Submitted by Pamela Rezach, Cuyahoga Falls, Ohio
Idea posted January 20, 2003
One day, out of frustration, I was playing around with the staff while trying to figure out why in the world learning note names is so hard for students. Well... I found out something that I didn't know (and so far, no other music teacher that I have shared this with knew either).
I began using it about 8 years ago with pretty good success. So, I'll try and share it with you. It will be a bit hard, because I can't draw here.
Anyway, make a grand staff and put notes straight up on all the lines and straight up on all the spaces. (Include middle C as you put the line notes and b and d when you make the space notes.) Then begin at the bass clef, first line G, and you will find out that this series: G,B,D,F,A,C,E repeated three times on the grand staff.
The first set begins on the bass clef G and ends with treble clef, first line E. The second set begins with the treble clef, second line G to fifth line F and down to the bass clef, first space A through the third space E. The third set begins with bass clef, fourth line G on through to the treble clef, fourth space E. Since discovering this, my students learn "G,B,D,F,A,C,E" from grades K-3. They see the whole picture. I color-code each set. They make their own set in first and second grade.
In 4th grade, I take the same chart, but color-code it the traditional way: Bass clef lines are one color, the three notes in between the staves are another color, the treble clef lines are another color, the bass clef spaces yet another color, and the treble clef spaces another. We then focus upon the traditional E,G,B,D,F; F,A,C,E; G,B,D,F,A; and A,C,E,G.
They seem to absorb the staff much easier this way. I have also learned that if they don't practice writing the note names, they don't learn them. So... I have prepared worksheets. When they come in the room they get a pencil and the worksheet, and we spend just a few minutes writing in the note names at the beginning of each class. (I do this for 2 nine weeks each year.)
I can honestly say that the majority of my students now know the notes' names. I can also say that without each individual student practicing writing them, it will sound like the class knows them when you "test" them orally, but if you give them a written test, you will be shocked! I was. They don't know it. Saying the note names and writing them are two totally different processes.
Oh yeah! By learning G,B,D,F,A,C,E, the students will automatically be able to tell you the individual notes for every chord! G: G,B,D. B: B,D,F. D: D,F,A, ETC. (No, they won't know the sharps and flats, but I think if they go to 6th grade knowing the basic note names for each chord, that's a pretty good accomplishment for elementary students who see me 2 times every other week.)