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      • 4.

        Why do the strings have the largest section? (they are not as loud, less intensity)

      • 5.

        Show examples of created instruments. In which family does each belong?

      • 6.

        Have students list on the board some materials that can be used to create musical instruments.

      • 7.

        Divide class into small groups.

      • 8.

        Give each group some pictures of created instruments. (which teacher has compiled and resource books on making instruments)

      • 9.

        Each group is to discuss what kind of instruments each would like to make.

      • 10.

        All come back together and review the characteristics of each family.

      • 11.

        Discuss what materials and/or instruments that can be made to fit into each instrument family.

      • 12.

        Next week in class - bring in your instrument.

      • 13.

        Pass out ‘Meet the Symphony’ Rap.

      • 14.

        Rap with the CD.

      • 15.

        Before class leaves remind them to make their musical instruments for next week’s class and join our ‘orchestra’.

    • E.


      • 1.

        Participation of students in discussion of materials and ideas for creating instruments and how they would be placed in the correct section.

      • 2.

        Put away the family pictures. List names of instrument families on the board. Play examples from the Randolph CD, have students identify by sound the instruments they hear. Have one students pick out the correct picture and place it in the under the correct family name.

      • 3.

        Assessment of students’ understanding of this unit will continue with the culminating activity.

  • VI.


WEEK SIX: OUR ORCHESTRA - Before the students come to class, have the orchestra seating chart mapped out on the floor of the room. (using tape or placement of chairs). Each student will sit in the section that his/her instrument best illustrates. Have each section look at the instruments and tell why each instrument is in their section. Have students show different ways of playing the instruments. (If a student forgets or was absent when assignment was made, give him/her a teacher created instrument.) Have each section play its instruments together. Pass out ‘Meet the Symphony’ Rap. As each family is presented in the rap, have that section play and the other sections rap the words.

  • VII.


      • 1.

        Appendix A - Sample seating chart for the orchestra

      • 2.

        Appendix B - Sample four-measure block

  • VIII.


    • A.

      Albrecht, Sally K., & Smith, Melinda B. Schoolhouse Raps. Van Nuys, CA; Alfred Pub. Co., Inc., 1996. ISBN 0-7390-0083-7.

    • B.

      Ardley, Neil, Music. New York: Knopf Pub. Co., 1989. ISBN: 0-394-82259-5.

    • C.

      Bowmar, Edith M., Meet the Instruments. Belwin Mills Publishing Corp.Musical Instrument Posters.

    • D.

      Dunleavy, Deborah The Jumbo book of Music. Canada: Kids Can Press, Ltd., 2001. ISBN: 1-55074-723-1.

    • E.

      Hart, Avery, & Mantell, Paul Kids Make Music. Charlotte: Williamson Pub. Co., 1993. ISBN 0-91-3589-69-1.

The Music-Science Connection, Music (Gr. 3)

2002 Core Knowledge® Conference


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