Missy Lost the Gold Ring

Lesson 9

Teaching Artist: Ruaridh Pattison
A graphic text and a photo of Ruaridh Pattison playing the recorder. The graphic says, "Missy Lost the Gold Ring."

SUMMARY

This is the ninth lesson of Recorders Without Borders, where students will build upon their recorder playing skills. Students will explore music from Guyana and the Caribbean, then perform “Missy Lost the Gold Ring” as a class to share with peers, friends, and family.

OBJECTIVE

  • Summarize important information about music from Guyana and the Caribbean.

  • Set up, hold, and make a sound on the recorder.

  • Play the notes “High D,” “High C#,” “B,” “A,” “G,” and “Low F#” on the recorder.

  • Perform “Missy Lost the Gold Ring” for an audience.

MATERIALS

Teacher Background

This lesson was designed for two full classes/school periods. Teachers can amend the lesson duration to meet student needs, abilities, and accommodate class schedules.

EXPLORE

  1. Display the Google Slides: Missy Lost the Gold Ring. Introduce students to Guyana by exploring the Map of Guyana. Allow students to observe the map of Guyana and South America, then scroll and zoom to find the geographical location of your classroom in relation to Guyana. Ask students to identify neighboring countries on the South American continent, pausing occasionally to ask questions: Where is the country Guyana located on the map? Where is the continent of South America on the map? What do you know about Guyana in relation to our location? 

  2. Introduce students to Guyanese and Caribbean music by playing this video:

    Guyanese National Steel Orchestra

  3. Tell students the songs were performed by a collection of musical instruments! Ask: What sounds or instruments did you recognize? Can you name these instruments? (Steel pan or steel drum)

  4. Play the video New York Stories: Little Caribbean to learn more about the steel pan.

  5. Ask: How is the steel pan played? Have students pantomime playing the steel pan, then the recorder, noting the similarities and differences between the act of playing each instrument. Ask: What are steel pans made from? (Old metal oil drums or barrels) Which country do the steel pans come from? (Trinidad and Tobago).Referring again to the Map of Guyana, demonstrate the close geographic proximity of Guyana to the islands of Trinidad and Tobago. Explain that this means musical instruments and styles can be shared between these countries.

LEARN

  1. Have students set up their recorders. If a student is using an adaptive tool or instrument, please follow the instructions accompanied with the product.

  2. Remind students of the three recorder positions: Resting Position, Ready Position, and Playing Position. 

  3. Remind students that when playing the recorder, they should blow gently into the instrument! On the lowest notes of the recorder, we want a slow airstream. Have students blow cool air over the palm of their hand and imagine cooling down a cup of hot soup without spilling it. Then, have students whisper “hahhh” onto the palm of their hand, and note that the airstream feels warm. Imagining that airstream, have students play a “Low F#” with a beautiful, soft sound.

  4. Divide students into two groups. One group is keeping a quiet, steady rhythm by patting open palms on their thighs. The second group is playing the opening rhythm of Missy Lost the Gold Ring (one eighth note, one quarter note, followed by one eighth note) on a “Low F#.” Remind students to play with a warm, slow airstream and whisper a gentle “du” to create the rhythm. Students play this rhythm continuously (in music we call this “looping”). The groups will switch roles when the recorder-players are comfortable with the rhythm.

  5. Use the above game to check that each student is holding their recorder with proper technique, with their left hand on top and right thumb supporting the bottom of the recorder in the correct position. Covering all the holes properly is especially important in producing a “Low D” with a full tone.

  6. Ask students to demonstrate the fingers for the notes “High D,” “High C#,” “B,” “A,” “G,” and “Low F#.” If necessary, replay the videos How to Play the Note “High D,” How to Play the Note “High C#,” How to Play the Note “B,” How to Play the Note “A,” How to Play the Note “G,” and How to Play the Note “Low F#,” pausing when appropriate to make sure each student has their correct fingers sealing the topmost holes of the recorder’s body, and their right thumb supporting the bottom half in the correct position. Remind students of the “Cheerio” test: press the correct fingers into the holes of the recorder, then inspect the fingertips to see whether “Cheerios” have developed on the pads of the fingers. 

  7. Optional: Review the previously learned songs by viewing Learn Homecoming and Learn Arirang. They can then perform with the backing tracks using the following links: 

    (Backing Track) Songs to Play: Homecoming

    (Backing Track) Songs to Play: Arirang

  8. Tell the students they are now ready to learn their next song on the recorder: a traditional Guyanese song called “Missy Lost the Gold Ring.” Play the video Learn Missy Lost the Gold Ring. Pause as necessary to ensure each student is building confidence playing the recorder and their new song. Repeat any of the above steps as necessary to reinforce understanding and develop routine skills for future lessons. 

PERFORM+SHARE

  1. Once students have participated in the entirety of the Learn Missy Lost the Gold Ring video, and are comfortable with each of the above steps, tell them they are ready to perform their next song on the recorder. Prepare students to be in “playing position” with correct technique, then play the backing track video Songs to Play: Missy Lost the Gold Ring.

  2. Record a video or audio version of your students’ performance, then upload it to the S'Cool Sounds Padlet.