Lesson Overview:
This lesson provides students with an opportunity to create percussion instruments. Students will make predictions and explore how pitch changes based on the materials used in instrument construction.
Length of Lesson:
Two 45-minute periods
Notes:
This lesson is particularly suitable for students in grades 3-4.
Instructional Objectives:
Students will:
- design investigations that determine what factors affect the pitch of percussion instruments based on materials used.
- explore the factors that determine pitch fluctuation of percussion instruments.
- create and record a meaningful hypothesis as well as
accurate data sets reflecting knowledge gained through their investigation.
Supplies:
- Several bottles or glasses that are the same size
- Water
- Spoon
- Food coloring
- The following musical excerpts:
- "Capriccio Espagnde" by Rimsky-Korsakov
- "Wipe Out" by The Sufaris
- "Rhythm of the Saints" by Paul Simon
- "Up from the Roots" by Mongo Santa Monica
Instructional Plan:
Warm Up
Using the Instrument Families of the Orchestra handout, review the various percussion instruments. Play one or more of the following listening selections:
| "Capriccio Espagnde" |
Rimsky-Korsakov |
| "Wipe Out" |
The Sufaris |
| "Rhythm of the Saints" |
Paul Simon |
| "Up from the Roots" |
Mongo Santa Monica |
Ask students to describe the music they are hearing, and if possible, to identify the instruments performing. Distribute the Vocabulary handout and review the relevant terms, and in particular, the following:
Air column: space within the percussion instrument that determines the pitch.
Percussion: sounds produced by striking the instrument with a mallet or stick, or striking one instrument against another.
Introductory Activity
Have students explore the folowing sites to learn more about percussion 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 "Percussion" column of the Instrument Trivia chart.
Guided Practice
Distribute the the Scientific Process Guidelines for Percussion. As a class, have students review the process for creating a prediction and hypothesis. Review the format for prediction making, using vocabulary appropriate when speaking about percussion instruments:
If our hypothesis is true then the pitch created should be:
higher
—or—
lower
when the air column, within the bottle is:
larger
—or—
smaller
Independent Practice
Have students independently complete, in their own words, the "hypothesis" and "prediction" sections of the Scientific Process Guidelines for Percussion. Divide students into cooperative groups of four. Assign duties and rotate them for the other lessons in this unit:
Recorder: note taker
Group leader: decision maker, dispute settler, teacher liaison
Equipment adjuster: makes adjustments to test equipment
Tester: performs the test
Within the group, students should discuss their individual hypotheses and predictions. Groups should choose one of each to use as they proceed with the experiment. Have students work in small groups to complete the experiment, following the Procedural Guidelines for Creating Percussion Instruments.
Experiment: Test the chosen hypothesis and prediction using the glass xylophones created.
Within small groups, have students fill in the data section of the Scientific Process Outline based on this experiment. When needed, 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 on the Scientific Process Guidelines for Percussion handout. Each student must complete the analysis section and the conclusion section independently.
Conclusion
Discuss the following questions:
- What is the relationship between pitch and the size of the air column?
- What is the science called that we have studied?
Assessment:
Use the Assessment Rubric to assess your students' works.
Extensions:
The remaining lessons in the Acoustical Science unit, String Instruments and Pitch, Brass Instruments and Pitch, and Woodwind Instruments and Pitch, may 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
