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Lesson Title: Introduction to Musical Instruments

Essential Question:
How do musical instruments represent a culture and their
environment?
Guiding Question(s): What kinds of music do you listen to?
What types of instruments are used?
Created by: UNM Summer Technology cademy !""#
Intended Grade Level: !
nd
$ %
rd
&rades
Subject Area(s) or Topic(s): Music' &eography' (anguage' and Science
Lesson escription
This lesson is designed to help students think a)out the music they listen to* They will )e asked to talk
a)out why they like or dislike it and the instruments they hear in that type of music*
Curriculu! "bjectives
Upon successful completion of this lesson' the students will+
e,plain that there are a variety of musical instruments and that music represents different
cultures and environments throughout the world*
#e$ %e&ico State Standards
Social Studies
-ontent Standard II . &eography+
Students understand how the physical' natural' and cultural processes influence where people
live' the ways in which people live' and how societies interact with one another and their
environments*
Science
-ontent Standard II . (ife Science
Students understand the properties' structures' and processes of living things and the
interdependence of living things and their environment*
Language
-ontent Standard II . Writing and Speaking for /,pression
Students will communicate effectively through speaking and writing*
'esources and %aterials #eeded
-hart paper
We) sites with instruments and some with sound
0ud+ http+11www*unm*edu12ma,well1
-onch shell+ http+11www*manandmollusc*net1horn34files1horn3*html
-og 5attle+ http+11www*6endrum*com1resource.site1samples1-ograt*W7
8idgeridoo+ http+11 www*didgeridoostore*com1soundsrhythms*html
Musical instruments from around the world+
http+11www*neng*usu*edu1ece1faculty1wheeler1NIU1World*htm
Sarangi+ http+11chandrakantha*com1articles1indian4music1sarangi*html
9ooks of musical instruments and culture
Musical Instruments from to :' 9o))ie ;alman' 3<<=
:in> :in> :in>+ 7iolin' (loyd Moss' Mar?orie @riceman' 3<<A
World /ncyclopedia of Musical Instruments' Ma, Wade.Matthews' !"""
Wood.Hoopoe Willie' 7irginia ;roll' ;atherine 5oundtree' 3<<A
(rere)uisite S*ills
Students will need to know how to research information using a variety of resources* lso
students need to )ring their knowledge of music*
(rocess
3* Students will take three minutes to think a)out the type of music they listen to and the
instruments involved in making the music*
!* The teacher will ask for volunteers to discuss the type of music they listen to and the
instruments they hear in the music* The teacher will list the instruments on the chart paper*
%* Students will form in groups or with partners to discuss instruments that are listed on the chart
and consider the use of the instruments in other environments and cultures*
#* Students will log on to the Ma,well Museum musical instrument we)site to e,plore different
instruments from other culture and environments* They will also use the we)sites listed )elow
to hear the sounds of the instruments*
To hear the sound of the -onch Shell sound
http+11www*manandmollusc*net1horn34files1winston*html
To hear the -og 5attle
http+11www*6endrum*com1resource.site1samples1-ograt*W7
To hear the sound of the 8idgeridoo
http+11www*didgeridoostore*com1soundsrhythms*html
To hear musical instruments from around the world
http+11www*neng*usu*edu1ece1faculty1wheeler1NIU1World*htm
To hear the sound of the Sarangi
http+11chandrakantha*com1articles1indian4music1sarangi*html
A* Students will use a variety of resources to gather information a)out the music and musical
instruments they listen to and music and musical instruments used in other parts of the world*
Assess!ent
@articipation in the discussions' successful planning and participation in the e,ploration of the Ma,well
Museum we)site*
E&tensions + %odi,ications
If you have /S( students they could sit with a native language student during the discussions*
If time permits the students could investigate their favorite instrument and find out the origin of
the instrument*

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