Title – Note time values and intervals follow-up

By – Susan Wheeler

Primary Subject – Music

Grade Level – 2-5

Purpose:

• To understand that notes have both sound and time value.
• To reinforce knowledge of eighth notes, quarter notes, half notes and whole notes.
• To reinforce understanding of the term “interval”.

Procedure:

1st ten minutes:
Say, “raise your left hand.”

Play a march and march in circle saying, “Left,
right, left”.

2nd ten minutes:

Go to piano. All sing “Do” scale in C. Sing as numbers. Sing as letters. Sing as “Do” again. Now sing “Do” scale in the key of F. Sing as numbers. Explain how to sing as letters.

“You see that the same sounds have more than one name. The solfegge or Do-Re-Mi is very useful, because it tells us exactly where we are in the scale. The numbers tell us the same thing, but we prefer the Do-Re-Mi, because we use numbers for so many other things. “Do” always means the first and last note of the scale. “Mi” always means the third note in the scale.”

Repeat after me:


Sing:

Do Re Mi, Do Mi Do Mi.


Sing:

Do Re Mi Fa, Do Fa Do Fa.

3rd ten minutes:

Write “

Interval: the difference in pitch between tones

” on the board.

“When I sang Do-Mi, Do-Mi, what interval do you think that was? And Do-Fa, what interval is that?” Ask a student to play “F” on the recorder. Write it on the top line. Ask her to play “D”. Write it on the 4th line.

Count the lines and spaces. “This is a third. This is what a third looks like. Please play just ‘F’ and ‘D’ several times. This is what a third sounds like. Everyone play just ‘F’ and ‘D’. If I asked you what interval that is – you would say ‘a third.’”

4th ten minutes:

Erase intervals and write “

Time Values

.”

“When we want someone to sing or play a song, we not only want to tell them what sound or tone to sing, we want to tell them how long to sing it. The tone or pitch means how high or low we are playing. Time value means how long we are playing the note. Each note we sing or play has both a tone and a time value. If we want the person to hold a long note, say, for four beats, we write a whole note.”

Write a whole note on the staff.

“This is not only a ‘G’, it is a ‘G’ held for four beats. You can make me play it even longer by tying the note across the bar line like this.”

Demonstrate.

“If you want the music to get more exciting, you can give me lots of quick notes to play.”

Write a bar of eighth notes and a bar of 16th notes and the play them.

5th ten minutes:

All perform the class song the children wrote. Pass out rhythm instruments.

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Susan Wheeler

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