of the recorder.
• Demonstrate how to hold and care for the recorder correctly.
• Explore how to breathe properly when playing.
• Understand the historical and musical significance of the recorder.

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Success Criteria

By the end of this lesson, students will:
✅ Name at least 3 main parts of the recorder.
✅ Hold the recorder correctly with left hand on top.
✅ Demonstrate basic breathing techniques (gentle, controlled air).
✅ Share one fact about the history or significance of the recorder.

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Materials Needed

• Class set of soprano recorders (labelled with student names)
• Visual chart/diagram of recorder parts
• PowerPoint or printed slides on the history of the recorder
• Sanitising wipes or spray and paper towels
• Whiteboard and markers
• “Recorder Rap” poem or short chant (for movement and engagement)
• Exit slips (prepared small cards)
• Posters of classroom recorder rules

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Learning Activities

1. Welcome & Tuning In (5 mins)

Activate prior knowledge and engagement

• Begin with a dramatic opening: Play a short piece using the recorder (live or recorded), then ask:
  "What do you think this instrument is?"
• Visual prompt: “Guess the Instrument” with silhouette of recorder.
• Ask students to turn and talk: Have you seen or heard this instrument before?

🎵 "Let’s begin our musical adventure with our new learning companion — the recorder!"

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2. Discovering the Recorder (10 mins)

Learning about the parts and history

• Show a large diagram of the recorder. Discuss and label:

  • Mouthpiece (where the air goes)
  • Body (holds most of the finger holes)
  • Foot Joint (bottom part)

• Introduce a simple chant:

  “Mouthpiece, body, foot so fine,
  This recorder will soon be mine!”

• Share short history facts in an engaging slideshow or storytelling format:

  • Originated in Medieval Europe, used in Renaissance and Baroque music.
  • Used by composers like Vivaldi and Bach.
  • Once used to signal birds in forests (link to science).

📚 Link with Humanities and Social Sciences: How instruments evolve over time and across cultures.

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3. Handling and Breathing (15 mins)

Hands-on Component

• Model how to hold the recorder correctly:
  • Left hand on top, right hand on bottom.
  • Gentle cradle, not a death grip!
• Students echo movements in the air, then with recorders (mouthpieces not in mouths yet).
• Introduce the “Breathe and Whisper” technique using open air first:
  • Inhale through nose.
  • Whisper “too” into palm to feel a gentle air stream.
  • Try it 3 times together.

🌀 Reminder: “No toots yet! We’re silent soundmakers first.”

• Sanitise recorders, then allow students to practice gentle “air blows” into instruments.
  • Use tissue test: Tissue in front of recorder — should barely move.
• Class ‘listen and reflect’ on what good breathing sounds like vs too loud/too soft.

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4. Class Recorder Code (5 mins)

Setting Expectations and Routine

• Together, co-create 3-5 Recorder Rules and write on posters:
  • 1️⃣ Don’t play unless asked.
  • 2️⃣ Left hand on top.
  • 3️⃣ Be gentle with your breathing.
  • 4️⃣ Be kind to your recorder (clean, carry, and store properly).
• Quick role-play: “Miss Useit” (teacher models incorrect use — students correct).

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5. Wrap-Up Reflection (5 mins)

Revise & Reflect

• Whole-class quiz:

  “Which hand goes on top?”
  “What are the 3 parts of the recorder?”
  “What kind of air should we use?”

• Pass out an exit slip with 2 prompts:

  • Something I learnt today...
  • One recorder rule I will follow...

🎯 Collect slips — formatively assess understanding and engagement.

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Differentiation Strategies

• Visual Learners: Recorder diagram shown on screen and printed for desks.
• Audio Learners: Use of rhyme/chant and live listening to playing.
• Kinesthetic Learners: Practising holding and breathing with recorder in hand.
• ESL and Low Literacy Learners: Provide labelled diagrams with icons and simple key word cards. Pair with a buddy to support comprehension.
• Sensory Needs: Allow students uncomfortable with mouthpieces in this lesson to participate using “whisper air” or silently handle instruments. Sanitise tools used.

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Extension Activities

• Fast finishers label a blank diagram of the recorder parts.
• Challenge question: “Why do you think the left hand goes on top, not the right?”
• Create a ‘Recorder Detective’ notebook to track weekly progress and fun facts.
• Pair discussion: “Can you think of a TV show, film or place where you’ve seen a recorder or something like it?”

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Teacher Reflection Prompt (Post-lesson)

• Were students able to handle instruments respectfully and attentively?
• Did the history component foster curiosity or connection?
• What parts of the success criteria need more reinforcement next week?
• Are any students needing extra support with fine motor skills?

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Notes for Next Lesson

Begin Lesson 2: “First Sounds: Playing B and A”
Students will produce sound and learn fingering for basic notes.

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End of Lesson 1
Thank you for helping your students begin their musical journey with confidence and curiosity! 🎶