Lesson Overview:
This lesson provides students with an opportunity to create a "brass" instrument. They will make predictions and explore how pitch changes based on the length of the air pipe.
Length of Lesson:
Two 45 minute periods
Instructional Objectives:
Students will:
- design investigations that determine what factors affect the pitch of brass instruments based on the length of the tubes or crooks.
- explore the factors that determine pitch fluctuation of brass instruments.
- create and record a meaningful hypothesis as well as accurate data sets reflecting knowledge gained through their investigation.
Supplies:
- Garden Hoses (one for each cooperative group)
- Ruler
- Funnel (one for each group cooperative group)
- Brass instrument mouthpiece
- Suggested listening examples can be found at most music stores and at many public libraries.
- One or more of the following musical excerpts:
- “Trumpet Concerto in E-flat" by Haydn
- “Tannhauser” by Wagner
- “Tubby the Tuba” by Kleinsinger
- "Waltz of the Flowers” from "The Nutcracker Suite" by Tchaikovsky
Instructional Plan:
Warm Up
Review the members of the brass instrument family. After distributing the Instrument Families of the Orchestra handout, play one or more of the following listening examples:
| “Trumpet Concerto in E-flat" |
Haydn |
Trumpet |
| “Tannhauser” |
Wagner |
Trombone |
| “Tubby the Tuba” |
Kleinsinger |
Tuba |
| “Waltz of the Flowers” from "The Nutcracker Suite" |
Tchaikovsky |
French Horn |
Ask students to describe the music they are hearing, and if possible, to identify the instruments performing. Distribute the Vocabulary handout and review related terms.
Introductory Activity
Have students explore the folowing sites to learn more about brass instruments:
When students have had a chance to explore the websites, refer back to the Instrument Families of the Orchestra handout. As a class, share any information discovered in the course of the research, and review the relevant information in the "Brass" column of the Instrument Trivia chart.
Introductory Activity
Review the Scientific Process Guidelines For Brass Instruments handout and the Vocabulary handout, highlighting the following terms, in particular:
Air column: space within the air pipe of a brass instrument that experiences vibrations created by the player’s breath and lips. The tubing of the instrument is lengthened or shortened by pressing or releasing its valves. The speed of vibration, combined with length of tubing, determines the pitch of the note.
Mouthpiece: a cup-shaped attachment used on brass instruments. The player’s lips act as a reed within the mouthpiece. Vibration occurs between the player’s lips and the mouth piece.
Guided Practice
Review the process for creating a hypothesis and prediction. Review the format for prediction making, using vocabulary appropriate when speaking about brass instruments:
If our hypothesis is true then the pitch created should be:
higher
—or—
lower
when the air column, made up of tubes or crooks, is:
longer
—or—
shorter
Independent Practice
Have students independently complete, in their own words, the "hypothesis" and "prediction" sections of the Scientific Process Guidelines For Brass Instruments Handout. Divide students into cooperative groups of four. Assign duties and rotate for the other lessons in this unit:
Recorder: note taker
Group leader: decision maker, dispute settler, teacher liaison
Equipment adjuster: makes adjustments to test equipment
Tester: performs the test
Within the groups, students should discuss their individual hypotheses and predictions. Groups should choose one of each to use as they proceed with the experiment. Students will work in small groups completing the experiment, following the Procedural Guidelines for Creating A Brass Instrument handout.
Construction
Have students independently complete, in their own words, the "hypothesis" and "prediction" sections of the Scientific Process Guidelines for Brass Instruments handout.
Divide students into cooperative groups of four students. Assign duties and rotate them for the other lessons in this unit.
Experiment: Test the chosen hypothesis and prediction using the garden hose trombones created by cutting the hoses to the lengths specified.
Within small groups, have students fill in the data section of the Scientific Process Guidelines for Brass Instruments handout based on this experiment. When necessary, remind students of their roles within the cooperative group.
Monitor student participation and accuracy in achieving results. When the group experiment is completed, students must copy the experiment data onto their own Scientific Process Guidelines For Brass Instruments handout. Each student must complete the analysis section and the conclusion section independently.
Conclusion
Discuss the following questions:
- What is the relationship between pitch, frequency, hertz, and the length of the air column?
- What is the science called that we have studied?
Assessment:
Use the Assessment Rubric to assess student work.
Extensions:
Proceed to String Instruments and Pitch, Woodwind Instruments and Pitch, or Percussion Instruments and Pitch. (The lessons in this unit can be taught in any order.)
Sources:
Print:
- Adler, Naomi. Play Me a Story: Nine Tales About Musical Instruments. Brookfield, Conn.: Millbrook Press, 1998.
- Hasday, Judy L. Musical Instruments from Around the World. Philadelphia: Chelsea House Publishers, 1999.
- Kalman, Bobbie. Musical Instruments from A to Z. Musical Instruments from A to Z. New York: Crabtree Press, 1998.
- Lithgow, John. The Remarkable Farle McBride. New York: Simon and Schuster Books for Young Readers, 2000.
Media:
- The Pied Piper of Hamlyn (German)
- The horse head fiddle (Mongolian)
- Fairy music (Irish)
- The Dancing Corn Maidens (Hopi)
- The Singing Drum (African)
- The Singer and the Dolphin (Greek)
- The Bewitched Snake Charmer (Indian)
- Didgeridoo Magic (Australian Aboriginal)
- The Painted Balalaika (Russian)
Authors:
-
Leslie Thomas, Teacher
Thomas Pullen Arts Magnet School
Landover, MD
