Kitchen Jamboree
Observe, explore and investigate vibrating instruments in everyday places and create music in unique ways.
Big Idea: Many materials and objects make audible sounds when they vibrate.
Materials:
- Plastic pots or pans
- Metal pots or pans
- Wood pots or pans
- Bowls - wood, plastic, metal
- Cups - wood, plastic
- Plates - wood, plastic
- Spoons
- Marker
- Pencil
- *Prior to activity have children to bring in a pot, pan, plate or bowl from their kitchen.
Illinois Learning Standards:
4.A Listen effectively in formal and informal situations.
4.B Speak effectively using language appropriate to the situation and audience.
11.A Know and apply the concepts, principles and processes of scientific inquiry.
11.B Know and apply the concepts, principles and processes of technological design.
12.D Know and apply concepts that describe force and motion and the principles that explain them.
25.A Understand the sensory elements, organizational principles and expressive qualities of the arts.
26.A Understand processes, traditional tools and modern technologies used in the arts.
31.A Develop a positive self-concept.
4.B Speak effectively using language appropriate to the situation and audience.
11.A Know and apply the concepts, principles and processes of scientific inquiry.
11.B Know and apply the concepts, principles and processes of technological design.
12.D Know and apply concepts that describe force and motion and the principles that explain them.
25.A Understand the sensory elements, organizational principles and expressive qualities of the arts.
26.A Understand processes, traditional tools and modern technologies used in the arts.
31.A Develop a positive self-concept.
Vocabulary:
Vibrate: to shake slightly and quickly, or to cause something to do this, in a way that is felt rather than seen or heard.
Vibration: quivering or trembling motion.
Vibration: quivering or trembling motion.
Activity Directions:
- Gather children and have them form a circle with their pots and pans. Have discussion about the definitions of vibrating and vibration.
- Discuss using a different object, than your hand, to strike the pot or pan. Q. What object could we use to strike the pots and pans that might produce a different sound than our hands? (spoon, mallet, marker, pencil etc.) How does it sound now? Why?
- Have two or three children beat a slow steady rhythm with you. Encourage other children to join in with variations of a rhythm after a rhythm has been established.
- Try experimenting with the plates, bowls and cups. Ask everyone with a plate to play a fast rhythm! Cups, play softly!
- Encourage children to explore volume. Make loud sounds, then soft sounds. Find a sound that is in between loud and soft.
- Encourage children to take turns conducting. Use basic arm movements as cues.
Investigation Questions:
Q. If the pots, pans, plates and bowls are resting on the floor, and no one is touching them do they make a sound?
Q. How can we use our hands to make the pot or pan make a sound? What kind of sound does it make?
Q. How were the sounds from the different pots and pans alike? How were the sounds different?
Q. Which pot or pan made the loudest sound? Why?
Q. Which pot or pan made the softest sound? Why?
Exhibit:
Workshop:
