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This residency is one I have done frequently at the upper elementary level, often as an extension of a physics of sound science unit. During the residency, students learn how the three major types of instruments- string, wind, and percussion, produce sound, see examples of how materials used, and size or shape of the instrument can affect sound. In addition, the students build a functional instrument and learn to play two recognizable songs in a week. Math concepts are either introduced or reinforced as the students mark out frets on their instruments in order to play a scale. Another science connection is made by the inclusion of examples of instruments that use endangered species, both plant and animal, in their construction. Ivory, ebony, and rosewood are common building materials, how can these be conserved or substituted?
SUPPLIES:
Per Student: One 1x2x15" piece scrap lumber, One 2"x7.5" piece house siding, One eye screw, One 6D nail, Two brass nails, 24" fishing line (I can supply all of the above, with reimbursement for lumber, hardware costs)
SPACE REQUIRED: Classroom
SPECIAL EQUIPMENT REQUIRED:
Two hammers, One cordless drill (I supply) Resource books: Acoustic Guitars and Other Fretted Instruments, Complete Banjo Repair, Country Instruments- Making Your Own, Ring the Banjar!, The Ukulele- A Visual History, Vega Vegaphone Banjos Catalog 1922 (I supply)
ACTIVITIES:
SESSION 1
- Feature instrument- BANJOS: construction, sound differences, what is vibration? string length, string tension, types of strings, tone rings
- Building- Demo the one string, look at resource books, mark fretboards.
- Students Need: pencil, ruler
SESSION 2
- Feature instrument- UKULELES compare remain (how long you hear a note after it is played) of Supertone, Martin, Lisa, Harmony brands. Discuss reasons for differences.
- Building- Look at resource books, nail fretboards to bodies, mark for set screws, decorate.
- Students Need: colored pencils or crayons, ruler
SESSION 3
- Feature instrument- UNUSUAL INSTRUMENTS I: AUTOHARP- How does it make sound?
- Building- Tie up string, tune it up, decorate
- Students Need: colored pencils
SESSION 4
- Feature instrument- UNUSUAL INSTRUMENTS II: Free Reed Family: ACCORDION, HARMONICA, JAW HARP.
- Building- Learn "Mary Had a Little Lamb," "Twinkle"
- Students Need: pencil
SESSION 5
- Perform as part of building-wide assembly
OUTCOMES:
NEW KNOWLEDGE
By the end of the instrument building residency the students will have learned to:
INCREASED SKILLS
CHANGE IN ATTITUDE
By the end of the instrument building residency the students may come to realize that:
This residency is another popular one that I have done at many schools, with groups ranging from first graders to senior high school honors music compostion students. In the target group we learn about the many roles songs have played throughout history as a news source, as part of community or religious celebrations, and as a social unifier or cultural marker. Students learn about song parodies, and how old folk tunes are still all around us in unexpected places, such as cartoon soundtracks and commercials. In writing songs we follow a process similar to the "Writer's Workshop" model that is often used to teach writing skills. Students brainstorm topics, select promising ones, begin to refine ideas and edit their work until a final product is reached. Time is also spent looking at rhythm and rhyme patterns of songs.
Click here to see samples of student written songs
SUPPLIES: Per Student: paper, pencil
SPACE REQUIRED: Classroom
SPECIAL EQUIPMENT REQUIRED: Blackboard or overhead projector
Activities:
SESSION 1
Songs and their parodies, how songs are adapted, brainstorm possible song topics
SESSION 2
Select one topic and begin writing lyrics
SESSION 3
Writing song and try out melodies
SESSION 4
Editing song
SESSION 5
Perform as part of building-wide assembly
Outcomes:
NEW KNOWLEDGE
By the end of the songwriting residency the students will have learned to:
INCREASED SKILLS
By the end of the songwriting residency the students will be able to:
CHANGE IN ATTITUDE
By the end of the songwriting residency the students may come to realize that:
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