3rd graders are now able to get a good tone with their soprano recorders, and they can self-correct if the tone is not sounding the way they want. Starting first with improvisations, they are now finishing their small group collaborative recorder compositions using B-A-G.
Recorder improvisations take place using musical questions and answers, where the player asking the question improvises a melody and rhythm, and the player answering uses some of the rhythm and melody from the question, but adds something new in the answer.
In English, it might sound like this:
"What did you have for breakfast today?"
"Today I ate a bagel for breakfast."
In music, the question can't end on the tonic (in our examples, G is the tonic, or "home tone") but the answer should, because it sounds more complete. If the question sounds finished, that's like asking "What did you have for breakfast today, probably toast." Leaves you nowhere to go.
See the examples of the written compositions based on a rhythmic launchpad poem, "Acka Backa" - you can see the progression of rhythm notation over the words with letters written below, to a 2-line staff with notation written either on lines or the space between for G-A-B.
Ask your child how they know which line is G. If they know it, they're in "treble." Same joke.