Activity #3:


Music:

The central focus is students will recognize different families of classical instruments.

  • Students will identify musical timbre through classical instruments families by sight (woodwind, brass, percussion, strings).
    • Brass
    • Woodwind
    • String
    • Percussion

 

 

SEL:

The focuses of this unit are to guide students to explore self-management, relationship skills, and responsible decision-making. 

  • Students will be able to discover their roles, contributions, and importance of sharing and making decisions as a group.
  • Students will develop reflection and evaluation skills ("I notice"), gratitude, and appreciation ("I value"), as well as a sense of curiosity and the ability to give constructive feedback ("I wonder"). This tool can help students improve self-confidence and engagement and help them open to the ideas and perspectives of others.

 

FOCUS KNOWLEDGE/SKILLS TOPICS
 TIMBRE/TONE COLORS Classical Music Instruments
  • BRASS
  • WOODWIND
  • STRING
  • PERCUSSION

Four Families of Classical Instruments

Divide the class into four groups. Each group will watch the videos of each family and answer the below questions.

 




MUSIC:

Divide the class into four groups. Each group will watch the videos of each family and answer the below questions.

 

Music & SEL - Relationship Skills & Responsible Decision-Making:

 

Name the instruments and describe the tone colors of the instruments:

  • Name instruments:
    • Brass: trumpet, trombone, euphonium, horn, tuba
    • Woodwind: piccolo, flute, oboe, clarinet, saxophone
    • String: violin, viola, cello, bass
    • Percussion: bass drum, timpani, cymbals, maracas, tambourine
  • Describe the the colors of the instruments:
    • Bright, light, thin, nasal 
    • Dark, heavy, deep, thick
  • Students may use this link to fill in their answers. Click here.



SEL:

  • During this process, students may use sentence starters such as "I notice...," "I value...," and "I wonder..." as an assessment tool to find out what students think/believe, feel, or understand/apprehend about a given topic. It provides a positive framework for students to work together collaboratively.

Questions:

  • When you listen to the instruments, how do you feel? Can you relate the tone colors to the feelings?
    • Terms: Sad, happy, scared, pleasant, nervous, relax, excited.
  • Each of you writes your answers of the assigned instrument's family on a piece of paper:
    • Instrument - name one technique playing the instrument
    • Instrument - tone color - feelings
    Lay the papers on the floor. Find and discuss similar and different answers. Note that there is no wrong answer. Collect your answers and share with the class the instruments you have chosen.
  • In your group, was there anyone open to others' ideas? Was there anyone (do not mention names) who opposed others' ideas without reason? How did someone in your group value your ideas? Even though each of you has different answers, how did the group build supportive relationships?

Put your comments below


Comments: 3
  • #3

    Kevin Morita (Friday, 08 April 2022 16:01)

    I like the instrument family pictures and how they are linked to video examples. Would it be spoon feeding the teachers to tell them to click the images for the videos? Since the other pages had videos embedded into the page itself, I feel that there is a potential that teachers looking at this page will not realize that the images and headers are linked to the playing examples.

    If possible, could we make the Tuba and Euphonium in the instrument family pictures a little bit bigger to fill the white space? The other images look closer to scale with the instruments shown.

  • #2

    Lauren F (Sunday, 27 March 2022 14:35)

    I notice, I value, I wonder paragraph is below. Please edit as you see fit.

    The sentence starters "I notice...," "I value...," "I wonder..." can be used as an assessment tool to find out what students think, feel, or understand about a given topic. It provides a positive framework for students to work together collaboratively. This allows students to develop reflection and evaluation skills ("I notice"), gratitude and appreciation ("I value"), as well as a sense of curiosity and the ability to give constructive feedback ("I wonder"). This tool can also be used as a part of incorporating SEL in the classroom by improving self-confidence and engagement and helping students be open to the ideas and perspectives of others.

  • #1

    Lauren F (Wednesday, 23 March 2022 19:36)

    I kind of updated the graphic organizer (not sure that this is what you meant): https://docs.google.com/document/d/1xwsjjPOINQtoMdqLmVZmslyBkrPIZvCbY_2ByrFdt6M/edit

    How did you decide what instruments for them to identify? (Not all the instruments listed are in the videos.) Also personally, I feel that bassoon is more important than piccolo in the woodwind family. Same thing with percussion... I feel like snare drum and xylophone is more important that some of the auxiliary instruments (maracas, tambourine).