MAKE IT, SHAKE IT, TAKE IT / Students Create A Musical Instrument
Last changed: 05/14/2020 5:23pm
| K , 1 , 2 , 3 , 4 , 5 | Phy. Education Visual Art Music |
| Music | Math Science |
| Both Grade Level and Arts/PE Program | Alignment |
| 1 | 45 min |
| 1 | 45 min |
| In-School Workshop | In-school Performance intended for individual classes of a grade level to experience separately. (More than one grade level can be serviced per day.) |
| All Year | In-School, Virtual |
| $10 | 0 |
| $200 | 0 |
| yes | Phone |
| Brand new, never used, shaker containers and secure tops; Shaker contents; Age-appropriate tools and markers; Video of a Latin music performance; Handout for teachers with a glossary of STEAM terms; Play-along cd recording is given to each classroom to use for on-going activities. | |
| Minimum of (4), six-foot tables; SmartBoard and computer or DVD player with television monitor. | Access for load in and set up 60 minutes before start time; 30 minutes to re-pack and load out; Minimum of 20 minutes between classes. Any available space is appropriate. |
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I CAN play music with a percussion instrument that I make; I CAN mirror phonetic patterns with my voice to create musical rhythms; I CAN collaborate with classmates and educators in cohesive group activities. |
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Every student makes their own, Latin-style “ganza”, a musical shaker instrument. Bob provides brand new, unused, shaker containers, “fill” material, and age-appropriate tools. Students collaborate in pairs for a process that demonstrates values of self-regulation, following directions, patience, and empathy. Working with the simple tools, and by playing the ganzas, they build fine and gross motor skills. They learn STEAM terms and concepts such as: Volume, vibration, measurement, tempo, counting. Bob leads the entire classrooms with phonetic patterns that he speaks and displays with large-print signs. Students mirror the phonetics as rhythms to play on their ganzas. The rhythms increase in complexity grade-to-grade. The students join with Bob as he launches songs with energetic beats and great lyrics in Spanish and English. As a follow-up to the presentation, educators can lead an activity for the students to decorate their new instruments. Ganzas can be integrated with units on geography and culture. Students take away ideas and skills to make ganzas with found items at home to play music with their families, caregivers, and friends. |
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Every student makes their own, Latin-style “ganza”, a musical shaker instrument. Bob provides brand new, unused, shaker containers, “fill” material, and age-appropriate tools. Students collaborate in pairs for a process that demonstrates values of self-regulation, following directions, patience, and empathy. Working with the simple tools, and by playing the ganzas, they build fine and gross motor skills. They learn STEAM terms and concepts such as: Volume, vibration, measurement, tempo, counting. Bob leads the entire classrooms with phonetic patterns that he speaks and displays with large-print signs. Students mirror the phonetics to play as rhythms on their ganzas. The rhythms increase in complexity grade-to-grade. Students join with Bob as he launches music with energetic beats and great lyrics in Spanish and English. As a follow-up to the presentation, educators can engage the students to decorate their new instruments. Ganzas can be integrated with units on geography and culture, and with formal music activities. Students take away ideas and skills to make ganzas with found items at home to play music with their families, caregivers, and friends. |
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| Teachers are given a handout with a glossary of the STEAM terms of the presentation . Each classroom is given my play-along compact disc recording for on-going activities. | |
| Six adult family members or caregivers are welcome to attend, and to make their own shaker. They'll take away ideas and skills to enjoy playing music together with kids at home, and to decorate the shakers. Bob requests advance notification of their attendance to insure having enough of the instrument materials. | |
Grade K |
| Grade K: Mathematics: Measurement and Data: Describe and compare measurable attributes: Custer #1. Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. |
| Grade K: Forces and Interactions: Push and Pull: K-PS2-1; Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. . |
| Grade K: Music: Creating: Anchor Standard 6: Convey meaning through the presentation of artistic work: a. With guidance, perform music with expression. |
Grade 1 |
| Grade 1: Mathematics: Geometry: Reason with shapes and their attributes: Cluster #1: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. |
| Grade 1: Waves: LIght and Sound: 1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. DCI: Sound can make matter vibrate, and vibrating matter can make sound. (1-PS4-1) |
| Grade 1: Music: Creating: Anchor Standard 6: Convey meaning through the presentation of artistic work: a. a With limited guidance, perform music for a specific purpose with expression. |
Grade 2 |
| Grade 2: Mathematics: Measurement and Data: Measure and estimate lengths in standard units: Cluster #2: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes: |
| Grade 2: Structure and Properties of Matter: 2-PS1-1: Plan and conduct an investigation to describe and clarify different kinds of materials by their observable properties. |
| Grade 2: Music: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work: a. Improvise rhythmic and melodic ideas, and describe connection for a specific purpose. b. Generate musical patterns and ideas within the context of a given tonality (such as major and minor) and meter (such as duple and triple). |
Grade 3 |
| Grade 3: Mathematics: Represent and Interpret Data: Cluster # 4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. |
| Grade 3: Forces and Interactions: 3-PS2-1: Plan and conduct a investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| Grade 3: Music: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work.: b. Generate musical ideas (such as rhythms and melodies) within a given tonality or meter. |
Grade 4 |
| Grade 4: Mathematics: Measurement and Data: Cluster #1: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two- column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... |
| Grade 4: Energy: 4-PS3-4: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Grade 4: Music: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work.: b. Generate musical ideas ( such as rhythms, melodies, and simple accompaniment patterns) within related tonalities (such as major and minor) and meters. |
Grade 5 |
| Grade 5: Mathematics: Represent and Interpret data: Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition: Cluster #3: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume. |
| Grade 5: Engineering Design: 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success an constraints on materials, time, or cost. DCI: Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1) |
| Grade 5: Music: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work: b. Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes. |
