Introduction to Recorder Primary 1 Cultural and Creative Arts

Lesson Plan Presentation: Introduction to Recorder

Subject: Cultural and Creative Arts

Class: Primary 1

Term: Second Term

Week: 8

Topic: Introduction to Recorder

Sub-topic: Meaning, Finger Position, and Blowing Sounds

Duration: 40 minutes

Entry Behaviour: Children should show curiosity about musical instruments.

Key Words: Recorder, Musical, Fingers, Position, Blow, Sounds

Behavioural Objectives: By the end of the lesson, pupils should be able to:

1. Define what a recorder is.
2. Demonstrate the correct finger position on the recorder.
3. Blow sounds correctly on the recorder.

Embedded Core Skills:

1. Motor Skills: Positioning fingers accurately on the recorder.
2. Auditory Skills: Differentiating sounds produced on the recorder.
3. Cognitive Skills: Understanding the basic concept of a musical instrument.

Learning Materials:

1. Recorder instruments.
2. Visual aids demonstrating finger positions.
3. Simple songs or tunes for practice.
4. Chart with keywords.
5. Whiteboard and markers.

Content:

Introduction to Recorder 🎶:

1. What is a Recorder?
   • Example: A recorder is a musical instrument, like a long, skinny flute. 🎵🎶
2. Fingers on the Recorder:
   • Example: Place your fingers on the holes like this 👌 to make different sounds.
3. Blowing Sounds Correctly:
   • Example: Blow gently into the recorder, like you’re whispering. 💨🤫
4. Practice Makes Perfect:
   • Example: Practice holding and blowing on the recorder to get better. 🔄🎼
5. Start with Simple Tunes:
   • Example: Begin with easy songs like “Twinkle, Twinkle.” 🌟🎵

Remember, have fun making music with the recorder!

1. A recorder is a musical ____.
a) Toy
b) Instrument
c) Book
d) Game

2. To make different sounds, place your fingers on the recorder ____.
a) Eyes
b) Nose
c) Holes
d) Ears

3. Blow gently into the recorder, like you’re ____.
a) Shouting
b) Whispering
c) Singing
d) Laughing

4. Practice holding and blowing on the recorder to get ____.
a) Bigger
b) Better
c) Brighter
d) Braver

5. Begin with easy songs like “Twinkle, Twinkle, Little ____.
a) Star
b) Moon
c) Sun
d) Cloud

6. The recorder is like a long, skinny ____.
a) Guitar
b) Piano
c) Flute
d) Drum

7. To make different sounds, place your fingers on the recorder ____.
a) Eyes
b) Nose
c) Holes
d) Ears

8. Blow gently into the recorder, like you’re ____.
a) Shouting
b) Whispering
c) Singing
d) Laughing

9. Practice holding and blowing on the recorder to get ____.
a) Bigger
b) Better
c) Brighter
d) Braver

10. Begin with easy songs like “Twinkle, Twinkle, Little ____.
a) Star
b) Moon
c) Sun
d) Cloud

11. A recorder is a musical ____.
a) Toy
b) Instrument
c) Book
d) Game

12. To make different sounds, place your fingers on the recorder ____.
a) Eyes
b) Nose
c) Holes
d) Ears

13. Blow gently into the recorder, like you’re ____.
a) Shouting
b) Whispering
c) Singing
d) Laughing

14. Practice holding and blowing on the recorder to get ____.
a) Bigger
b) Better
c) Brighter
d) Braver

15. Begin with easy songs like “Twinkle, Twinkle, Little ____.
a) Star
b) Moon
c) Sun
d) Cloud

Presentation

1. – Step 1:
   • Previous Topic Revisal: Briefly discuss the importance of rhythm in music, linking it to the previous topic.
2. – Step 2:
   • Introduction of New Topic: Explain what a recorder is, show the instrument, and discuss its basic features.
3. – Step 3:
   • Teacher’s Activities:
     • Demonstrate the correct finger position on the recorder.
     • Model how to blow sounds gently into the recorder.
     • Use simple tunes to practice together.
     • Encourage questions and participation.
   • Learners’ Activities:
     • Imitate the teacher’s finger positioning.
     • Practice blowing into the recorder, creating different sounds.
     • Attempt playing simple tunes together.
     • Express excitement and ask questions.

Assessment:

• Observe participants’ engagement and understanding during the practical activities.

Evaluation :

1. What is a recorder?
2. How should you position your fingers on the recorder?
3. Why is it important to blow gently into the recorder?
4. Can you name one tune we practiced on the recorder today?
5. What does the word “musical” mean?
6. How does the recorder make sounds?
7. Which finger is used to cover the first hole on the recorder?
8. What do you enjoy most about playing the recorder?
9. Can you demonstrate the correct finger position on the recorder?
10. Why is it important to practice regularly when learning an instrument?

Conclusion:

• The teacher goes around to mark participation, provides individual feedback, and encourages continued practice. Remind students to have fun exploring music with the recorder.