Technology. Musical Instruments. The Big Picture. This is a 4 lesson unit. By the end you will have designed and made your own musical instrument, and used it in a performance.
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This is a 4 lesson unit. By the end you will have designed and made your own musical instrument, and used it in a performance.
I will assess your work by looking at the quality of your planning and making. I am especially looking at the way you sequence your ‘how to make it’ planning and how you decide what materials to make it out of. Your planning needs to be clear enough for anyone to pick up and understand.
Today you will investigate a musical
instrument so you can learn about
assembly (how it’s made) and how it
works. You will present your learning to
your group and possibly your class at
the end of the lesson.
A. What materials were used to make the instrument? What does that tell you about locally available materials?
B. Look at the structure of the instrument:
C. What country was it made in? When do you think it was played and why?
We need two observers to walk around the classroom taking notes on:
The observers will award one point to each of the
people they observe doing well in this task at the end.
This is a research homework. You will take notes from books, magazines and Internet sources. You will need your homework for next week’s lesson.
Find out about a handmade, traditional musical instrument from anywhere in the world.
GO FOR GOLD! We will award a small but glorious prize for the most amazing and peculiar traditionally made instrument researched.
Dear Parents and Carers: this is part technology, part literacy and part a music homework. Your child has had a lesson doing all of the above in class, only using real instruments as their primary source of information. We are teaching your child to use brief notes when researching information, which are then turned into text with diagrams that anyone can read and understand. One side of A4 will be fine. The layout of the piece is up to you and your child – we gave a lot of freedom on this in class because this encourages independence and ownership of learning. Thanks hugely for your support – we hope you have fun – your Y5 teachers.
Tip: Google these sites. They give lots of information and let you sample the sounds the instruments make as well:
Have your homework piece in front of you. Who has an unusual and peculiar instrument researched? We will take hands up and see which the class thinks is the winner.
You are going to think, pair and share the following questions. You will then discuss these questions with the rest of your table. Finally, we will swap two people from each group, so that everyone’s ideas can be shared. We need two observers, like the last time. Here are your questions:
In today’s lesson you will learn to:
Look at the materials on your tables. Your mission is to investigate as many different ways as possible of making a musical instrument out of these materials.
By the end of this lesson you will have produced a page in your technology book of annotated diagramsshowingand explaining how the materials can create sound once assembled.
Use the previous slide, especially the title, as a guide for your labels. Look at the next slide for your targets.
SAFETY FIRST: elastic bands can sting when flicked. Be very careful – a fully stretched band can be nasty if it is released. Keep a careful eye and hold of everything you handle. Careless behaviour will lead to time out.
In the next lesson you will use today’s learning
to start your own instrument design.
The task is to design and make a musical instrument for __________eg sound effects for a puppet play.
I will be using your planning as an assessment piece. I want to know if you can sequence your planned activities, refer back to your investigations, and communicate this clearly so anyone can understand this from your written piece. Evaluation
We will give you a photocopy of your design to take home. This is a prize winning homework.
This is a prize winning homework. You will earn a star for bringing the homework in for next week’s lesson.
You each have a copy of your planning for your instrument. If you were absent, you have a friend’s planning.
Use your plan to make an instrument to use to accompany your group’s performance of ____________________.
Your instrument will be judged onmusical tone, quality of make, and finish.
Dear Parents and Carers: Your child has produced a plan which should show a clear sequence of making, and should say what materials s/he thinks s/he needs. The plan should be closely referred to, but as with all designs, alterations will need to be made as you go. This evaluative process is a good thing, and to be encouraged. What we don’t want is for the design to be abandoned while you end up making the whole thing all on your own! We have sent this project home because many children can become enthralled with this kind of work, and the stop/start nature of a timetabled school week - having to put everything away just as you get finally going – doesn’t help anyone produce their best work.
Thanks, as ever, hugely for your support.
Your Y5 teachers.
This is your last lesson in this unit. By the end of this lesson you will have performed with your instrument, and completed an evaluation for it.
First, you will make a short presentation of your instrument to everyone in your group. Your group may ask you up to three questions, and make (polite) recommendations for improvements. This will help you complete your work evaluation.
You will then plan your performance, so everyone’s instrument is used to its best effect.
I will judge the winner of the competition during this performance.
2. Clarity of planning (could I read my planning when I got home, or did I keep having to explain it to my helpers?):
3.``Quality of design (did it work? Were my materials the best for the job?):
4. Quality of finish (does it look good and stay together when I use it?):
Lesson 3 Technology Musical Instruments