Windy Broadwater
05/17/05
Technology Lessons
Electronic Keyboards
3rd Grade
Bayside Elementary School
Suggested Time: 1 class period
Lesson 1: Electronic Keyboards
Outcomes: The students will demonstrate the ability to perceive, perform and respond to music.
NETS- Technology productivity tools: Students use technology tools to enhance learning,
increase productivity and promote creativity. Students use productivity tools to collaborate in
constructing technology enhanced models, prepare publications, and produce other creative
works.
Performance Objectives: Students will read simple notation on the treble clef staff (in order to
play the notes correctly on the keyboards, making certain to identify 2 and 3 black key
(chromatic keys/sharp and flat key) patterns and knowing the difference between them and the
white keys (natural keys).
Resources Needed: Paper keyboards, electronic keyboards, scavenger hunt paper, magic hat and
felt keyboard game, keyboard video.
Directions for Instructions:
A. Readiness Activity: The students will start the day by answering a journal question on the
board. The questions are 1. What is an electronic keyboard? 2. What family of instruments is it
a part of? 3. Is it the same or different than the large piano that we have in our classroom?
How?
B. Procedures: I will ask students to share some of their answers and then I will begin giving
some informational background about the Keyboard family in general. The electronic keyboard
is different than the piano because it is smaller, it must have batteries or electricity to be
operated. It can create different sounds other than the piano and it can be programmed to play
certain prerecorded songs. The piano used to be thought of as part of the percussion/string
families because it has mallets (like a percussion instrument) on the inside of the piano that hits
strings (like in the string family) which causes vibration which causes sound. This confused
many people. How could an instrument belong to two different families? So, this is when the
Keyboard family originated. It includes any type of piano or keyboard like instrument (as you
can see in the picture). There are pictures of keyboard instruments in the classroom that they can
use as a reference.
2. Let students know that the one thing that all piano/keyboard instruments do have in common
are the way that the white (natural keys) and the black (chromatic keys) are set up. Give each
student a paper keyboard in which they will notate all notes based on the 2 and 3 black key
patterns. Students will work collaboratively at their tables to complete this process. 3. Next (as
an assessment) students will play a game. The object of the game is to correctly identify the
keys on the keyboard. To do this a student will choose a letter from the magic hat that I have and
then place it correctly on a felt keyboard that I will have in the front of the room. They may use
their paper keyboards to assist them. If they are correct they will earn a reward (like a composer
buck or a piece of candy). This will give them an incentive to learn where the keys are on the
piano. Explain to the students that there are only seven notes that keep repeating. They are
either high, medium or low notes (relative to the sound quality).
4. After this exercise the students will each have an electronic keyboard placed at their tables.
The students will begin to have an introduction to the keyboard. The students will have a
scavenger hunt based on the items that I would like them to locate on the keyboard. The first
group to correctly identify the answers to the questions on the map will be rewarded. For
example, I will have five clues written down on a piece of paper (scavenger map). Using the
keyboards at their table, they will identify items that are needed for basic keyboard knowledge
such as: on/off switch, volume, voice, songs, key pattern and letter names on the keyboard An
example of one of the questions might be: What is as round as a circle, at times quiet as a mouse
at other times loud like a lion? The answer of course would be volume (a word bank will be
given).
Links to Prior Knowledge: After the game students will be watching an introduction to the
Keyboards Video that will further strengthen their knowledge of the Keyboard family and it’s
instruments.
Assessment: I will use several games during this lesson in which to assess the students abilities:
the first being the hat game, the second being the scavenger hunt. The scavenger hunt will lead
into next week’s lesson, which is the introduction to playing the keyboards (by way of learning
to use the scavenger hunt functions) as well as playing short echo rhythms and melodic patterns.
Suggested Time: 1 class period
Lesson 2: Electronic Keyboards
Outcomes: The students will demonstrate the ability to perceive, perform and respond to music.
NETS: Technology productivity tools- Students use technology tools to enhance learning,
increase productivity and promote creativity. Students use productivity tools to collaborate in
constructing technology enhanced models, prepare publications and produce other creative
works.
Performance Objectives: (1.1.B.1) Students will echo short rhythmic and melodic patterns.
Resources Needed: Electronic keyboard, attachment 4 (worksheet), flash cards, rhythmic
pattern cards, paper keyboards (which students should have from last week) and the Keyboard
Video.
Directions for Instructions:
A. Readiness Activities: 1. Students will start this lesson by reading two introductory pages
about electronic keyboards. We will read them aloud as a class. 2. Second, I will ask students to
think back to the last class period when they completed the scavenger hunt to see if they
remember the settings on the electronic keyboard. I will have different students come up and
point out the settings based on the names that I give them (volume, power, keypad, ect.).
B. Procedures: 3. Next, I will explain to the class that we will be performing short rhythmic
and melodic patterns today. Before doing this explain to them that it is important that they
remember the names of notes and their values. 4. I will divide the class into two teams, show
them a set of flash cards, the team that raises their hands first and correctly identifies the note
and value of the note earns a point. The team with the most points wins this game and a reward
for their team (They get to pick their partners first for the keyboarding activity). 5. After the
game the students will complete attachment 4 independently as a review before the keyboarding
activity. The activity has them recalling note values, names of notes and reviewing time
signature based on values of notes. 6. Next, I will place rhythmic patterns on the board. I will
clap each pattern and then the students will echo clap the pattern back to me. 7. Before playing
the melodies that are on the board I will have students give me a list of criteria that they think are
important to follow when playing the keyboards. 8. Next, I will write keyboard notes under the
patterns (giving students a beginning and ending note). 9. Students will choose a partner. 10. I
will play each pattern on the board and taking turns students will ply the pattern back to me.
They may use their paper keyboards to help them locate the notes. 11. After playing the patterns,
have students practice on their own. 12. See if they can identify the melody that they are
playing. 13. I will observe the students to make certain that they are playing the rhythms
correctly as well as playing the right keys on the keyboard.
Links to Prior Knowledge: Students will have to be able to identify note values, note names,
time signatures, keyboard patterns (note names on the keyboards).
Assessment: When they finish practicing, I will have the students complete an informal
assessment of their performance. If they think they have followed all of the criteria that we
established then, they will give me a thumbs up, if they think they have done most of them they
will give me the thumbs sideways and if they think they didn’t do anything right then they will
give me a thumbs down. This is a quick way that the kids as well as myself can make certain
that they are on target.
Assessment Exit Question: (To understand that there is a difference between melodic and
rhythmic patterns students will answer the following question at the end of the class) Name two
types of patterns we played/clapped today? (rhythmic and melodic) At the end of class if there
is time students will finish watching the keyboard video from last week.
Suggested Time: 1 class period
Lesson 3- Keyboards
Outcomes: To demonstrate the ability to perceive, perform and respond to music.
NETS: Technology productivity tools- Students use technology tools to enhance learning,
increase productivity and promote creativity. Students use productivity tools to collaborate in
constructing technology enhanced models, prepare publications and produce other creative
works.
Performance Objectives: (1.1.B.2) Students will play easy rhythmic and melodic patterns
independently on the keyboards. (Students will use the key pad to program different sounds of
instruments/styles into the keyboard other than piano).
Resources Needed: Bingo game boards, over head of a key pad, electronic keyboards, packet of
keyboard songs, fictional book titled: The Piano.
Directions for Instruction:
A. Readiness Activity-The students will begin the class today by playing Bingo with the
keyboard vocabulary learned previously in the last two lessons.
B. Procedures- 1. I will teach the students how to change the sounds of the instruments on the
keyboard by using the key pad. 2. Students will view an over head that is a diagram of the key
pad. I will use the diagram as a method of explaining how to use the keyboard function. 3. First
the students must press the power (on/off) button to turn the electronic keyboard on. 4. Next,
looking at the center on the right side of the keyboard panel there are three instructional buttons;
voice-purple, style-blue and song is green. In order to have the keyboard play different
instrument sounds students must press the purple voice button first. After pressing this button
the students can use the key pad to play a variety of instrumental sounds (by touching a
combination of two numbers) The instrumental sounds are listed on the keyboard panel. 4.
Using easy melodies (like the ones last week), students will play songs using the correct
rhythmic values as well as notes. 5.Students will explore with different instrumental sounds. 6.
Students will perform individually as well as in groups using an instrument sound of his/her
choice. 7. As a class we will discuss how the instruments sounded together and how a change in
instrumentation may have made the sound of the group different. Enrichment: As a
closing activity students will hear a fictional story based on a piano (Titled : The Piano)
C. Links to Prior Knowledge- Students will recognize note values, rhythmic patterns,
keyboard
vocabulary as well as the sounds of instruments from the five families.
D. Assessment-Students will review by playing jeopardy (based on today’s lesson).
Suggested Time-1 class period
Lesson 4: Electronic Keyboards
NETS: Technology productivity tools- Students use technology tools to enhance learning,
increase productivity and promote creativity. Students use productivity tools to collaborate in
constructing technology enhanced models, prepare publications and produce other creative
works.
Outcomes: (1.1.A.4) The students will improvise instrumental music using the electronic
keyboards.
Resources Needed: Electronic keyboards, music memory game, packet of songs, staff paper,
Wacky keyboard game.
Directions for Instruction:
A. Readiness Activity: 1. Students will begin the day by playing the music memory game.
The object of the game is to match the correct note symbol will the correct name of that
particular symbol. For example, if the student picks a card that has this symbol on it (o) than
they would try to correctly pick out a card that has the right name on it. In this case the name of
the symbol is a (whole note). The cards are turned backwards so that the students not only have
to know the symbols and names of the notes, they must also remember the location of the cards.
I will start the game by picking a student to choose two cards from the board game (there are
sixteen in all). If they draw two like cards than they earn a music buck, if not they will return to
their seat and pick another student to take a turn.
B. Procedures: 2. After the game the students will review the names of the keys by playing
Wacky Keyboard. There can be two or three players in a group. Each will get a paper keyboard,
a spinner (that has the names of the keys on it) and a paper clip. To begin play, let the first
player hold the pencil on the center of the dial and spin the paper clip. The player reads the letter
indicated by the paper clip and places a game marker on the corresonding key. The other player
continues in the same manner. If the key is marked, the player loses that turn. As the players
place the game markers on the keys, they must think about which keys to cover when choices
can be made. The game ends when one player covers three keys in a row.
3. Next the students will review information learned last week in regards to the keypad, voice,
style and song buttons. Last week the students had an opportunity to play easy melodies using
different instruments. 4. This week the students will learn to program the style of music that
they would like to play on the keyboard. Looking at the keyboard panel, next to the voice button
is the blue style button. Students will press this button and the keypad will automatically adjust
to play the two digit numbers coded for the style selections on the keyboard. 5. I will play a
variety of songs for the students in order to demonstrate the different selections that are
programmable on the keyboard. 6. I will have students select partners and using the style buttons
students will choose songs from their packets and play using a variety of different styles. 7. I
will have students play independently as well as in groups.
8. Next students will begin to write their own improvised keyboard song. The students will
begin to work on their piece in sections. 9. First the students will be given a (written) example of
a rhythmic passage. Using the notes and rests that we have learned previously, students will
write four measures of rhythm (a 4/4 time signature will be used). Students may work
collaboratively at their tables, as long as their rhythms are different. I will be monitoring as well
to make certain that they are successful. 10. Using that rhythmic example the students will
create a short melodic song. I will provide an example of what I am looking for, so they may
understand the directions. 11. Once the students have created their song, they may select an
instrument or style type on the keyboard and experiment with their new song.
C. Links to Prior Knowledge: Students will recognize note names and values, keyboard
vocabulary, certain selections from the keyboard panel, names of keys and rhythmic patterns.
D. Assessment: I will observe their playing on the keyboards. The two games in the beginning
of the lesson: Music Memory and Wacky Keyboard are two means of assessment (note names
and key names). I will ask them what the word improvise means?
Suggested time: 1 class period
Lesson 5: Electronic Keyboards
Outcomes: The students will demonstrate the ability to perceive, perform and respond to
music.
NETS: Technology productivity tools- Students use technology tools to enhance learning,
increase productivity and promote creativity. Students use productivity tools to collaborate in
constructing technology enhanced models, prepare publications and produce other creative
works.
Performance Objectives: (1.1.D.3) Students will program a song onto the keyboard and than
play a short improvised ostinato pattern with the main (song) melody.
Resources Needed: Electronic keyboard, improvised melody from last week, flash cards (piano
style) and the unit quiz.
Directions for Instruction:
A. Readiness Activity- Students will begin the day by playing a flash card game. The flash
cards are made to look like piano keys and each keyboard has a star located on one of the keys.
The students that identify the key names correctly will earn a piece of candy.
B. Procedures -1. The first part of class will be used to review: the names and values of notes,
the names of keys on the piano, select information that we have discussed as a class in regards to
the electronic keyboard panel: volume, power, style, song, voice buttons, rhythmic patterns,
improvisation and any new vocabulary terms from this unit. The students will be taking a quiz
today. All of the above will be included on the written quiz.
2. The second part of the class will be utilized to complete the melodies that they improvised
last week and the song program on the keyboard will be discussed as well today. 3. After the
quiz students will learn to program songs on to the keyboard. 4. Students will first locate the
song button (which is close to the voice and style buttons that they have used before). 5.
Students will press the song button and than using the key pad students will choose a two digit
number next to the list of song selections. 6. By pressing the start button located at the center of
the keyboard panel the melody will begin to play on its own. 7. If the students wish to stop this
song they can push the start button again which turns the song off. 8. Students can listen to
several of the songs to decide which they think will best suit their ostinato (a short melody that is
repeated over and over) melodies that they improvised. 9. When students have selected the song,
they will begin to practice playing their melodies on the keyboard while the song is playing. 10.
They have created an ostinato pattern that coincides with a traditional melody by using a source
of technology, better known to them as the electronic keyboard.
C. Links to Prior Knowledge-Students will recognize note names and values, keyboard note
patterns and vocabulary, rhythmic patterns, the keyboard panel (instructions) and some of the
songs programmed into the computer.
D. Assessment-The students will be assessed today in the form of a quiz. I will be informally
assessing their knowledge of electronic keyboards by using flash cards as well as reviewing (by
way of questions) in the beginning of class. I will also be observing them while they play their
improvised melodies on the keyboards.