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- 1Learners will recall and identify the eight notes of the major scale (do, re, mi, fa, sol, la, ti, do) in correct ascending order. This objective is critical because hand signs are a visual representation of these pitches — learners must know the scale sequence before they can match hand positions to notes
- 2Activity 1 — Singing the Scale Recall Task: Play or sing the major scale on a keyboard or xylophone starting from middle C (or use the tone on your phone if no instrument is available). Ask learners to listen carefully and hum along. Then ask: 'How many different notes did you hear going up?' and 'Can you clap once for each note you heard?' Learners clap 8 times in rhythm with your second playing. This activates their auditory memory of the scale and prepares them to connect it visually to hand signs
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- SECTION 1: UNDERSTANDING AND DEMONSTRATING CURWEN HAND SIGNS FOR THE MAJOR SCALE
- 1Main Activity — Introducing Hand Signs with Demonstration and Direct Imitation: Explain to learners: 'Curwen's Hand Signs are hand shapes that show where each note sits in the scale. Each hand position represents one note — when you see the hand sign, you know which note to sing.' Display or demonstrate the eight hand signs in order (DO: hand at waist level, RE: hand at hip height, MI: hand at shoulder height, FA: hand in front of face at eye level, SOL: hand above head, LA: hand above head to the side, TI: hand high to one side, DO: hand directly above head). Use the Learners Textbook diagrams to show each position clearly — point to the textbook image of each sign as you demonstrate it on your own body. Perform all eight signs in sequence twice at slow speed while saying the syllables aloud: 'DO (show sign), RE (show sign), MI (show sign).' Ask learners to watch carefully and notice how the hand moves higher as the note goes higher in pitch. Learners observe silently and follow the movement with their eyes
- 2Sub-Activity 1 — Guided Imitation of Hand Signs in Sequence: Invite learners to stand up and face you. Say: 'Now I will show each hand sign one at a time, and you copy my hand position exactly. Watch my hands carefully.' Show DO with clear, exaggerated movement. Wait 3 seconds while learners copy. Say 'DO' aloud while they hold the position. Repeat for RE, MI, FA, SOL, LA, TI, DO in sequence at a slow, steady pace (approximately one sign every 4 seconds). Move through all eight signs twice without stopping. On the second pass, ask learners to say the syllable name quietly under their breath as they perform each sign. This builds muscle memory and connects the visual sign to the syllable name
- 3Sub-Activity 2 — Paired Sign Recognition and Corrective Feedback: Learners sit in pairs facing each other. Say: 'One person in each pair will show a hand sign (any of the eight signs), and their partner will say the syllable name aloud.' Demonstrate one example: show FA clearly and have a volunteer say 'FA' aloud. Then have the pairs begin. Circulate around the room and watch for correct hand positioning. If you see an incorrect hand position, pause the pair gently and say: 'That looks like (e.g., RE) position — remember RE is here at hip height, and FA is higher, at eye level.' Use the Learners Textbook as a reference guide while you circulate. After 3–, ask pairs to swap roles so the listener now shows the signs. This activity checks understanding and provides real-time correction
- 4Differentiation — Struggling learners: Pair them with a strong peer and let them lead by showing the sign first (easier than naming from memory). Ask the stronger partner to guide them quietly. Average learners: Follow the full sequence above. Fast finishers: After completing the paired activity, challenge them to show the signs in reverse order (DO TI LA SOL FA MI RE DO) without stopping, or show three signs in random order and ask a peer to name them. Extension Task: Ask fast finishers to create one new hand sign of their own to represent a note (e.g., hand on stomach for DO) and teach it to one peer, explaining why that position represents that note.
- SECTION 2: APPLYING HAND SIGNS TO GROUP SINGING OF A GHANAIAN MELODY
- 5Main Activity — Teaching a Simple Melody with Hand Sign Support: Select a familiar Ghanaian melody that uses a limited range of the major scale — for example, the opening phrase of 'Kum Adwe' or 'Aban Aban' (or teach the melody 'Do Re Mi Fa' from the Learners Textbook if available). Teach the melody line by line without hand signs first: Play or sing the first two measures on a keyboard or sing it clearly a cappella. Ask learners to listen and then echo-sing (repeat) what they heard. Repeat for the second phrase. Once learners can sing the short melody (approximately 8–12 bars), introduce the hand signs. Say: 'Now we will sing the same melody, but this time each person will show the hand sign for each note they are singing.' Use the Learners Textbook to show which sign matches each note in the melody. Sing the melody very slowly (double the normal tempo) while you show each hand sign clearly. Learners sing and mirror your hand signs simultaneously. Repeat three times at this slow speed so learners can coordinate singing with the hand position
- 6Sub-Activity 1 — Guided Group Singing with Hand Signs at Normal Tempo: Say: 'Everyone stand up. We will now sing the same melody at normal singing speed, and each person will show the hand sign for each note. Watch my hands and follow my timing.' Sing the melody at a comfortable, steady tempo (approximately 80–100 BPM for an 8-bar melody). Show each hand sign clearly, holding it for the duration of each note. Learners sing and perform the hand signs together. Perform the melody three times in succession without stopping. After the third time, ask: 'Show me with your thumbs — thumbs up if the hand signs helped you remember the notes, thumbs down if you found it difficult.' This checks understanding and allows learners to self-assess without embarrassment
- 7Sub-Activity 2 — Small Group Demonstration and Peer Feedback: Divide the class into two groups of 9 learners each. Say: 'Group 1, you will sing the melody with hand signs while Group 2 watches carefully. Then we will swap.' Group 1 stands and performs the melody three times with hand signs at normal tempo while you conduct gently. Group 2 observes and listens. After Group 1 finishes, ask Group 2: 'What did you notice about the hand signs? Did the signs move up and down with the melody?' Accept 2–3 observations (e.g., 'The hands went higher when the notes went higher'). Then Group 2 performs while Group 1 observes. Ask Group 1 to give feedback: 'Did the hand signs match the notes?' This activity builds group confidence and reinforces the connection between pitch direction and hand position height
- 8Differentiation — Struggling learners: Allow them to perform the hand signs without singing first (signs only), then add singing once they are confident with the hand positions. Pair them with a stronger singer. Average learners: Follow the full sequence above. Fast finishers: Challenge them to lead a small group (3–4 peers) in performing the melody with hand signs, or ask them to teach one peer a second melody (if available) using the same hand signs approach. Extension Task: Ask fast finishers to create a short rhythm pattern (using claps and body percussion) to accompany the hand sign melody — they could clap on beat 1 and 3 while singing, or add a foot tap on beat 2 and 4. This extends understanding into rhythm and ensemble coordination.
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- 1Learners Textbook (Creative Arts and Design)
- 2Keyboard, xylophone, or singing voice
- 3Board and markers
- 4Exercise books and pencils
- 5Small pieces of paper or finger cards (for silent identification activity)
- 6Diagram or poster of Curwen Hand Signs (if available in school resources)
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- 1Plenary Activity 1 — Consolidation: Silent Hand Sign Identification Game: Ask learners to sit in a circle or at their desks facing you. Say: 'I will show you one hand sign without saying the syllable name. You will write the syllable name (DO, RE, MI, FA, SOL, LA, TI, or DO) on a small piece of paper or your exercise book and hold it up silently when I give the signal.' Show each of the eight signs in random order (not in scale order), holding each for 3 seconds. Learners write the name. After each sign, ask: 'Show your answer on your fingers — hold up 1 finger for DO, 2 fingers for RE, 3 for MI, and so on.' Count how many learners show the correct number of fingers. This provides rapid, silent consolidation and a clear visual check of understanding for you
- 2Plenary Activity 2 — Reflection and Connection to Next Lesson: Ask learners to sit in pairs. Say: 'Turn to your partner and whisper one answer to this question: Where do you think you will use hand signs in music? Could you use them to help you sing in tune? Could a conductor use them to show the choir which note to sing?' Listen to 2–3 pair responses and affirm: 'Exactly — hand signs help singers and conductors communicate about pitch. Tomorrow we will explore how to use them in more complex melodies.' This reflection consolidates the learning and builds anticipation for Day 2
Exercise
- 1Written Exercise — Curwen Hand Sign Identification and Application: Show learners a simple musical staff with four notes written on it (e.g., DO, RE, MI, FA in ascending order, or in a simple melody pattern). Write the notes as letter names (C D E F) or syllables (DO RE MI FA) below the staff. Ask: 'Draw or describe the hand sign position for each note. Where is your hand for DO? Where is it for RE? Where is it for MI? Where is it for FA?' Learners draw or write a short description of each hand position (e.g., 'DO — hand at waist' or sketch a stick figure with hand placement). Model answer: Learners should identify that DO is lowest (waist), RE is higher (hip), MI is higher still (shoulder), and FA is at eye level — the hand position increases in height as the pitch increases. Score: Correct identification of all four positions = full marks; 3 correct = 80%; 2 correct = 60%; 1 correct = 40%. This directly assesses the Phase 1 objective (recall and identify the scale notes) and the Phase 2 application (demonstrate hand position for each note) in their exercise books.
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- 1Learners will recall and identify the difference between semibreve and crotchet note values by listening to clapping patterns and naming which note is longer. This objective matters because accurate perception of note duration is the foundation for performing rhythms correctly and understanding how beats work together in music
- 2Play a short clapping demonstration: clap four single beats in quick succession (representing four crotchets), pause for 2 seconds, then hold one long clap for the duration of counting '1-2-3-4' silently (representing one semibreve). Ask learners: Which clap lasted longer? How many quick claps did you hear? What do you think one long clap equals? Learners raise their hands to respond. Accept all responses without correction at this stage
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- UNDERSTANDING SEMIBREVE DURATION THROUGH VISUAL AND AURAL RECOGNITION
- 1Main Activity — Introduce the semibreve formally using the Learners Textbook page on note durations. Point to the semibreve symbol (an open oval note head with no stem) and explain: A semibreve is worth 4 beats. Show a crotchet (filled oval note head with a stem) and say: A crotchet is worth 1 beat. Draw a simple table on the board with two columns: 'Note Name' and 'Number of Beats'. Write 'Semibreve = 4 beats' and 'Crotchet = 1 beat'. Ask: How many crotchets equal one semibreve? Learners answer chorally: Four crotchets. Write this equation on the board: 1 semibreve = 4 crotchets
- 2Sub-Activity 1 — Display a printed rhythm card showing the pattern: one semibreve followed by four crotchets in 4/4 time. Explain that in 4/4 time signature, one semibreve fills one complete measure. Clap along with learners three times: first clap the semibreve as one long 4-beat hold, then clap the four crotchets as four separate taps. Ask: Did we use the same amount of time? Yes. Why? Because one semibreve equals four crotchets. Repeat twice more, with learners clapping louder the second time
- 3Sub-Activity 2 — Distribute printed cards to pairs showing mixed note patterns: semibreve + crotchet + crotchet + crotchet + crotchet in 4/4 time. Ask learners to count the total beats silently and write the number in their exercise books. One volunteer from a pair that finished first writes their answer (8 beats) on the board. Confirm: Semibreve is 4, plus four crotchets is 4 more, which equals 8 beats total. Teacher tip: Struggling learners should count on their fingers alongside the written pattern. Fast finishers: ask them to predict how many crotchets would fill two measures of 4/4 time (answer: 8 crotchets). Extension: Create a short rhythm card with semibreve + minim + crotchet and ask fast finishers to calculate total beats
- 4Differentiation: Struggling learners — provide a laminated card with the beat values written next to each note symbol to reference as they count. Average learners — use the standard rhythm cards as described. Fast finishers — ask them to create their own 4-beat rhythm using any combination of semibreves and crotchets on manuscript paper and present it to the teacher for checking.
- APPLYING SEMIBREVE DURATION THROUGH GROUP CLAPPING PERFORMANCES AND PATTERN RECOGNITION
- 5Main Activity — Divide the 18 learners into three groups of 6. Give each group a printed rhythm card (prepared on card stock) showing a different 8-beat pattern in 4/4 time. Group 1: semibreve + 4 crotchets. Group 2: 4 crotchets + semibreve. Group 3: 2 crotchets + semibreve + 2 crotchets. Explain: Your group will clap your pattern together while I count the beats aloud. The goal is to clap exactly on beat. Model the first group's pattern by clapping it slowly once. Ask Group 1: How many beats is your semibreve? (Answer: 4). How many crotches are there? (Answer: 4). Total? (Answer: 8). Now clap it together, keeping time with my hand. Repeat for Groups 2 and 3. Each group performs twice
- 6Sub-Activity 1 — After each group's performance, ask the watching learners to analyse what they heard. Ask: Did Group 1's semibreve take longer than a crotchet? How do you know? Do all three groups have the same number of beats total? (Yes, 8 beats.) Which group arranged their pattern in a different order? Learners identify and explain. Invite Group 2 to demonstrate why their pattern sounds the same length as Group 1 even though the order changed
- 7Sub-Activity 2 — Challenge groups to perform their rhythm again, but this time clap the semibreve as one continuous beat (holding the clap silently for 4 counts) while stepping their feet for each individual beat of the crotchets. This applies their understanding by showing the semibreve duration visually and aurally in performance. Each group demonstrates once. Ask the class: Could you hear the difference between the long clap (semibreve) and the short claps (crotchets)? Why does the semibreve feel different? Teacher tip: Struggling learners should practise with a partner first before group performance, using a simplified pattern (semibreve + 2 crotchets only). Fast finishers: ask them to create a new 8-beat pattern using semibreves and crotchets, write it on a rhythm card, teach it to another group, and perform it together. Extension: Ask fast finishers to identify which group's pattern uses the most semibreves and to justify their choice
- 8Differentiation: Struggling learners — provide a visual reference card showing semibreve = 4 beats illustrated with a long line, and crotchet = 1 beat illustrated with four short lines, to help them follow the group's pattern. Average learners — perform the standard group clapping task as described. Fast finishers — after their group performs, ask them to conduct the beat while their group claps, or create an additional rhythm card for another group to perform. Ensure all learners experience both listening and performing roles to strengthen understanding.
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- 1Learners Textbook (Note Durations page)
- 2A3 printed music staff card with semibreve and four crotchets
- 3Printed rhythm cards (4/4 time patterns) — 3 cards
- 4Laminated note value reference cards (for struggling learners)
- 5Card stock rhythm patterns for group work
- 6Manuscript paper (for fast finishers)
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- 1Consolidation Task 1 — Gather the class in a circle. Hold up the printed semibreve and crotchet note cards one at a time. Each time you show a note, learners clap or stay silent to represent the duration: semibreve = one long continuous clap (4-beat hold), crotchet = one quick tap. Show the semibreve three times, then the crotchet three times, mixing the order. Learners respond without speaking. Finish by asking: Who can explain to the class what a semibreve is? Select a learner who was uncertain in the starter activity and guide them to say: A semibreve is a note worth 4 beats. How many crotchets equal one semibreve? Ask the class to answer chorally: Four crotchets
- 2Consolidation Task 2 — Display a final rhythm pattern on the board: semibreve + crotchet + crotchet + crotchet + crotchet. Ask learners in pairs to discuss: How many beats is this pattern? Learners whisper their answer to their partner first. After, ask one pair from the back to share their answer (8 beats) and explain their thinking aloud. Confirm and praise: You added 4 beats for the semibreve and 4 beats for the four crotchets, which equals 8 beats total. That shows you understand the arithmetic value of the semibreve. Learners give themselves a silent hand clap
Exercise
- 1Display a rhythm card showing one semibreve and ask learners to write in their exercise books: How many beats is one semibreve? Draw or write how many crotchets equal one semibreve. Model Answer: One semibreve = 4 beats. One semibreve = 4 crotchets. Learners who answer correctly demonstrate full understanding of the semibreve's duration in relation to the crotchet and simple time signatures. Collect exercise books to assess individual mastery
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