Mastering the Recorder

WALT (We Are Learning To)

• Play “BAG” notes on the recorder accurately within a simple melody
• Follow musical notation to perform a short piece
• Perform a group piece with correct fingering and rhythm

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Australian Curriculum Alignment

Learning Area: The Arts – Music
Year Level: Year 4
Strand: Music
Sub-Strands:

• Developing practices and skills in music
• Exploring and responding
• Creating and making
• Presenting and performing

Content Descriptions:

• ACAMUM085: Use voice, instruments and movement to create music ideas
• ACAMUM086: Practise and rehearse to perform music for specific purposes, using music elements including rhythm, pitch, dynamics and form
• ACAMUM087: Present performances using visual communication forms to express creative ideas
• ACAMUR088: Identify intended purposes and meanings as they listen to music

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Lesson Overview

Lesson Title: Playing “BAG” on the Recorder
Duration: 45 minutes
Class Size: 27 students
Focus Piece: "Hot Cross Buns" (or other approved BAG-based recorder piece)

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Success Criteria

By the end of the lesson, students will be able to:
✅ Identify and correctly finger the B, A, and G notes on the recorder
✅ Play a BAG-based melody (like “Hot Cross Buns”) fluently
✅ Follow a simple music score and maintain a steady rhythm
✅ Perform the piece confidently in a group

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Resources Required

• Student recorders (1 per student)
• Whiteboard and markers
• Large poster/chart of the Recorder BAG fingerings and notes
• Printed sheet music of “Hot Cross Buns” for each student
• Audio playback device (iPad, laptop, speaker)
• Backing track (instrumental version of “Hot Cross Buns”)
• Stickers or stamps for positive reinforcement

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Lesson Breakdown

1. Introduction (5 mins)

Teacher leads class discussion:

• Recap prior learning about pitch and rhythm from term
• Introduce today’s goal: “We’re learning to play a song using just THREE notes: B, A, and G!”

2. Warm-Up (8 mins)

• Breathing and hand-warming activity (pretend to “blow bubbles slowly” through the recorder without sound)
• Finger warm-ups: Practice covering each hole for B, A and G silently
• Call and response: Teacher plays short BAG sequences, students echo
  Example: B B A A G G G – all repeated by class

(Expected Behaviour: Students lift recorders only when instructed, maintaining quiet and control)

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3. Skill Development (12 mins)

Focus: How to play “BAG” using proper technique

• Explicitly teach each note: B ➝ A ➝ G
  Use visual poster on whiteboard with real-time demonstration
• Discuss what makes a “good recorder sound” (smooth tone, no squeaks)
• Students play each note 3 times, checking finger placement and posture

Group Exercise:

• Play broken-down parts of “Hot Cross Buns”, call-and-response
  Phrase 1: B A G
  Phrase 2: B A G
  Phrase 3: G G G G
  Phrase 4: A A A A
  Phrase 5: B A G

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4. Ensemble Playing (10 mins)

Students perform full piece in unison

• Play along with teacher modelling
• Repeat 1–2 times depending on pacing
• Introduce the backing track for real-world music feel

Small Group Challenge:

• Students split into 3 groups of 9; each group performs for peers
• Two groups observe and give one “glow” (praise) and one “grow” (constructive idea)

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5. Reflection & Exit Ticket (5 mins)

• “Recorder Exit Slips”: Students answer:
  1. Which note do you feel most confident playing today?
  2. What helped you stay in time?

Whole-class debrief:

• What was challenging?
• What helped us improve?

Celebrate effort with stickers or recorder-themed certificates for great teamwork.

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Differentiation Strategies

For Diverse Learners:

• Use coloured dot stickers on recorder to indicate finger placement
• Provide visual cue cards with note letters and fingerings
• Support students with EAL/D or additional needs with a peer buddy system
• Allow use of iPads with slow tutorial videos for independent reinforcement during group work

For Kinesthetic Learners:

• Use whole-body movement: jumping on floor “staff” lines assigned to B, A, or G before fingering them on recorder
• Air fingerings before attempting real notes

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Extension Activities

For Advanced Learners:

• Introduce simple harmony or accompaniment part using rhythm sticks (e.g., tapping on beat while others play melody)
• Offer challenge piece: “Mary Had a Little Lamb” (also in BAG)
• Invite early finishers to compose their own BAG song – use 8 beats and write note letters on mini whiteboard

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Assessment Opportunities

Formative:

• Observe finger placement and posture while playing
• Listen for accuracy during call-and-response
• Student discussion and “exit slips”

Summative (informal):

• End-of-lesson performance of full piece
• Success Criteria checks by teacher using a quick rubric

Criteria	Working Towards	Achieved	Exceeds
Correct note fingering (BAG)	✅	✅	✅
In-time playing	✅	✅	✅
Performance confidence	✅	✅	✅

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Teacher Reflection (Post-Lesson Notes)

• What went well today?
• Which students may need follow-up small group support?
• Were the differentiation strategies effective?

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Next Steps:
Next lesson will focus on rhythm values and rests using the same BAG piece. Students will start composing 4-beat rhythms using B, A, and G notes.

Let the musical journey continue! 🎶