Making Musical Instruments by Teacher Superstore

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Acknowledgements

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r o e t s Bo r e p ok u S ii.

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o c . che e r o t r s super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.com.au info@readyed.com.au

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Publications

Contents

Teachers' Notes

Classifying Instruments

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6 7

Oboes And Shawms

Teacher Notes – Activity 2 Activity 2

8 9

Trumpets, Trombones And Didgeridoos

Teacher Notes – Activity 3 Activity 3

10 11

Tubes and Glasses

Teacher Notes – Activity 4 Activity 4

12 13

Doing Things With Strings

Teacher Notes – Activity 5 Activity 5

14 15

A Bottle Fiddle And A Branch Bow

Teacher Notes – Activity 6 Activity 6

16 17

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Teacher Notes – Activity 1 Activity 1

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What Can I Hear?

Teacher Notes – Activity 7 © ReadyEdPu bl i at i ons Activity 7 c Drums And Eardrums Teacher Notes – Activity 8 •f orr evi ew pur pos sonl y• Activity 8 e

20 21

Untuned Percussion: Washboards And Jingles

Teacher Notes – Activity 9 Activity 9

22 23

Tuned Percussion: Chimes, Xylophones And Marimbas

Teacher Notes – Activity 10 Activity 10

24 25

Bottles And Glasses

Teacher Notes – Activity 11 Activity 11

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26 27

Sansas And Music Boxes

Teacher Notes – Activity 12 Activity 12

28 29

Test Tube Panpipes

Teacher Notes – Activity 13 Activity 13

30 31

Pvc Panpipes

Teacher Notes – Activity 14 Activity 14

32 33

Make A Recorder

Teacher Notes – Activity 15 Activity 15

34 35

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Strings Inside You

Concluding Notes

18 19

Teachers' Notes r o e t s Bo r e p ok u S

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skills accociated with science education. Most importantly the activities promote the devlopment of attitudes such as curiosity, persistence, inventiveness and critical thinking which are essential to enjoyment and achievement in science. Teachers may choose to integrate this theme with music, multicultural studies or craft, or use it on its own. Either way, students will gain confidence and practical skills in using simple tools and recycled materials to make things that actually work for reasons that they really understand.

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For thousands of years the world's people have been devising new ways to make sounds that can be combined into music. Children continue to be fascinated with noise makers that can be constructed, held, played, adjusted and maybe even decorated to look as interesting as they sound. The activities in this book provide direct experience of the concepts concerning "sound" which science curricula recommend as required investigations for 8 – 12 year old students. In addition these investigations give opportunities to practise the full range of

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Classifying Instruments List of Instruments • Didgeridoo • Marimba • Violin

• Guitar • Recorder • Trumpet

• Drums • Xylophone • Sansa

• Clarinet or Oboe • Panpipes or Flute

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Vibrations created by wind

Musical

Instruments

Vibrations created by direct contact

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Sort out the list of instruments under the two headings below

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Musical

Instruments

Untuned Instruments

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Tuned Instruments

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What other ways could you classify musical instruments?_ _____________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

Research

•

Choose one of the musical instruments to research.

Teachers' Notes

What Can I Hear?

Activity 1

Materials:

Objective:

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• musical instruments, e.g. guitar, xylophone, maracas, recorder

To arouse interest in the range of sound-producing tools and recognise the relationship between vibrations and sound.

• ping pong ball

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• curtain or screen

• bowl of water

Skills Required:

• whiteboard marker

• Students will be observing and describing sounds, touch sensations and visual effects.

• paperclip

• Inferring and explaining.

• tuning forks • glass surface or mirror

Background Notes: © ReadyEdPubl i cat i ons All sounds are just vibrations in a medium, be it solid, liquid or gas. The vibrating air moves •f orr evi ew pur posesonl y• our eardrums and nerves carry the stimulus

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to the brain, which interprets the vibrations as meaningful sounds. Content: Sounds can be made in a variety of ways.

Teaching Tips: Prepare and have ready six different musical instruments to play behind a curtain/screen so students can guess the sounds.

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Prerecorded sounds are a possible alternative for Part 1. If materials are limited, the class can be broken into groups and rotated through Part 2. Discussing the summary together will benefit most students. Give students an opportunity to touch the instruments gently while they are sounding to observe the vibrations.

Activity 1

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What Can I Hear?

Hidden Sounds

Your teacher will arrange some hidden sounds for you to hear.

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Bowl of Water Experiment

You will need: •tuning fork •bowl of water

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Sound A:______________________________

1. What do you observe?

Sound B:_ _____________________________

___________________________________

Sound C:_ _____________________________

2. Touch the tuning fork to the water without sounding it. What do you observe now?

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Sound a tuning fork and then touch it gently to the surface of a bowl of water.

Sound D:______________________________ Sound E:_ _____________________________ Sound F:_ _____________________________

___________________________________ 3. What can you infer from the difference? ___________________________________

Part 2

You will need: • musical instruments • ping pong ball

Hang a ping pong ball close to a sounding instrument. Observe carefully.

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1. What do you notice?__________________ _____________________________________

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You will need: •paperclip •tuning fork •whiteboard marker •glass surface or mirror

Attach a paperclip to a tuning fork by bending it and/or using sticky tape. Tap the tuning fork then place the paperclip prong on the surface of a glass or mirror covered in whiteboard marker. Move the prong slowly towards yourself.

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Write down what you think the sounds are?

1. What do you see?__________________

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_____________________________________ 2. Draw your observations. Use arrows to show where you felt the vibration.

___________________________________ 2. Try a different tuning fork. Any difference? ___________________________________ 3. Try hitting harder or softer. What do you notice?___________________________ ___________________________________

Summarise: How do these instruments make sounds? ____________________________________________________________ ____________________________________________________________ 7

Teachers' Notes

Oboes and Shawms

Activity 2

Materials:

Objective:

• drinking straws (of two diameters)

To make a working reed and vary the pitch using slide extensions and holes.

• tinfoil

• sticky tape • scissors

Skills:

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• paper

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• Observing, describing and explaining changes in sounds.

Background © ReadyEdPuNotes: bl i cat i ons A shawm is a very old instrument used in •f orr evi ew pur posesonl y• Africa, Europe and Asia. Shawms have two thin reeds which vibrate when the player blows between them.

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The oboe is the most modern kind of shawm. It was developed for Louis XIV's court in the 17th century.

Content: Air column length governs the pitch of an instrument. Modern instruments use slides, holes or keys to change the effective length of the air column.

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Teaching Tips: If you have a straw of just-larger diameter- just slip a piece (at least 2 cm shorter than the first straw ) on the bottom end so that it can make the tube longer or be pulled up to leave the length the same. A “second straw” can also be made of paper or foil.

Oboes and Shawms

Activity 2

You will need: •2 different sized straws •scissors •rolled tinfoil or paper •sticky tape

Flatten the end of a drinking straw and cut it to a point at one end. Put the cut end in your mouth so that your lips are 2 or 3 cms down the straw. You may need to flatten or open the cut end a little to get the sound right.

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Step 1

How is the sound changed by blowing harder?

____________________________________ Why?________________________________

____________________________________

Make a slide extension for your straw oboe using a different diameter straw, rolled tinfoil or paper and sticky tape.

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Blow softly into the straw oboe and then blow harder.

Can you change the note?

____________________________________ ____________________________________

Blow a long note and, as you blow, snip off the end of the straw.

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Why does this happen?

Step 4

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What do you notice?

Cut a hole in the shaft of your straw oboe. Lift and replace your finger on the hole as you blow.

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____________________________________

____________________________________ ____________________________________

w Research The origins of the shawm and the oboe.

How do the keys on an oboe vary the pitch?_

____________________________________ ____________________________________ ____________________________________

Teachers' Notes

Trumpets, Trombones and Didgeridoos

Activity 3

Materials:

Objective:

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• ‘Blu-tack’

Make simple didgeridoos and trumpets to play.

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• PVC pipes (or bamboo with the divisions knocked out)

• funnels

Skills:

• saw

• Experimenting (predicting, trying, observing, explaining).

• rasp

• sandpaper

Background Notes:

All these instruments produce a note by © ReadyEdPubl i cat i ons vibrating the column of air inside the tube. A small range of notes can be made by changing • trumpets •f orr evi ew pur s es on l y the tension ofp theo lips, but a larger range can• be • trombones

• didgeridoos

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• horns or conch shells

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added by either varying the tube length with a sliding extension, as in a trombone, or through the use of holes, as in a trumpet. The ‘bell’ on a trombone or trumpet amplifies the sound for any listener not in direct line with the end of the tube. The sound can be muted or altered in pitch or tone by the use of a hand in the bell. Content: Vibrations make sounds. Longer vibrating objects make deeper sounds.

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*Optional Materials

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Teaching Tip: Prepare and cut pieces of PVC pipe. Saw various lengths, file off main irregularities with a rasp. Sand smooth and/or cover roughness with Blu-tack. Blu-tack can be used to attach funnel to pipe. Also can be put around the blowing end to make a good seal and smooth surface. Traditional didgeridoos use beeswax for this purpose.

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Trumpets, Trombones and Didgeridoos

Activity 3

Raspberry Noises

You will need:

•lips •tongue

Make a sound by vibrating your tongue. Now make a sound by vibrating your lips?

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Can you finish this statement:

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You will need:

•pvc pipe

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For anything to make a sound, it has to ________________.

Now make the same 'raspberry noise' down a long piece of PVC pipe.

1. How is the sound changed?_____________________________________________________

2. What instrument have you made with the PVC pipe?_ _______________________________

3. Can you produce different notes? Explain._ ________________________________________

4. Can you make loud and quiet sounds? Explain._ ____________________________________

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Trumpets and Trombones

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Good didgeridoo players make a continuous sound by breathing in through the nose while breathing out of the mouth - have a go!

You will need: •PVC pipe •funnel

Trumpets and trombones depend on lip vibration too but they can make a wider range of notes.

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1. How do trumpets and trombones make a wide range of notes?_______________________ _____________________________________________________________________________ Add a funnel to the bottom of your didgeridoo and it will act like the ‘bell’ of a trumpet. 2. What difference does it make?__________________________________________________ _____________________________________________________________________________ Trumpet players sometimes put a hand in the bell of the instrument. Now add your hand to the funnel end of your didgeridoo. 3. What effect does this have?___________________________________ ____________________________________________________________ 11

Teachers' Notes

Tubes and Glasses

Activity 4

Materials:

Objective:

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• drinking glasses (various sizes) • soap

Try some novel noisemakers and experiment with varying the sound.

• cloth

• smooth metal rods and tubes of various sizes (hardware stores/plumbing suppliers)

• Experimenting (observing, predicting, comparing, testing, concluding).

Background Notes:

The andu glasses inc this ares © ReadyEtubes dP bl i aactivity t i on made to vibrate by friction with the tiny hacksaw ridges on your finger or the weave of the (optional) • f orr evi ew pur posesonl y• cloth.

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The resined fibres of a violin bow have the same effect on violin strings, which explains the long, continuous sounds they make. Methylated spirits removes lubricating oils which would reduce the friction between the cloth and tube. Content: Friction can cause vibrations that can be heard as sound.

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• sandpaper •

Skills:

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• methylated spirits

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Teaching Tip: The wine glass activity may be done as a teacher demonstration if preferred. You might like to demonstrate Part 1 using a variety of glasses. Ask students to choose notes that are higher or lower. Part 2: Prepare pieces of rods. Saw various lengths, file off main irregularities with a rasp, and sand smooth.

Tubes and Glasses

Activity 4

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Whining Glasses

You will need:

•drinking glass •soap

Rub the rim of a glass with a wet, soapy finger to produce a note.

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How would you describe the sound?

_ _______________________________ _ _______________________________

_ _______________________________

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_ _______________________________

Metal or glass rods and tubes can also be used to make similar sounds to the whining glasses. Try Part 2.

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Stroked Tubes

You will need:

•cloth •methylated spirit •metal or glass rods & tubes(various sizes)

• Moisten a cloth with methylated spirits. • Grip the cloth firmly around the rod and pull downwards repeatedly. Try to time your strokes to sustain a musical note. Experiment with fast and slow strokes. • Try different rods and tubes - which affect the pitch?

1. What do you think the methylated spirits does to help?________

Solid

Short

_ _______________________________________________________

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2. How could you test your idea?____________________________ _ _______________________________________________________

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Experiment and test your idea.

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_ _______________________________________________________ Hollow

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3. What happened?_______________________________________ _ _______________________________________________________

Wide

Long

Fast

_ _______________________________________________________ 4. So, what do you think now?_ _____________________________

Narrow Slow

_ _______________________________________________________

w Research Benjamin Franklin's Armonica

Teachers' Notes

Doing Things With String

Activity 5

Materials:

Objective:

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• 1 prism block or clothes peg

• 80cm of thin string

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• thin wire or guitar strings

Make instruments similar to violins and guitars, with tuning abilities and amplifiers.

• 80cm of thick string

Skills:

• 80cm of fishing line

• Observing, classifying, describing, composing and explaining.

• a drawer or firm box • A bow made by tying 50cm of string to both ends of a springy stick so that it is taut.

Background Notes:

© Readydmusical Pub l i cat i ns AE simple bow, plucked byo hand, tapped or stroked with a stick, or played with •f orr evi ew pu r po s e s on l y• a second, smaller bow, is the oldest string • scissors

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instrument. It is still in use in Africa and South America. Lyres, harps, lutes, guitars, zithers and pianos use different ways of arranging strings to be plucked or tapped. Content: Length and tension affect the pitch of a string. The type and thickness of a string, and the method of moving it, affect the character of the sound. A soundbox amplifies the note.

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Doing Things With String

Activity 5

Prism Block

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You will need:

•desk •string •prism block •bow

one end of a string to the furthest leg of your desk. Pull it tightly over the top Step 1 Tie of your desk towards yourself and … (1)Pluck it with a finger. (2)Tap it with a pencil.

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(3)‘Saw’ it with a bow.

What instrument works this way?

_ ________________________________

Get a prism block to use as a bridge. Pull the string so that it makes a bridge Step 2 between the table edge and the block. Pluck the string repeatedly as a friend

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moves the block further from the table edge.

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What do you observe?__________________________________________________________________

____________________________________________________________________________________ Put the block 30cm from where the string touches the table edge and pluck.

Step 3 Tighten the string and pluck again.

What do you observe?__________________________________________________________________

____________________________________________________________________________________

Design an experiment to test whether the thickness or type of string makes any difference to the sound.

Box or Drawer

•box •string of different thickness

•prism block

Step 1 Use a drawer instead of the block bridge. Pluck the string.

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Why is the sound louder?.....................................................................................................................................................

Step 2 Turn the drawer over and put the bridge on top.

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What do you notice?...............................................................................................................................................................

Step 3 Lift the bridge.

Does it still work? Why?.........................................................................................................................................................

Conclusion

How do the indicated parts of this instrument affect its sound?

1. Pegs_________________________________________

2. Frets________________________________________

3. Strings_______________________________________ 4. Sound Box____________________________________

5. Bridge_______________________________________ 15

Teachers' Notes

A Bottle Fiddle and a Branch Bow

Activity 6

Materials:

Objective:

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• large plastic bottle • stick

• small bunch of horse tail or jute string • pen, peg or prism for bridge • 6 eye screws • floor board or picket about 5-8cm wide

Skills:

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• fishing line

Make a workable fiddle and bow and explore its capabilities.

• Spatial relationships, cutting, measuring, drilling, gluing, tying, describing, observing,experimenting.

Background Notes: © ReadyEdPub l i cat i ons Folk fiddles like this one can be found in Africa, saw •f orr evi ew pur posesonl y• North America and the Middle East as well as in

• craft knife

• drill and bit • rasp

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• glue

• sandpaper

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Asia and Europe. The sound box can be of any shape and made of metal, cardboard, tin cans, hollowed cactus or wood. One to four strings are usual.

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Content: Major parts of a string instrument include strings, tension pegs, bridge, soundbox, hole, frets and bow.

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Teaching Tip: Cut out hole in plastic milk bottle with craft knife (see diagram). Pre-drill holes into picket. Students can then insert eye screws into pickets then tie fishing line to eye screws. Assemble milk bottle as shown in diagram. Bow: Students may like to bring sticks in from home or the playground. Choose the best ones to use as bows. Students may need help tying fishing line so that the stick bows to create tension.

A Bottle Fiddle and a Branch Bow

Activity 6

Bow and Fiddle

You will need: • plastic bottle (with hole) • fishing line • pen/peg/prism (bridge) • piece of wood (pre-drilled) • 6 eye-screws • jute string

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Look at the diagram to help you.

• Insert eye screws into wood. • Cut three long pieces of fishing wire. Tie one end to left side of wood piece. • Position milk bottle on top, hole upwards. • Place pen/peg/prism on top of milk bottle. This is the bridge. • Complete fiddle by tying to other side, creating tension in the fishing wire. • Make the bow with a stick and piece of rough string (jute).

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w Part 1

1. How did you make your bottle fiddle and bow?_ _______________________________________ _ _________________________________________________________________________________

© ReadyEdPubl i cat i ons _ _________________________________________________________________________________ •f orr evi ew pur posesonl y• _ _________________________________________________________________________________

2. What difference does a hole make?_ _________________________________________________

_ _________________________________________________________________________________ 3. How can you make different sounds with your fiddle?___________________________________

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_ _________________________________________________________________________________ _ _________________________________________________________________________________ 4. Does your fiddle make music? Explain________________________________________________

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o c . che e r o t r Compare s suFiddles per

_ _________________________________________________________________________________ Take turns and compare fiddles in each group. Complete the following.

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1. Whose fiddle can make the longest sound?

____________________________________

2. Whose makes the highest?

____________________________________

3. The lowest?

____________________________________

4. The loudest?

____________________________________

5. The quietest?

____________________________________ 17

Teachers' Notes

Strings Inside You

Activity 7

Materials:

Objective:

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• sheep larynx (or reference materials)

Understand how various body parts contribute to the production of speech.

• disposable gloves

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• dissecting scissors

• probes

Skills:

• tray or plate

• Drawing, observing, explaining, experimenting.

Background Notes:

The larynx is a cartilage box in the trachea at © ReadyE dofP ub l i c t i on s an the front your neck. It isa sometimes called “Adam’s apple”. The larynx can be seen and felt •f orr evi ew pu r p ose on l y • to move during speech. It s contains vocal chords

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tensioned by chord muscles. The amount of expelled air vibrating the chords governs the volume, and the tension of the muscle changes the pitch. Content: Structure and function of the larynx. Humans and animals produce sounds in a variety of ways. Many of the same principles apply to sound production regardless of the source.

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Teaching Tip: Display visual references of the larynx around the classroom. Show the vocal chords by dissecting a sheep larynx. The larynx can be ordered from any butcher. Identify the chords, cartilage and chord muscles, as in the diagram, and to draw and/or describe them. Encourage detailed description by proposing a word count as part of the assessment.

Activity 7

Strings Inside You

Did you know that the insides of most mammals are more alike than different. Do all mammals have a larynx?

Where is your Larynx?

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Locate your larynx with your fingertips and try the following. Action Talk normally

Observation

Scream

larynx

thyroid gland

On the back of this sheet, draw and label the larynx. Include: • the vocal chords • the chord muscles • the cartilage.

parathyroid gland

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Hum a very low note

Position of the Larynx

carotid artery trachea

dyEdPubl i cat i ons w Part 2 © Rea Questions

•f orr evi ew pur posesonl y•

1. How does your larynx enable you to speak?_ ___________________________________________ _ __________________________________________________________________________________

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2. How can you change the pitch of your voice when you sing?_ _____________________________

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_ __________________________________________________________________________________ 3. How do you make your voice louder to shout?__________________________________________

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_ __________________________________________________________________________________

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4. How do you whisper?_ _____________________________________________________________ _ __________________________________________________________________________________ 5. What other ways can people, and other animals, make noises?_____________________________ _ __________________________________________________________________________________ _ __________________________________________________________________________________

Research

•

Why do insects usually make high-pitched sounds?

•

Guess which animals make very low-pitched sounds. Look it up in a book. Were you right? 19

Teachers' Notes

Drums and Eardrums

Activity 8

Materials:

Objective:

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• disposable cups • salt or glitter

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• tissue paper

Skills:

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• drum making materials containers, thick paper, cloth, string

Understand the structure and function of the ear. Produce drums with explainable differences in sound.

• elastic bands

• Observing, drawing, identifying variables, experimental design, book research.

• model of the inner ear, if available, or reference material

Background Notes:

•

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Drums are some of the oldest instruments used in human history. They have been made and played for at least 4000 years. Steel drums have solid tops, but most drums have membranes at one or both ends. These membranes are attached by glue, pegs or laces. Laces, pegs or under-lace chocks can be used to adjust the tension on the playing head and tune the drum. Hands, sticks, padded beaters or brushes can be used for different sound effects. Content: Sound waves in the air move thin membranes such as the ear drum. The ear contains parts which transmit vibrations, convert vibrations to nerve impulses and communicate with the brain. Tension, size and materials affect drum sounds.

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• loud sound source

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Teaching Tip: Let each group take turns to use the radio (loud sound source).

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Activity 8

Drums and Eardrums

Paper cup Drum

•disposable cup •scissors •thin paper or balloon •elastic band •glitter or salt •loud sound source

Cut the bottom off a disposable cup. Replace it with a membrane of thin paper or balloon rubber secured with an elastic band. Speak into the cup and feel the vibrations of your voice on the membrane. Sprinkle glitter or salt on the surface of the upturned cup. Turn a radio onto maximum volume nearby. 1. Do the grains of salt or glitter move?

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_ ______________________________________

Your eardrums respond in the same way to sound waves in the air around you. 2. Look at the diagram of the ear and label … • eardrum • 3. How could you damage your hearing? _ ______________________________________ _ ______________________________________

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• • • •

You will need:

A Better Drum

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You will need:

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Can you make a better drum than the 'paper cup' drum? •materials will vary

What variables do you think could be changed to make a better drum?_________________________

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_ __________________________________________________________________________________ Plan an experiment to test one of your ideas. What materials will you need?_ _________________________________________________________ _ __________________________________________________________________________________ Write down the steps for making a better drum:____________________________________________ _ __________________________________________________________________________________ _ __________________________________________________________________________________ _ __________________________________________________________________________________ _ __________________________________________________________________________________ On the back of this sheet draw your drum. 21

Teachers' Notes

Untuned Percussion

Activity 9

Objective:

Materials:

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• makeshift instruments, e.g. washboard, comb & tissue paper, spoons, empty containers(some with lids), whistle, bells, etc.

Skills:

• Observing, drawing, inferring, predicting, experimenting, reporting.

Background Notes: © R e a d y EdPubl i cat i ons small objects Percussion instruments are sounded by (thimbles, pebbles, striking. This activity focuses ono a variety of • •f orr evi ew p u r p o s e s n l y twigs, paperclips, untuned percussion instruments including grains/sand(to fill containers), etc. )

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• sticky tape and fasteners

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stamping or tapping sticks, rattles, bells, gongs, cymbals, spoons, castanets and drums. (The next activity focuses on tuned types such as xylophones.)

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•

Examining several percussion instruments to infer the features responsible for their sound. Suggesting ways to vary or improve the sound of makeshift percussion instruments.

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• percussion instruments, e.g. rattles, gongs, cymbals, castanets, drums and tapping sticks.

Content: The pitch, amplitude and tone of a wide variety of percussion instruments depends on a limited range of variables, primarily size, materials, and the presence of resonators and dampers.

o c . che e r o t r s super

Teaching Tip: Students may find items on their desk or around the classroom that could be a makeshift percussion instrument. In small groups students can experiment with their make shift instruments to create some interesting music.

Activity 9

Untuned Percussion

Untuned percussion instruments make sound by striking; can’t be used to play a melody.

w Part 1

Percussion

You will need:

•variety of percussion instruments

r o e t s Bo r e p ok u S

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Teac he r

Choose two percussion instruments and draw them below. Listen to the sounds they make and indicate on your drawings the parts that give them their special sound.

w ww

w Part 2

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You will need:

List your ideas here:_____________________________

– Glass sounds sharp and clicky

– Ridges make shuddery rhythm

– Wearing metal sewing thimbles makes a louder, harsher sound

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Look at everyday items that could be a makeshift instrument, e.g. washboard. Try different materials including items around your desk. e.g. lunchbox, scrunched paper, pencils. Think of how you might vary or improve its sound.

•assorted materials •stickytape/fasteners

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_ ____________________________________________ _ ____________________________________________ _ ____________________________________________ _ ____________________________________________

Choose one of your ideas and describe it?___________ _ ____________________________________________ _ ____________________________________________ _ ____________________________________________ Draw your makeshift percussion instrument in the space provided and label the parts that make sound. 23

Teachers' Notes

Tuned Percussion

Activity 10

Materials:

Objective:

r o e t s Bo r e p ok u S

• 210 cm of 2.5 by 1.0 cm hardwood (*for each group)

• jigsaw or coping saw • drill and 4mm bit *Group 1 - Chimes • 3 m of thick string *Group 2 - Xylophone • board (25 x 31cm)

Skills:

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• rasp

Make and compare a set of wooden chimes, a xylophone and a marimba.

• Predicting, comparing, inferring, recognising variables.

Background Notes:

Primitive xylophones are common in Africa. More elaborate ones are typical in Southeast Asia. Marimbas are found in Africa but are more common in South America. Modern orchestras use large, accurately tuned xylophones and marimbas.

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• Open 4-sided box: 2 pieces board (20 x 10 cm) 2 pieces board (31 x 10 cm) small nails

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Content: Length - pitch relationships, role of a soundbox to amplify sound, the "damping" effect. Preparation:

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• 2 long felt strips (1cm wide)

Cut a 210 cm strip of hardwood into 8 strips of the following lengths: 20.0 cm 25.9 cm 27.2 cm 29.5 cm 22.8 cm 25.8 cm 28.3 cm 30.5 cm File off main irregularities with a rasp, and sand smooth. For Group 1: Drill one hole in each end of each strip of wood. For Group 2: Drill one hole in each end of each strip of wood. For Group 3: Drill 2 holes in the end of each strip of wood.

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Tuned Percussion

Activity 10

Chimes, Xylophones and Marimbas

r o e t s Bo r e p ok u S

How to make Chimes

wGroup 1

•

You will need:

•8 hardwood strips •2 long pieces thick string

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When percussion instruments are arranged together in order of size, they can be used to play melodies.

Tie the 8 strips of hardwood, like ladder rungs, onto 2 knotted dangling strings and you have a set of chimes.

• u Lay 2 felt strips (1cm onto a 25• cm by •f orr evi ew p r p o se swide) on l y 31cm board so that the strips are 5.5 cm from

You will need:

•

w ww

wGroup 3

the sides at one end and 0.5 cm from the sides at the other. Drive a small nail through each hole to hold the slats LOOSELY in place.

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• 8 hardwood strips •board (25 x 31 cm) • 2 felt strips •16 nails

How to make a Marimba . te o c . che e r o t r s super

You will need:

•8 hardwood strips •2 long pieces string •open 4-sided box

• •

Thread strips together on a stout string. Suspend the string slats over an open 4-sided box measuring 20 cm by 31cm at the top and 10 cm or more deep.

Questions

1. How are the three instruments the same?_ _________________________________________________ _______________________________________________________________________________________ 2. How are the three instruments different?___________________________________________________ _______________________________________________________________________________________

Research: Origin of chimes, xylophone and marimba 25

Teachers' Notes

Percussion Vessels

Activity 11

Materials: *for each group

Objective:

r o e t s Bo r e p ok u S

• set of 6-8 similar bottles or jars

• variety of other bottles and jars

• string (to hang bottle) • other liquids e.g. detergent, oil, milk • tapping tools

Skills:

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• spare bottle or bowl

Make and play a tuned set of bottles. Identify the variables significant to the instrument's operation.

• Identifying and controlling variables.

• Observing, designing and interpreting experiments. • Understanding of musical scale.

w ww

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used mainly in India, New Guinea and Africa. The ‘vessels’ can be gourds, pots, cans, mugs or porcelain bowls.

Content: Sound can be produced by tapping a hollow vessel. The air capacity within the vessel determines the pitch.

o c . che e r o t r s super Teaching Tip: (The tune is Jingle Bells.)

Percussion Vessels

Activity 11

Create percussion vessels and make music with jars of water.

w Part 1

r o e t s Bo r e p ok u S

You will need:

•6-8 identical bottles or jars •water •tapper (e.g. pencil)

Step 1 Pour different amounts of water into the jars/bottles.

Teac he r

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Step 2 Tap the sides with a pencil and arrange them in order of pitch (lowest to highest note). What do you notice about the order you have made?__________________________________________

___________________________________________________________________________________

Step 3 Have a friend listen to a short pattern of taps without looking.

Can your friend copy the same tune? Swap places and try again.

• f orr evi ew pur posesonl y• on a recorder.

Step 1 Alter the water levels in the bottles to make the same sound as the notes G to high D Step 2 Try this tune on your bottles

(1 is the lowest note, ; means rest).

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Questions

1. What is the tune called?____________________________

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2. Why do you think you need identical bottles or jars?

333 ; 333 ; 35123 ; ; 4444 3333 22232 ; 5 ; 333 ; 333 ; 35123 ; ; 4444 3333 55421

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___________________________________________________________________________________ 3. What differences might matter?_ _____________________________________________________ ___________________________________________________________________________________

Test Your Ideas

Write down the experiments you tried and what you discovered from each.

___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 27

Teachers' Notes

Sansas and Music Box

Activity 12

Materials: *for each group

Objective:

r o e t s Bo r e p ok u S

• combs (with variously long teeth)

Teac he r

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• empty plastic bottles (large flat surface if possible)

Make a sansa. Examine and interpret the workings of a music box.

• popsticks

Skills:

• sticky tape

• Observing, inferring, constructing, drawing.

• wire

Background Notes:

• craft knife • pliers

Traditional sansas, or thumb pianos, are common in Africa. The ‘tongues’ are usually flattened nails held down with wire. They are mounted on basic wooden boxes or inside gourds.

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Each music box produces a particular tune by the arrangement of protrusions on its cylinder. When the cylinder is turned by the handle, the protrusions pluck the various “teeth” of the “comb” to produce notes in a set order and spacing. The mechanism is traditionally installed in a box (suitable for jewellery or similar small items) in order to magnify the sound produced.

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• a music box or mechanism from one (*optional)

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Content: The length of a vibrating object affects pitch. Soundboxes amplify sound.

Diagram, page 29: The lever/handle [1] rotates the cylinder/brail [2], the brail plucks the comb [3]. The mechanism rests on the bedplate [4]. Teaching Tip: Pre-cut holes in the bottles for the students. (About 3 cm high and wide enough to accommodate 5-6 popsticks.)

w Activity 12

Sansas and Music Box

Run your thumbnail along the ends of the teeth of a comb. What do you notice about the sound?_ _____________________________ _____________________________________________________________

r o e t s Bo r e p ok u S

w Part 1

Thumb Piano

You will need:

• Cut a hole in the middle of one side of the bottle. (Your teacher may have already done this for you.) • Wrap some wire around the bottle above the hole. • Cut 5-6 popsticks of different lengths.

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Teac he r

The sansa is a traditional African musical instrument. A sansa, or thumb piano, is a traditional African instrument which works the same way as the comb does to make music. Create your own thumb piano by following the steps below.

•bottle •wire •popsticks •scissors •pliers

• Use more wire to tie popsticks to the bottle. Weave wire over and under the popsticks. 3-4 times around should secure it. •

again and vibrate.

Why are the popsticks different lengths?_ ___________________________________________

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_____________________________________________________________________________ Why is the bottle used?_ _________________________________________________________

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_____________________________________________________________________________

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The music box produces a particular tune by the arrangement of brail on its cylinder.

w Part 2

Label this picture of a music box and label its parts.

•lever/handle •cylinder/brail •comb •bedplate

What part plucks the notes of the music box? ____________________________________________ How is a music box similar to a sansas? ____________________________________________

Wikimedia Commons

Teachers' Notes

Test Tube Panpipes

Activity 13

Materials: *for each group

• 8 test tubes • sticky tape

r o e t s Bo r e p ok u S Make a set of test tube panpipes and play a tune.

• tuned instrument, e.g. descant recorders, tuning forks or piano

Skills:

• Informal experimentation through trial and error. • Understanding of musical scale.

Extension

• 20 cm by 1cm diameter glass tube

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• water

Objective:

Background Notes:

• bottle of water

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Teaching Tip: Part 2: the tune is London Bridge.

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Content: Length and pitch relationship. An octave has eight evenly spaced notes.

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Test Tube Panpipes

Activity 13

The panflute or panpipe is an ancient musical instrument usually made up of a group of closed tubes of increasing length. In Part 2 of this activity you will be making your own panpipes with a set of test tubes.

w Part 1

http://en.wikipedia.org/ wiki/File:ChileanPanpipescutout.jpg

r o e t s Bo r e p ok u S

You will need:

• 2 test tubes •tuned instrument , e.g. recorder •water

How many notes can you make?__________

Does it sound right for the notes doh and ray?_

Teac he r

Step 3: Add one centimetre of water to another tube. Hold the two test tubes together and play them in sequence.

Step 2: Match the notes with a tuned instrument to see if you can name the notes you make.

The notes are:_________________________

If not, change the water level a bit.

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Step 1: Blow across the top of one test tube. Keep your lips tight and wide to make a hard, flat stream of air.

• 8 test tubes •tuned instrument •water •sticky tape

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Step 1: Lay eight test tubes side by side on a flat surface like your desk. Tape together. Tip: Have someone keep the test tubes steady on the desk while another person carefully unrolls tape across the tubes to secure firmly.

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doh, ray, me, far, so, la, te, doh. Try this tune (1 is the lowest note, ; means rest).

565 234 565 2 ; 5

4345 ; ; 345 ; 4345 ; ; 3 ; 1 ;

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Step 2: Carefully fill each test tube with increasing levels of water to create a scale of eight notes. With a little patience, you should be able to make a complete octave.

What is this tune called?_ _______________________________________________________ Why do the tubes make different notes?_ __________________________________________ What other variables might influence the sound of a set of panpipes? What is an octave?_____________________________________________________________ Extra: Another way to change the effective length of the tube is to use an open ended tube and a bottle of water. What do you do to make a tune on this? 31

Teachers' Notes

PVC Panpipes

Activity 14

Materials: *for each group

Objective:

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Teac he r

• glue (five minute Araldite is suitable) • plastic counters with the same diameter as the pipes

Make a set of real panpipes to keep and play.

Skills:

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• approximately 1m of 15 mm diameter PVC pipe (or fire hardened bamboo - roast over flame until goldenbrown)

• Comprehending instructions, measuring, identifying variables, sawing, gluing, smoothing, taping, playing. • Understanding of musical scale.

• tape measures or rulers

Content: Length and pitch relationship.

• rasps

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• sandpaper

over 2000 years, mainly in Peru and Bolivia, but also in Europe. They have been made out of many different materials, including wood, bamboo, stone and clay. The panpipes can be very small or as long and wide as a man.

• spatula

o c . che e r o t r s super The tune is Joy to the World

Activity 14

PVC Panpipes

 Saw your PVC pipe very carefully into the following lengths:

NOTE CMS

Teac he r

15.4 13.74 12.44 11.74 10.44 9.44 8.44 7.94

Cap each pipe with a plastic counter, well sealed on with glue. Smooth the top ends of the pipes with a rasp and sandpaper. Tape them into line and play!

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C  D E F G A B C 

 A tune to try:

E E

F E

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C C B A G G F C C B A G G F E E E E E F G F G D D D D D E E D C C A G F F E D C

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 Besides tube lengths, what other variables might influence the sound of a set of panpipes? ..................................................................................................................................................... ..................................................................................................................................................... How did you arrange your pipes?................................................................................................ ..................................................................................................................................................... ..................................................................................................................................................... Why?............................................................................................................................................ .....................................................................................................................................................

Teachers' Notes

Make a Recorder

Activity 15

Materials: *for each group

Objective:

r o e t s Bo r e p ok u S

Teac he r

Make a descant recorder.

Skills:

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• 30 cm of plastic hose or dry bamboo with no obstructions. A diameter of 2 cm and wall thickness of 2-3 mm is good. Fresh bamboo may be dried over a small fire to become hard quickly. It changes colour to an atttractive goldenbrown.

• Measuring, cutting, observing and comparing sounds, using space relationships, informal experimenting, sanding, playing.

Background Notes:

© ReadyEdPubl i cat i ons Recorders are a type of wooden whistle flute that were especially popular in the 16th and 17th • f o r r e v i e w pur posesonl y• centuries. Other whistle flutes made of bone, clay, • hand drill or craft • 2.5 cm of wooden dowel to fit hose or bamboo.

• sandpaper

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• 35 cm dowel

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ivory, wood or cane have been used all around the world since about 500 A.D.

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knife

Content: Structure and function of a fipple flute.

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Make a Recorder

Activity 15

You will need:

• • • • •

30 cm of hose or bamboo 2.5 cm of wooden dowel to fit snugly inside 35 cm piece of thinner dowel Hand drill Coarse sandpaper

r o e t s Bo r e p ok u S

1. Put the long dowel inside the hose as a brace.

Teac he r

2. Drill a hole 2.5 cm from the end of the hose, 0.5 cm in diameter.

Before

After

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3. Put sandpaper on the table and rub a smooth slanting surface on one side of the dowel plug.

4. Insert plug into the recorder so that the slopey side directs the air into the hole.

5. Try it. If it doesn't sound good straight away: • Move the plug a bit • Sand some more off the slope • Make the slant steeper • Try another plug (maybe you overdid it).

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6. How many notes can your recorder make now?_ _______________________________________ _ ______________________________________________________________________________ How?___________________________________________________________________________

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_ ______________________________________________________________________________

7. Reinsert the long dowel and cut a new hole 0.5 cm diameter, 5 cm from the end of the hose. 8. Try it out and complete the holes as shown. 2.5

0.5

10.5

0.5 1.5

2.5 0.5

5 cm

All measurements in cm. 35

Concluding Notes Look back over your work with instruments and choose the 5 most interesting things that you have learned. 1_ __________________________________________________________________________

r o e t s Bo r e p ok u S

_ ___________________________________________________________________________ 2_ __________________________________________________________________________ _ ___________________________________________________________________________

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3_ __________________________________________________________________________ _ ___________________________________________________________________________ 4_ __________________________________________________________________________ _ ___________________________________________________________________________ 5_ __________________________________________________________________________ _ ___________________________________________________________________________

© ReadyEdPubl i cat i ons What was your best instrument? Why?_____________________________________________ •f orr evi ew pur posesonl y• _ ___________________________________________________________________________ _ ___________________________________________________________________________

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What was your best experiment? Why?_ ___________________________________________ _ ___________________________________________________________________________ _ ___________________________________________________________________________ _ ___________________________________________________________________________ _ ___________________________________________________________________________ _ ___________________________________________________________________________ _ ___________________________________________________________________________

 36