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A. Normal Mode Have students:
• identify clefs and registers they symbolize.
• assign a number to each line and space of grand staff.
• identify a line or space using its number.
B. Chart 6 Turn Chart 6 to display the keyboard horizontally (staff lines vertical). Have volunteers:
• identify each A on the keyboard by writing the note name A.
C. Return Chart 6 to its original position. Write each A on grand staff beside corresponding A of key-
board on chart. (NOTE: Use very low, low, middle and high A’s. Explain that very high A uses
many ledger lines.) Have partners:
• take turns playing in correct register.
D. Worksheet 9 Have students:
• identify each A on the keyboard by writing the note name A on Worksheet 9.
• identify A’s of grand staff by writing an A on correct lines and spaces.
• write other notes in different registers on Examples 2 & 3 on Worksheet 9.
Split Mode Lesson Completed
3. Play – Sakura: Parts 1 & 2 (Song 13)
A. Play Student Part 1 Sakura. Direct students to:
• track Part 1.
• identify register and note names used in Part 1.
• play Part 1 as they sing finger numbers or note names. Play Song
B. Play Student Part 2 Sakura. Direct students to:
• track Part 2.
• identify register and note names used in Part 2.
• play Part 2 as they sing finger numbers or note names.
• practice Part 2. Speakers Off
• play Part 2 with song. Play Song Speakers On
• play Parts 1 & 2 together with song. Play Song Normal Mode Speakers On
Split Mode Lesson Completed
4. Listen - Grand staff simplifies reading & playing music in different registers
A. Have students:
• discuss how grand staff is ideally suited for keyboard (low note on the low staff, high notes on
the high staff).
• discover that one of the unique features of a keyboard is its ability to play notes and melodies
in many different registers.
B. Play Song Of A Helmet by Erik Satie. In this example the piano is played in three separate registers:
low, middle and high. Encourage students to:
• identify registers heard.
• identify legato and staccato passages.
• decide where ledger lines might appear in music score.
• take turns showing registers on silent keyboards. Silent Keyboards
C. Play Song Also Sprach Zarathustra by Richard Strauss. Have students:
• identify the registers.
Sound On Keyboards Lesson Completed
5. Create & Read - Melodic patterns in various registers (Chart 6/Worksheet 6)
A. Normal Mode C hart 6 Write a one-measure melodic pattern using A-B-C in the middle register
on. Play pattern. Have students:
• identify note names and steps/skips/same.
• imitate pattern.
B. Write same pattern in different registers on Chart 6. Have students:
• play patterns in appropriate registers.
C. Create other patterns using A-B-C on Chart 6. Let students:
• play each pattern with rhythm. Play Rhythm
D. Speakers Off Worksheet 6 Have students:
• create new patterns using A-B-C in various registers on Worksheet 6.
• play patterns.
Speakers On Split Mode Lesson Completed
S. Synthesis: Analyze - Music Performance (use of registers/voices/sound effects) (Song 13)
A. Normal Mode Play Song Sakura. Have students:
• identify register of melody.
• suggest new register for melody.
• suggest what instrument is suitable to that register (very low – tuba, middle – clarinet, etc.)
• perform melody with new register and timbre. (NOTE: Have students select voice on keyboard
or send via preset.)
• discuss how changing register affects music.
• discuss relation between register and timbre (i.e. tuba no longer sounds like a tuba if played in
higher register).
B. Do similar activity with other songs.
Play Song Ghost of John
Play Song Zum Gali Gali
Play Song Love Somebody
C. Discuss how changing register may affect a sound effect (i.e. door squeak high pitched vs. low
pitched). Have students:
• try different combinations of registers, instruments and sound effects. (NOTE: For more sound
effects choices, go to Prelude 10 – Section 7 – Reference: Sound Bank)
Split - Treble Split - Bass Split - Reset
Glockenspiel Pan Flute Dog Jet Choir Ahs Door Squeak
Split - Reset Synthesis Completed
R. Review (Chart 6)
A. Chart 6 Note Monitor Ask students to:
• practice entering A, B and C (treble or bass clef) by reading from Chart 6 (NOTE: In review
and quiz, students are in “split” mode, allowing them only two registers – “high” & “low”.
They need to decide which register to use based on the clef, i.e. treble = “high”, bass = “low”)
B. Create and notate patterns in treble or bass clef using Chart 6. Play each pattern and have students:
• practice entering “black” = performed correctly, “white” = performed incorrectly.
Review Completed
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