Note Naming Worksheets
Note Names: "The key to understanding Music Theory?"
"If our students can not assign note names correctly then they will be unable to develop a functional knowledge of music theory"
The ability to Correctly Name any Musical Note is absoulutely vital to our students as without this understanding they will be unable to progress in any meaningful way with regard to developing a "joined up" knowledge of music theory
The effective study of music theory requires that the people who learn from us build their musical knowledge from solid foundations?
"There is nothing more fundemental to the study of music theory than the ability to correctly name notes"
If our students cannot correctly name notes then they can't understand intervals?
If our students do not understand intervals (of a whole and a half step anyway) then they can't understand scales?
Without an understanding of scales then our students can not develop a "joined up" knowledge of chords and how they are constructed.
Without being familiar with chord construction then they can not be expected to have a workable understanding of how the chords that can be constructed using only the notes of a single "parent scale" can combine to give a "pleasing" effect.
Understanding Music Theory
The following material looks at how a series of lessons might be put together in a way that will ensure that students attain a level of understanding of the various elements of music theory that will allow them to progress easily to the next stage of study?
It is important to remember that The subject is more important than the syllabus and we should design our teaching programme around that simple fact? If our students understand the elements of music and how they work together to create "magic" (and radio jingles) then it should be a relatively easy process to make that fit into key stages for our internal documentation etc? This site is about the music and not the key stages (or whatever) that it is currently (and artificially?) broken up into.
Note Naming and Beyond?
The material presented beow has been broken up into "topics" rather than lessons simply because of the varaibles involved in the teaching process. These variables include such factors as class size and the length of each session as well as areas such as the age, ability range and prior learning/experience of the student group?
The rationale behind thie early series of lessons can maybe be understood with reference to the following sequence of desired outcomes. Our students should be able to understand the logic behind the naming of musical notes
As Music educators we need to.............
Encourge students to develop first an "awareness of", then a "familiarity with" the notes to be found on a piano keyboard.
Having developed an understanding of the names of the various musical notes students can build on this knowledge so that they can understand whole and half step intervals in order that they develop an ability to.......
Use whole and half step intervals to create a few basic scales?
When learners are familiarised with the W-W-H-W-W-W-H sequence of intervals from working on the construction of the C Major Scale it is relatively simple to have them use the same sequence of intervals to construct other Major Scales? Teachers can choose to cover some of the "sharp keys" (G Major, D Major and A Major etc) or to mix sharp and flat keys (scales of G F D Bb etc)?
Use "Scale Spelling" to teach students about Minor Scales?Now that students are aware of the sequence of whole and half steps that makes up the Major Scale they can be introduced to the idea of using a different sequence of the same two intervals in order to construct Minor Scales.
Use scales to construct chords?Having become familiar with the construction of major and minor scale construction students can be made aware of the method used to create major and minor chords from their "partent" scales
Discover the variety of chords to be found within single scales?Investigate the diatonic system of harmony by constructing a series of triads with root notes on each degree of a single major scale?
Music Lesson Plans Topic 1: Correctly Naming Musical Notes
The Note Identification Chart
One of the simplest handouts imaginable but the truth is that if our students can't correctly name notes then they stand no chance of learning how music theory works? Even though they may have no piano skills (and maybe no need of them?) the fact remains that the piano keyboard still provides us with the best and most easily understood graphic representation of "how music works"
The handout above is simply a full page diagram of the keyboard with the names of the notes on it through one octave.In addition to supplying a paper copy to their students many teachers choose to laminate this handout and display it on the wall of their music room for "quick reference"
Music lesson Plans Topic 2: Whole and Half Step Intervals
Some of our Workseets based around Musical Intervals
Once our students have a method by which they can identify musical notes we can introduce them to the concept of moving between those notes? We do not need to overload them at this stage by studying the whole range of intervals? In order to understand major (and Minor) Scales all they need to grasp are intervals of a whole and a half step? Our first intervals worksheet concerns itself with these two intervals and after students have successfully worked through it they should be ready to take on the theory behind the construction of the (C) Major Scale
Music lesson Plans Topic 3: Using Whole and Half Step intervals to construct the C Major Scale
The Note Identification Chart with a Major Scale Construction (letter names only) Worksheet
Now that students are comfortable with the concept of whole step and half step intervals we can introduce them to the idea that these intervals can be combined in a pre-determined order to create scales? The obvious place to start is with the C major scale? The resources come with a range of major and minor scale handouts which feature varying levels of "support" in the form of keyboard diagrams and boxes in which students are invited to supply the "letter names" of the notes instead of or in addition to the musical notation. For a more detailed look at the help that we provide to music teachers in this are a go to our musical scale construction page
Music Lesson Plans Topic 4: Using the formulae learned for the C Major scale to construct other Major ScalesOnce students become familiar with the formulae used to construct the C Major Scale they can be encouraged to use the same sequenceof intervals in order to construct other major scales. Students (with reference to the sheet which names the notes on a piano keyboard) are required to write the names of the notes of a particular scale in the lower half of each circle. Between each circle the letter "W" (denoting an interval of a whole step) or the letter "H" (indicating a half step) are provided to help students to become familiar with the sequence of intervals involved.
A "letter names only" Major Scales Worksheet in use
After they have become familiar with the identification of the (letter names of the) notes that make up a scale musical notation can be introduced if it is appropriate to your student group/area of study?
Major Scale Construction Worksheets
There are a series of major scale worksheets that ask the students to set out to provide musical notation and to produce the notes involved in the construction of particular major scales. If you look closely at the illustration above you will see that these worksheets feature boxes above the musical staff? the intention is that your students write the letter names of the notes in the boxes before notating the scale (on the staff with each note being placed directly beneath the relevant "box" for ease of marking etc?).
Music lesson Plans Topic 5: Using Major Scales to Costruct Major Chords
Having mastered the theory underpinning the construction of major scales it is a relatively simple step to help our students to identify the construction of a Major triad using the Root (first) third and fifth notes of the C major Scale to produce the C Major Chord? From this point is should be relatively simple to make our students see that if they can find the notes of the relevant Major scale then they can construct any Major chord?
Music Lesson Plans Topic 6: Minor ScalesJust as was the case when familiarising students with the major scale this material concerns itself with the sequence of tones and semitones that go to make up the minor scale
Music lesson Plans Topic 7: Minor ChordsHaving constructed the minor scale it should again be a relatively short step to help students to understand how to identify the three notes from within the scale (root,third and 5th) that go to make up the minor triad. There are a set of worksheets which are aimed at inviting learners to identify the three notes of a given chord on a keyboard and to state which type (major or minor) of chord is being displayed.
Music lesson Plans Topic 8: Chords Within The C Major ScaleA look at the chords (major-minor and diminished) that can be constructed from the notes of a C Major Scale
Music lesson Plans Topic 9: Chords In Other keysExtending the principles encountered above so that they include the chords that can be built from any single Major scale The tonic, dominant or subdominant chords (or Chords I II III IV etc). Whichever way you want your students to understand the material the maths and theory of it all remains the same?
Music lesson plans Topic 10: key Signatures
Having developed the ability to construct any major or minor scale there are a series of worksheets themed around Key Signatures to help our students to understand the differences (and similarities?) between keys.
With all of the rules and regulations overlaid on our subject (ks1,ks2,ks3,ks4 etc) it can be useful to remember that the music was there before someone dreamed up the whole key stage thing and will be there long after they've replaced it with the next "big idea"
The subject is more important than the syllabus and we should design our teaching programme around that simple fact?
If our students understand the elements of music and how they work together to create "magic" (and radio jingles) then it should be a relatively easy process to make that fit into key stages for our internal documentation etc? This site is about the music and not the key stages (or whatever) that it is currently (and artificially?) broken up into.
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