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    Procedure

  1. Have students try saying the word "here" in many different ways: slowly or crisply, with the voice rising, falling, monotone, rising and then falling, etc. Which one means "Do you want it here?" Which means "Yes, I want it here!". Do different tones seem to mean "You called my name and I'm present" or "Are you looking for me? I'm over here" or "Ha ha, you never spotted me. Here I am!" Can they discover other "here"'s that seem to mean different things?
  2. They can try the same game with other words: "there", "this", "that", "what", "OK", "cool", "hey", "now", "dude", etc. Can the students think of other words or short phrases that work well as demonstrations?
  3. Have the students pretend that they are hearing someone call them from a long distance away. What does it sound like? Do their voices adopt a kind of sing-song quality in which the last syllable sounds about a minor third lower than the rest of the name? This is close to the type of sounds in some tonal languages.
  4. Can the students imagine an adult saying "bye bye" or "what a smart little girl" or "that's a no-no, sweetie" to a little baby? Can they imagine an excited preacher singing out "Amen!" or "Do you believe?" What does it sound like? These are also times when English can sound a little like a tonal language.

Activity: talking kazoos

    Objectives and standards

  • Objectives - Students will construct simple kazoos or use commercially-made kazoos. Students use the kazoos, or humming, to try to convey meaning using only the rhythm and inflection of a sentence.
  • Music Standards Addressed - National Standards for Music Education standard 8 (understanding relationships between music, the other arts, and disciplines outside the arts) and 9 (understanding music in relation to history and culture).
  • Other Subjects Addressed - The activity also addresses National Standards in the Social Studies standard 1 (culture), and National Standards for the English Language Arts standards 4 (Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.) and 9 (Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles).
  • Evaluation - Assess student learning by evaluating class participation and success in communicating and guessing phrases.

Making a talking drum would be a serious undertaking, and most other instruments don't have the ability to change pitch as quickly as the human voice does. You can have the students experiment with the idea of talking without words by having them take turns humming a phrase and trying to guess what was hummed. For example, one student might hum "My name is Alexander" by making all the sounds that he would when he says that phrase, but with his mouth closed. Or, if you have enough time, make "talking kazoos."

    Materials and preparation

  • One pocket comb per player
  • Tissue paper
  • Or use commercially made kazoos

Questions & Answers

explain and give four Example hyperbolic function
Lukman Reply
The denominator of a certain fraction is 9 more than the numerator. If 6 is added to both terms of the fraction, the value of the fraction becomes 2/3. Find the original fraction. 2. The sum of the least and greatest of 3 consecutive integers is 60. What are the valu
SABAL Reply
1. x + 6 2 -------------- = _ x + 9 + 6 3 x + 6 3 ----------- x -- (cross multiply) x + 15 2 3(x + 6) = 2(x + 15) 3x + 18 = 2x + 30 (-2x from both) x + 18 = 30 (-18 from both) x = 12 Test: 12 + 6 18 2 -------------- = --- = --- 12 + 9 + 6 27 3
Pawel
2. (x) + (x + 2) = 60 2x + 2 = 60 2x = 58 x = 29 29, 30, & 31
Pawel
Mark and Don are planning to sell each of their marble collections at a garage sale. If Don has 1 more than 3 times the number of marbles Mark has, how many does each boy have to sell if the total number of marbles is 113?
mariel Reply
Mark = x,. Don = 3x + 1 x + 3x + 1 = 113 4x = 112, x = 28 Mark = 28, Don = 85, 28 + 85 = 113
Pawel
how do I set up the problem?
Harshika Reply
what is a solution set?
Harshika
find the subring of gaussian integers?
Rofiqul
hello, I am happy to help!
Shirley Reply
please can go further on polynomials quadratic
Abdullahi
hi mam
Mark
I need quadratic equation link to Alpa Beta
Abdullahi Reply
find the value of 2x=32
Felix Reply
divide by 2 on each side of the equal sign to solve for x
corri
X=16
Michael
Want to review on complex number 1.What are complex number 2.How to solve complex number problems.
Beyan
yes i wantt to review
Mark
use the y -intercept and slope to sketch the graph of the equation y=6x
Only Reply
how do we prove the quadratic formular
Seidu Reply
please help me prove quadratic formula
Darius
hello, if you have a question about Algebra 2. I may be able to help. I am an Algebra 2 Teacher
Shirley Reply
thank you help me with how to prove the quadratic equation
Seidu
may God blessed u for that. Please I want u to help me in sets.
Opoku
what is math number
Tric Reply
4
Trista
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
can you teacch how to solve that🙏
Mark
Solve for the first variable in one of the equations, then substitute the result into the other equation. Point For: (6111,4111,−411)(6111,4111,-411) Equation Form: x=6111,y=4111,z=−411x=6111,y=4111,z=-411
Brenna
(61/11,41/11,−4/11)
Brenna
x=61/11 y=41/11 z=−4/11 x=61/11 y=41/11 z=-4/11
Brenna
Need help solving this problem (2/7)^-2
Simone Reply
x+2y-z=7
Sidiki
what is the coefficient of -4×
Mehri Reply
-1
Shedrak
the operation * is x * y =x + y/ 1+(x × y) show if the operation is commutative if x × y is not equal to -1
Alfred Reply
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Source:  OpenStax, Noisy learning: loud but fun music education activities. OpenStax CNX. May 17, 2007 Download for free at http://cnx.org/content/col10222/1.7
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