Final Project

For Bloom's class we had to do a final project which encompasses experiences we had at Explore Your World Day and then a more in depth look at the theme we chose for Explore Your World Day!

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Explore Your World Day 2012

On March 31st, 2012 we invited children and members of the Flagstaff community to the College of Education building at NAU!
We chose the theme of Music and Sound. Explore Your World Day was a two-parter for us because we had to have a science component and then also have a social studies component. What my group decided to do was to take percussion instruments, introduce the science of percussion and show that there are percussion instruments all "Around the World".

Here are some pictures from the grand day!
IMG_5618.JPG <- our booth!
IMG_5624.JPG <
- the Grand Wizard Professor Bloom!
IMG_5597.JPG <—- our board a little more close up!

For our Final Project we had to answer various questions and explain ideas that the group had taken into consideration with our booth on Explore Your World Day:

  • Introduction

Our theme was Music and Sound. The reason why we chose music is because the activities associated with it do encourage physical involvement and are usually activities that children will gravitate towards. We wanted to tie in a diversity component and so what we did was expand the theme from just Music and Sound to “Percussion around the World” with the intention of building on their knowledge base and expose them to other forms of percussion.

We allowed the children to work with hammers, wood, nails and duct tape because they are novel experiences for children that they should have the opportunity to engage in. It also engages students fine motor abilities. Having students create shakers was based on the intent that we wanted them to have something to take home. We were also hoping having drums and buckets that they would think of activities that they could do at home with household items (ex. Pots, pans and spatulas).

  • Unit Map and Conceptual Explanations
EYW%20map.jpg
  • Types of Inquiry

We had several types of inquiry. We had student-directed inquiry that involved observational, and theoretical ideas such as moving buckets to change the sound. There was also teacher-directed and this was apparent by members of the group asking questions and guiding the children towards experimental questions ex. "what do you think it would sound like if we moved the bucket like this?"

Our goals for children were that by making a shaker they would gain valuable insight by seeing, physically feeling, and hearing the difference it makes when you change the placement of the bottlecaps. We also wanted the children to have a better understanding or experience base with cultural instruments by seeing pictures and also by listening to the different songs.

These next two sections are in bullet point due to the amount of information contained and to make it easier to process

  • Sub-Unit Activities
  • Concepts:

music and sound, vibration, pitch, frequency, friction, sound waves, material types and how they affect the sound

  • Activities aligned with each concept:

- music and sound – drumming, shaking, hammering, listening to music, “Kitchen Sounds”, creating echos
- vibration/sound waves – hitting the buckets, guitar strings, watching the water in the water xylophone, string telephone with cans, “Quacky Cup”, playing with kazoos (creating their own), playing with string instruments, creating echos, putting sand on an amplifier and turning it to different sounds, taking a box and strapping rubberbands across it in different thicknesses, using tubes to “track sounds”
- frequency/pitch – bottle music, musical glasses, playing with a guitar, Brain Pop Jr. Movies, creating a whistle out of straws
- friction – “The screaming balloon”, have children think of things that move and drag items across different types of material
-material types and how they affect the sound – bring in different materials and have students hit them

  • Transdisciplinary (Integrative) and Patterns Opportunities:

- social studies: looking at different cultures, different materials, how did their location affect the different materials to be used
- geography: what are the origins of the instrument? What country does it originate from?
- math: playing the instruments and the beats and "rhythm crap", measuring the different bucket sizes and relating to the pitch and the sound, figuring out how many bottle caps can fit in a space
- literacy/writing: writing about their experience, pick their favorite instrument and research it, creating a pamphlet for musical performance
- field trip: orchestra, park —> listening to nature, drum circles
- performing arts: put on their own musical performance

  • Patterns

tubes, spheres, hierarchies (the glasses and their pitch), clusters, holons and clonons, arrows (progression), break (between the sounds), triggers, gradients

  • Assessment

- have students complete a context map (graphic organizer)
- create the opportunity for students to record their own music, and putting together a pamphlet for musical performance (performance task)
- have students participate in a discussion about the instruments (conference)

  • Implementation

These are photos of how we put everything together and made everything!
IMG_20120324_181046.jpg <— Spray painting bottle caps!
IMG_20120324_181119.jpg <— spray painting signs for parking directions
IMG_20120324_184418.jpg <— Chloie cutting apart the wood for our handles to the shakers!

  • Reflection and Insights

- We asked open ended questions to have the children provide their own interpretation. This caused the children to look at and think about the project and to deepen their inquiry.
- They were interested in our water xylophone and drum circle even after they had completed the shakers. We feel that if they were not interested they would have just left. However, they explored for quite some time afterwards.
- We could have created a different order of activities for the children to do (ex. Have them explore water xylophone and drum circle before making shakers).
- Creating a mini lesson on percussion and directing more attention towards our fact board.
- Other insights: It was easier to engage some students and get them talking compared to other students. The effectiveness of any activity is can depend on the people that you are collaborating with.

  • Recommendations for Future Implemenation

- modify our group dynamic, have more supplies, be more solid on the information/concepts, figure out another way to present information about around the world instruments more effectively, actually have the instruments present, recording them make music and playing it back for them, bottlecaps —> color differently?!?!? Take cues from fellow group members and be secure in ability to work any part of the setup.
- make sure there is enough supplies for everyone, making sure everyone gets the opportunity to hammer
- Addressing the needs of different population of students: having smaller hammers for the younger children, pre-drill holes for nails in wood, have physical instruments that are represented in the pictures, have students bring percussion instruments of their own to share, have an activating knowledge activity on percussion instruments (share experiences with the instrument)

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