Eva Activity 2

Activity 2

Eva Reyes-Smith

1. Who - 

This activity would be appropriate for multiple ages, I would suggest high school aged all the way through to older adults.

2. The need - 

The need identified is reviewing our treble/bass clef knowledge, because not many students knew how to read music in the class. We are reviewing this to delve deeper in the next section of this lesson, learning where these notes are on the piano.

3. What - 

This activity is both a review of previously learned material and building upon that material. First, we review our note reading of treble and bass clef notes by playing a fun and interactive game. Next, we delve into where these notes are on the piano. We succeed in this by demonstration and hands-on practice. This would be one lesson out of at least two for identifying white notes on the piano (around middle C).

Music - State how music is involved in 1 sentence or bullet point

Music is involved because we are reviewing music notation and learning where these notes are on a keyboard. 

4. UDL - State how you have incorporated at least 1 principle of UDL in 1 sentence or bullet point.

One UDL principle I incorporated was providing options for perception. I did this by using a projector with information on it, as well as individual handouts and the material within our Google Classroom site. 

Another UDL principle I used was providing options for comprehension. This was done by highlighting the keyboard note patterns (white keys/black keys).

5. SEL - State how you have incorporated at least 1 element of SEL in 1 sentence or bullet point.

I incorporated the social awareness element of SEL in this activity by giving time for group work and sharing with the class/allowing group feedback. 

6. How - Provide a very clear step-by-step task analysis of key steps. 

First, we began a review of treble and bass clef as a class. Due to feedback I received on my last lesson, I allowed students to work on their current Soundtrap piece if they felt comfortable with notation during this review time. We did this review by playing a short game of Bingo (attached). 

Following Bingo, I allow students to have time to ask questions or discuss with their classmates.

After this review from last session, I introduce the idea of where these notes may be on the piano. I do this by projecting a keyboard on the projector and having students pull up the piano roll on Soundtrap. For this session we are only focusing on white keys.

From here I explain that the musical alphabet is a repetitive pattern all across the piano keys. 

I show them the idea of middle C, that it is the C most center of the keyboard. Then I ask them all to point to middle C on their piano roll and double check if they’re grasping this idea. 

Then, I pass out the keyboard handout (attached). I include both the information sheet and the assignment sheet. 

While I’m doing this, I play a video over the projector that explains all of the notes on the keyboard (beginning-4:30 only):How to Read notes the Easy Way

Then, we have another group session of questions/discussion over these concepts. 

Following this, I allow students to begin working on their assignment, and go around the room to check how they are doing. 

Time allowed, we review the answers on this worksheet together. 

7. Materials -