Recorders are Flutes, Not Mp3’s or iPods!

Ann Emond
Dagmond@att.net
Leicester Public Schools

TI:ME Technology Areas Addressed:

Information Processing

Level:

Elementary

Class:

General Music

Equipment:

Computer Lab with internet access.

Duration:

60 Minutes

Prior Knowledge and Skills:

1. The Students have some experience following teacher guided internet links.

2. Specified music terminology: Renaissance, Baroque, Classical, Bore sizing, Flute, Sopranino, Soprano, Alto, Tenor, and Bass.

NAfME standard of 1994 Addressed:

NAfME standard of 1994: Understanding relationships between music, the other arts, and disciplines outside the arts.
NAfME standard of 1994: Understanding Music in Relation to History and Culture

NAfME 2014: Connections

Materials:

A teacher made worksheet that poses questions about the history of the recorder.

Suggested Web Addresses:

“Music 88”: www.music88.com/readrecorders.htm
This site is constructed in a “question and answer”
format: The link is “Read about recorders”.

“The Recorder Home Page”:
members.iinet.net.au/~nickl/recorder.html

“Dragon Early Music”: www.earlymusic

Objectives:

1. To teach the students how to follow a link so that they can research a topic in a specific area: Recorders.

2. To offer information about the development and/or history of the recorder.

3. To see the design of the recorder change over the years and determine when recorders became part of the orchestra.

4. To be aware of the whole recorder family; Sopranino, Soprano, Alto, Tenor, and Bass.

Procedures:

1. At your computer station, access the music folder file on your desktop.

2. Click on the folder and go to the favorites bar at the top of the page in the menu.

3. A recorder history link will appear.

4. Click on the link and begin to answer the questions on the worksheet.

Evaluation:

Rubric:

4. The student follows the directions and answers all the questions on the worksheet.

3. The student needs some help in following the directions and answers most of the questions on the worksheet.

2. The student needs lots of help following directions and answers some of the questions on the worksheet.

1. The student does not follow the directions and does not answer any questions on the worksheet.

Follow Up:

In the “Dragon Early Music” website there are links to:

“Original Recorder Players”: Offering different techniques for playing the recorder.

“Prices of various recorders”: The opportunity to learn how to compare recorders, timbre, sound, and the materials from which the recorders are made. There are cross-curricular opportunities to introduce mathematical concepts of addding and subtracting, ratio and proportion, etc.

“Pitch”: The various pitch ranges of recorders and their timbres.