Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 3rd Term
Week: 11
Age: 15 years
Duration: 45 minutes
Subject: Music
Curriculum Theme: Music
Previous Lesson: Western Music History: Medieval and Renaissance Composers and Works.
Topic: Maintenance, care and servicing.
Subject Matter: maintenance and servicing of musical instruments, identification of orchestral instruments, differentiating orchestral instruments from dance band instruments

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

Explain the importance of maintaining and servicing musical instruments.
Identify different orchestral instruments.
Differentiate between orchestral and dance band instruments.
List at least three ways to care for a musical instrument.

Affective Domain:

Appreciate the need for proper care and servicing of musical instruments.
Show interest in learning about various musical instruments.

Psychomotor Domain:

Demonstrate basic cleaning techniques for a musical instrument (e.g., wiping).
Classify given instruments into orchestral or dance band categories.

Collaborate with peers to identify and classify instruments.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Music (Senior Secondary School).
State Unified Scheme of Work for Music, SSS 1.
Comprehensive Music for Senior Secondary Schools.
https://www.google.com/search?q=musical+instrument+care+and+maintenance
https://www.youtube.com/watch?v=orchestra+instruments+for+kids

Instructional Materials

The teacher will teach this lesson with the aid of:

Pictures of orchestral instruments (e.g., violin, trumpet, flute, drum kit).
Instrument care tools (e.g., soft cloths, cleaning brushes, valve oil).
Classification charts showing orchestral instrument families.

Rationale for the Lesson

This lesson helps pupils understand how to keep musical instruments in good condition, which extends their lifespan and ensures good sound quality. It also enables pupils to identify and distinguish between instruments used in an orchestra and those commonly found in dance bands, broadening their musical knowledge.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of different types of musical instruments and their sounds.

Lesson Content/Board Summary

Maintenance, Care and Servicing of Musical Instruments

1. Maintenance and Care of Musical Instruments

Maintenance and care of musical instruments refer to the regular activities performed to keep an instrument in good working condition, prevent damage, and ensure its longevity and optimal performance.

The following are reasons for maintaining musical instruments:

To prolong the lifespan of the instrument.
To ensure the instrument produces its intended sound quality.
To prevent costly repairs.
To maintain the instrument’s aesthetic appeal.
To ensure hygiene, especially for wind instruments.

The following are ways to care for musical instruments:

Clean instruments regularly with appropriate materials (e.g., soft cloths for wood, specific brushes for brass).
Store instruments in their cases when not in use.
Avoid exposing instruments to extreme temperatures or humidity.
Handle instruments with clean hands.
Oil or lubricate moving parts as recommended by the manufacturer.
Inspect instruments for minor damages regularly.

2. Servicing of Musical Instruments

Servicing of musical instruments involves professional inspection, repair, and adjustment by a skilled technician to restore an instrument to its best playing condition or fix specific problems.

The following are reasons for servicing musical instruments:

To address complex issues beyond routine care.
To replace worn-out parts (e.g., strings, pads, springs).
To tune and adjust the instrument for optimal performance.
To perform deep cleaning that cannot be done by the player.

3. Identification and Classification of Orchestral Instruments

An orchestra is a large ensemble of musicians playing various instruments, typically including string instruments, woodwind instruments, brass instruments, and percussion instruments.

The following are the main families of orchestral instruments:

Strings: Violin, Viola, Cello, Double Bass, Harp.
Woodwinds: Flute, Oboe, Clarinet, Bassoon, Piccolo, English Horn.
Brass: Trumpet, French Horn, Trombone, Tuba.
Percussion: Timpani, Snare Drum, Bass Drum, Cymbals, Xylophone, Triangle.

4. Differentiating Orchestral Instruments from Dance Band Instruments

Orchestral instruments are primarily designed for classical music performances in large ensembles, while dance band instruments are typically used in smaller ensembles for popular music genres like jazz, highlife, juju, reggae, etc.

The following are key differences between orchestral and dance band instruments:

Ensemble Size: Orchestral instruments are for large orchestras; dance band instruments are for smaller bands.
Musical Style: Orchestral instruments are prominent in classical music; dance band instruments are prominent in popular and contemporary music.
Typical Instruments:
- Orchestral: Violin, Cello, Flute, Oboe, French Horn, Timpani.
- Dance Band: Electric Guitar, Bass Guitar, Drum Kit, Saxophone, Keyboard/Synthesizer, Conga.
Sound Production: Orchestral instruments often have a more acoustic, natural sound. Dance band instruments frequently use amplification and electronic effects.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and asks them to mention some musical instruments they know. The teacher then asks what they do to keep these instruments working well, linking their responses to the importance of instrument care.
Pupils’ Activity: Pupils respond by mentioning instruments and sharing ideas on how to care for them.
Learning Point: Pupils are introduced to the topic of instrument maintenance and care.

Step 2: Explanation of Maintenance and Care

Time: 8 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher explains what maintenance and care of musical instruments mean, highlighting reasons why it is important. The teacher then demonstrates simple care techniques using available cleaning materials (e.g., wiping a guitar or a flute mouthpiece).
Pupils’ Activity: Pupils listen attentively, observe the demonstration, and ask questions.
Learning Point: Pupils understand the concept and importance of instrument maintenance and care.

Step 3: Explanation of Servicing

Time: 5 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher distinguishes between routine care and professional servicing, explaining what servicing entails and when it is necessary. The teacher mentions that servicing is done by experts.
Pupils’ Activity: Pupils listen and grasp the difference between care and servicing.
Learning Point: Pupils understand the role of professional servicing for instruments.

Step 4: Identification of Orchestral Instruments

Time: 8 minutes
Teaching Skill: Visualisation/Identification
Teacher’s Activity: The teacher displays pictures of various orchestral instruments and asks pupils to identify them by name. The teacher helps pupils with correct pronunciations and provides brief descriptions of each instrument.
Pupils’ Activity: Pupils identify instruments from the pictures and repeat their names.
Learning Point: Pupils learn to identify different orchestral instruments.

Step 5: Classification of Orchestral Instruments

Time: 8 minutes
Teaching Skill: Classification/Categorisation
Teacher’s Activity: The teacher introduces the four main families of orchestral instruments (strings, woodwinds, brass, percussion) and guides pupils to classify the identified instruments into their respective families using a classification chart. Examples for each family are provided.
Pupils’ Activity: Pupils classify instruments into their families.
Learning Point: Pupils understand the grouping of orchestral instruments into families.

Step 6: Differentiating Orchestral from Dance Band Instruments

Time: 6 minutes
Teaching Skill: Comparison/Discussion
Teacher’s Activity: The teacher presents pictures of dance band instruments (e.g., electric guitar, drum kit, saxophone) alongside orchestral instruments. The teacher facilitates a discussion, guiding pupils to identify key differences in their use, sound, and typical ensemble.
Pupils’ Activity: Pupils actively participate in the discussion, pointing out differences.
Learning Point: Pupils can differentiate between orchestral and dance band instruments.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

Define maintenance and care of musical instruments.
Mention three reasons why it is important to care for musical instruments.
List two instruments from the string family of an orchestra.
State one key difference between an orchestral instrument and a dance band instrument.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summarisation
Teacher’s Activity: The teacher summarises the key points of the lesson, reiterating the importance of instrument care and the distinctions between orchestral and dance band instruments. The teacher assigns homework: research specific care routines for a chosen instrument.
Pupils’ Activity: Pupils listen to the summary and copy down the homework.
Learning Point: Pupils consolidate their learning and receive further tasks.

Lesson Keywords

Maintenance – The process of preserving an instrument’s condition.
Care – Routine actions taken to keep an instrument clean and functional.
Servicing – Professional inspection and repair of an instrument by a technician.
Orchestra – A large ensemble of musicians playing various instruments.
Dance Band – A smaller musical ensemble playing popular music, often for dancing.
Woodwind – A family of orchestral instruments where sound is produced by vibrating a reed or air across an edge.
Brass – A family of orchestral instruments where sound is produced by vibrating the lips into a mouthpiece.
Percussion – A family of orchestral instruments where sound is produced by striking, shaking, or scraping.
String – A family of orchestral instruments where sound is produced by vibrating strings.

Differentiation

The teacher will provide additional visual aids and simplified explanations for pupils who may struggle with identifying instruments. More advanced pupils will be encouraged to name specific examples of orchestral and dance band instruments beyond those discussed.

Note for teachers using this lesson plan

Teachers should ensure they have clear, good quality pictures or actual instruments for demonstration. Emphasise practical examples of instrument care that pupils can relate to. Encourage active participation during identification and differentiation activities.