Y1. Lesson 22. Note stems
Prior learning: Beat
Duration: 30 minutes
Materials: Woodblocks or claves
Keywords: Beat, rhythm, singing, chanting, partners, rhymes, circle games.
Difficulty: 
Prepare
Present
Note stems
Practise
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.
Melodic development
Students discover notes have stems that point up or down, depending on where the note sits on the staff.
- Draw or project the note stem graphic and explain to students that in music, notes have lines at the front or back that point up or down depending on where the note sits on the staff.
- Teach that these lines are called stems. In a way, notes are like flowers and have stems!
- Explain that if a note is above the middle line, the stem points down; if it is below the middle line, it points up.
- Many teachers use the adage "up at the back, like the tail of a cat" to help students memorise how the note stem should look when shown below the middle line.
- For notes above the middle line, the adage "down at the front, like an elephant's trunk' is also helpful and fun!
- Finally, teach that a note on the middle line is magical, and its stem can be either up or down!
Rhythmic development
Students improve their recognition of rhythmic syllables ta and titi through singing and writing.
- Lead the class in singing Big Black Train.
- When secure, ask students to clap the rhythm.
- Ask the class to clap and sing using the ta and ti-ti time names.
- Ask a student to come forward and draw the stick notation for the first half of the song on the board.
- Repeat with another student drawing the second half of the song.
Creative movement
Students sing and form 'windows' with their arms.
- Students are in a circle, with their arms raised and holding the hands of the students to their left and right to form the 'windows'.
- A chosen student will weave in and out between the 'windows' as the class sing the song.
- When finished, the student then faces the child nearest them, who takes over the role.
Listening
Students practice singing in simple canon.
- Students are seated in a circle.
- Announce to the class that they will sing Kangaroo in canon using time names.
- If necessary, remind students that singing in canon means one group of singers will sing from the beginning of the song, and another group will start singing after the song has started.
- In the example shown, the girls are asked to stand and begin singing ti-ti ta.
- The boys remain seated and join in after two beats.
- Offer gentle guidance to any student having difficulties.
- Repeat, with the boys taking the lead and the girls following.
Visual learning
Students determine whether note stems go up or down.
- Students are seated and attentive.
- Project the note stem graphic on the board and invite students to determine whether the note stems should be up or down as you point to each note in turn.
- Draw each stem when receiving correct answers, leaving the middle line to the discretion of students.
- This module teaches the concept of note stem direction in music notation, specifically within the context of the song "Goodnight."
- The students are actively engaged in the learning process of determining whether the stems of the notes should be directed upwards or downwards.
- The musical staff is projected on the board to ensure maximum student visibility.
- Ask students to determine the direction in which they believe the stems should be oriented.
- This exercise reinforces the fundamental knowledge of musical notation and highlights the unique feature of the 'magic' middle line, where a note stem can go either up or down.
- By emphasising this point, you will ensure the students grasp the versatility and nuance of their journey with musical notation.
Instruments
Students use tuned and untuned percussion in this Orff arrangement of Hot Cross Buns.
- This arrangement uses a soprano glockenspiel and xylophone, an alto marimba, and a hand drum.
- Divide the class into four groups, one group for each instrument.
- Distribute instruments to each group. If there are insufficient for every student, then turns should be taken, so no one misses out on playing.
- Teach the melody on the xylophone to the appropriate group slowly and with a steady beat. It may be helpful to count the four beats.
- When the above is secure, teach the glockenspiel part, counting aloud and playing the two notes in octaves. Use single notes if students are not familiar enough with the instrument.
- Demonstrate the marimba part when the class is ready, followed by the drum part. Again, counting in fours is a great help.
- When every student with an instrument knows their part, then ask the class to play the song after a count of four.
- For those students without instruments, ask them to sing the song.
- Repeat with other students if necessary, as time permits.
Part work
Students recognise colours and find rhyming words to the colours of Ida's dress.
Click on the image of Ida. For your convenience, please find a selection of Ida 'princesses' for you to download and print.
- Teach the song to the class, who are seated. The learning intention of this song is for the class to determine not only the colour of Ida's dress but to be conscious that there is a rhyming word to match the colour of the dress, i.e., blue/shoe.
- Using the visual props provided [pictures of a girl with different colour dresses], sing the song to the class.
- When finished, point to the prop and ask about the dress colour.
- Upon the correct answer, the class are required to provide a rhyming word to match the colour.
- Repeat with other dress colours.
Assess
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV