JSS 1 Music Second Term Weekly Topics – Real Classroom Experiences with EEAT Optimization

To make learning engaging and relatable, this breakdown includes real-life classroom scenarios, student interactions, and teacher corrections of common misconceptions. It follows Google EEAT (Experience, Expertise, Authoritativeness, and Trustworthiness) principles while aligning with the Lagos State syllabus.

Week-by-Week Breakdown of JSS 1 Music Second Term Topics

Week 1: Revision of First Term Topics

Class Experience:
As the lesson begins, Mr. Johnson, the music teacher, asks,
“Who remembers the difference between a treble and bass clef?”

Sade, an enthusiastic student, confidently raises her hand and says,
“Treble clef is for drummers, and bass clef is for singers!”

The class erupts in laughter. Mr. Johnson smiles and corrects her:
“Not quite, Sade. The treble clef is used for higher-pitched instruments like the violin, flute, and right-hand piano notes, while the bass clef is used for lower-pitched instruments like the tuba, double bass, and left-hand piano notes.”

Key Takeaways:

• Reinforce note names, clefs, rhythm, and time signatures from the first term.

• Address common misconceptions humorously but effectively.

Week 2: Musical Notes, Time Value, and Rest

Class Experience:
“How long does a whole note last?” asks Mr. Johnson.

Emeka proudly responds,
“Forever, sir! It never ends!”

The class giggles. Mr. Johnson chuckles and explains,
“Nice try, Emeka! But a whole note lasts for four beats. It feels long, but it doesn’t last forever!”

Key Activities:

• Clapping exercises to differentiate between whole, half, quarter, and eighth notes.

• Drawing musical rests on the board and explaining their functions.

Week 3: Music Writing (Rules and Stem Placement)

Class Experience:
“Who can write a quarter note on the board?” asks Mr. Johnson.

Chukwu rushes forward and draws something that looks like a ‘P’ flipped upside down.

The class bursts into laughter. Mr. Johnson corrects him gently,
“That’s creative, Chukwu, but this is what a quarter note looks like.” He then draws the correct symbol, explaining stem placement based on note position.

Key Learning:

• Correctly writing notes on the staff with proper stem direction.

• Understanding spacing between notes for readability.

Week 4: Ledger Lines

Class Experience:
“Who knows why we use ledger lines?”

Mariam responds,
“Because the normal lines are tired and need help!”

Mr. Johnson laughs and explains,
“Good imagination, Mariam! But actually, ledger lines extend the staff so we can write higher or lower notes without changing clefs.”

Practical Exercises:

• Writing middle C on a one-line ledger.

• Identifying notes beyond the five-line staff.

Week 5: Bar Lines and Their Importance

Class Experience:
Mr. Johnson claps a simple rhythm and asks,
“Where do I put a bar line?”

Kemi responds,
“At the end, like a full stop in a sentence!”

“Good thinking, Kemi,” Mr. Johnson replies.
“But bar lines divide music into measures, just like punctuation in a paragraph. They help organize beats within a time signature.”

Interactive Activity:

• Students clap a 4/4 rhythm and place imaginary bar lines by stomping their feet.

Week 6: Accidental Signs – Sharp, Flat, and Natural

Class Experience:
“What does a sharp sign do?”

Tunde raises his hand excitedly,
“It makes the note louder!”

Mr. Johnson laughs,
“No, Tunde! A sharp raises the pitch of a note, while a flat lowers it. Volume is a different concept!”

Practice Exercise:

• Singing the difference between a natural and sharp note on a piano.

Week 7: Mid-Term Test

A structured assessment covering Weeks 1–6, including:

• Identifying musical symbols.

• Clapping rhythms correctly.

• Writing notes on the staff.

Week 8: Understanding the Piano Keyboard – Tones and Semitones

Class Experience:
“What’s the difference between a tone and a semitone?”

Amaka responds,
“A semitone is when the piano is broken, and a tone is when it works!”

Mr. Johnson laughs,
“Not exactly! A semitone is the smallest step between two notes, like E to F or B to C. A tone is two semitones, like C to D.”

Hands-on Activity:

• Students play tones and semitones on a piano keyboard.

Week 9: Life and Works of G.F. Handel

Class Experience:
“Who knows a famous song by Handel?”

Bola excitedly says,
“Hallelujah! But I thought that was a church song?”

Mr. Johnson explains,
“Yes! ‘Hallelujah Chorus’ is from Handel’s Messiah, a masterpiece performed in churches worldwide!”

Lesson Enhancement:

• Playing an audio clip of Messiah and discussing its impact.

Week 10: Life and Works of Ayo Bankole

Class Experience:
“Why is Ayo Bankole important in Nigerian music?”

Segun replies,
“Because he has a cool name!”

Mr. Johnson smiles,
“True, but more importantly, he blended Western and African music styles. His compositions include Yoruba folk influences.”

Engaging Activity:

• Listening to and discussing Egun Mogaji.

Week 11: European or Western Musical Instruments

Class Experience:
“Who can name a Western instrument?”

Fatima shouts,
“Sakara drum!”

Mr. Johnson laughs,
“That’s an African instrument! A Western instrument would be something like the violin, flute, or trumpet.”

Comparison Exercise:

• Matching Western instruments with their African counterparts.

Week 12: Second Term Revision Questions and Answers

Class Experience:
Students work in teams, answering music trivia questions, correcting past mistakes, and reinforcing key concepts.

Week 13: Second Term Examination

Comprehensive test covering:

• Music notation.

• Rhythm and time signatures.

• Western and African composers.