Woodwind family unit lesson One- flute

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WOODWIND FAMILY UNIT

Lesson One- FLUTE

First Grade

Materials:

-You Are My Sunshine Instrumental CD- Flute track 7

-Picture of a flute

-Flute from home

Objectives:

-The students will be able to identify the key components of a woodwind family instrument.

-The students will be able to identify the sound of a flute.

-The students will be able to identify what a flute looks like.

-The students will demonstrate how to hold and mock-play the flute.

-The students will recall the history of the flute.

-The students will recall some of the parts of the flute.

-The students will recall what a flute is made of.

-The students will demonstrate good audience behavior.
Lesson:

Listening
1. Ask students to tell you what “best audience behavior means”.
  1. Based on their answers, have them sit in what they deem their “best audience behavior”.
2. Have students listen to the CD excerpt of the flute.
Discussion
1. Ask students if anyone can identify the instrument family.
2. Ask students if anyone can identify the instrument.
3. Show students the picture of the flute and the flute from home.
  1. Have students echo:
    1. Flute (the name)
    2. Woodwind Family (the family)
    3. Highest (the quality of sound)
4. Woodwind Family
  1. Ask students what two things are needed to be a woodwind family instrument.
    1. Ask students where our wind comes from.
      1. Correct answer: lungs, air, our bodies
    2. Ask students where there is wood on our flute.
      1. Trick Question!
      2. There is no wood on the flute.
        
        Ask students why the flute is still in the woodwind family if there is no wood.
        
        The first flutes that were made were made from wood before craftsmen found that metal (silver) created a better sound.
Playing the Flute
1. Demonstrate how to hold a flute using the flute brought from home.
2. Show the students how the keys work, moving fingers up and down on the flute.
  1. As you place more fingers down, the sound gets lower.
  2. Have students show a higher fingering (less fingers down) on the flute.
  3. Have students show a lower fingering (more fingers down) on the flute.
3. Have students take out their pretend flutes, holding them to the side.
4. Have the students listen to the CD excerpt of the flute again while silently mock-playing their instruments.

Assessment (informal)

- The students can identify the sound of a flute when it is played.

- The students can identify that an instrument is a flute by its picture.

- The students can demonstrate the proper way to hold a flute.

- The students can identify that the flute is the highest woodwind family instrument.

- The students can identify that the flute is in the woodwind family.

- The students can identify that a woodwind family instrument needs both wood and wind.

-The students can identify that the flute is an exception to the wood and wind rule because it is not made of wood, but is still considered part of the woodwind family.

- The students can explain how the sound changes based on the number of keys pressed down on the flute.

- The students can identify what good audience behavior means.

Lesson Two- CLARINET

First Grade

Materials:

-You Are My Sunshine Instrumental CD- Clarinet track 19

-Picture of a clarinet
Objectives:

-The students will be able to identify the key components of a woodwind family instrument.

-The students will be able to identify the sound of a clarinet.

-The students will be able to identify what a clarinet looks like.

-The students will demonstrate how to hold and mock-play the clarinet.

-The students will recall some of the parts of the clarinet.

-The students will demonstrate good audience behavior.
Lesson:

Listening

a. Ask students to remind you what “best audience behavior means”.

i. Based on their answers, have them sit in what they deem their “best audience behavior”.

Have students listen to the CD excerpt of the clarinet.

II. Discussion

a. Ask students if anyone can identify the instrument family.

b. Ask students if anyone can identify the instrument.

Show students the picture of the clarinet.
1. Have students echo:
  1. Clarinet (the name)
  2. Woodwind Family (the family)
Woodwind Family
1. Ask students what two things are needed to be a woodwind family instrument.
  1. Ask students where our wind comes from.
    1. Correct answer: lungs, air, our bodies
  2. Ask students where there is wood on our clarinet.
    1. Correct answer: Reed
    2. Have students echo “Reed”
      1. The reed is a small piece of wood made from bamboo that sits against the mouthpiece.
      2. When we blow our air into the mouthpiece, the reed vibrates and creates beautiful music.

III. Playing the Clarinet

a. Demonstrate how to hold a clarinet.

i. Show the students how the keys work, moving fingers up and down on the clarinet.

1. As you place more fingers down, the sound gets lower.

2. Have students show a higher fingering (less fingers down) on the clarinet.

Have students show a lower fingering (more fingers down) on the clarinet.

ii. Have students take out their pretend clarinets, holding them down in front.

iii. Have students listen to the CD excerpt of the clarinet again while silently mock-playing their instruments.

Assessment (informal)

- The students can identify the sound of a clarinet when it is played.

- The students can identify that an instrument is a clarinet by its picture.

- The students can demonstrate the proper way to hold a clarinet.

- The students can identify that the clarinet is in the woodwind family.

- The students can identify what a reed is.

- The students can identify that a woodwind family instrument needs both wood and wind.

- The students can explain how the sound changes based on the number of keys pressed down on the clarinet.

- The students can identify what good audience behavior means.

Lesson Three- SAXOPHONE

First Grade

Materials:

-You Are My Sunshine Instrumental CD- Saxophone track 54

-Picture of a saxophone
Objectives:

-The students will be able to identify the key components of a woodwind family instrument.

-The students will be able to identify the sound of a saxophone.

-The students will be able to identify what a saxophone looks like.

-The students will demonstrate how to hold and mock-play the saxophone.

-The students will recall what a reed looks like.

-The students will recall some of the parts of the saxophone.

-The students will demonstrate good audience behavior.

Lesson:

Listening

a. Ask students to show their best audience behavior.

b. Have students listen to the CD excerpt of the saxophone.

II. Discussion

a. Ask students if anyone can identify the instrument family.

b. Ask students if anyone can identify the instrument.

c. Show students the picture of the saxophone.

i. Have students echo:

1. Saxophone (the name)

Woodwind Family (the family)

d. Ask students if anyone knows what a saxophone is made from.

i. Correct answer: Brass

1. Brass is a yellow colored metal.

e. Woodwind Family

i. Ask students what two things are needed to be a woodwind family instrument.

1. Ask students where our wind comes from.

Correct answer: lungs, air, our bodies

2. Ask students where there is wood on our saxophone.

Correct answer: Reed
Have students echo “Reed”

III. Playing the Saxophone

a. Demonstrate how to hold a saxophone.

i. Show the students how the keys work, moving fingers up and down on the saxophone.

1. As you place more fingers down, the sound gets lower.

2. Have students show a higher fingering (less fingers down) on the saxophone.
3. Have students show a lower fingering (more fingers down) on the saxophone.

Have students take out their pretend saxophones, holding them down and to their side.
Have students listen to the CD excerpt of the saxophone again while silently mock-playing their instruments.

Assessment (informal)

- The students can identify the sound of a saxophone when it is played.

- The students can identify that an instrument is a saxophone by its picture.

- The students can demonstrate the proper way to hold a saxophone.

- The students can identify that the saxophone is in the woodwind family.

- The students can identify what a reed is.

- The students can identify that a woodwind family instrument needs both wood and wind.

- The students can explain how the sound changes based on the number of keys pressed down on the saxophone.

- The students can demonstrate good audience behavior.

Lesson Four- OBOE

First Grade

Materials:

-You Are My Sunshine Instrumental CD- Oboe track 5

-Picture of an oboe
Objectives:

-The students will be able to identify the key components of a woodwind family instrument.

-The students will be able to identify the sound of an oboe.

-The students will be able to identify what an oboe looks like.

-The students will demonstrate how to hold and mock-play the oboe.

-The students will recall what a double reed is.

-The students will recall some of the parts of the oboe.

-The students will demonstrate good audience behavior.

Lesson:

Listening

a. Ask students to show their best audience behavior.

b. Have students listen to the CD excerpt of the oboe.

II. Discussion

a. Ask students if anyone can identify the instrument family.

b. Ask students if anyone can identify the instrument.

c. Show students the picture of the oboe.

Have students echo:
1. Oboe (the name)
2. Woodwind Family (the family)

d. Woodwind Family

i. Ask students what two things are needed to be a woodwind family instrument.

1. Ask students where our wind comes from.

Correct answer: lungs, air, our bodies

2. Ask students where there is wood on our oboe.

a. Correct answer: Reed

Have students echo “Reed”

Ask students if they see the reed on a mouthpiece or all by itself.
1. Correct answer: by itself
2. Have students echo:
  1. Double Reed
    1. It is called a double reed instrument because there are two reeds tied together and our air travels between them.
    2. We need two reeds if there is no mouthpiece.
3. Echo again:
  1. Double Reed
  2. Oboe
  3. Woodwind Family

III. Playing the Oboe

a. Demonstrate how to hold an oboe.

i. Show the students how the keys work, moving fingers up and down on the oboe.

1. As you place more fingers down, the sound gets lower.

2. Have students show a higher fingering (less fingers down) on the oboe.

3. Have students show a lower fingering (more fingers down) on the oboe.

ii. Have students take out their pretend oboes, holding them down in front of them.

Have the students listen to the CD excerpt of the oboe again while silently mock-playing their instruments.

Assessment (informal)

- The students can identify the sound of an oboe when it is played.

- The students can identify that an instrument is an oboe by its picture.

- The students can demonstrate the proper way to hold an oboe.

- The students can identify that the oboe is in the woodwind family.

- The students can identify what a double reed is.

- The students can identify that a woodwind family instrument needs both wood and wind.

- The students can explain how the sound changes based on the number of keys pressed down on the oboe.

- The students can demonstrate good audience behavior.

Lesson Five- BASSOON

First Grade

Materials:

-You Are My Sunshine Instrumental CD- Bassoon track 93

-Picture of a bassoon
Objectives:

-The students will be able to identify the key components of a woodwind family instrument.

-The students will be able to identify the sound of a bassoon.

-The students will be able to identify what a bassoon looks like.

-The students will demonstrate how to hold and mock-play the bassoon.

-The students will recall what a double reed is.

-The students will recall some of the parts of the bassoon.

-The students will demonstrate good audience behavior.

Lesson:

Listening

a. Ask students to show their best audience behavior.

b. Have students listen to the CD excerpt of the bassoon.

II. Discussion

a. Ask students if anyone can identify the instrument family.

b. Ask students if anyone can identify the instrument.

c. Show students the picture of the bassoon.

i. Have students echo:

Bassoon (the name)
Woodwind Family (the family)

d. Woodwind Family

i. Ask students what two things are needed to be a woodwind family instrument.

1. Ask students where our wind comes from.

Correct answer: lungs, air, our bodies

2. Ask students where there is wood on our bassoon.

a. Correct answer: Reed

Have students echo “Reed”

Ask students if they see the reed on a mouthpiece or all by itself.
1. Correct answer: by itself
2. Have students echo:
  1. Double Reed
    1. It is called a double reed instrument because there are two reeds tied together and our air travels between them.
    2. We need two reeds if there is no mouthpiece.
3. Echo again:
  1. Double Reed
  2. Bassoon
  3. Woodwind Family
4. Ask class if anyone remembers another instrument we have talked about that is a double reed instrument and does not have a mouthpiece.
  1. Correct answer: Oboe

III. Playing the Bassoon

a. Demonstrate how to hold a bassoon.

i. Show the students how the keys work, moving fingers up and down on the bassoon.

1. As you place more fingers down, the sound gets lower.

2. Have students show a higher fingering (less fingers down) on the bassoon.

3. Have students show a lower fingering (more fingers down) on the bassoon.

ii. Have students take out their pretend bassoons, holding them down to the side.

Have the students listen to the CD excerpt of the bassoon again while silently mock-playing their instruments.

Assessment (informal)

- The students can identify the sound of a bassoon when it is played.

- The students can identify that an instrument is a bassoon by its picture.

- The students can demonstrate the proper way to hold a bassoon.

- The students can identify that the bassoon is in the woodwind family.

- The students can identify what a double reed is.

- The students can identify that a woodwind family instrument needs both wood and wind.

- The students can explain how the sound changes based on the number of keys pressed down on the bassoon.

- The students can demonstrate good audience behavior.

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