OVERVIEW

Students will learn:• How writing and reading music is a universal language.• How to recognize a grand sta� and understand its purpose.• How to place notes on the treble sta� and bass sta�.• How Middle C is positioned on the grand sta�. • How to �nd Middle C on the piano.

LESSON OBJECTIVES

Unit 1 Music Theory

Episode 7Middle C & The Grand Sta�

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© Quaver’s Marvelous World of Music • 1-1

VocabularyGrand sta�Treble clefBass clefGuido de ArezzoPitchMiddle C

Music is a universal language. When Quaver cannot break the lan-guage barrier with a caller, they communicate by using music. With help from Quaver’s giant grand sta�, his piano writer, and the other-worldly Middle C, Quaver introduces the basics of music notation. By acquiring this fundamental musical skill, students can begin reading and composing music of their own.

Students will learn:••••••

Middle C & The Grand Sta�Middle C & The Grand Sta�Middle C & The Grand Sta�Middle C & The Grand Sta�Middle C & The Grand Sta�Middle C & The Grand Sta�Middle C & The Grand Sta�Middle C & The Grand Sta�Middle C & The Grand Sta�Middle C & The Grand Sta�

1111Music is a universal language. When Quaver cannot break the language barrier with a caller, they communicate by using music. With guage barrier with a caller, they communicate by using music. With help from Quaver’s giant grand sta�, his piano writer, and the otherworldly Middle C, Quaver introduces the basics of music notation. By acquiring this fundamental musical skill, students can begin reading acquiring this fundamental musical skill, students can begin reading and composing music of their own.

Where music-writing begins

1 Music is a universal language Reading and writing music is a way of communicating musically with people all over the world.

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2 Grand entrance of the grand sta�

The grand sta� is the combination of the treble sta� and bass sta�. The treble sta� displays the medium to high notes while the bass clef displays the medium to low notes.

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3 Guido de Arezzo invents mu-sical notation

In the 11th century, Guido de Arezzo developed the sta� and the music-writing system still used today.

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4 Brad �nds Middle C on the piano

Middle C is the only note suspended between the treble sta� and bass sta�.

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5 Song: Middle C This song celebrates the universality of written music notation.

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Music StandardWhat they teach

MUSIC STANDARDS IN LESSON1: Singing alone and with others5: Reading and notating music6: Listening to, analyzing, and describing music8: Understanding the relationship between music and the other arts9: Understanding music in relation to history, style, and culture

Complete details at QuaverMusic.com

1-2 • QuaverMusic.com

2LESSON INTRO Introducing the episode

Unit 1 Music Theory

If people from di�erent languages want to talk to each other, they often need an interpreter. However, there is one written language that is understood worldwide. Ask your students to guess what language it is.

Show them the sheet music for Für Elise on IWB. Tell them it was written by the German composer Beethoven more than 150 years ago. Explain that musicians anywhere in the world can read the markings and symbols without translation.

Ask if they know what the notes, markings, or signs mean.

Announce to the students that today they will begin to break this code so they can understand the language shared by famous composers of the past, as well as their favorite musicians today.

Music is a universal languageMusic is a universal language Reading and writing music is a way of communicating Reading and writing music is a way of communicating

Key Scenes

* concepts included in the Teacher Guide, but not in the DVD

IWB 1

Recording Session Purpose: Representing music with visuals

Guido de Arezzo is recognized as the �rst person to notate music in a written form. As an experiment, sing a few notes and have students try to record it by marking dots and lines going up or down. Start with two notes and then increase the number. Ask them to sing back the same notes by referring to their graphic representations.

One Out of FourPurpose: Writing music notation

Using the IWB, have students look at the four drawings of the treble clef sta�. Ask students to vote on which one of the four is accurately drawn. Invite them to comment on why the others are incorrect. Repeat the exer-cise with the drawings of the bass clef sta�. Now assign students to prac-tice drawing their own sta�s and clefs.

Worldwide ConnectionPurpose: Listening skills and demonstrating music as a diverse worldwide language

Using the IWB, display the simpli�ed score of each track as it is being played. Ask students to listen carefully and follow along with the written notation.

Emphasize that all four pieces are written using the same set of musical symbols. Pause between tracks to invite students to guess which part of the world is the origin of each. Use a globe to identify these places.

Track 1 The Volga Boatman - RussiaTrack 2 Elgar’s Pomp and Circumstance March No.4 - EnglandTrack 3 Samba Rio - BrazilTrack 4 African Rhythms - Africa

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Discussion Points

MaterialsNeeded- Globe

3PLAY EPISODEMiddle C and The Grand Sta�

Tracks 1, 2, 3 & 4

• What name is given to the series of lines where notes are placed ? grand sta�• What musical symbols go at the beginning of the grand sta�? treble clef and bass clef• Which note is suspended between the two sta�s? Middle C• What is the location of Middle C on the keyboard? to the left of the two black keys in the middle

Emphasize that all four pieces are written using the same set of musical Emphasize that all four pieces are written using the same set of musical symbols. Pause between tracks to invite students to guess which part of the world is the origin of each. Use a globe to identify these places.

4CLASS ACTIVITIES

IWB 2

IWB 3

VIDEO REPLAY Middle C SongPurpose: Importance of music writing as a world-wide language

Play the Middle C Song (Track 7) and have students join in with the chorus.Challenge students to memorize as many countries as they can from the verses of the song and to �nd them on a map or globe.

Track 7

EarIQUsing a grand sta�, have each student compose a simple melody with steps, skips, and leaps. Then have them play the various ear training games on EarIQ to hear what certain parts of the their melody sound like. EarIQ will also help them learn to ‘hear’ pitches, intervals, and harmonies in their head before writing them down on the grand sta�.

QComposerAsk students to observe how middle C and the grand sta� are organized. Students can distribute notes to create a melody or a fully-arranged composition. Their creations can be saved, entered into a contest, or even downloaded.

Ear TrainingPurpose: Di�erentiating pitch

Play Middle C on a piano and then another note. Have students vote on whether the second note is higher or lower than Middle C. Ask them to decide whether the note belongs on the treble or bass clef. Should it be near Middle C or is its pitch considerably higher or lower?

Play Gounod’s Faust, Soldiers Chorus (Track 5) and Latin Nights (Track 6), and lead a discussion of whether the voices in the tracks belong primarily on the bass or treble sta�. Consider playing additional songs by contemporary artists and see if students can categorize the vocals into treble clef voices or bass clef voices.

Tracks 5 & 6

EarIQUsing a grand sta�, have each student Using a grand sta�, have each student

QComposerAsk students to observe how middle Ask students to observe how middle

5WEB ACTIVITIES

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EarIQ

IWB 4

Play activities on your INTERACTIVE White Board

IWB

Unit 1 Music Theory

7ASSESSMENTMiddle C and the Grand Sta AssessmentCut out the attached �ash cards. Show students each card and ask them to name the symbol and describe its meaning or use. If using the IWB, each item is presented as an interactive �ash card with a provided timer.

There are six symbols to remember: Grand sta� - a series of lines and spaces where notes are placed

Treble clef - the symbol that represents the placement of notes above Middle C

Bass clef - the symbol that represents the placement of notes below Middle C

Middle C - the only note that is suspended between the treble and bass clef

Whole note - a note contains two pieces of information: the duration (determined by the way it looks) and the pitch (determined by where it is placed)

Middle C on the keyboard - located to the left of the two black keys in the middle of the key-board

PRINTWORKSHEET

PRINTWORKSHEET

PRINTWORKSHEET

The only way to learn to draw the treble clef is to practice (a bit like playing an instrument)

The only way to learn to draw the The only way to learn to draw the

Connect the DotsPurpose: How to draw basic music symbols

To practice drawing music symbols from this episode, distribute copies of this take-home worksheet to students.

I’m a Keyboard PlayerPurpose: Playing Middle C and the notes above it

Using the worksheet provided, direct students to play the simple tunes on their paper keyboards. Also, show them which �ngers to use and how to position their hand(s).

6HOMEWORKPRINT

WORKSHEETPRINT

WORKSHEETPRINT

WORKSHEET

Purpose: How to draw basic music symbols

Worksheet # 1

Worksheet # 2

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Cut out the attached �ash cards. Show students each card and ask them to name the symbol

Worksheet # 3

Additional session activities

IWB 5

Middle C and The Grand Sta�

CROSS-CURRICULUM ACTIVITIES

History Investigate the world of Guido de Arezzo, inventor of modern sta� notation. As-sign students to research �ve facts about life in the 11th century using reference books or Internet research. Possible questions to answer:

• What was it like to live in a monastery 1,000 years ago?• Guido de Arrezo lived in Italy. What do historians know about the country

during that time?• What other inventions were introduced during this period?

Guido developed his system to help singers remember Gregorian chants, the musical form sung by monks. Play Monkus Chantus 1 (Track 8) to introduce this unique form of music to students.

ScienceBefore pens and pencils, people wrote using quills. Guido wrote using quill pens with ink made from water, sulfate, and small growths (called galls) on cypress and oak trees.

Have students make their own ink using this simpler and safer recipe: 1. Crush 12 oz. of fresh or thawed frozen raspberries in a strainer and catch the juice in a bowl. 2. Mix in ½ tsp. white vinegar, then add ½ tsp. salt. 3. Pour the extracted juice into baby food jars for storage or small cups for immediate use. 4. If feathers are not easily procured, use pencils or co�ee stirrers as quills.

Note: Raspberry stains are very di�cult to remove, so make sure students are dressed appropriately.

8Track 8

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MaterialsNeeded- Raspberries- Strainer- Bowl - White vinegar- Salt - Small jars or cups- Feathers, pencils, or co�ee stirrers

Unit 1 Music Theory

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9DIGGING DEEPERRecording Music Purpose: The importance of written music notation

Using a tape player, computer, or cellphone, record students performing a familiar song. Replay it to give everyone a good laugh. Play back short sections and have students decide where the notes are in relation to each other.

Ask students to imagine that Guido invented the tape recorder instead of the written notation system. Would there have been a need for creating a written form? What are the advantages of a notation system? A conduc-tor passes out sheet music to members of the orchestra to play their parts. How would this process change without written notation?

Building From Middle C Purpose: Beginning the musical alphabet

Reinforcing Quaver’s demonstration, use the worksheet provided for students to practice proper note placement on the grand sta�. Stress the importance of writing notes clearly on the lines and in the spaces.

Note: Remember the musical alphabet is from A-G.

PRINTWORKSHEET

PRINTWORKSHEET

PRINTWORKSHEET Worksheet # 4

MaterialsNeeded- Recording device

Middle C and The Grand Sta�

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TEACHER NOTESFeatured

Instrument

Piano

Unit 1 Music Theory