Level 1. Lesson 18. Note stems
Woodblock
Difficulty: 
Prior learning: Lines & spaces
Prepare: Present: Note stems Practice: so & mi
In a previous lesson, students were introduced to a music staff with five lines and four spaces. Building on previous knowledge that the solfa notes so and mi can be shown as sitting on either lines or spaces, students are introduced to the concept of note stems, which are attached to the note heads.
Students will understand the function and direction of note stems in music and be able to apply the correct stem direction to notes on the staff.
Questions
- What is the line called that extends up or down from a note?
- If a note is above the middle line, which way does its stem point?
- What is special about a note on the middle line?
- Draw or project an image of a simple note (e.g., a crotchet note) on the staff.
- Teach that in music circles on a staff are called noteheads.
- Noteheads often have a line attached called a stem.
- These lines point up or down depending on where the note sits on the staff.
- Tell the class that notes are like flowers—they have heads (noteheads) and stems.
- Teach the rules with clear examples:
- Notes above the middle line: The stem points down.
- Notes below the middle line: The stem points up.
- Notes on the middle line: The stem can point up or down (magical notes!).
- Fun Mnemonics: For notes below the middle line, use “Up at the back, like the tail of a cat.”
- For notes above the middle line, use “Down at the front, like an elephant’s trunk.”
- Distribute staff paper or draw five lines on the board.
- Place noteheads on various lines and spaces of the staff.
- Ask students to draw the correct stem direction based on the note’s position.
- Encourage students to say the mnemonics aloud as they draw.
- Highlight a note on the middle line and discuss how its stem can go up or down.
Success Criteria
- I can identify and explain the function of a note stem.
- I can determine the correct stem direction for notes on, above, or below the middle line.
- I can confidently apply the rules and mnemonics to draw note stems correctly.
Students will internalise the 6/8 time signature and connect physical movement with the rhythm and beat of the song "Jack Be Nimble."
Lyrics
Jack be nimble, Jack be quick.
Jack jump over the candlestick.
- Arrange several “candlesticks” (use safe objects, such as foam blocks or small cones) on the floor, each spaced a few feet apart.
- Divide the class into four teams and have each team line up a few feet from a candlestick.
- Lead the class in singing. Repeat the song a few times until students are confident with the melody and rhythm.
- Demonstrate the action: While singing the song, jump over the candlestick on the words “Jack be nimble, Jack be quick,” then jump back on the phrase “Jack jump over the candlestick.”
- After jumping twice (forward and back), the student moves to the end of the line, and the next team member takes their turn.
- Have one team demonstrate the activity while the class sings the song to ensure everyone understands the process.
- Start the activity by having all four teams participate. Sing the song repeatedly as students take turns jumping over the candlestick.
- Encourage students to keep time with the rhythm and beat while waiting for their turn.
Success Criteria
- I can sing "Jack Be Nimble" confidently.
- I can jump in time with the rhythm and beat of the song.
- I can connect the movements to the lively feel of the 6/8 time signature.
Questions
- What do you think the word nimble means?
- What did Jack have to do?
- What else could Jack have jumped over?
Students will develop their inner hearing (audiation) by progressively singing a song with fewer audible words.
Lyrics
Sally go round the sun, Sally go round the moon.
Sally go round the chimney pot, every afternoon [Boom!]
Questions
- What is hearing music in your head without singing it out loud called? [head voice]
- Why is keeping the beat with your feet during the activity important?
- How did it feel to sing the entire song silently in your head?
- Hum the melody of the song. Ask students to name the song.
- Have students form a circle.
- Lead the class in singing the song while they keep the beat by moving in the circle.
- Once the song is finished, explain that they will sing it again without singing the final “boom.”
- Students who miss the cue are 'out' and move to the side. They must still sing with the class.
- Teach that singing in your head without your voice is called inner hearing or head voice.
- Repeat the song, this time deciding on a specific phrase (e.g., “Sally, go round”) for students to keep in their heads instead of singing aloud.
- Gradually increase the number of silent words or phrases in each repeat. Encourage focus and concentration to "hear" the missing parts internally.
- Eventually, the entire song will be sung silently in their heads, with only the beat kept externally on the students' feet as they march.
Success Criteria
- I can follow the beat of the song with my feet.
- I can sing parts of the song in my head while staying on time with the group.
- I can hear the song in my head without any words being sung aloud.
Students will develop their ability to differentiate between beat and rhythm by singing and pointing to the beat circles, then tapping the rhythm while singing.
Lyrics
Kangaroo, skippy roo
Dozing in the midday sun.
Comes a hunter, run, run, run.
Guess who's caught you, just for fun!
- Ask students to open their books (e.g., My First Music Book, p.13) [or print and distribute the beat sheet.]
- Direct their attention to the beat circles for the song "Kangaroo."
- Explain that first, they will follow the beat. Then, they will tap the rhythm.
- Have students sing the song together.
- While singing, guide them to point to each beat circle in their books, staying in time with the steady beat.
- Encourage clear and deliberate pointing to ensure they are secure in keeping the beat.
- Have students sing the song again, tapping the rhythm on their laps or a surface as they sing.
- Reinforce that the rhythm follows the words while the beat stays steady.
Success Criteria
- I can sing the song while pointing to the beat circles in time with the beat.
- I can tap the rhythm of the song while singing.
- I can explain the difference between beat and rhythm.
Questions
- What do the beat circles in your book represent?
- How is the rhythm different from the beat?
- What did you find easier—pointing to the beat or tapping the rhythm? Why?
Students will develop coordination, rhythm, and teamwork through a singing and movement activity based on a circle game.
Lyrics
v1. Go in and out the window x 3
As we have done before.
v2. Now stand and face a partner x3
As we have done before.
v3. Now follow me to London x 3
As we have done before.
- Students stand in a circle, holding hands, with arms raised to form "windows."
- Explain that these windows represent the spaces for the "villager" to move through.
- At the end of the verse, the partner takes the first student's place, and the partner becomes the new "villager."
- Choose a student to begin as the "villager" who will move through the windows.
- As the class sings the first verse, the "villager" weaves in and out between the other students' arms.
- Verse 2. When the first verse ends, the "villager" stops before a partner in the circle. During the second verse, the two students stand facing each other, singing and maintaining eye contact for a moment of connection.
- In the third verse, the "villager" and their partner hold hands and skip together around the outside of the circle.
- When the verse ends, the first child takes the second child's spot in the circle, and the second child becomes the new "villager."
- Continue the activity, giving each child a turn to be the "villager."
- Encourage smooth transitions to maintain the flow of the song and game.
Success Criteria
- I can move smoothly through the windows without touching hands.
- I can confidently sing each verse while performing the corresponding actions.
- I can skip in rhythm with my partner around the circle.
Questions
- What do the raised arms in the circle represent?
(Answer: The windows for the "villager" to move through.) - What happens in the second verse of the game?
(Answer: The "villager" stops and faces a partner in the circle.) - What does the "villager" and their partner do during the third verse?
Students will develop listening skills and improve their memory by identifying songs and filling in missing lyrics.
Questions
- How did you know which song was playing?
(Answer: By recognising the melody, lyrics, or rhythm.) - What helped you remember the missing words when the song stopped?
(Answer: Listening carefully to the song the first time or knowing the lyrics already.) - Why is it important to stay in time when singing the missing words?
(Answer: To keep the rhythm and flow of the song consistent.)
- Play the first song through without interruption.
- Ask students to raise their hands and identify the song when it finishes.
- Ask if some words are missing.
- Play the song again. Students must sing the missing words in time with the song.
- When secure, play the next track and repeat the same steps.
- Discuss how listening carefully and remembering lyrics are important music skills.
Success Criteria
- I can identify a song after listening to it.
- I can accurately sing the missing words when prompted.
- I can stay in time with the song while singing.
ASSESSMENT QUESTIONS
- The student can explain the difference between beat and rhythm and demonstrate it using a song from today's lesson.
- The student can describe the purpose of raising arms to form windows in the circle game and demonstrate moving in time with the song.
- The student can recognise a song from its melody and accurately sing the missing words while staying in time with the music.
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV