2. First Three Notes

First Three Notes

Pitch
Pitch is a word that describers how high or low a sound is.

Note
A note in music is a single sound. In this lesson you will learn how to play three notes on the recorder: B, A, and G. Here are some example of what notes can look like when they are written down:

Treble Clef
A treble clef is a symbol used in music notation to tell you what the different lines of a staff mean. Recorders play using music written in treble clef.

Staff
A musical staff are the five horizontal lines that hold music notes. Notes can be on the lines as well as all the spaces in between, above and below the lines. A staff with a treble clef on it will tell you that the middle line represents the note B.

Music Notation
Music Notation is the name for music when it is written down on paper. It uses symbols such as lines, clefs, and notes to tell the musician how to play a song. Writing down music is one way to communicate to other people your musical ideas and it allows you to learn someone else’s music. A long time ago before recording technology was invented, music notation was the only way to share music if you couldn’t hear some play it in person.

1.0 Artistic Perception
Listen to, Analyze, and Describe Music
1.4 Describe music according to its elements, using terminology of music.

2.0 Creative Expression
Apply Vocal and Instrumental Skills
2.2 Use classroom instruments to play melodies and accompaniments from a varied repertoire of music from diverse cultures, including rounds, descants, and ostinatos, by oneself and with others.

3.0 Historical and Cultural Context
Diversity of Music
3.3 Sing and play music from diverse cultures and time periods.

4.0 Aesthetic Valuing
Analyze and Critically Assess
4.1 Use specific criteria when judging the relative quality of musical performances.
​Derive Meaning
4.2 Describe the characteristics that make a performance a work of art.

5.0 Connections, Relationships and Applications
Connections and Applications
5.1 Identify and interpret expressive characteristics in works of art and music.
Careers and Career-Related Skills
5.4 Evaluate improvement in personal musical performances after practice or rehearsal.

Creating
• MU.CR.2.4b. Use notation to document personal or collective rhythmic, melodic, and simple harmonic musical ideas (e.g. chords).
• MU.CR.3.4b. Present the final version of personally or collectively created music to others and explain their creative process.

Responding
• MU.RE.7.4a. Explain how music listening is influenced by personal interest, knowledge, purpose, and context.
• MU.RE.7.4b. Demonstrate and explain how musical concepts and contexts affect responses to music.
• MU.RE.8.4a. Demonstrate and describe expressive attributes and how they support creators’/ performers’ expressive intent.
• MU.RE.9.4a. Apply teacher-provided and collaboratively-developed criteria to evaluate musical works and performances.

Performing
• MU.PR.4.4aDemonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context
• MU.PR.4.4c. Read and perform using notation (e.g. syncopation).
• MU.PR.4.4d. Demonstrate an understanding of musical concepts (e.g. physical, verbal, or written response–understanding of musical concepts and how creators use them to convey expressive intent).
• MU.PR.5.4b. With an appropriate level of independence rehearse to refine technique, expression, and identified performance challenges. –
• MU.PR.6.4a. Perform music with appropriate expression, technique, and interpretation.
• MU.PR.6.4b. Demonstrate performance and audience decorum appropriate for the occasion.

Connecting
• MU.CN.10.4b. Describe the roles and impact various musics plays in one’s life and the lives of others.
• MU.CN.11.4a. Explore and describe relationships between musics and other content areas (e.g. dance, visual art, dramatic arts, literature, science, math, social studies, and language arts).
• MU.CN.11.4b. Describe how context (e.g. social, cultural, and historical) can inform a performance

Creativity and Innovation

• Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.
• Develop, implement and communicate new ideas to others effectively.
• Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work.
• View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes.

Critical Thinking and Problem Solving

• Use Systems Thinking: Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems.
• Make Judgements and Decisions: Reflect critically on learning experiences and processes.

Communication and Collaboration

• Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts.
• Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions.
• Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade).
• Demonstrate ability to work effectively and respectfully with diverse teams.
• Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal.
• Assume shared responsibility for collaborative work, and value the individual contributions made by each team member

Flexibility and Adaptability

• Incorporate feedback effectively.
• Deal positively with praise, setbacks and criticism.
• Understand, negotiate and balance diverse views and beliefs to reach workable solutions, particularly in multi-cultural environments.

Initiative and Self Direction

• Set goals with tangible and intangible success criteria.
• Balance tactical (short-term) and strategic (long-term) goals.
• Be Self-directed learners: Go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise.
• Reflect critically on past experiences in order to inform future progress.

Leadership and Responsibility

• Guide and Lead Others: use interpersonal and problem-solving skills to influence and guide others toward a goal.
• Leverage strengths of others to accomplish a common goal.
• Inspire others to reach their very best via example and selflessnes.
• Be Responsible to Others: act responsibly with the interests of the larger community in mind

Social and Cross-Cultural Skills

• Interact Effectively with Others: know when it is appropriate to listen and when to speak.
• Work Effectively in Diverse Teams: respond with an open mind to different ideas and values.
  Productivity and Accountability

Productivity and Accountability

• Manage Projects: set and meet goals, even in the face of obstacles and competing pressure.
• Produce Results: Demonstrate additional attributes associated with producing high quality products including the abilities to: work positively, manage time and projects effectively, multi-task, participate actively, collaborate and cooperate effectively with teams, respect and appreciate team diversity, be accountable for results.