Lesson Overview:
This lesson introduces students to the instruments of the string family. Students learn the types and parts of string instruments, and then create their own "string" instrument. Students make predictions and explore how pitch is altered based on the width and length of the string.
Length of Lesson:
Two 45-minute periods
Notes:
This lesson is particularly suitable for grades 3-4.
Instructional Objectives:
Students will:
- design investigations to determine what factors affect the pitch of (different) vibrating objects.
- explore the factors that determine pitch fluctuation of string instruments.
- create and record a meaningful hypothesis as well as accurate data sets reflecting knowledge gained through their investigation.
Supplies:
- Rubber bands of different widths and lengths
- Small boxes (cigar, checkbook, children’s shoes, tissue…)
- Ruler
- Scissors
- Art supplies (paint, markers, colored pencils, crayons)
- One or more of the following musical excerpts:
- "Brandenburg Concerto(s)" by Bach
- "The Swan" by Saen Sans
- "Spring" by Vivaldi
- "Concerto for Violin and Orchestra No. 2 in E Major" by Bach
Instructional Plan:
Warm Up
Review the members of the string instrument family. After distributing the Instrument Families of the Orchestra handout, play one or more of the following listening examples:
| "Brandenburg Concerto(s)" |
Bach |
String Family |
| "The Swan" |
Saen Sans |
Cello |
| "Spring" |
Vivaldi |
Violin, viola |
| "Concerto for Violin and Orchestra No. 2 in E Major" |
Bach |
Violin |
Ask students to describe the music they are hearing, and if possible, to identify the instruments performing. Distribute the Vocabulary handout and review related terms.
Introductory Activity
Have students explore the folowing sites to learn more about string instruments:
When students have had a chance to explore the websites, refer back to the Instrument Families of the Orchestra handout. As a class, share any information discovered in the course of the research, and review the relevant information in the "Strings" column of the Instrument Trivia chart.
Guided Practice
Review the Scientific Process Guidelines for String Instruments handout to familiarize students with the experiments they will be conducting.
As a class, create a sample hypothesis relating the width of the string (rubber band) to the pitch the string will create when plucked.
Have students create a prediction based on this hypothesis, using the following format:
If our hypothesis is true then the pitch created should be:
higher
—or—
lower
when the rubber band is:
wider
—or—
thinner
Divide students into cooperative groups of four. Assign one student to each of the following duties:
- Recorder: note taker
- Group leader: decision maker, dispute settler, teacher liaison
- Equipment adjuster: makes adjustments to test equipment
Tester: performs the tests
Have groups conduct an experiment in which they test the first hypothesis and prediction, using three wide rubber bands and three thin rubber bands.
As a class, discuss findings and create a conclusion.
Independent Practice
Using the process modeled in the previous activity, have students work in small groups to create a hypothesis relating the length of the string (rubber band) and the pitch it will create when plucked.
Have students work in small groups to create a prediction based on this hypothesis, in which they describe the relationship between string (rubber band) length and pitch.
Have students work in small groups to test the hypothesis and prediction, using three wide rubber bands as a control and three as experimental, and three thin rubber bands as a control and three as experimental.
When necessary, remind students of their roles within the cooperative group. Monitor student participation and accuracy in achieving results. When the group experiment is completed, have students copy the experiment data onto their Scientific Process Guidelines for String Instruments handout.
Have each student complete the analysis and conclusion section independently.
As small groups complete the scientific process, divide groups for independent student work. Distribute Procedural Guidelines For Creating A String Instrument handout and necessary supplies. Review instructions and answer questions. Allow students ample time to create their own instruments.
Conclusion
Student instruments should be shared with the class or small groups. Student presentations should reference the vocabulary. Ask the following questions:
- What is the relationship between string length and pitch?
- What is the relationship between string width and pitch?
- If your instrument is set up with the rubber bands running from low to high pitch, what end of your instrument produces the higher frequency?
- What is the technique called that we use to play our instruments?
For closure, you may wish to play and discuss one or more of the selections from the Warm Up activity.
Assessment:
Use the Assessment Rubric handout to assess student work.
Extensions:
Proceed to Brass Instruments and Pitch, Woodwind Instruments and Pitch, or Percussion Instruments and Pitch. (The lessons in this unit can be taught in any order.)
Sources:
Print:
- Adler, Naomi. Play Me a Story: Nine Tales About Musical Instruments. Brookfield, Conn.: Millbrook Press, 1998.
- Hasday, Judy L. Musical Instruments from Around the World. Philadelphia: Chelsea House Publishers, 1999.
- Kalman, Bobbie. Musical Instruments from A to Z. New York: Crabtree Press, 1998.
- Lithgow, John. The Remarkable Farkle McBride. New York: Simon and Schuster Books for Young Readers, 2000
Media:
- The Pied Piper of Hamlyn (German)
- The horse head fiddle (Mongolian)
- Fairy music (Irish)
- The Dancing Corn Maidens (Hopi)
- The Singing Drum African)
- The Singer and the Dolphin(Greek)
- The Bewitched Snake Charmer (Indian)
- Didgeridoo Magic (Australian Aboriginal)
- The Painted Balalaika (Russian)
Authors:
-
Leslie Thomas, Teacher
Thomas Pullen Arts Magnet School
Landover, MD
