Compose a Phone Number Song for Recorder

Compose a phone number song for Recorder

Rebecca A. Jones
[email protected]
Gladwyne Elementary School

TI:ME Technology Areas Addressed:





General Music


Sibelius 3


30 Minutes

Prior Knowledge and Skills:

Basic knowledge of the staff, G clef, line notes and space notes. Activity of naming line and space notes as letter names on a student worksheet. Basic recorder skills.

NAfME standard of 1994 Addressed:

NAfME standard of 1994: Performing on instruments, alone and with others, a varied repertoire of music.

NAfME 2014: Performing 

NAfME standard of 1994: Composing and Arranging Music within specified guidelines.
NAfME standard of 1994: Reading and notating music.

NAfME 2014: Creating 


Blank treble clef worksheets created from Sibelius 3, pencils, erasers, and lap desks. Student recorders. Smart board for teacher demonstration.


Using their home phone numbers the students will compose a melody, notate it on the treble clef staff, and perform their composed melody upon the recorder.


10 minutes – The teacher will demonstrate upon a smart board how to compose a melody from a home phone number. Assign numbers 1-8 to respective notes on the C scale. Low C may double for the numbers 0 and one, while High C may double for the numbers 8 and 9. Once the phone numbers are assigned pitches demonstrate using the smart board how to notate them upon the staff. Once notated, the teacher will demonstrate adding rhythms to the pitches and assign a time signature. The teacher will then play the demonstrated composed phone number melody upon the recorder.
20 minutes – The students will then assign pitches to their own phone numbers, notate them on Sibelius created worksheets, and add rhythms and assign time signatures. The students will play their composed phone numbers upon their recorders.


The students completed a worksheet on the note names of their home telephone numbers which they performed on their recorders. The completed worksheets should be corrected by the teacher for accuracy during the activity before they perform upon the recorder. Teacher visual observation of student participation is used in the evaluation of this lesson.

Follow Up:

In the follow up lesson students can either play their composed melodies to an assigned partner or do a round robin activity where all recorder players stand in a circle and each takes a turn playing their phone number melody for the group. Theme and Variation could also be addressed in the next few lessons, by having the students take their phone number melody as their theme and create variation melodies from it.


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