Level 1. Lesson 19. Transcribe stick to staff notation

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Level 1. Lesson 19. Transcribe stick to staff notation

Overview

Students discover that the solfa notes so and mi connect to time names ta and ti-ti.

Learning intention

Students will discover that so and mi join with ta and ti-ti on a music staff, and ti-ti is shown with a beam connecting the two vertical lines.

Success criteria

Students demonstrate their understanding that sola notes connect to time names.

Woodblock

Difficulty:

Prior learning: None

Prepare: Present: Practice:

Students will learn to notate rhythm and pitch, identify stem directions, and perform the melody using rhythm syllables and solfa.

Project the example below of Rain Rain to show another song with stick-to-staff notation.

Questions

What is the line called joining the notes in ti-ti? [beam]
What is a note stem?
What are the rules for stems going up and down?

On the board, write the rhythm syllables for Goodnight using ta and ti-ti.
Below the rhythm syllables, write s (so) and m (mi) corresponding to each syllable.
Below the rhythm and solfa, draw a 5-line staff.
Explain that the notes will be placed on the staff to match the melody.
Draw the first notehead of the song on the middle line, and sing the rhythm syllable, ta.
Ask the class: "Should the stem go up or down?"
Explain that because the note is on the "magic" middle line, the stem can go up or down and let the class decide.
Draw the second notehead on the second line, and sing the rhythm syllable, ta.
Ask: "Should the stem go up or down?"
Remind them of the rule: "Up at the back like the tail of a cat." When they give the correct answer, write the stem accordingly.
When the first ti-ti appears, draw two single stems and sing ti-ti.
Ask: "What’s missing?"
Guide students to recognise that the two stems need a connecting beam. Once they respond, add the beam.
Continue the process for the rest of the notes, asking the class about stem directions and whether beams are needed for ti-ti.
Reinforce the rules for stems: "Down at the front like an elephant’s trunk" for notes above the middle line.
Point to the notes on the staff and sing the melody using ta and ti-ti. Have the class join you, clapping the rhythm as they sing.
Invite one student to come forward, point to the notes, and lead the class in singing the melody using ta and ti-ti.
Choose another student to repeat the process but sing using so and mi while pointing to the notes.
Finally, lead the class in singing the song with the original lyrics.

Success Criteria

I can identify and apply the correct stem direction for notes on the staff.
I can sing the melody using rhythm syllables (ta and ti-ti) and solfa (so and mi).
I can recognise the importance of beams for ti-ti notes.

Students sing while participating in a movement-based circle game that promotes coordination and group engagement.

Lyrics

Here comes a magpie, in through the window.

Hey, diddle diddle dum dum day.

Take a little partner, if you can find one.

Hey, diddle diddle dum dum day.

Begin by singing it to the class and having them echo each line.
Practice the song several times until students are comfortable with the melody and lyrics.
Instruct students to form a circle and hold hands, raising their arms to create a series of “windows” between them.
Choose one student to start as the “magpie” and move into the middle of the circle.
The class sings while the student in the middle weaves in and out of the raised arms, moving through each “window.”
Remind the student to go through each window in order, ensuring a smooth and continuous motion.
When the song ends, the student in the middle selects a partner from the circle to join them.
The two students in the middle dance together while the rest of the class claps their hands to the beat of the song.
The first student returns to the last gap they passed through in the circle.
The song begins again with the new student and their chosen partner moving in the middle.
Continue the game, allowing more students to take turns in the middle and weaving through the “windows.”
Repeat as time allows, ensuring that each student has an opportunity to participate.

Success Criteria

I can move in and out of the circle, going through each “window” in order.
I can choose a partner and dance while others clap.
I can participate actively and keep in time with the beat.

Questions

Who came through the window?
Why do you raise your arms in the song?
Do you think a magpie would come in through the window?

Students will learn to keep a steady beat and coordinate body percussion movements with a partner while singing.

Begin by singing "Pease Porridge Hot" to the class, who will repeat until secure.
Have the students pair up and face each other. Ensure each student has enough space to perform the movements without interference.
Explain the body percussion pattern that they will perform while singing:
Beat 1 - Pat knees
Beat 2 - Clap hands
Beat 3 - Pat partner's hands
Beat 4 - Clap hands
This pattern is repeated twice in the song.
Demonstrate the pattern with a volunteer to ensure everyone understands.
Begin singing the song slowly while performing the body percussion movements.
Encourage students to follow along and keep the beat steady as they move through the pattern with their partners.
For added fun, suggest alternative movements for each beat, such as patting heads instead of knees or stomping feet instead of clapping. This keeps the activity engaging and allows students to experiment with different actions.
Invite a volunteer to create a unique body percussion pattern for the class to follow. This allows students to lead and encourages creativity in rhythm and movement.
Remind students to keep a steady beat throughout the song.
Provide guidance and feedback to ensure everyone is staying in time and working well with their partners.

Lyrics

Pease porridge hot, Pease porridge cold,

Pease porridge in the pot, Nine days old.

Questions

Do you know what Pease Porridge is? [A simple dish made from dried peas boiled into a thick porridge or pudding.]
How many sounds are there for the words 'pease' [1] and 'porridge'? [2]
What do you think porridge nine days old would taste like? [Yuck!]

Success Criteria

I can sing while performing the body percussion pattern with my partner.
I can keep a steady beat and stay in sync with my partner.
I can create and follow different body percussion patterns.

Students will explore and perform singing in canon to understand how musical layers work.

Lyrics

Sally go round the sun, Sally go round the moon.

Sally go round the chimney pot, every afternoon [Boom!]

Gather the class in a circle.
Lead them in singing Sally Goes Round the Sun.
Ensure the students can sing the song confidently and independently before proceeding.
Ask students to sing the song again, but this time, listen for something "new and different."
As they sing, enter in canon by starting the song one or two bars after them.
After finishing the canon, ask the class what they noticed.
Encourage responses like "You started after we did."
Introduce the name and concept of a canon and explain its basic structure.
Divide the class into two groups.
Form a smaller second circle with a few students.
Have the first circle begin singing Sally Goes Round the Sun.
After two bars, lead your smaller circle in entering the canon.

Questions

What did you notice that was different the second time we sang the song?
Why do you think this happens when we start singing at different times?
How did it feel or sound to sing the song in two groups, each starting at different times?

Success Criteria

I can sing a familiar song independently and confidently.
I can identify when a canon is being performed.
I can participate in a canon by singing in a group with accurate timing.

Students will understand and complete a rhythm pattern using time names, and notate the rhythm in their books.

Lyrics

Rain, rain, go away.

Come again another day.

Questions

How can we check if what we have written is correct?
How many time names are used in this song?
What are their names?

Gather the students and lead them in singing "Rain, Rain."
Ensure they are comfortable with the melody and lyrics.
Clap the rhythm of the song and ask the students to echo.
Use time names (e.g., ta, ti-ti) as you clap and encourage students to say the time names with you.
Provide the first two measures of the song in time names [rhythm syllables]
Project it on a whiteboard, use My First Writing Book p16, or distribute printed copies.
Ask students first to work out the missing rhythm as a class, using time names to identify and clap it.
Have students write the completed rhythm in their books or fill in the missing rhythm on the worksheet.
Ask a few students to share their completed rhythm with the class.
Clap or sing through the rhythm as a group to check for accuracy.

Success Criteria

I can sing the song confidently.
I can identify and clap the rhythm of the song using time names.
I can complete the rhythm pattern and write it accurately in my book.

Students will identify rhythm patterns from audio tracks and recite them using time names.

Questions

How can listening closely to rhythm patterns help us identify a song?
Why is it important to use time names when reciting rhythm patterns?
How did working as a team help you solve the challenges in this activity?

Divide the class into two teams.
Explain the game's rules: teams will take turns identifying the rhythm patterns, and correct answers earn points.
Emphasise using time names when reciting rhythm patterns (e.g., ta, ti-ti).
Play the first track.
Ask the first team to identify the song from the rhythm pattern.
If the first team is incorrect, allow the second team to guess.
After a correct answer, have the entire class recite the rhythm pattern using time names.
Use praise and encouragement for effort, even if the answer is incorrect.
If no team can identify the song, reveal the answer and lead the class in reciting the rhythm pattern together.
Tally the scores at the end of the game.
Discuss what students learned about listening and rhythm recognition.