Lesson Notes By Weeks and Term v3 - Senior Secondary 1
Musical instruments(Western)
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Musical instruments(Western)
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Subject: Music
Class: Senior Secondary 1
Term: 3rd Term
Week: 3
Theme: Musical Practice And Performance B : Applied Music Iii
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Students should be able to learn how to play some Western musical in struments e.g. recorder, flute, trumpet, piano etc. learn the skills of playing the musical ". in struments of the ir choice. Play some known melodies in duets, trios and Quartets.
1).
D' (high D): Left middle finger (hole 2). Teacher
Note: Provide a full fingering chart for students. B. The Electronic Keyboard / Piano (Chordophone - Struck Strings, Electrophones) The keyboard is versatile and common. While a piano is a chordophone, an electronic keyboard often functions as an electrophone.
Parts of the Keyboard: Keys (white and black), Volume control, Tone selection, Rhythm selection, Pedals (if any).
Sitting Posture:
1. Sit centrally at the keyboard, facing the middle 'C' key.
2. Adjust the stool height so forearms are parallel to the floor, and elbows are slightly higher than the keys.
3. Feet flat on the floor or on pedals. Shoulders relaxed.
Hand Position:
1. Fingers curved naturally, as if holding a ball.
2. Wrists straight and relaxed, not bent up or down.
3. Fingertips (not flat pads) strike the keys.
4. Thumbs are counted as finger 1, index finger as 2, middle as 3, ring as 4, pinky as
5. Identifying Notes:
1. Locate groups of two and three black keys. 2. 'C' is the white key immediately to the left of any two black keys.
3. The white keys are C-D-E-F-G-A-B-C (ascending).
Playing a C Major Scale (Right Hand):
1. Start with C (thumb, finger 1).
2. D (index, finger 2).
3. E (middle, finger 3).
4. Tuck thumb under middle finger to play F (thumb, finger 1).
5. G (index, finger 2).
6. A (middle, finger 3).
7. B (ring, finger 4).
8. C (pinky, finger 5). Basic Chords (Right Hand, C Major):
1. C Major Chord: C-E-G (thumb, middle, pinky: 1-3-5)
2. G Major Chord: G-B-D (thumb, middle, pinky: 1-3-5)
3. F Major Chord: F-A-C (thumb, middle, pinky: 1-3-5) 2.
3. Ensemble Playing Concepts Ensemble playing involves multiple musicians performing together. It requires specific skills beyond individual playing.
Listening: Crucial for blending, balancing, and synchronizing with others. Students must listen to their own part and the parts of others.
Rhythmic Accuracy: Maintaining a steady tempo and precise rhythm with the group.
Intonation: Playing in tune with other instruments, especially important for wind and string instruments.
Dynamics: Playing at appropriate volume levels (soft, loud) as indicated or in response to the group.
Balance: Ensuring no single instrument overpowers the others, creating a harmonious sound.
Cueing: Responding to visual or auditory signals from a leader or other players for entries, exits, or changes in tempo/dynamics.
Types of Ensembles: Duet: Two performers.
Trio: Three performers.
Quartet: Four performers. Teacher
Note:* Emphasize the importance of collaboration and mutual respect. --- This section provides a detailed explanation of Western musical instruments, their classifications, and fundamental playing techniques for commonly accessible instruments in a Nigerian classroom. 2.
1. Classification of Western Musical Instruments Western musical instruments are broadly classified into five main families based on how they produce sound: Aerophones (Wind Instruments): Sound is produced by a vibrating column of air within the instrument.
Woodwind Instruments: Traditionally made of wood (though some modern ones are metal), they produce sound by air blown across an edge (flute, recorder) or through a reed (clarinet, saxophone, oboe, bassoon).
Examples: Recorder, Flute, Clarinet, Saxophone, Oboe.
Brass Instruments: Made of brass or other metals, sound is produced by the player's vibrating lips into a cup-shaped mouthpiece.
Examples: Trumpet, Trombone, French Horn, Tuba, Euphonium.
Chordophones (String Instruments): Sound is produced by the vibration of strings.
Bowed Strings: Strings are vibrated by drawing a bow across them.
Examples: Violin, Viola, Cello, Double Bass.
Plucked Strings: Strings are vibrated by plucking with fingers or a plectrum.
Examples: Guitar, Harp, Banjo.
Struck Strings: Strings are vibrated by being struck with hammers. The piano, while having keys, is fundamentally a string instrument.
Example: Piano, Harpsichord (plucked, but keyboard based).
Membranophones (Percussion Instruments): Sound is produced by the vibration of a stretched membrane (head).
Examples: Snare Drum, Bass Drum, Timpani, Tom-Toms, Conga (often used in Western contexts).
Idiophones (Percussion Instruments): Sound is produced by the vibration of the entire instrument body.
Examples: Cymbals, Triangle, Xylophone, Marimba, Glockenspiel, Wood Block.
Electrophones (Electronic Instruments): Sound is produced by electronic means, often involving oscillators, synthesizers, or digital sampling.
Examples: Synthesizer, Electronic Keyboard, Electric Guitar, Electric Bass, Drum Machine. 2.
2. Focus Instruments for Practical Learning (Commonly Available in Nigerian Schools) Given the practical constraints of many Nigerian classrooms, this lesson will focus on instruments most likely to be available: the recorder and the electronic keyboard/piano. Guitar may also be considered if available. A. The Recorder (Aerophone - Woodwind) The recorder is an excellent beginner instrument due to its relatively simple fingering system and portability.
Parts of the Recorder: Mouthpiece (Beak), Window/Labium, Thumb Hole, Finger Holes, Bell.
Holding Posture:
1. Sit or stand upright with relaxed shoulders.
2. Hold the recorder slightly forward and down from the mouth.
3. Right hand for the lower holes, left hand for the upper holes. The left thumb covers the thumb hole at the back.
4. Fingers should be curved and relaxed, covering the holes completely with the fleshy pads of the fingers.
Embouchure (Mouth Position):
1. Place the mouthpiece gently between the lips, not too deep.
2. Lips should form a gentle seal around the mouthpiece, like saying "too" or "doo". Avoid biting the mouthpiece.
Breath Support:
1. Breathe from the diaphragm (belly breath).
2. Blow a steady, gentle stream of air into the recorder. Avoid blowing too hard, which results in a squeaky sound, or too softly, which results in no sound.
Tonguing:
1. Use the tip of the tongue to momentarily block the airflow at the mouthpiece, like saying "too" or "doo". This creates a clear, detached start to each note.
2. For sustained notes, the tongue is released.
Fingering (Examples for Soprano Recorder): B: Left thumb (back hole), Left index finger (hole 1). A: Left thumb, Left index finger (hole 1), Left middle finger (hole 2). G: Left thumb, Left index finger (hole 1), Left middle finger (hole 2), Left ring finger (hole 3).
C' (high C): Left index finger (hole 1).
D' (high D): Left middle finger (hole 2). Teacher
Note: Provide a full fingering chart for students. B. The Electronic Keyboard / Piano (Chordophone - Struck Strings, Electrophones) The keyboard is versatile and common. While a piano is a chordophone, an electronic keyboard often functions as an electrophone.
Parts of the Keyboard: Keys (white and black), Volume control, Tone selection, Rhythm selection, Pedals (if any).
Sitting Posture:
1. Sit centrally at the keyboard, facing the middle 'C' key.
2. Adjust the stool height so forearms are parallel This section outlines practical activities for teachers and students to achieve the performance objectives. 3.
1. Teacher Activities Introduction & Instrument Display: Display available Western musical instruments (e.g., recorders, keyboards, guitar if available, or even pictures of various instruments). Introduce the topic of Western musical instruments and their families (Aerophones, Chordophones, Membranophones, Idiophones, Electrophones) with brief examples. Instrument-Specific Instruction (Demonstration & Guidance): For Recorder: Demonstrate correct posture, holding, and embouchure. Show how to cover holes completely. Demonstrate gentle breath support and clear tonguing ("too/doo"). Introduce basic notes (B, A, G) using a fingering chart. Play each note clearly. Guide students through practicing these notes individually.
For Keyboard/Piano: Demonstrate correct sitting posture and hand position. Explain how to identify notes on the keyboard, starting with Middle C. Demonstrate the C Major scale (right hand) with correct fingering. Guide students through practicing the C Major scale. Introduce basic C, G, F Major chords (right hand).
Melody Introduction: Introduce a very simple, well-known melody (e.g., "Mary Had a Little Lamb," "Twinkle, Twinkle Little Star," or a simple Nigerian folk song adapted for the instrument) written in simple notation or fingering/key diagrams. Demonstrate playing the melody on the chosen instrument(s). Break down the melody into small phrases for students to practice.
Ensemble Building: Explain the concepts of duets, trios, and quartets. Guide students to form small groups based on their chosen instruments. Provide simple melodies arranged for two, three, or four parts (e.g., a melody and a simple accompanying harmony, or a simple round). Emphasize listening, rhythmic accuracy, and balance during ensemble practice. Circulate among groups, providing individualized feedback and correction on posture, technique, and ensemble playing.
Review and Consolidation: Recap instrument classifications and basic playing techniques. Address common errors and provide tips for improvement. 3.
2. Student Activities Observation and Identification: Observe the teacher's demonstrations of instruments and their classifications. Identify the families of various Western instruments presented.
Individual Instrument Practice: For Recorder: Practice correct holding, embouchure, and breath control to produce a clear, steady sound on single notes (B, A, G, etc.). Practice covering the finger holes completely using the provided fingering chart. Practice the introduced simple melody individually.
For Keyboard/Piano: Practice correct sitting posture and hand position. Identify C, D, E, F, G, A, B on the keyboard. Practice the C Major scale (right hand) with correct fingering. Practice the introduced simple melody and basic chords (C, G, F) individually.
Ensemble Practice: Form duets, trios, or quartets as instructed by the teacher. Practice the provided ensemble pieces, focusing on rhythmic accuracy, listening to other parts, and balancing dynamics. Perform the ensemble pieces for their peers or the teacher.
Self-Correction and Peer Feedback: Listen critically to their own playing and that of their peers. Provide constructive feedback within their groups under teacher guidance. --- This section provides scaffolded practice activities designed to build students' skills progressively towards the performance objectives.
Guided Practice 1: Instrument Identification and Classification Question: Classify the following Western musical instruments into their respective families: a) Trumpet b) Violin c) Snare Drum d)
Recorder e)
Electronic Keyboard Solution: a)
Trumpet: Aerophone (Brass) b)
Violin: Chordophone (Bowed String) c)
Snare Drum: Membranophone d)
Recorder: Aerophone (Woodwind) e)
Electronic Keyboard: Electrophone (also can function as a Chordophone if emulating piano)
Commentary: This foundational exercise ensures students grasp the basic categorization of instruments, which is essential for understanding their characteristics and roles.
Guided Practice 2: Basic Sound Production (Individual)
Question: For students working with the recorder, demonstrate the correct posture, embouchure, and play a clear, steady 'B' note. For students working with the keyboard, demonstrate correct sitting posture, hand position, and play a clear 'Middle C' note.
Solution (Teacher's Expectation): Recorder: Student holds the recorder with left hand above right, fingers curved and relaxed. Left thumb covers the back hole, left index finger covers hole
1. Lips form a gentle seal around the mouthpiece. A steady, gentle breath produces a clear 'B' sound without squeaking or breathiness.
Keyboard: Student sits centrally with forearms parallel to the floor, shoulders relaxed. Hand is curved naturally, thumb on Middle C, striking the key with the fingertip. A clear, even tone is produced.
Commentary: This activity directly addresses Objective
1. It focuses on the most fundamental skill: producing a good quality sound on the instrument. Teacher observation and immediate feedback are critical here.
Guided Practice 3: Playing a Simple Melody (Recorder)
Question: Play the following simple melody on the recorder: G - A - B - G. (Assume G, A, B have been taught).
Solution (Teacher's Expectation): The student plays the sequence of notes G-A-B-G accurately, maintaining a steady rhythm and clear tone for each note.
Fingering should be correct: G: Left thumb, fingers 1, 2, 3 covered. A: Left thumb, fingers 1, 2 covered. B: Left thumb, finger 1 covered. G: Left thumb, fingers 1, 2, 3 covered.
Commentary: This exercise targets Objective 2, developing basic melodic playing skills. It assesses finger coordination, breath control, and note recognition.
Guided Practice 4: Playing a Simple Melody (Keyboard)
Question: Play the following simple melody on the keyboard, using the right hand: C - D - E - C. (Assume C, D, E have been taught).
Solution (Teacher's Expectation): The student plays the sequence of notes C-D-E-C accurately, using the correct fingers (C-thumb, D-index, E-middle, C-thumb) and maintaining a steady rhythm. The hand position should remain relaxed and curved.
Commentary: Similar to Guided Practice 3, this focuses on Objective 2 for keyboard players, assessing finger dexterity and note accuracy.
Guided Practice 5: Ensemble Performance (Duet)
Question: Form a duet with a partner. One student plays the melody "Twinkle, Twinkle Little Star" on the recorder, and the other student plays a sustained 'C' note on the keyboard for each beat. Focus on listening and playing together.
Solution (Teacher's Expectation): Both students start and end together. The recorder player accurately plays the melody with clear tone and rhythm. The keyboard player provides a steady rhythmic accompaniment on 'C'. Both students demonstrate active listening, attempting to blend their sounds and maintain a consistent tempo. There should be a sense of coordinated playing, not just two individuals playing simultaneously.
Commentary: This activity directly addresses Objective 3, emphasizing the importance of ensemble skills like listening, rhythmic coordination, and balance in a real-world performance scenario. ---
Understanding and playing Western musical instruments has numerous practical applications and integrations within the Nigerian context: Worship and Religious Services: Western instruments, particularly the keyboard/piano, guitar, and drum set, are integral to contemporary worship in most Nigerian churches (Christian and some Islamic expressions). Students who learn these instruments can become valuable members of church praise teams, choirs, or orchestra, contributing to their spiritual communities and potentially earning stipends or a livelihood. This connects directly to the Nigerian socio-religious fabric.
Entertainment and Creative Industries: The Nigerian music industry, globally recognized for genres like Afrobeats and highlife, heavily features Western instrumentation. Learning to play instruments like the keyboard, guitar, or drums can open doors to careers as professional musicians, session instrumentalists, music producers, band members for live performances, or even establishing private music tutoring businesses in bustling cities like Lagos, Abuja, or Port Harcourt. This directly impacts economic opportunities for young Nigerians.
Educational and Cultural Exchange: Proficiency in Western instruments allows Nigerian students to engage with diverse musical traditions globally. It facilitates participation in school bands, orchestras, or community music groups, promoting cultural exchange and understanding. It also prepares them for higher education in music, both within Nigeria (e.g., Conservatories, University Music Departments) and abroad, where Western music theory and practice are foundational. This fosters intellectual development and global citizenship. ---