Basic Notes & Fingerings

Overview

Grade: 4-6
Duration: 60 minutes
Class Size: 25 students
Unit: Recorder Rhythms and Melodies (Lesson 2 of 8)
Topic: Introduction to notes B, A, G and their fingerings on the recorder
Curriculum Reference: Ontario Music Curriculum (The Arts, 2019)

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Learning Objectives

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

• Application of knowledge: Identify and demonstrate correct fingerings for notes B, A, and G on the recorder. (Ontario Curriculum 1.2, 2.3)
• Musical literacy: Read and play simple rhythmic patterns using these notes. (Ontario Curriculum 1.1, 2.1, 3.1)
• Performance skill: Perform individual notes and simple melodic sequences using B, A, and G with appropriate breath control and posture. (Ontario Curriculum 2.2)
• Listening & reflecting: Self-assess and peer-assess recording performances to improve tone and accuracy. (Ontario Curriculum 4.1, 4.2)

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Materials & Resources

• Recorders (one per student)
• Visual finger chart for B, A, G displayed on board or projector
• Whiteboard and markers
• Printable worksheets with note diagrams and simple melodies
• Audio clips demonstrating correct sound for B, A, G
• Metronome or rhythm app
• Recording device or smartphone/tablet (optional for peer/self-assessment)

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Ontario Curriculum Alignment

The Arts, Music: Grades 4-6

• Overall Expectation 1: Demonstrate an understanding of elements and techniques in music (e.g., pitch, rhythm, tempo).
• Specific Expectation 1.1: Identify and perform rhythm patterns and pitch intervals.
• Overall Expectation 2: Apply skills and techniques in creating and performing music.
• Specific Expectation 2.2: Perform and create simple melodies using a variety of instruments, including recorders.
• Overall Expectation 4: Reflect on and respond to musical experiences.
• Specific Expectation 4.1: Describe the effects of dynamics, tempo, and articulation on music.

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Lesson Breakdown

Time	Activity	Description & Teacher Notes	Ontario Curriculum Focus
0-5 min	Welcome & Review	Quick recap of Lesson 1 – posture, breathing, holding recorder. Short whole-class warm-up using simple rhythms.	1.2, 2.2
5-15 min	Introduction to Notes B, A, G	Show finger chart. Demonstrate each note slowly, ask students to listen carefully to pitch and fingering.	1.1, 2.3
15-25 min	Hands-on Finger Drills	Students practice B, A, G fingerings individually while teacher circulates to give feedback. Use clapping rhythms as silent drills to correlate finger changes.	2.2, 1.1
25-35 min	Playing Simple Sequences	Introduce simple melodies using B, A, G (e.g., B-A-G, G-A-B). Use call-and-response with teacher playing first.	2.2, 3.1
35-45 min	Group Activity: Rhythmic Sequences Game	Divide class into groups of five. Groups create rhythmic patterns using only the three notes, then perform for class. Encourage creativity in rhythm and dynamics.	3.1, 4.1
45-55 min	Recording & Peer Feedback	Use devices to record short performances. In pairs, students listen and give constructive feedback using a guided checklist: correct fingering, tone quality, rhythm accuracy.	4.1, 4.2
55-60 min	Wrap-up & Reflection	Whole-class verbal reflection: What was easy/difficult? How did body and breath affect sound? Preview next lesson (introduce note C).	4.1, 4.2

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Teaching Strategies & Differentiation

• Visual learners: Finger charts, written notes and diagrams on board.
• Kinesthetic learners: Hands-on recorder practice, clapping rhythms.
• Auditory learners: Listening to demonstration and recordings.
• Support: Extra one-on-one support for students struggling with fingerings or breath control.
• Challenge: Advanced students encouraged to try simple improvisations within B, A, G pitches.

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Assessment & Evaluation

Formative Assessment:

• Teacher observation during finger drills and group performances
• Checklists for finger accuracy and rhythm execution
• Peer feedback sessions to promote critical listening

Summative Assessment (in future lessons):

• Incorporation of B, A, G notes into more complex melodies
• Demonstration of smooth note transitions and consistent tone

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Extension & Home Connection

• Encourage students to practice the B-A-G notes at home and create their own simple melodies.
• Suggest parents ask students to demonstrate fingers and explain their note names and fingerings.
• Optional challenge: Record a short video or audio clip showing their practice and share with the class next lesson.

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Teacher Reflection Prompts (After Lesson)

• Were all students able to demonstrate fingerings with reasonable accuracy?
• Which activities engaged students most — individual vs. group?
• Did the peer feedback process help students develop critical listening skills?
• How might I scaffold the introduction of new notes to support varied skill levels?

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End of Plan