Meaning of Sounds and Music Cultural and Creative Arts Primary 1 First Term Lesson Notes Week 2
Lesson Plan for Cultural and Creative Arts
Subject: Cultural and Creative Arts
Class: Primary 1
Term: First Term
Week: 2
Age: 6 years
Sex: Mixed
Topics:
- Meaning of Sounds and Music
- Identification of Tonic Sol-fa
Duration: 1 Hour
Behavioural Objectives:
By the end of the lesson, pupils should be able to:
- Differentiate between sounds and music.
- Identify the letters of tonic sol-fa and their tunes correctly.
Key Words:
- Sounds
- Music
- Tonic Sol-fa
- Do
- Re
- Mi
- Fa
- Sol
- La
- Ti
Set Induction:
Play a short piece of music and a few common sounds (e.g., a bell ringing, a dog barking) and ask the pupils to describe what they hear.
Entry Behaviour:
Pupils have heard various sounds and music in their daily lives.
Learning Resources and Materials:
- Flashcards with tonic sol-fa syllables
- Music player with samples of music and sounds
- Musical instruments (e.g., a small keyboard or xylophone)
Building Background / Connection to Prior Knowledge:
Discuss the different sounds pupils hear at home or school, such as a ringing phone or a teacher’s voice.
Embedded Core Skills:
- Listening
- Identification
- Differentiation
- Musical awareness
Reference Books:
- Lagos State Scheme of Work for Primary 1
- Basic Music Theory for Children
Instructional Materials:
- Flashcards with tonic sol-fa syllables
- Music player
- Musical instruments
Content Explanation:
- Meaning of Sounds and Music:
- Sounds: Any noise that we can hear, like clapping, a bell ringing, or a dog barking.
- Music: Organized sounds that are pleasant to listen to, often created with instruments or singing.
- Identification of Tonic Sol-fa:
- Tonic Sol-fa: A system of naming musical notes using syllables.
- Syllables and Tunes:
- Do: The starting note, a soft and low sound.
- Re: A little higher than Do.
- Mi: Higher than Re.
- Fa: A bit higher than Mi.
- Sol: Higher than Fa.
- La: Higher than Sol.
- Ti: The highest note before returning to Do.
Evaluation Questions:
- Any noise we hear is called a _______. a. song b. sound c. word d. picture
- Organized sounds that are pleasant to listen to are called _______. a. words b. sounds c. music d. noise
- The first note in tonic sol-fa is _______. a. Re b. Do c. Mi d. Fa
- The note that comes after Do is _______. a. Ti b. Re c. Mi d. Sol
- The note that is higher than Re is _______. a. Fa b. La c. Mi d. Do
- _______ is the note before La. a. Ti b. Fa c. Sol d. Mi
- The highest note before returning to Do is _______. a. La b. Ti c. Re d. Fa
- Music is often created with instruments or _______. a. painting b. writing c. singing d. dancing
- A dog barking is an example of a _______. a. music b. sound c. song d. word
- The system of naming musical notes using syllables is called _______. a. alphabet b. tonic sol-fa c. counting d. painting
Class Activity Discussion
- Q: What is a sound? A: Any noise that we can hear.
- Q: What is music? A: Organized sounds that are pleasant to listen to.
- Q: What is tonic sol-fa? A: A system of naming musical notes using syllables.
- Q: What is the first note in tonic sol-fa? A: Do.
- Q: What comes after Do in tonic sol-fa? A: Re.
- Q: What note comes before La? A: Sol.
- Q: How is music different from sound? A: Music is organized and pleasant to listen to, while sound can be any noise.
- Q: What is an example of a sound? A: A bell ringing or a dog barking.
- Q: How many notes are there in tonic sol-fa? A: Seven notes (Do, Re, Mi, Fa, Sol, La, Ti).
- Q: What are some ways music can be created? A: Using instruments or singing.
Presentation:
Step 1: The teacher revises the previous topic, “Drawing and Colouring”.
Step 2: The teacher introduces the new topics, “Meaning of Sounds and Music” and “Identification of Tonic Sol-fa”.
Step 3: The teacher explains the difference between sounds and music, introduces tonic sol-fa syllables, and demonstrates their tunes using a musical instrument.
Teacher’s Activities:
- Play different sounds and pieces of music.
- Show flashcards with tonic sol-fa syllables.
- Demonstrate the tonic sol-fa notes on a keyboard or xylophone.
Learners’ Activities:
- Listen and differentiate between sounds and music.
- Identify the tonic sol-fa syllables from the flashcards.
- Try to sing the tonic sol-fa notes along with the teacher.
Assessment:
10 Evaluation Questions:
- What is a sound?
- What is music?
- Name the first note in tonic sol-fa.
- What comes after Re in tonic sol-fa?
- How many notes are in tonic sol-fa?
- What is the note before Ti?
- How is music created?
- Give an example of a sound.
- What is the difference between sound and music?
- Name the system of naming musical notes using syllables.
Conclusion:
The teacher goes round to mark the pupils’ work, providing feedback and necessary corrections.