Add the last section of the orchestral puzzle.
Listen to a recording of ‘The Prelude to the Afternoon of a Faun”
Which woodwind instrument do you hear at the beginning? (flute)
Show and explain the flute.
Did you ever play a pop bottle? (blow across the opening just like a flute)
Show and tell about the other instruments of this family.
The flute (piccolo) is different then the other woodwind instruments.
Show and explain about the mouthpiece and reed of the clarinet.
Show the double reed and show how it is different from a reed (or single reed).
Show how this reed can play a ‘sound’ even when not attached to the instrument.
Show the clarinet, oboe and bassoon, if available or by using pictures.
Explain these instruments.
How is the sound produced in these instruments?
Which instrument in this family plays the highest sound? (piccolo)
Which instrument in this family plays the lowest sound? (bassoon)
Listen to music: Examples of these instruments from the Randolph CD.
Pass out the rap and say all the verses slowly for review.
Rap with the CD.
Play Rhapsody in Blue. What instrument is this? (clarinet) Ask students to tell characteristics of the woodwind family and list them on the board. How is the sound produced? What is a reed?
Lesson Five: PUTTING IT ALL TOGETHER
The students will identify by sight and sound the instruments of the four families.
The students will understand how sound is made.
The students will respond to the music-science connection by making their own musical instruments.
Discover through experimentation and observation the qualities of sound.
Understand how the instruments are divided into families.
Each student will respond to what they have learned by creating an instrument to play in an “orchestra”.
1. 2. 3. 4. 5. 6. 7. 8.
Instrument family names Posters of individual instruments CD or tape player Orchestra section puzzle Examples of created instruments Examples of materials that could be used. Pictures of created instruments or resource books which the teacher has compiled ‘Meet the Symphony’ Rap printed papers and CD
Review all previous vocabulary.
1. 2. 3.
Display the instrument family names. Have the students place the individual instrument pictures in the proper families. Ask the students to identify the sections in the orchestral seating puzzle.
The Music-Science Connection, Music (Gr. 3)
2002 Core Knowledge® Conference