Suggested Grade Levels: Upper elementary (Grades 3 - 5)

New Jersey Core Content Standards: 1.1 A, 1.2 B6, 1.3 B, 1.4, 1.5

Objectives:

1. Students will assemble and examine typical European orchestral woodwind instruments to discover how each instrument creates its original vibration (single reed, double reed, whistle).
2. Students will determine how the instruments change pitch, then classify each as high, medium or low.
3. Students will identify common orchestral woodwind instruments by sound.
4. Students will research non-Euro-centric woodwind instruments that use a single reed, double reed or whistle to create the original vibration (sound).
5. Through discussions, hands-on activities and demonstrations, students will share their findings about the use of, and occasions for non-Euro-centric instruments, drawing attention to similarities and differences between the non-Euro-centric instruments and their orchestral counterparts.
6. Students will develop a working definition of "Woodwind Family."

Part A: Orchestral Instruments (Two or three 30 minute sessions)

1. Gather one each of the following - flute, clarinet, oboe, saxophone and bassoon.
2. Set up five stations around the room and place one of the above woodwind instruments, still in its case unassembled, at each station.
3. Divide class into groups of 4-6 students and assign each group to a station.
4. Give students the following directions:
   ---Assemble each instrument carefully and correctly - "there are no instructions in the case"
   ---Determine how best to hold each instrument placing fingers in position over the correct keys
   ---Determine whether the instrument is a high, medium or low pitched instrument
5. Instruments are to be examined only, not played at this point.
6. Each group has 8 minutes to complete the three tasks. When time is called, instruments are to be put back in cases and checked by the teacher.
7. Students rotate to the next station to begin another 8 minute work session on a new instrument.
8. Repeat the process until all groups have worked with all instruments.
9. Students present findings about of the woodwind instruments showing each instrument properly assembled, with correct finger placement and explain their determination of the pitch range of each instrument. Sound production is discussed with teacher demonstrations on each instrument.
10. Teacher presents listening examples (see list of Suggested Recordings) of common orchestral woodwind instruments.

Part B: Simple Woodwind Instruments (One or two 30 minute sessions)

1. Students create a simple single reed instrument by placing a piece of grass or strip of paper between their two thumbs. Paper should be pulled tight between the curved portion of the thumbs (with both thumb nails facing up). Students blow through thumbs to vibrate paper. Experiment with different air pressures to change pitch.
2. Students make soda bottle flutes by filling empty soda bottles with water. Create different pitches by filling bottles to different levels. After bottles are tuned, play simple songs with each student responsible for one specific pitch of the song.
3. Students make a double reed instrument out of a plastic drinking straw
   ---each student is given a plastic straw and a pair of scissors
   ---squeeze one end of the straw flat and crease to make flattened end pertinent
   ---with scissors, cut flattened end with two cuts into a pointed "V" shape
   ---check to be sure the "points" are separate
   ---play instrument by placing pointed end in mouth approximately 1/2 inch and blow (hard)
   ---small holes can be cut into the side of the straw and used to change pitch (be careful to make the holes as small as possible)

Part C: Researching non-Euro-centric Woodwind Instruments (Three or four 30 minute lessons) A menu of resources is listed below

1. Divide class into groups of two or three students.
2. Each group is responsible for finding at least one non-orchestral (non-European) instrument in each of three categories: Single Reed, Double Reed and Whistle or no reed (see list of Suggested Instruments for Research).
3. Information collected should include the name of the instrument, country of origin, time period in which the instrument was/is popular, occasions for its use and how it works. If a picture, video or sound example is available, it should be collected as well. All information must include documentation as to where it was found. For example, students should list the web address of any information found on-line. All information gets documented on a simple, teacher-made worksheet to be shared with the class.
4. After each group shares its findings, worksheets are copied, bound and distributed to each student.

Part D: (One 30 minute lesson plus teacher work time following lesson)

1. Students develop a working definition of the "Woodwinds Family" that is inclusive of both traditional and non-traditional instruments addressing the three different modes of sound production (single reed, double reed and whistle) and qualifies the meaning of 'wood' and wind.'
2. The teacher creates a poster for display that includes the children's definition of Woodwind Family, the information gathered through research and pictures of both Euro and non-Euro-centric instruments gathered through student research.

Suggested Woodwind Instrument Recordings: (see Resources section for information on acquiring recordings)

1. "Peter and the Wolf," by Sergei Prokofiev, John Williams and the Boston Pops, Dudley Moore, Philips 412 556-2, Germany, 1984.
2. Suite for Flute and Jazz Piano, by Claude Bolling, Bolling/Rampal, Columbia M33233, New York, 1975.
3. Clarinet Concert in A, K. 622, by Mozart, Antony Pay & Christopher Hogwood, Decca Records, Germany, 1986.
4. Oboe Concerto in C, K. 314, by Mozart, Michel Piguet & Christopher Hogwood, Decca Records, Germany, 1986.
5. "Conversation Piece," L.A. Jazz Quartet, Naxos Records, 1999.
6. Serenade in Bb for Winds, K. 361, by Mozart, Orpheus Chamber Orchestra, Deutsche Grammophon 423 061-2, Germany, 1987.

Suggested Woodwind Instruments for Research:

• Duduk - Armenian
• Ney - Persian or Azeri
• Shakuhachi - Japanese
• Sheng - Chinese
• Tutek - Azeri
• Mouth Organ - Laos
• Flute with Vocal Drone - India
• Nagaswaram - India
• Sruti Peti - India
• Tule - Amazon Region of South America
• Zukra - North Africa
• Algaita - West Africa

Resources:

• Audio: - Recordings listed above can be found or ordered through most large retail stores such as Borders or Barnes and Noble. Information about available recordings can be found online or in these same stores.
• Print:
  • "Eyewitness Music," by Neil Ardley, Dorling Kindersley, New York, 1989.
  • "Musical Instruments," Ken Moore, ed., Scholastic Inc., New York, 1994.
  • "Musical Instruments of the World," Ruth Midgley, ed., The Diagram Group, Facts on File, 1976.
  • "The Harvard Concise Dictionary of Music and Musicians," Don Michael Randel, ed., Harvard University Press, Cambridge, MA, 1999.
  • "The Oxford Junior Companion to Music," Michael Hurd, ed., Oxford University Press, London, 1979.
  • "Woodwind Instruments and their History," Anthony Baines, ed., Dover Books, New York, 1991.
• Video:
  • "Orchestra!," Decca Record Company, Polygram Music Video, 1991.
  • "Riverdance," Columbia, Videogram, 1995.
  • "Peter and the Wolf," Disney Home Video.
  • "The Origin of Symphonic Instruments," Educational Video Network, Huntsville, Texas.
  • "Exploring New Rhythms: The Winds of the Andes," Mennonite Central Committee Production, Akron, PA, for Ten Thousand Villages, 2000.
• Software:
  • Microsoft Musical Instruments, Microsoft, 1993.
  • Microsoft Encarta, Microsoft, 1995.
  • The New Grolier Multimedia Encyclopedia, Grolier Electronic Publishing, 1992.
• Web Sites:
  • Music and Instruments of the Silk Road http://www.silkroadproject.org
  • Educational Opportunities http://www.carnegiehall.com
  • "How Do Woodwind Instruments Work?" http://www.phys.unsw.edu.au/~jw/woodwind.html
  • "Fortissimo" and other outstanding libraries http://www.thinkquest.org
  • "International Music Archives" and other excellent sites http://www.eyeneer.com
  • Instrument families http://www.essortment.com/in/Music.Instruments/
  • Smithsonian Institute - Music History http://www.si.edu
  • American Musical Instrument Society http://www.amis.org
  • Instruments and basic information: http://www.wikipedia.org/wiki/List_of_musical_instruments

Materials:
The media center will need to be available for part of the research process with two students per computer. All other activities can be done in the regular classroom.