Lesson Notes Grade 1

Greater Scholars | Music Lesson Notes | 16/1
3rdTerm 7
Grade One LESSON NOTES

3rdTerm 7
Theme SONG: GLAD TO BE ME.
Date (Week 1)
Objectives At the end of the class, pupils should be able to sing at least 1 verse from
the song. Pupils should also be able to define pitch.
Resources Music Express
Activities
Introduction The teacher begins by defining pitch.
Step 1 He then proceeds to demonstrate the idea of pitch using the song, Glad
to be me.
Step 2
The teacher extends by teaching the song to the pupils.
Content
Song: Good To Be Me
Hi Diddle-ee-dee!
Im glad Im me!
Im not a house, Im not a tree
They cant run around like me
Hi Diddle-ee-dee!
Im glad Im me!
All sounds have pitch.

Pitch is the highness or lowness of a sound.
Guided
Practice 1. All sounds have _________________________.
2. Pitch describes the _______________ or ______________ of a sound.
3. Sing: Good to be me
Evaluation 1. All sounds have _________________________.

3rdTerm 7
2. Pitch describes the _______________ or ______________ of a sound.
Sing: Good to be me
3rdTerm 7
Theme PERCUSSION INSTRUMENTS.
Date (Week 2)
Objectives At the end of the class, pupils should be able to identify and mention at
least 4 percussion instruments
Resources Internet,
Activities
Introduction The teacher begins with a recap of the previous class.
Step 1 He then proceeds define percussion instruments, in terms of how they

produce sounds.
Step 2
Notes are taken.
Step 3
The class in ended with a recap.
3rdTerm 7
Content
Percussion Instruments
Percussion instruments are used to play rhythms or beats. They
make sounds when they are hit. Some percussioninstruments
include:
1. Drum 2. Tambourine
3. Triangle 4. Gong
5. Xylophone 6. Cymbals
3rdTerm 7
Guided See worksheets.
Practice
Evaluation 1. A percussion instrument is used to play ________________?

2. A percussion instrument produces sound when _________?
3.
3rdTerm 7
Theme THE SEMIBREVE.
Date (Week 3)
Objectives At the end of the class, pupils should be able to identify and draw the
semibreve. They should also be able to tell its time value (or the number
of beats)
Resources Internet.
Activities
Introduction The teacher begins by defining the semibreve.
Step 1 He then goes on to describe its shape and time value. ( He emphasises the
term time value, as opposed to number of beats).
Step 2 He extends, by demonstrating the time value of the semibreve, while

performing claps exercices, alongside the 1st 3-5 notes of the major scale.
Step 3 Pupils are made to carry out drawing exercises.
Notes are taken.

Step 4
Step 5
Content
The Semibreve
The semibreve is a musical symbol. It is also called the whole
note.
Its time value is 4 counts ( or 4 beats). That means, the semibreve

symbol tells us to play a musical note, that is 4 counts (beats)
long.
It is oval shaped.
Classwork
1. Circle semibreves ONLY

3rdTerm 7

2. Semibreves are also called WHOLE NOTES. Trace these
semibreves; 3 on a line and 3 on a space.
3. Trace each WHOLE NOTE, and copy another one, exactly the
same right next to it.
4. Draw 2 semibreves in spaces
5. Draw 2 wholenotes on lines.
Guided
Practice 1. The Semibreve is a musical __________,
2. The semibreve is also called _______?
3. The time value of the semibreve is ___________ beats?
4. The semibreve is ___________ shaped.
5. Demonstrate the time value of a minim.
3rdTerm 7
Evaluation
3rdTerm 7
Theme SONG:
Date (Week 4)
Objectives At the end of the class, pupils should be able to demonstrate the time
value of the semibreve and minim.
Resources Teenage Music Book 1.
Activities
Introduction The teacher begins with a reminder of the semibreve and minim, their
symbol, and time value.
Step 1 He then proceeds to exemplify basic semibreve clapping exercises, while

counting 1,2,3,4.
( alongside the minim, while counting 1,2)
Step 2
He then extends by substituting the counts with the syllable ta. The
syllable is to be sung OVER the 4 beats. (or over 2 beats, in the case of
the minim.) He can then again, substitute the syllable ta, with sol-fa
Step 3 notation notes.
Pupils are then engaged in simple exercises, and notes are taken.
Step 4
The class is ended with a recap.
Content Semibreve and Minim Clapping Exercise.

The semibreve is a musical note. It is oval shaped. It has 4 beats. The
minim is also a musical note. It has an oval shaped note head to which a
stem is joined.
Step 1.
Clap: 1 2 3 1 2 3 1 2 3 1 2 3
4 4 4 4
Clap: 1 2 1 2 1 2 1 2
3rdTerm 7
Step 2.
Call and Ta------------- Ta------------- Ta-------------

Ta-------------
Clap: 1 2 3 1 2 3 1 2 3
1 2 3 4
4 4 4
Call and Ta------------- Ta------------- Ta------------- Ta-------------

Clap: 1 2 1 2 1 2 1 2
Step 3.
Call and re------------- mi------------- fa-------------

do-------------
Clap: 1 2 3 1 2 3 1 2 3
1 2 3 4
4 4 4
Call and la------------- ti------------- do-------------

so-------------
Clap: 1 2 3 1 2 3 1 2 3
1 2 3 4
4 4 4
Call and re------------- mi------------- fa-------------

do-------------
Clap: 1 2 3 1 2 3 1 2 3
1 2
4 4 4
Call and la------------- ti------------- do-------------

so-------------
Clap: 1 2 3 1 2 3 1 2 3
1 2 3 4
4 4 4
3rdTerm 7
Guided
Practice 1. How many beats does a semibreve have?
2. How many beats does a minim have?
3. Demonstrate the time value of a semibreve.
Evaluation
3rdTerm 7
Theme WIND INSTRUMENTS.
Date (Week 5)
Objectives At the end of the class, pupils should be able to define and identify at least
FOUR wind instruments.
Resources Teenage Music Book 1, internet.
Activities The teacher should come to the class with the relevant wind instruments.
Where these are not available, he should come with some other visual
aids.
Introduction The teacher begins with a recap of the previous class
Step 1 He then proceeds to define a wind instrument.
Step 2 He then extends by enumerating examples of wind instruments.
Step 3 Pupils are then engaged in simple exercises, involving the simple definition
of a wind instrument, and identification of some of these instruments.

Step 4
3rdTerm 7
Content Wind instruments.
A wind instrument is a musical instrument that produces sounds when air
is blown into it.
Examples of wind instruments include:
1. A recorder.
2. A flute.
3. A clarinet.
4. A trumpet.
5. A trombone.
3rdTerm 7
1. _______________________________________________________________
2. _____________________________________________________________
3. ______________________________________________________________
4. ___________________________________________________________________
5. ________________________________________________________________
3rdTerm 7
Guided
Practice 1. Define a wind instrument.
2. Mention any 4 wind instruments you know.
Evaluation
1. A wind instrument is a musical instrument that produces sound
when _____________ is blown into it.
a. Air
b. Water.
c. Sand.
2. Mention 4 wind instruments.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
3rdTerm 7
GRADE ONE LESSON NOTES

2ND TERM SCHEME.
Week 1 The Semibreve.
Week 2 Yoruba Folk Song:
Week 3 The Minim.
Week 4 Clapping Exercise
(Semibreve)
Week 5 Wind Instruments
Week 6 Clapping Exercise
(Minim)
Week 7 Nigerian Folk Song:
3rdTerm 7
Theme THE SEMIBREVE.
Date (Week 1)
Objectives At the end of the class, pupils should be able to draw and identify the
semibreve. They should also be able to tell and demonstrate its time value
(or the number of beats)
Resources Teenage Music Book 1, Internet.
Activities
Introduction The teacher begins with a reminder of the semibreve, its symbol, time
value, as well as the demonstration of its time value.
Step 1 He then proceeds to show how a semibreve is drawn (with emphasis on its
oval shape). He also demonstrates how NOT TO draw the semibreve.
Step 2 Notes are taken and the pupils are engaged in drawing.
Step 3 The class in ended with a recap.
Content Semibreve into Staff.

The semibreve is a musical note, represented by a hollow, oval, note head.
Its has 4 beats.
Class work
1. Draw the semibreve into the staves below. Draw on every line.
2. Draw the semibreve into the staves below. Draw on every space.
3. Draw the semibreve into the staves below. Draw on every line and
space.
3rdTerm 7
4. The semibreve has ___________ beats.
Guided
Evaluation
3rdTerm 7
Theme YORUBA FOLK SONG.
Date (Week 2)
Objectives At the end of the class, pupils should be able to sing the Yoruba folk song.
Activities
Introduction The teacher begins with a recap of the previous class.
Step 1 He then proceeds to teach the song.
Step 2 Notes are taken.
Content
Guided
Practice
Evaluation
3rdTerm 7
Theme THE MINIM.
Date (Week 3)
Objectives At the end of the class, pupils should be able to draw and identify the
minim. They should also be able to tell and demonstrate its time value (or
the number of beats)
Activities
Introduction The teacher begins with a reminder of the minim, its symbol, time value,
as well as the demonstration of its time value.
Step 1 He then proceeds to show how a minim is drawn. He also demonstrates

how NOT TO draw the minim.
Step 2 Notes are taken and the pupils are engaged in drawing.
Content Minim into Staff.

The minim is a musical note, represented by a hollow, oval note head, to
which a stem is attached. Its length in time equal s 2 beats.
Step 1: Draw the hollow, oval note head-
Step 2: Attach a stem to the note head- or
Notes drawn above the 3rd line will have their stems pointing downwards.
Notes drawn below the 3rd line will have their stems pointing upwards.
Notes drawn on the 3rd line will have their stems pointing either upwards or
downwards.
Class work
3rdTerm 7
1. Draw the minim into the staves below. Draw on every line.
2. Draw the minim into the staves below. Draw on every space.
3. Draw the minim into the staves below. Draw on every line and
space.
4. The minim has __________ beats.

Guided
Practice 8. How many beats does a minim have?
Evaluation
3rdTerm 7
Theme SEMIBREVE CLAPPING EXERCISE.
Date (Week 4)
Objectives At the end of the class, pupils should be able to read and perform simple
clapping exercises, consisting of semibreves alone.
Resources Teenage Music Book 1.
Activities
Introduction The teacher begins with a reminder of the semibreve, its symbol, time
value, as well as the demonstration of its time value.
Step 1 He then proceeds to exemplify basic semibreve clapping exercises, while

counting 1,2,3,4.
Step 2
He then extends by substituting the counts with the syllable ta. The
syllable is to be sung OVER the 4 beats. He can then again, substitute the
Step 3 syllable ta, with sol-fa notation notes.
Pupils are then engaged in simple exercises, and notes are taken.
Step 4
Content Semibreve Clapping Exercise.

The semibreve is a musical note, represented by a hollow, oval, note head.
Its length in time is typically equal to 4 beats.
Step 1.
Clap: 1 2 3 1 2 3 1 2 3 1 2 3
4 4 4 4
Step 2.
Call and Ta------------- Ta------------- Ta-------------

Ta-------------
Clap: 1 2 3 1 2 3 1 2 3
1 2 3 4
4 4 4
3rdTerm 7
Step 3.
Call and re------------- mi------------- fa-------------

do-------------
Clap: 1 2 3 1 2 3 1 2 3
1 2 3 4
4 4 4
Call and la------------- ti------------- do-------------

so-------------
Clap: 1 2 3 1 2 3 1 2 3
1 2 3 4
4 4 4
Class work
1. Do the clapping exercises below.
Call and do------------- re------------- mi-------------

do-------------
Clap: 1 2 3 1 2 3 1 2 3
1 2 3 4
4 4 4
Call and mi------------- re------------- do-------------

fa-------------
Clap: 1 2 3 1 2 3 1 2 3
1 2 3 4
4 4 4
Guided
Evaluation
1. Fill in the gaps.
Call and _________ Ta------------- Ta-------------

Ta-------------
Clap: 1 2 3 1 __ 3 1 2 ___
1 2 3 4
__ 4 4
3rdTerm 7
Theme WIND INSTRUMENTS.
Date (Week 5)
Objectives At the end of the class, pupils should be able to define and identify at least
FOUR wind instruments.
Resources Teenage Music Book 1, internet.
Activities The teacher should come to the class with the relevant wind instruments.
Where these are not available, he should come with some other visual
aids.
Introduction The teacher begins with a recap of the previous class
Step 1 He then proceeds to define a wind instrument, and state its sub families.
Step 2 He then extends by enumerating examples of wind instruments.
Step 3 Pupils are then engaged in simple exercises, involving the simple definition
of a wind instrument, and identification of some of these instruments.

Step 4
3rdTerm 7
Content Wind instruments.
A wind instrument is a musical instrument that produces sounds when air
is blown into it. Wind instruments can be divided into 2 groups:
Brass instruments.
Woodwind instruments.
Examples of wind instruments include:
7. A recorder.
8. A flute.
9. A clarinet.
3rdTerm 7
8. ____________________________
_________________________________
9. ____________________________
__________________________________
10.___________________________________________________________________
3rdTerm 7
11. _________________________________
_______________________________
12. __________________________________________
________________________
3rdTerm 7
Guided
Practice 3. Define a wind instrument.
4. How many groups of wind instruments have we learnt? Name them.
5. Mention any 4 wind instruments you know.
Evaluation
3. A wind instrument is a musical instrument that produces sound
when _____________ is blown into it.
a. Air
b. Water.
c. Sand.
4. There are ____________ groups of wind instruments.

a. 2.
b. 4.
c. 6.
5. Mention two groups of wind instruments.
____________________________________________________________________.
____________________________________________________________________.
6. Mention 4 wind instruments.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
____________________________________________________________________.
3rdTerm 7
GRADE TWO LESSON NOTES

1st term.
1. Sol-fa notation in major scale.

2. Sabbath melody.
3. The staff.
4. National anthem in sol-fa notation.
5. Names for instrumentalists.
6. The clef.
7. Treble staff.
8. Bass staff.
2nd term.
1. The bass staff.

2. Semibreve into the staff.
3. Nigerian percussion instruments.
4. Signs for singing.
5. Minim into staff.
3rd term.
1. Crotchet into the staff.

2. Sol-fa notation in minor scale.
3. Quaver into the staff.
4. Song in minor form.
5. Western musical instruments.
6. Semiquaver into the staff.
7. Demi semiquaver into the staff.
Theme THE BASS STAFF.

Date (Week 1 and 2)
3rdTerm 7
Objective At the end of the class, pupils should be able to identify the bass staff. They
s should also be able to label the lines and spaces of the bass staff.
Resource Teenage Music Book 2, Internet.

s
Activities
Introducti The teacher begins with a reminder of the treble clef, and how its lines and
on spaces are labelled. He then states the objectives of the lesson.
He then proceeds to do a reminder of what a staff is, what clefs are and their
Step 1 various types.
Step 2 He then explains the formation of the bass staff, how its lines and spaces are
labelled, and how notes get their names from the lines and spaces.
Step 3 Pupils are engaged in simple exercises, and notes are taken.

Step 4
Content The Bass Staff.
The bass staff is a staff which starts with a bass clef. In other words, a staff + a
bass clef will give a bass staff.
+ =
Staff bass clef bass staff.
A
G
F
E
D
C
B
A
G
The first line of the bass staff is G. the other lines and spaces are then labelled
using all letters between G and upper A.
The lines of a bass staff are labelled thus: G, B, D, F, A. A reminder for this is
Good Boys Deserve Favour Always.
The spaces of the bass clef are labelled thus: A, C, E, G. A reminder for this is
All Cows Eat Grass.
Class work
5. Using all the letters from G to Upper A, label the bass staff below.
3rdTerm 7
6. A staff that begins with the bass clef is called a ____________________.

a. Heavy staff.
b. Bass staff.
c. Fat staff.
7. The combination of a staff and a ___________________ gives a bass staff.

a. Heavy clef.
b. Bass clef.
c. Addition clef.
8. The 1st line of the bass clef is labelled ____________________.

a. E
b. G
c. B
9. A reminder for the lines of the bass clef is
__________________________________________________________________________
______________________________________________________________________.
10.A reminder for the spaces of the bass clef is
__________________________________________________________________________
______________________________________________________________________.
Guided
Practice 10.What is a bass staff?
11.Give a reminder of the lines of the bass staff.
12.Give a reminder of the spaces of a bass staff.
Evaluatio
n
3rdTerm 7
Theme SEMIBREVE INTO THE STAFF.
Date (Week 3)
Objective At the end of the class, pupils should be able to identify and draw the
s semibreve. They should also be able to tell and demonstrate its time value, as
well as draw the semibreve into a staff.

s
Activities
Introducti The teacher begins with a quick recap of the previous class, and then a quick
on reminder of some musical signs such as the staff, the semibreve, its symbol, its
time value,as well a the demonstration of its time value.
He then proceeds to show how semibreve is drawn and how NOT to draw a
Step 1 semibreve.
Step 2 Pupils are engaged in drawing semibreves into a staff, and notes are taken.
Content Semibreve into the Staff.

The semibreve is a note represented by a hollow oval shape. It has 4 beats.
(A semibreve)
Semibreves drawn into a treble staff.
Class work
1. Draw semibreves on every line and space in the staff below.
2. The semibreve is __________________ in shape.

a. Square.
b. Oval.
3rdTerm 7
c. Circular.
3. is called a ____________________.
a. Semibreve.
b. Minim.
c. Coin.
4. The semibreve has _____________ beats.

a. 4
b. 8
c. 12.
Guided
Practice 1. What is the shape of a semibreve?
2. How many beats does a semibreve have?
Evaluatio
n
3rdTerm 7
Theme NIGERIAN PERCUSSION INSTRUMENTS.
Date (Week 4 and 5)
Objective At the end of the class, pupils should be able to identify at least 4 Nigerian
s percussion instruments and associate it with a Nigerian culture.

s
Activities
Introducti The teacher begins with a quick recap of the previous class, and then states the
on objectives of the lesson.
He then proceeds to do a reminder of what percussion instruments are.

Step 1
The teacher proceeds by enumerating some Nigerian percussion instruments..
Step 2
Step 3
Content Nigerian Percussion Instruments.

A percussion instrument is a musical instrument that produces sound when it is
hit with a stick. Examples of Nigerian percussion instruments include:
1. The Talking drum: Yoruba call it Gangan. The Hausa call it Kalangu.
2. The Shaker or the Gourd: The Yoruba call it Shekere. The Igbo call it Ocha.
3rdTerm 7
3. The Gong: The Yoruba call it Agogo. The Igbo call it Ogele.
4. The Pot or Vessel: the Igbo call it Udu.
5. The Wooden drum: the Igbo call it Ekwe.

3rdTerm 7
Class work
IDENTIFY THE FOLLOWING.
1. The diagram above is called the _________________________

a. Wooden drum.
b. Mask.
c. Agogo.
2. The Igbo call it the ________________________.

a. Igwe.
b. Adigwe.
c. Ekwe.
3rdTerm 7
3. The diagram above is called the _________________________

a. Clay Drum.
b. Pot.
c. Agogo.
4. The Igbo call it _____________________________________.

a. Udu.
b. Ada.
c. Odo.
5. The diagram above is called the ______________________________.

a. Gang.
b. Gong.
c. Bell.
6. The Yoruba call it ________________________________.

a. Gong.
b. Bell.
c. Agogo.
7. The Igbo call it _________________________________.

a. Gong.
b. Bell.
c. Ogele.
3rdTerm 7
8. The diagram above is called ___________________________.

a. Shaker.
b. Net.
c. Juju.
9. The Yoruba call it ______________________________________.

a. Agogo.
b. Udu.
c. Shekere.
10.The Igbo call it _______________________________________.

a. Agogo.
b. Shekere.
c. Ocha.
11.The diagram above is called _____________________________.

a. Talking drum.
b. Smiling drum.
c. Hitting drum.
12.The Yoruba call it _____________________________________.

a. Gangan.
b. Gingin.
3rdTerm 7
c. Gengen.
13.The Hausa call it ______________________________________.

a. Kalangu.
b. Gangan.
c. Ogele.
Guided
Practice 1. What is a percussion instrument?
2. Mention the native names of 4 Nigerian percussion instruments you
know.
Evaluatio
n
3rdTerm 7
GRADE THREE LESSON NOTES

3rdTerm 7
Theme MUSIC, NOISE AND CHARACTERISTICS OF
MUSICAL NOTES.
Date (Week 1)
Objectives At the end of the class, pupils should be able to differentiate between music
and noise. They should also know the various characteristics that make up a
musical note, i.e. qualities with which a musical note can be described.
Activities
Introductio The teacher begins by stating the objectives of the lesson.

n
He then proceeds to define in the simplest terms, music and noise.
Step 1
He then explains and demonstrates the difference between music and noise.
Step 2
He goes on to explain note qualities.
Step 3
Pupils are engaged in simple exercises, and notes are taken.
Step 4
Step 5
Content Music, Noise and Characteristics of Musical notes.
Music is the arrangement of sound that is pleasing to the ear. Activities which
constitute music include singing and playing of musical instruments. Noise
on the other hand, is sound that is dissonant and unpleasing to the ear.
Examples of activities that constitute noise include shouting and banging on
tables.
A musical note has 4 characteristics namely:
1. Intensity: this is the character of notes that has to do with loudness or
softness of sound.
2. Duration: this is the character of notes that tells the length of time, for
which a note sounds. In other words, it tells how long or short in time,
a note is.
3. Pitch: this is the character that has to do with how high or low a note
is.
4. Quality: this is the characteristic which enables us to differentiate
sounds from one another, e.g. the sound of a human voice, from
recorder, guitar, violin, etc.
Class work
11._____________________ is a combination of sound that is pleasing to the

ear.
a. Music.
b. Noise.
c. Notes.
12. ____________________ is sound that is dissonant to our hearing.

a. Music.
b. Noise.
c. Note.
3rdTerm 7
13.Musical notes have ______________ qualities.

a. 4
b. 5
c. 6
14.Name the characteristics of musical notes.
_______________________________________________________________________
______________________________________________________________________.
_______________________________________________________________________
_______________________________________________________________________
15.Intensity is a note characteristic that has to do with ______________ and

_____________.
a. Highness and lowness
b. Loudness and softness
c. Length and breadth.
16.Duration is a note characteristic that has to do with ______________ .

c. Length of time.
17.Pitch is a note characteristic that has to do with ______________ and

_____________.
c. Length and breadth.
18.The characteristic that helps us differentiate human voice from

recorder voice is called______________________________.
a. Characteristic.
b. Quality.
c. Instrument and voice.
Guided
Practice 13.What is music?
14.What is noise?
15.How many characteristics do musical notes have?
16.Name them.
Evaluation
3rdTerm 7
Theme THE TREBLE STAFF.

Date (Week 2)
Objectives At the end of the class, pupils should be able to identify the treble staff. They
should also be able to label the lines and spaces of the treble staff.
Activities
Introductio The teacher begins with a recap of the previous class. He then states the
n objectives of the lesson.
Step 1 He then proceeds to do a reminder of what a staff is, what clefs are and their
various types.
Step 2
He then explains the formation of the treble staff, how its lines and spaces are
Step 3
Step 4
Content The Treble Staff.

The treble staff is a staff which starts with a treble clef. In other words, a staff
+ a treble clef will give a treble staff.
+ =
Staff treble clef treble staff.
The first line of the treble staff is E. the other lines and spaces are then
labelled using all letters between E and upper F.
The lines of a treble staff are labelled thus: E, G, B, D, F. A reminder for this is
Every Good Boy Deserves Favour.
The spaces of the treble clef are labelled thus: F, A, C, E. A reminder for this is
FACE.
3rdTerm 7
F
E
D
C
B
A
G
F
E
Class work
1. Using all the letters from E to Upper F, label the treble staff below.
2. A staff that begins with the treble clef is called a ____________________.

a. Heavy staff.
b. Treble staff.
c. Fat staff.
3. The combination of a staff and a ___________________ gives a treble staff.

a. Heavy clef.
b. Treble clef.
c. Addition clef.
4. The 1st line of the treble clef is labelled ____________________.

a. E
b. G
c. B
5. A reminder for the lines of the treble clef is
_________________________________________________________________________
_______________________________________________________________________.
6. A reminder for the spaces of the treble clef is
_________________________________________________________________________
_______________________________________________________________________.
Guided
Practice 1. What is a treble staff?
2. Give a reminder of the lines of the treble staff.
3. Give a reminder of the spaces of a treble staff.
3rdTerm 7
Evaluation
3rdTerm 7
Theme SOME MUSICAL TERMS.
Date (Week 3)
Objectives At the end of the class, pupils should be able to define the enumerated
musical terms.
Activities

n
He then proceeds to enumerate and define some performance terms in
Step 1 music.
Content Some Musical Terms.

1. Harmony: Harmony is the use of 2 or more different notes at the same
time to make music. In other words, it can be said to be the
simultaneous use of different pitches or notes to make music.
Harmony may be sung or played by instruments.
2. Duet: A Duet is a musical composition for 2 performers. In other words,
it is a performance for 2 voices, or 2 instruments. The word Duet
comes from the word Duo, meaning two.
3. Solo: The word solo means alone in Italian language. A solo refers to
a musical composition, or a section of a song meant to be performed
by a single performer. Sometimes, a soloist is accompanied by other
instruments in the background.
4. Melody: Melody can also be referred to as the tune of a song or
composition.
5. Choir: an organised company of singers, usually performing church
music.
Class work
1. A duet is music performed by ____________________ performers.
a. 2.
b. 3.
c. 4.
2. Harmony is the use of ________________ to make music.

a. 2 or more different notes
b. Violin and guitar
c. Voices and instruments.
3. A solo is performed by ________________________.

a. 3 performers.
b. 2 performers.
c. 1 performer.
4. Melody can also be referred to as the _____________________ of a song.

3rdTerm 7
a. Lody.
b. Body.
c. Tune.
5. A choir is a group of __________________.

a. Chores.
b. Builders,
c. Singers.
Guided
Practice 1. What is melody?
2. What is Harmony?
3. What is a solo?
4. What is a duet?
5. Define a choir.
Evaluation
3rdTerm 7
Theme THE BASS STAFF.
Date (Week 4)
Objective At the end of the class, pupils should be able to identify the bass staff. They
s should also be able to label the lines and spaces of the bass staff.

s
Activities
Introducti The teacher begins with a reminder of the treble clef, and how its lines and
on spaces are labelled. He then states the objectives of the lesson.
He then proceeds to do a reminder of what a staff is, what clefs are and their
Step 1 various types.
Step 2 He then explains the formation of the bass staff, how its lines and spaces are

Step 4
Content The Bass Staff.
The bass staff is a staff which starts with a bass clef. In other words, a staff + a
bass clef will give a bass staff.
+ =
Staff bass clef bass staff.
A
G
F
E
D
C
B
A
G
The first line of the bass staff is G. the other lines and spaces are then labelled
using all letters between G and upper A.
The lines of a bass staff are labelled thus: G, B, D, F, A. A reminder for this is
Good Boys Deserve Favour Always.
The spaces of the bass clef are labelled thus: A, C, E, G. A reminder for this is
All Cows Eat Grass.
Class work
3rdTerm 7
19.Using all the letters from G to Upper A, label the bass staff below.
20.A staff that begins with the bass clef is called a ____________________.
a. Heavy staff.
b. Bass staff.
c. Fat staff.
21.The combination of a staff and a ___________________ gives a bass staff.

a. Heavy clef.
b. Bass clef.
c. Addition clef.
22.The 1st line of the bass clef is labelled ____________________.

a. E
b. G
c. B
23.A reminder for the lines of the bass clef is
__________________________________________________________________________
______________________________________________________________________.
24.A reminder for the spaces of the bass clef is
__________________________________________________________________________
______________________________________________________________________.
25.Translate the semibreves on the bass staff into notes.
Guided
Practice 17.What is a bass staff?
18.Give a reminder of the lines of the bass staff.
19.Give a reminder of the spaces of a bass staff.
Evaluatio
3rdTerm 7
n
3rdTerm 7
GRADE FOUR LESSON NOTES

3rdTerm 7
Theme MUSICAL REST.
Date (Week 1)
Objectives At the end of the class, pupils should be able to recognise and draw different
rests, as well as tell their time values.
Activities

n
He then proceeds to do a reminder of musical notes and time values.
Step 1
He then begins to enumerate different rest symbols, and their time values.
Step 2
Step 3
Step 4
Content Musical Rest.

A rest is an interval of silence in a piece of music, marked by a sign
indicating the length of the pause. Each rest symbol corresponds with a
particular note value.
Symbols Names Time Values
1. Breve Rest 8 beats
2. Semibreve rest 4 beats
3. Minim rest 2 beats
4. Crotchet rest 1 beat
5. Quaver rest beat
6. Semiquaver rest beat

Demi semiquaver
7. rest 1/8 beat
3rdTerm 7
Hemi demi
8. semiquaver rest 1/16 beat
Class work
1. Re-draw the rests into the staves below.
2. is called the ________________ rest.

a. Semibreve.
b. Semicircle.
c. Semicolon.
3. It has ________________ beats.

a. 4
b. 8
c. 12

a. Minim.
b. Minute.
c. Mine.
5. It has ________________ beats.

a. 2.
b. 4.
c. 6.
3rdTerm 7

a. Crotchet.
b. Minim.
c. Breve.
7. It has ________________ beat(s).

a. .
b. 1.
c. 2.

a. Quaver.
b. Minim.
c. Crotchet.
9. It has ________________ beats.

a. .
b. 1.
c. 2.

a. Quaver.
b. Semiquaver.
c. Minim.
11.It has ________________ beats.

a. .
b. 1.
c. 2.

a. Demi semiquaver
b. Semiquaver.
c. Quaver.
13.It has ________________ beats.

a. 1/8.
b. 1.
c. 2.
3rdTerm 7

a. Hemi demi semiquaver.
b. Semiquaver.
c. Quaver.
15.It has ________________ beats.

a. 1/16.
b. 1/8.
c. .
Guided 1. What is a musical rest?

Practice
Evaluation
3rdTerm 7
Theme NIGERIAN COMPOSERS.
Date (Week 2)
Objectives At the end of the class, pupils should be able to do a short biography on at
least2 Nigerian composers.
Activities
Introductio The teacher begins by doing a recap of the previous lesson, and then he
n states the objectives of the lesson.
He then proceeds to enumerate some Nigerian composers, highlighting

Step 1 birthdates, death dates (if any), major works and compositions, educational
history, as well as major contributions to the development of music in
Nigeria.
Content Nigerian Composers.

LAZARUS EKWUEME
Lazarus Ekwueme was born in Anambra State. He attended

Government College, Umuahia and then went to London to attend the
Royal College of Music, London; The University of Durham and the
Guildhall School of Music. In 1964, he returned to Nigeria, where he
took up a faculty position at the University of Nigeria, Nsukka where he
also organized the University of Nigeria Choral Society.
In 1966, he went to America to obtain a post graduate degree in Music

Theory from Yale University, In 1974, he returned to Nigeria and he
was given a position in the department of music, at the University of
Lagos. It was while in Lagos, he formed the Laz Ekwueme National
Chorale, a highly respected African choral group. He was made the
coordinator of the Choir at the Black Arts Festival, also called Festac
77. Some of his works include Teasers: Poems, proverbs, and puns,
1993 and Choir training and choral conducting for Africans. 1993.
Lazarus Ekwueme is still alive.
FELA SOWANDE
Fela Sowande (born in Abeokuta, May 1905 and died in Ohio, United
States, 1987) was a Nigerian musician and composer. Considered the
father of modern Nigerian art music, Sowande is the most
internationally known African composer. His father, Emmanuel
3rdTerm 7
Sowande, was a priest and pioneer of Nigerian church music. The

influence of his father and Dr T. K. E. Phillips (composer, organist and
choirmaster) was an important factor in his early years. He studied
organ under T.K.E. Phillips.
In 1934 Sowande went to London to study European classical and

popular music. During that period, he worked George Gershwin, Fats
Waller, with BBC as organist and Kingsway Hall London as choirmaster.
He became a fellow of the Royal College of Organists in 1943. He
obtained a Bachelor of Music degree at the University of London and
became a fellow of Trinity College of Music. He was a renowned
organist and choirmaster at the West London Mission of the Methodist
Church from 1945 till 1952. Also during this time, he became known as
a dance pianist, bandleader, and Hammond organist, playing popular
tunes of the day. Some of his orchestral works include A Folk
Symphony, and African Suite for string orchestra.
Class work
1. Where was Lazarus Ekwueme born?
______________________________________________________________
2. Mention 3 schools Lazarus Ekwueme attended.
3. What position did Lazarus hold in 1967?
______________________________________________________
4. Mention 2 chorale groups Lazarus Ekwueme co-ordinated in

Nigeria.
_____________________________________________________
_____________________________________________________
5. Lazarus co-ordinated the Choir of what Nigerian Festival?
____________________________________________________
3rdTerm 7
6. Where was Fela Sowande born?
__________________________________________________
7. Mention 3 schools he attended.
__________________________________________________
__________________________________________________
__________________________________________________
8. Mention 2 people or organisations he worked with.
__________________________________________________
__________________________________________________
9. Mention 2 major influences in his career.
__________________________________________________
__________________________________________________
10. Mention 2 of his works.
__________________________________________________
__________________________________________________
Guided
Practice
Evaluation
3rdTerm 7
Theme KEYBOARD INSTRUMENTS.
Date (Week 3)
Objectives At the end of the class, pupils should be able to recognise various keyboard
instruments.
Activities
Introductio The teacher begins by doing a recap of the previous class, and then states
n the objectives of the lesson.
He then explains what a keyboard instrument is.

Step 1
He then begins to enumerate different keyboard instruments.
Step 2
Step 3
Step 4
Content Keyboard Instruments.

A musical keyboard is a set of depressible levers or keys, found on a musical
instrument. Musical keyboards typically contain keys for playing all the notes
of the musical scale. The musical keyboard usually features a combination of
longer white keys, and shorter black keys, that make up the 12 pitches in a
musical scale. The pattern then repeats itself in octaves. The black keys are
grouped in 2s and 3s. Pressing a key on the keyboard causes the instrument
to produce sounds. The layout of the musical keyboard is as follows:
Examples of keyboard instruments include the following:
1. The piano.
The piano produces sound mechanically. Pressing a key on the piano's

keyboard causes a hammer to strike steel strings, which in turn produce
sounds. Types of pianos include the grand piano (pictured above) and upright
pianos.
3rdTerm 7
2. The Organ.
The organ is a keyboard instrument having one or more keyboards,

operated either with the hands or with the feet. The organ generally
produces sound mechanically, when air flows through its pipes.
3. The Harpsichord.
A harpsichord is a musical instrument that looks like a piano.It

produces sound by plucking a string when a key is pressed. Piano
shaped instrument with a roughly triangular case accommodating
strings. The harpsichord is more elongated than a modern piano, with
a sharper curve to the bent side.
4. The Electronic Keyboard.
The electronic keyboard, also called a synthesizer, is an electronic

instrument that is capable of producing a variety of sounds. When a
key is pressed, it generates electrical signals, instead of direct acoustic
sounds, which are then played through a loudspeaker or set of
headphones.
5. The Accordion.
The accordion is a portable box-shaped musical instrument sometimes

referred to as a squeezebox. It is played by compressing or expanding
a bellows while pressing keys, which allow air to flow across strips of
brass or steel, that vibrate to produce sounds.
3rdTerm 7
6. The Glockenspiel.
A glockenspiel is a percussion instrument, composed of a set of tuned

keys arranged in the fashion of the keyboard of a piano. In this way, it
is similar to the xylophone; however, the xylophone's bars are made of
wood, while the glockenspiel's are metal.
Class work.
1. Complete the layout of the musical keyboard.(Draw in the black keys).
Identify the following:
2. ________________________________________________________________
3. ________________________________________________________________
3rdTerm 7
4. ________________________________________________________________
5. ________________________________________________________________
6. ________________________________________________________________
7. _____________________________________________________________
Guided 1. How are the black keys on a musical keyboard grouped?

Practice 2. Mention 4 keyboard instruments you know.
Evaluation
3rdTerm 7
Theme TONES AND SEMITONES.

Date (Week 4)
Objectives At the end of the class, pupils should be able to recognise intervals in terms
of tones and semitones.
Activities
Introductio The teacher begins by doing a recap of the previous class, and then states
n the objectives of the lesson.
He then explains what a semitone is.

Step 1
He then explains what a tone is, and how tones and semitones are related, as
Step 2 well as the arrangement of tones and semitones in a major scale.

Step 3
Step 4
Content Tones and Semitones.

A semitone, also called a half step or a half tone is the smallest interval on
the keyboard. It is the smallest musical interval. It is the distance between
one note, and the nearest adjacent note on a keyboard instrument, e.g. C to
C#, C# to D, etc. In simpler words, it can be described as the musical interval
between adjacent keys on a keyboard instrument. A tone is the same as 2
semitone movements. In other words, 2 semitone intervals make one tone
movement.
The arrangement of tones and semitones is the C major scale (i.e. C to upper
C) is as follows:
CTDTE ST F TG TA TB ST C
Do re mi fa so la ti
do
Class Work.
1. A semitone is also called _____________________ or

_______________________.
2. 2 semitone make 1 __________________________________________.

3rdTerm 7
3. What is the order of tones and semitones in a major scale?
_______________________________________________________________________
_____________________________________________________________________.
4. The interval between E and F is _____________________________.
5. The interval between B and C is _______________________________.
6. The interval between C and F in semitones is ______________________.
7. The interval between G and B in tones is ________________________.
Guided 1. Define a semitone.

Practice 2. Define a tone.
3. A semitone is also called what?
4. Mention the sequence of tones and semitones in a major scale?
Evaluation
3rdTerm 7
GRADE FIVE LESSON NOTES

3rdTerm 7
Theme MAJOR INTERVALS.
Date (Week 1 and 2)
Objectives At the end of the class, pupils should be able identify major intervals, using
simple calculations in terms of semitones and tones.
Resources Teenage Music Book, Internet, Encarta.
Activities

n
He then continues by defining an interval. He goes on, by enumerating the
Step 1 major intervals in music.
He does a reminder of the sequence of tones and semitone in a major scale

Step 2 and how sharps and flats affect them.
He then engages the pupils in simple identification exercises, as well as note

Step 3 taking.

Step 4
Content Major Intervals

In music, the term interval describes the relationship between two pitches or
two notes. In other words, a musical interval can be described as the
distance between two musical pitches. This distance is usually interpreted in
terms of tones and semitones.
In music, the names of intervals reflect the number of tones that are
encompassed by the interval. Thus, the interval C-G is termed a fifth, for it
encompasses five diatonic-scale tones. A unison would consist of two
identical pitches (as, two voices singing middle C), while an octave would
consist of two tones that are eight diatonic-scale tones apart (as, middle C
and the next higher C). Terms such as fifth and third are not precise enough
to define all the diatonic intervals fully, and qualifying terms such as major,
minor, perfect, and augmented are often added.
In music all possible intervals are as follows: unison, major second, major
third, perfect fourth, perfect fifth, major sixth, major seventh and perfect
octave. The major intervals therefore are the
1. Major second; the interval between the 1st and 2nd notes of the major
scale, having 2 semitones.
2. Major third; the interval between the 1st and 3rd notes of the major
scale, having 4semitones.
3. Major sixth; the interval between the 1st and 6th notes of the major
3rdTerm 7
4. Major seventh; the interval between the 1 st and 7th notes of the major
The arrangement of semitones between all notes of the major scale are as
follows:
C 2ST D 2ST E 1ST F 2ST G 2ST A 2ST B 1ST
C
Example:
1. Find the interval between C and A.
Step I: C D E F G A.
Step II : C 2 D 2 E 1 F 2 G 2A
Step III: adding up the semitones, 2 + 2 + 1 + 2 + 2 = 9 semitones.
= major 6 th.
2. Find the interval between A and F#.
Note: A sharp sign placed at the beginning of any interval decreases the
interval by a semitone, while a flat sign increases it by a semitone. If the
sharp sign is however placed at the end of the interval, it increases the
interval by a semitone, while a flat would decrease the interval by a
semitone.
Step I: A B C D E F#.
Step II: A 2 B 2 C 1 D 2 E 2 F#.
(Remember that any sharp sign placed at the end of an interval increases an
interval by a semitone).
Step III: 2+2+1+2+2= 9 semitones.
= a major 6 th.
Class work
1. Find the interval between the following.
a. D to C#.
b. F to A.
c. F to D.
d. F to E.
e. B to G#.
f. B to A#.
3rdTerm 7
Guided 1. What is an interval?
Practice 2. How many major intervals have we in music?
3. Name them?
Evaluation
1. Find the interval between the following:
a. C to E.
b. A to C#.
c. A to G#.
d. D to B.
e. D to C#.
f. F to A.
g. F to D.
h. F to E.
2. An interval is ___________________________.
a. The amount of beats between 2 notes of a scale.
b. The amount of semitones between two musical pitches.
c. The amount of time between 2 musical notes.
3rdTerm 7
Theme DRAWING ACCIDENTALS.
Date (Week 3)
Objectives At the end of the class, pupils should be able to draw accidentals, i.e. sharps,
flats and naturals.
Activities
Introductio
n
Step 1
Step 2
Step 3
Step 4
Content
Print lets draw symbols, sheet 8.
Guided
Practice
Evaluation
3rdTerm 7
Theme PERFECT INTERVALS.
Date (Week 4)
Objectives At the end of the class, pupils should be able identify perfect intervals, using
Activities

n
He then continues by doing a reminder of major intervals.
Step 1
He then goes on to enumerate the perfect interval in music, and how to
Step 2 identify them.
Step 3 He then engages the pupils in simple identification exercises, as well as note
taking.
Step 4
Content Perfect Intervals
In music all possible intervals are as follows: perfect unison, major second,
major third, perfect fourth, perfect fifth, major sixth, major seventh and
perfect octave. The perfect intervals therefore are the
1. Unison; the interval between 2 notes of exactly the same pitch. Since
they are same notes, no semitones exist between them.
2. Perfect fourth; the interval between the 1 st and 4th notes of the major
3. Perfect fifth; the interval between the 1st and 5th notes of the major
4. Perfect octave; the interval between the 1st and 8th notes of the major
follows:
Example:

3rdTerm 7
= major 6 th.
2. Find the interval between A and upper A.
Step I: A B C D E F G A.
Step II: A 2 B 1 C 2 D 2 E 1 F2 G 2 A.
Step III: 2+1+2+2+1+2+2= 12 semitones.
= perfect octave.
Class work

a. C to F.
b. A to upper A.
c. A to E.
d. D to A.
e. D to G.
f. F to Bb.

Practice 2. How many perfect intervals have we in music?
3. Name them?
Evaluation
2. An interval is ___________________________.
3rdTerm 7
GRADE SIX LESSON NOTES

3rdTerm 7
Theme MAJOR INTERVALS.
Date (Week 1 and 2)
Objectives At the end of the class, pupils should be able identify major intervals, using
Activities

n
He then continues by defining an interval. He goes on, by enumerating the
Step 1 major intervals in music.
He does a reminder of the sequence of tones and semitone in a major scale

Step 2 and how sharps and flats affect them.
He then engages the pupils in simple identification exercises, as well as note

Step 3 taking.

Step 4
Content Major Intervals

In music, the term interval describes the relationship between two pitches or
two notes. In other words, a musical interval can be described as the
distance between two musical pitches. This distance is usually interpreted in
terms of tones and semitones.
In music, the names of intervals reflect the number of tones that are
encompassed by the interval. Thus, the interval C-G is termed a fifth, for it
encompasses five diatonic-scale tones. A unison would consist of two
identical pitches (as, two voices singing middle C), while an octave would
consist of two tones that are eight diatonic-scale tones apart (as, middle C
and the next higher C). Terms such as fifth and third are not precise enough
to define all the diatonic intervals fully, and qualifying terms such as major,
minor, perfect, and augmented are often added.
In music all possible intervals are as follows: unison, major second, major
third, perfect fourth, perfect fifth, major sixth, major seventh and perfect
octave. The major intervals therefore are the
5. Major second; the interval between the 1st and 2nd notes of the major
6. Major third; the interval between the 1st and 3rd notes of the major
scale, having 4semitones.
7. Major sixth; the interval between the 1st and 6th notes of the major
3rdTerm 7
8. Major seventh; the interval between the 1 st and 7th notes of the major
follows:
C 2ST D 2ST E 1ST F 2ST G 2ST A 2ST B 1ST
C
Example:
= major 6 th.
4. Find the interval between A and F#.
Note: A sharp sign placed at the beginning of any interval decreases the
interval by a semitone, while a flat sign increases it by a semitone. If the
sharp sign is however placed at the end of the interval, it increases the
interval by a semitone, while a flat would decrease the interval by a
semitone.
Step I: A B C D E F#.
Step II: A 2 B 2 C 1 D 2 E 2 F#.
(Remember that any sharp sign placed at the end of an interval increases an
interval by a semitone).
Step III: 2+2+1+2+2= 9 semitones.
= a major 6 th.
Class work
2. Find the interval between the following.
g. D to C#.
h. F to A.
i. F to D.
j. F to E.
k. B to G#.
l. B to A#.
3rdTerm 7
Practice 5. How many major intervals have we in music?
6. Name them?
Evaluation
a. C to E.
b. A to C#.
c. A to G#.
d. D to B.
e. D to C#.
f. F to A.
g. F to D.
h. F to E.
4. An interval is ___________________________.
3rdTerm 7
Theme DRAWING ACCIDENTALS.
Date (Week 3)
Objectives At the end of the class, pupils should be able to draw accidentals, i.e. sharps,
flats and naturals.
Activities
Introductio
n
Step 1
Step 2
Step 3
Step 4
Content
Print lets draw symbols, sheet 8.
Guided
Practice
Evaluation
3rdTerm 7
Theme PERFECT INTERVALS.
Date (Week 4)
Objectives At the end of the class, pupils should be able identify perfect intervals, using
Activities

n
He then continues by doing a reminder of major intervals.
Step 1
He then goes on to enumerate the perfect interval in music, and how to
Step 2 identify them.
Step 3 He then engages the pupils in simple identification exercises, as well as note
taking.
Step 4
Content Perfect Intervals
In music all possible intervals are as follows: perfect unison, major second,
major third, perfect fourth, perfect fifth, major sixth, major seventh and
perfect octave. The perfect intervals therefore are the
5. Unison; the interval between 2 notes of exactly the same pitch. Since
they are same notes, no semitones exist between them.
6. Perfect fourth; the interval between the 1 st and 4th notes of the major
7. Perfect fifth; the interval between the 1st and 5th notes of the major
8. Perfect octave; the interval between the 1st and 8th notes of the major
follows:
Example:

3rdTerm 7
= major 6 th.
4. Find the interval between A and upper A.
Step I: A B C D E F G A.
Step II: A 2 B 1 C 2 D 2 E 1 F2 G 2 A.
Step III: 2+1+2+2+1+2+2= 12 semitones.
= perfect octave.
Class work

a. C to F.
b. A to upper A.
c. A to E.
d. D to A.
e. D to G.
f. F to Bb.

Practice 5. How many perfect intervals have we in music?
6. Name them?
Evaluation
4. An interval is ___________________________.

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Greater Scholars | Music Lesson Notes | 16/1

Grade One LESSON NOTES

Resources Music Express

Introduction The teacher begins by defining pitch.

All sounds have pitch.

Evaluation 1. All sounds have _________________________.

Introduction The teacher begins with a recap of the previous class.

Step 1 He then proceeds define percussion instruments, in terms of how they

Evaluation 1. A percussion instrument is used to play ________________?

Introduction The teacher begins by defining the semibreve.

Step 2 He extends, by demonstrating the time value of the semibreve, while

Step 3 Pupils are made to carry out drawing exercises.

Notes are taken.

Its time value is 4 counts ( or 4 beats). That means, the semibreve

4. Draw 2 semibreves in spaces

5. Draw 2 wholenotes on lines.

Resources Teenage Music Book 1.

Step 1 He then proceeds to exemplify basic semibreve clapping exercises, while

Content Semibreve and Minim Clapping Exercise.

Call and Ta------------- Ta------------- Ta-------------

Call and Ta------------- Ta------------- Ta------------- Ta-------------

Call and re------------- mi------------- fa-------------

Call and la------------- ti------------- do-------------

Call and re------------- mi------------- fa-------------

Call and la------------- ti------------- do-------------

Resources Teenage Music Book 1, internet.

Introduction The teacher begins with a recap of the previous class

Step 1 He then proceeds to define a wind instrument.

Step 2 He then extends by enumerating examples of wind instruments.

The class is ended with a recap.

2. Mention 4 wind instruments.

GRADE ONE LESSON NOTES

Resources Teenage Music Book 1, Internet.

Step 3 The class in ended with a recap.

Content Semibreve into Staff.

4. The semibreve has ___________ beats.

Resources Teenage Music Book 1, Internet.

Introduction The teacher begins with a recap of the previous class.

Step 1 He then proceeds to teach the song.

Step 2 Notes are taken.

Step 3 The class in ended with a recap.

Resources Teenage Music Book 1, Internet.

Step 1 He then proceeds to show how a minim is drawn. He also demonstrates

Step 3 The class in ended with a recap.

Content Minim into Staff.

Step 1: Draw the hollow, oval note head-

Step 2: Attach a stem to the note head- or

4. The minim has __________ beats.

Resources Teenage Music Book 1.

Step 1 He then proceeds to exemplify basic semibreve clapping exercises, while

Content Semibreve Clapping Exercise.

Call and Ta------------- Ta------------- Ta-------------

Call and re------------- mi------------- fa-------------

Call and la------------- ti------------- do-------------

Call and do------------- re------------- mi-------------