Playing with Notes

Lesson Context

This music lesson aligns with Key Stage 2 (KS2) from the UK National Curriculum for Music, focusing on the following attainment targets:

• Performing: Playing simple melodies on an instrument as part of an ensemble or solo.
• Listening and Appraising: Recognising note names and their corresponding sounds.
• Notation: Reading and interpreting notes on a basic stave.

By Year 5, students should be gaining confidence in understanding musical notation, playing instruments, and developing aural skills. This piano-focused lesson builds on that foundation, incorporating hands-on practice and creative elements to keep students engaged.

---

Learning Objectives

By the end of this session, students will:

1. Identify the notes of the C Major scale on a piano and on a stave.
2. Play a simple melody using correct finger placement and coordination.
3. Demonstrate an understanding of rhythm by clapping and playing notes accurately to a metronome.
4. Begin to create their own short melodic patterns in C Major.

---

Resources

• 30 individual keyboards (or shared in pairs if necessary; keyboards should have labelled keys)
• Handouts with a labelled piano keyboard diagram
• Staff notation sheets showing the C4–C5 range on the treble clef
• A metronome (digital or manual)
• Coloured markers for marking fingering patterns
• Visual aids: Piano note chart poster, stave chart
• Whiteboard and markers

---

Lesson Structure

1. Starter Activity: “Note Spotting” (7 minutes)

Purpose: To visually familiarise students with the piano and the stave.

1. Seat students so everyone has a clear view of the piano chart or their keyboards.
2. Recap the C Major scale: Show it on a stave and indicate the corresponding piano keys (C4–C5 range).
3. Ask students to identify specific keys (e.g., "Point to Middle C"). Once confident, link these keys to note names on the treble clef.
4. Use a "quiz-style" game: Call out a note—e.g. E—and have students either point to it on their keyboard or on the stave handout. For engagement, award points for quick, correct responses.

---

2. Hands-On Task: Playing Simple Melodies (20 minutes)

Purpose: To develop finger placement, melodic awareness, and confidence.

Step 1: Finger warm-up (3 minutes)

• Teach the students the five-finger scale for C Major, emphasising the correct hand position:
  • Thumb on C, index on D, middle finger on E, ring finger on F, and pinky on G for the right hand.
  • Reverse finger order for descent back to C.
• Play the scale together slowly using the metronome set to 60 bpm, gradually increasing speed.

Step 2: Play “Mary Had a Little Lamb” (10 minutes)

• Distribute simplified sheet music for “Mary Had a Little Lamb” in the key of C Major (right-hand part only).
• Demonstrate the rhythm and melody using the projected piano chart or a teacher’s keyboard.
• Students practise independently or with their keyboard partner, focusing on:
  • Correct fingering.
  • Timing with the metronome.
• After 5 minutes, call groups to a stop and pick volunteers to perform for the class. Provide constructive feedback, focusing on rhythm and precision.

Step 3: Quick Variation Challenge (3 minutes)

• Challenge students to change the rhythm of “Mary Had a Little Lamb” slightly but keep the melody notes the same. For example, playing with one hand while holding some notes longer.

---

3. Creative Composition: “My First Melody” (12 minutes)

Purpose: Encourage creativity and application of learned skills.

1. Ask students to compose a 4-bar melody in C Major, using the notes from the scale (C–G).
   • Each bar should have 4 beats. A simple rhythm is provided on the whiteboard for them to follow if they're struggling.
2. Demonstrate on the board how to write notes on the stave. Use your composed example to play the melody for the class.
3. Students use coloured markers to plan their finger placements for their composition (writing numbers under the notes).
4. Once written, students practise their melody on their keyboards. Circulate around the room for individual feedback.

---

4. Plenary: “Piano Circle” (6 minutes)

1. Gather students back as a group.
2. Invite a few students to perform their 4-bar compositions for the class. Opt for a supportive, celebration-focused tone when they share.
3. Recap key points:
   • What is the C Major scale?
   • How do we match keys on the piano to notes on the stave?
   • Why is finger placement important?
4. End with peer applause, as each performance is given constructive feedback.

---

Differentiation

• Higher ability: Provide additional challenges such as extending “Mary Had a Little Lamb” to include the left-hand accompaniment or improvising their composition with both hands.
• Lower ability: Offer scaffolded composition sheets where rhythms are pre-written, and students only need to choose note names to fill in. Pair with a confident keyboard buddy for “Mary Had a Little Lamb.”

---

Assessment

• Observation: Monitor students’ ability to locate notes, finger placement, and adherence to rhythm while playing.
• Performance: Assess volunteer performances of “Mary Had a Little Lamb” and individual compositions for accuracy and creativity.
• Peer feedback: Gauge students' ability to provide constructive feedback and comment on others’ performances.

---

Extension/Homework Suggestions

• Practise playing the C Major scale at home, increasing tempo for accuracy.
• Explore composing an 8-bar melody, expanding on their in-class piece. Encourage students to add dynamics and notate them on their sheet music.
• Research famous piano pieces in C Major (e.g., Beethoven’s “Ode to Joy”).

---

Teacher Reflection

• Did students demonstrate a clear understanding of C Major notes on the keyboard and stave?
• Were students engaged during both the practical and creative tasks?
• Should future lessons focus more on performance, theory, or composition skills?