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:

1. Meaning of Sounds and Music
2. Identification of Tonic Sol-fa

Duration: 1 Hour

Behavioural Objectives:

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

1. Differentiate between sounds and music.
2. 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:

1. 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.
2. 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:

1. Any noise we hear is called a _______. a. song b. sound c. word d. picture
2. Organized sounds that are pleasant to listen to are called _______. a. words b. sounds c. music d. noise
3. The first note in tonic sol-fa is _______. a. Re b. Do c. Mi d. Fa
4. The note that comes after Do is _______. a. Ti b. Re c. Mi d. Sol
5. The note that is higher than Re is _______. a. Fa b. La c. Mi d. Do
6. _______ is the note before La. a. Ti b. Fa c. Sol d. Mi
7. The highest note before returning to Do is _______. a. La b. Ti c. Re d. Fa
8. Music is often created with instruments or _______. a. painting b. writing c. singing d. dancing
9. A dog barking is an example of a _______. a. music b. sound c. song d. word
10. The system of naming musical notes using syllables is called _______. a. alphabet b. tonic sol-fa c. counting d. painting

Class Activity Discussion

1. Q: What is a sound? A: Any noise that we can hear.
2. Q: What is music? A: Organized sounds that are pleasant to listen to.
3. Q: What is tonic sol-fa? A: A system of naming musical notes using syllables.
4. Q: What is the first note in tonic sol-fa? A: Do.
5. Q: What comes after Do in tonic sol-fa? A: Re.
6. Q: What note comes before La? A: Sol.
7. Q: How is music different from sound? A: Music is organized and pleasant to listen to, while sound can be any noise.
8. Q: What is an example of a sound? A: A bell ringing or a dog barking.
9. Q: How many notes are there in tonic sol-fa? A: Seven notes (Do, Re, Mi, Fa, Sol, La, Ti).
10. 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:

1. What is a sound?
2. What is music?
3. Name the first note in tonic sol-fa.
4. What comes after Re in tonic sol-fa?
5. How many notes are in tonic sol-fa?
6. What is the note before Ti?
7. How is music created?
8. Give an example of a sound.
9. What is the difference between sound and music?
10. Name the system of naming musical notes using syllables.

Conclusion:

The teacher goes round to mark the pupils’ work, providing feedback and necessary corrections.