Justin Peterson
Integrated Music Lesson
Ruth Gurgel
11/17/09
Grade: 6th
Standards: Grade 5-8 Content Standard 6: Listening to, analyzing, and describing music
Objectives:
Students will:
Analyze the way a trumpet works to find that sound is a compression waveform created by the vibration of some object, and that sound moves through air or other materials.
Use their bodies to demonstrate that sound has amplitude, wavelength, frequency and velocity.
Opening: Discussion: How is sound created? I will lead discussion towards conclusion that sound is created by vibrations of molecules. Ask, what are some common things that make vibrations? Ex. Loudspeaker, guitar string, drum head, vocal chords. What about instruments? How do instruments create sound? Let’s think about a trumpet. How does a trumpet produce sound?
Sound in a trumpet is produced by buzzing my lips against the mouthpiece. Demonstrate this. When I buzz my lips it causes the air molecules to vibrate against each other. The vibration waves, or sound waves move through the trumpet and are amplified out the other end.
Let’s talk about sound waves. Sound waves are compression waves and have amplitude, wavelength, frequency, and velocity. Draw compression wave on chalkboard. The amplitude is how much the wave is being compressed compared to areas of low compression. The denser the wave, the louder the sound. The wavelength is the distance between maximum compressions. The frequency is the point at which the sound wave passes a certain point. Sound waves move from a given point and spread out 3 dimensionally in all directions.
Using these terms, how would you explain how a higher tone is achieved? The higher the frequency and the shorter the wavelength, the higher the note. So if I vibrate my lips at a slower rate, the pitch will be lower than if I buzz them at a faster speed.
Play scale without moving valves. Notice that I didn’t have to press any valves to change the pitch. When I do press the valves, this opens air passages and allows the air to move and different wavelengths and different frequencies. Take out the valve and show the holes.
Now, I will play a simple song to demonstrate how the trumpet works. Be thinking of what you just learned as I play. How does the sound reach your brain? When the air molecules reach your ear, your eardrum also vibrates and your brain interpretes the vibrations as sound.
Ok, now we are going to demonstrate how a sound wave works! I need everyone to follow my instructions carefully. You will line up in hallway in a single file line. Each person will lock their arms out straight and place them on shoulders of person in front of you. If you bend your arms it won’t work. I will create a “vibration” at the back of the line by pushing the person in front of me. This should cause a wave to go through the whole line. Notice what happens when we try it.
Closing. Discuss. Did the wave work? Why or why not? What happened to the strength of the wave when it got to the front of the line? What about at the beginning? How does this relate to a real sound wave?
Why this lesson is important:
This lesson is important because it helps students learn the science behind sound production. Instead of just listening to sound they will have a grasp of how sound works. If students know what factors go into sound production they will be better able to make their own sound. Sound is all around us and impacts our daily life. Students should have a grasp of how this sound works so they better understand their surroundings.
Integrated Music Lesson
Ruth Gurgel
11/17/09
Grade: 6th
Standards: Grade 5-8 Content Standard 6: Listening to, analyzing, and describing music
Objectives:
Students will:
Analyze the way a trumpet works to find that sound is a compression waveform created by the vibration of some object, and that sound moves through air or other materials.
Use their bodies to demonstrate that sound has amplitude, wavelength, frequency and velocity.
Opening: Discussion: How is sound created? I will lead discussion towards conclusion that sound is created by vibrations of molecules. Ask, what are some common things that make vibrations? Ex. Loudspeaker, guitar string, drum head, vocal chords. What about instruments? How do instruments create sound? Let’s think about a trumpet. How does a trumpet produce sound?
Sound in a trumpet is produced by buzzing my lips against the mouthpiece. Demonstrate this. When I buzz my lips it causes the air molecules to vibrate against each other. The vibration waves, or sound waves move through the trumpet and are amplified out the other end.
Let’s talk about sound waves. Sound waves are compression waves and have amplitude, wavelength, frequency, and velocity. Draw compression wave on chalkboard. The amplitude is how much the wave is being compressed compared to areas of low compression. The denser the wave, the louder the sound. The wavelength is the distance between maximum compressions. The frequency is the point at which the sound wave passes a certain point. Sound waves move from a given point and spread out 3 dimensionally in all directions.
Using these terms, how would you explain how a higher tone is achieved? The higher the frequency and the shorter the wavelength, the higher the note. So if I vibrate my lips at a slower rate, the pitch will be lower than if I buzz them at a faster speed.
Play scale without moving valves. Notice that I didn’t have to press any valves to change the pitch. When I do press the valves, this opens air passages and allows the air to move and different wavelengths and different frequencies. Take out the valve and show the holes.
Now, I will play a simple song to demonstrate how the trumpet works. Be thinking of what you just learned as I play. How does the sound reach your brain? When the air molecules reach your ear, your eardrum also vibrates and your brain interpretes the vibrations as sound.
Ok, now we are going to demonstrate how a sound wave works! I need everyone to follow my instructions carefully. You will line up in hallway in a single file line. Each person will lock their arms out straight and place them on shoulders of person in front of you. If you bend your arms it won’t work. I will create a “vibration” at the back of the line by pushing the person in front of me. This should cause a wave to go through the whole line. Notice what happens when we try it.
Closing. Discuss. Did the wave work? Why or why not? What happened to the strength of the wave when it got to the front of the line? What about at the beginning? How does this relate to a real sound wave?
Why this lesson is important:
This lesson is important because it helps students learn the science behind sound production. Instead of just listening to sound they will have a grasp of how sound works. If students know what factors go into sound production they will be better able to make their own sound. Sound is all around us and impacts our daily life. Students should have a grasp of how this sound works so they better understand their surroundings.
