Exploring Greek Instruments

National Curriculum Link

Music Key Stage 3 (Years 7-9)
National Curriculum for England

Develop an understanding of the history of music and musical traditions (NC aims: “understand context and style” and “listen with attention to detail”).
Use listening and appraising skills to identify and describe musical elements, styles, genres, and instruments.
Perform and compose music accurately demonstrating technical control.

OCR GCSE Music (9-1) Syllabus:

Understanding musical features and styles from different times and places (OCR Component 1, Area of Study: Concise recall and recognition of instruments).
Contextual knowledge of Greek musical traditions and instruments.

Correctly name at least 4 traditional Greek instruments from sound or image prompts.
Describe one cultural or historical fact about each instrument using accurate vocabulary.
Show confidence in listening and differentiating sound clips during the quiz activity.

Image cards of Greek instruments: Lyre, Aulos, Kithara, Pan flute, and Tsabouna.
Short sound clips of each instrument playing typical melodies or motifs (pre-selected from YouTube).
Printable quiz sheets with images and space to write answers.
Audio playback device (laptop, tablet, or speaker).
Dyslexia-friendly font handouts with instrument names and key facts (off-white paper, Arial font, larger size).

Briefly introduce Greek music’s significance in history:
“Ancient Greek instruments were fundamental in ceremonies, theatre, and celebrations, shaping Western music foundations.”
Show images and pronounce instrument names clearly.
Read through key facts using dyslexia-friendly handouts.

Activity: Play sound clips (30 seconds max) of each Greek instrument in random order.
Students listen and note down which instrument they believe it is, alongside a key fact.
Show corresponding instrument image immediately after each sound to reinforce recognition.
Encourage students to justify their choices using musical vocabulary (e.g., “The lyre has a gentle string sound.”).
Teacher prompts discussion on distinctive sonic features (pluck, reed sound, breathiness).

Example: Play the warm, harp-like lyre sound, then show the photo. Student writes: “Lyre – stringed, used in ancient Greek music”).

Review answers as a class, correcting misunderstandings and praising accurate identifications.
Highlight cultural facts such as the use of the Aulos in religious ceremonies or the origin of the Pan flute's name from Greek mythology.
Use flashcards or mini whiteboards for students to write the names and match pictures quickly.

Challenge students to suggest how these instruments influenced modern Western instruments (e.g., Lyre & Harp, Aulos & Oboe).
Task: Compose a short rhythm or melody mimicking one of the instruments’ sound qualities using classroom percussion or body percussion.

Visual & auditory supports: Use images with labels and sound clips for multi-sensory engagement.
Dyslexic learners: Provide coloured overlays, dyslexia-friendly fonts, and extra time for quiz.
EAL (English as an Additional Language): Teach key vocabulary before quiz, use visuals to reinforce meaning, allow answers in simplified phrases.
One-to-one support: Scaffold answers with sentence starters, e.g., “This is the ___ because it sounds ____.”

Formative assessment through observation of quiz participation and oral contributions.
Quick self-assessment at end: “Can you name these instruments and one interesting fact?”
Teacher feedback focusing on listening accuracy and use of vocabulary.

This lesson develops aural discrimination and cultural musical knowledge essential for OCR GCSE Music Component 1.
Encourages cross-curricular links with History (Ancient Greece).
Promotes curiosity and respect for diverse musical traditions, enriching students’ understanding beyond the Western canon.

End of plan.