| Lesson Title: Being a musical instrumentScience and Art Experts: Daryl (Arts/Science) and Emily (Arts/Science)
CSS Teacher: Andrew Bolen CSS Parent: Maureen Stewart Grade and Subject Level: 4-9, Science and Music Basic Description: Students will learn how to create, move and express sound from both a scientific and musical perspective. Scientific aspects include the propagation of sound waves and how harmonics are created. Musical aspects include what makes up a musical sound and how it can be changed depending on the instrument/voice. Lesson Outline: Demonstration of French horn Whiteboard demonstration of pressure pulses and waves Create a human wave using arms Create wave reflections using slinky Even a garden hose can be a musical instrument using waves- demonstration Create unique timbre using a chord of different “waves” with kazoos- demonstrate overall sound differences depending on volume/frequency composition of musical chord Summary: Use what you’ve learned about waves, frequencies and timbre to control an RC car Materials required: Slinkys, kazoos, musical instruments, “found” instruments such as garden hose Background knowledge and vocabulary required: Knowledge of how sound waves are created Knowledge of how sound travels and propagates Knowledge of musical harmonics and overtones Definition of timbre Additional Resources and Websites: |
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| Defining Understanding | |
| ArtThrough this lesson students will understand:
How a musical sound is created and its tonal components. Through this lesson students will be able to: Model sound with their bodies. |
ScienceThrough this lesson students will understand:
Creation of sound waves and the basic structure of timbre. Through this lesson students will be able to: Model a sound wave and is propagation with their bodies. |
| Student Engagement | |
| What will you use to introduce or hook the students?The students will become musical instruments. | |
| Lesson Steps (Remember the lesson is 105 minutes!) | |
| What are the steps of the lesson?See above. | |
| Assessing Learning | |
| How will you determine whether students have learned the key understandings?Lesson will be summarized by controlling an RC car (special setup with an embedded system from the University of Calgary). | |
| Next Steps | |
| What will happen after the lesson? How might learning be extended or connected to the next key outcome?This lesson will help students learn the basics of acoustics. This could be continued as a physics lesson, or as a musical lesson. | |
