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Recorder Overview

Class 1:

Students learn the principles of tone production on the recorder and apply these principles to get a good sound.

Lesson outline:

1. Introduce the recorder through questions: what is it made of? Is it big or small? How do you think it is meant to be played? Establish it as a wind instrument because the sound is generated by air blown into the fipple.
2. Talk about instrument care and cleaning: put it back in the case, don't drop it, never switch recorder with anyone.
3. Principles of recorder

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     Hands:
     • - Left hand is always on top, two hands at all times on the recorder.
     • - One hole per finger, fingers never switch.
     • - Fingers directly above holes, but not too far from them. Show left and right thumbs positions.
   • Mouth:
     • - Only a little bit of the fipple in the mouth.
     • - Blow soft, warm air into the fipple.
4. Introduce the note G (three first fingers of the left hand + left thumb)
5. Ask the whole class to play it, then ask students to play table by table, then ask for volunteers.
6. Let students know what is expected of them in terms of practicing: 10 minutes a day, every day. Assign homework: be able to play G, know the principles of recorder playing.

Chorus Overview

Class 1:

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Lesson outline:

1. Singing/Ear Training: sing a note and ask students to repeat it, using the syllable "la", in various groups. Focus on accuracy.
2. Sing two different notes and ask students which one is higher. Introduce the concepts of pitch and volume, using the image of a stereo.
3. Introduce the staff, the treble clef by drawing them on the board, then give "reading notes" handout. Ask how many spaces, how many lines there are on the staff? Ask students to fill in the blanks on the handout.
4. Demonstrate how to find the names of notes on the staff: is the note on a line or in a space? If on a line, remember "Every Good Boy Does Fine" and take the first letter of the word that sits on the line the note is on. If in a space, remember "FACE" and take the appropriate letter. Remember to spell everything from the bottom to the top of the staff. Look at the handout.
5. Make the connection between the pitch of a note and its position on the staff: high sounding notes are higher on the staff than low notes.
6. Lead the students through a few examples.
7. Ask the class to do a few examples by themselves, answer their questions.
8. Assign homework: write the names of the notes, in capital letters, under all the notes of lines 1 and 2 of the "reading notes" handout.