Exploring Note Length

Overview

This Year 4 music lesson plan focuses on note length (also known as note duration) and aligns with the Australian Curriculum: The Arts (Music). Specifically, it addresses the following curriculum outcomes for Year 4:

• ACAMUM085: Practise and rehearse a variety of music, including Australian music, to develop singing, playing, and listening skills, aligning to rhythm and pitch patterns.
• ACAMUM084: Develop skills in reading traditional and invented notation.

This 45-minute lesson uses interactive and creative approaches to ensure maximum engagement and fosters a strong understanding of note length through movement, vocalisation, and instrument play.

---

Learning Objectives

By the end of the lesson, students will be able to:

1. Identify and differentiate between common note lengths (semibreve, minim, crotchet, quaver, and semiquaver).
2. Demonstrate an understanding of note lengths through clapping, vocalising, and playing percussion instruments.
3. Read and perform simple rhythms using invented or standard music notation.

---

Materials Required

• Large visual aids or posters of note values (semibreve, minim, crotchet, quaver, and semiquaver) with corresponding musical symbols.
• A whiteboard and markers.
• Percussion instruments (e.g., tambourines, maracas, rhythm sticks, or body percussion if instruments are unavailable).
• Pre-prepared rhythm patterns using both traditional notation and simple graphical patterns (e.g., dots for quavers, lines for minims).
• Laminated cards with visuals of note values (for a group activity).
• A metronome or a steady clap for tempo consistency.

---

Lesson Structure

Introduction – Setting the Stage (5 minutes)

1. Welcome the class with energy and enthusiasm. Create curiosity with a verbal riddle:
   “I am a part of music, but I’m not a sound. I can be long or short, and I make rhythm clear. What am I?” (Answer: Note length!)
2. Engage curiosity: “Today, we’re going to explore how notes can be long or short, and by the end of the lesson, you’ll master how to play and perform them in exciting ways!”

---

Explicit Teaching – Note Length Breakdown (10 minutes)

Step 1: Introducing Note Values

• Show large visual aids of the following note values and explain their technical names, symbols, and lengths in beats:

  • Semibreve (4 beats)
  • Minim (2 beats)
  • Crotchet (1 beat)
  • Quaver (½ beat)
  • Semiquaver (¼ beat)

• Demonstrate each note value using body percussion (e.g., clap for crotchets, long hums for minims).

Step 2: Tempo Practice

• Lead an activity where students use body percussion to practise note lengths together, starting with slow tempos and increasing speed. Example:
  • Clap once for a semibreve (4 beats), twice for minims (2 beats each).
  • Add complexity with quavers by doubling claps in tempo.

---

Interactive Activity – Move and Match (15 minutes)

Part A: Rhythm Relay (8 minutes)

1. Divide the class into five groups. Assign each group a note value (semibreve, minim, crotchet, quaver, or semiquaver).
2. Play a steady beat and call out note names (e.g., “Crotchet, Minim, Quaver”). Groups must perform their note value on percussion instruments (or clap, tap legs/body, or stomp).
3. Increase the tempo or mix up the note values to challenge coordination and recognition.

Part B: Rhythm Card Match (7 minutes)

1. Distribute laminated note cards (symbols, names, or graphical patterns) across the room.
2. Play pre-determined rhythmic patterns, and students must walk or jog (e.g., to a minim or quaver beat) to find the matching card.
3. Change rhythms continually to engage listening skills and reinforce note-length recognition.

Optional Challenge: Have students take turns leading the activity as the rhythm conductor.

---

Group Work – Create a Rhythmic Pattern (10 minutes)

1. In groups of 4-5, ask students to create a rhythm pattern using laminated note cards. Patterns must include at least one semibreve, minim, or quaver.
2. Perform created patterns as a group using percussion or by vocalising sounds (e.g., “Ta” for crotchets, “Ti-Ti” for quavers).
3. Showcase each group’s rhythm to the whole class. Encourage feedback and positive reinforcement.

---

Reflection and Wrap-Up (5 minutes)

1. Recap the key content with a quickfire game:
   • Call out note values, students respond with their length in beats (e.g., “Minim!” → “Two beats!”).
2. Ask a reflective question: “What was your favourite part of learning about note length today?”

Finish with a fun whole-class stomp-clap rhythm to a steady beat:

• Stomp for crotchets, clap for quavers, and hum for minims.

---

Differentiation

• Extension: Challenge high-achieving students to create a more complex rhythm using semiquavers or syncopation.
• Support: Pair students needing extra help with a buddy and provide larger visuals or diagrams. Incorporate more repetition of concepts to reinforce understanding.

---

Assessment

Monitor and document student understanding by:

1. Observing participation during group work and rhythm activities.
2. Checking for accuracy during the rhythm-matching task.
3. Listening to group performances of rhythmic patterns to assess understanding of note lengths.

---

Optional Homework/Extension

Ask students to create a short rhythm pattern using their newfound knowledge of note lengths. Encourage them to practise it with a parent or guardian using claps or household items as percussion.

---

By the end of this highly interactive and dynamic lesson, students will be more confident in their understanding of note length and how rhythm shapes the music they love to hear and create.