ACTIVITY 1: Making Instruments Out of Household Objects

Objectives:

• Define what is a "percussion instrument" and list some examples
• Discuss how various cultures use easily found materials to create musical instruments, and how these materials give us hints about the physical environment and culture of the people.
• Teach students how to play "spoons".
• Design and make a percussion instrument out of household materials.

Estimated Time Needed for Activity:

One 50-minute period for the initial presentation, plus "show and tell"
time.

Notes:

• Definition of percussion instrument: (an instrument which is played by striking, scraping, shaking, or plucking). Some make a definite pitch and some do not.
• Ideally, teachers will have access to traditional percussion
• instruments (shakers, drums, rattles). Ask district music resource
• teachers for inventories  in local schools. Inexpensive examples may be
• found at import shops - look for rattles made from deer hooves, nut tree
• hulls, gourds, or woven dried grass. Don't forget washboards and spoons!
• Percussion instruments originally created for another purpose include:
• washboards
• cow bells
• spoons (see #4 below)
• scrub board - a metal corrugated board, similar to a washboard. Used originally in Zydeco, music from the Creoles in Louisiana.
• River Water: Women and children of the Baka River People (Pygmies) hit the surface of the river water with cupped hands. http://www.pbs.org/wnet/africa/explore/rainforest/rainforest_people_lo.html
• Spoon playing is common as a musical instrument in several cultures, include American folk music. It is a lively but very controllable activity if students understand two simple rules. If student cannot follow these two rules, student loses privilege to play spoons at that time:
• Play only when told to. When teacher is giving directions, spoons are quiet. It is helpful for the teacher to have a signal to stop, a "halt" sign, or conductor's "cut-off" sign both work well.
• Player may "play" on any part of his/her body, but no one else's...., this avoids bops on someone's head and other antics.
• How to play spoons:
• Hold spoons with the bowl of the spoons "back to back", holding with the "hand you write with", and thumb on top. 
• Put index finger in-between the two spoons to separate them.
• Bottom of spoons will be in the palm of your hand. If hands are holding the spoons too close to the bowl of the spoons, there will be little if any sound.
• Hit your spoons firmly against your palm or thigh (or wherever you choose - head hits don't last long).
  

Addressing Cultural Diversity in the Learning Environment:

• Invite students to share examples from home of traditional folk
  instruments from the U.S. or other countries, especially those made from
  recognizable, natural sources (leather, nuts, animals, shells, gourds, etc.)

Materials Needed for this Activity:

• Traditional percussion instruments - see Notes to Teachers for ideas on sources.
• Set of plastic spoons - two per student. Each pair should match - same size and style.
• Chart paper or white/black board

Additional Resources:

•  There are many books about making instruments from homemade materials. Try a sample before presenting it to the class! For primary grades, also look at: Pinkney, Brian. Max Found Two Sticks. New York: Simon & Schuster Books for Young Readers, 1994.
• Look on the internet as well, by searching "making instruments."
• You might also look on the internet for additional description and pictures for playing spoons. Simply type in "playing spoons"
  For more information connecting steel drums and science, see: Science in Paradise: The Pan Man at http://www.pbs.org/safarchive/4_class/45_pguides/pguide_901/4491_pan.html
• See also Cool Careers in Science: Search for the Perfect Steel Drum: http://www.pbs.org/safarchive/5_cool/53c_imbert.html
• For a wonderful example of Zydeco, see Queen Ida and the Bon Temps Band:
  http://www.pbs.org/klru/austin/artists/program171.html
• For a fascinating description of the Baka River People and their culture, including sound clips of Water Drum music, see
  http://www.pbs.org/wnet/africa/explore/rainforest/rainforest_people_lo.html
• Three Water Drum pieces are also available on the CD, " Heart of the Forest." ©1993, Hannibal Records.
• Also highly recommended:
  Stomp Out Loud. HBO Video, Yes/No Productions. ©1997. Available on video
  and DVD.
• Creative and energetic percussion/dance routines use everyday objects of non-musical natures in a combination of rhythms, creating a mosaic of  sound. Includes selections of stage presentation Stomp, and other performances at various locales in New York City. Brief interviews with
  the performers about their view of the nature of their presentation.
  
• Teachers may choose to remind students of safety issues, as a few routines should not be tried by non-professionals.

Procedure:

1. Ask if students can describe or define what a percussion instrument is.  Clarify the definition: an instrument which is played by striking, shaking, or plucking. Ask class to list at least 10 examples of  percussion instruments; write them on the chart or board. Discuss how various cultures use easily-found materials to create musical instruments. Show examples or pictures of examples. What materials were used? Where do you find these materials? What does this tell us about where the people live, what their lives are like? (shells from coastal areas; gourds from warm climates; deer hooves and leather from hunters).
2. Some people make musical instruments out of items which were intended for something else. What are some examples? (cow bells, steel drums, clay pots, spoons, washboards)
3. Teach students how to play "spoons". Please see Teachers notes for explanation. Brainstorm with the class what materials might be used to make an instrument. It might be as simple as pennies, rice or beans in a yogurt container.
4. Watch the video of Stephen Cohen for additional ideas, stopping where it begins to talk about his work with kids. Mr. Cohen says, "I think of myself as an artist, and music is my art." What does he mean by this? Describe types of percussion instruments seen in the video, and materials used.
5. Assignment: Design and make a percussion instrument out of household or natural materials. Design must take at least three steps, and be
   decorated. Students will write down materials needed, and instructions for constructing it. Explain how the instrument is played, and how it fits the definition of a percussion instrument.

Assessment

• Use the Creation Scoring Guide to assess this activity.

Extensions and Adaptations

• As an alternative to a written assignment, students may present their instruments in class, describing materials used, how the instrument was made, and demonstrating how to play it.

ACTIVITY 2: Disability Awareness

Objectives:

• Experience simulations of doing every day tasks with disabilities.
• Create art using foot or mouth instead of hands.

Estimated Time Needed for Activity:

Total: 2 hours, as follows: One 60-minute class period for introductory
activity plus rotation among the first 5 disability awareness activities. Allow 20-30 minutes for the foot and mouth exercise,  plus about 30 minutes reflection as class shares experiences.

Notes:

Additional ideas for disability awareness activities are available at the scoutinglinks.com: Understanding Disabilities, at
http://www.scoutinglinks.com/GSRC/sr0z00x.htm
Included on the site are some thoughtful suggestions on leading discussions about disabilities: http://www.scoutinglinks.com/GSRC/sr0z00x.htm#terminology

Addressing Cultural Diversity in the Learning Environment:

• Does anyone in the class have a family member or close friend that is disabled in some way? What kind of disability? What adaptations does the person require? What other information or reflections would the student like to share?

Materials Needed for this Activity:

• For disabilities activity: Pencil and paper, (5) oversized shirts with buttons or snaps, (5)  pair rubber gloves, (5) reading or
  prescription glasses
• For foot and mouth artists: a new (clean) felt tip pen, one per
  student; 2 sheets of art paper for each student.
• Chart paper or black/white board.

Additional Resources:

• Look for books or cards showing art created by foot and mouth artists.

Procedure:

1. Ask students if any have worked with people with special needs? Examples might include younger children, elders, as well as
   developmentally or physically disabled people their own age. What was the experience? What adaptations did you make? What adaptations were required of the person with special need?
2. Watch video about Steven Cohen. If class has watched the video already, re-watch starting with his work with disabled students.
3. Discuss comments of students and their teacher.
• The students say, "Give me a job and I will do it. Give me a challenge and we will get through it." What are they asking us? (Respect, acceptance.)
• Are there populations at your school or in your community that may feel disenfranchised?
• The teacher said that in the performance shown on the video, it was one chance for her students to be the center of attention. Do you know of activities in your community which offer this opportunity? (School programs? Special Olympics?) List them on the chart or board.
• Was the performance a success? Why?
  
4. Use 5 stations, where groups of students may rotate and try out different activities.
• Pen and paper: have the students write using their opposite hand, i.e. right-handed students write with their left, and vice versa. They might write their name, address and phone number, or write a note to their parents explaining what they are doing.
• Have the students put on magnifying or prescription glasses so eyes are over-corrected; have them read a paragraph of a book.
• Shooting basket balls: have students cover or close one eye, then try to shoot baskets. (We need two eyes for perception.)
• Wearing rubber gloves, try to put on and button an oversized shirt.
• Put two chairs side by side, preferably at different heights. Students try to lift themselves up and move over, without standing up.
• A sixth station is creating art using a foot or mouth instead of hand to hold the art tool, in this case, a felt tipped pen.  Students first put a felt tip pen in their mouths, and draw a picture. After using the mouth, they may if they wish, take off shoes and socks, and draw another picture using their feet.
5. Divide class into small groups for verbal reflections. Each group will record their reactions, and then share them with the rest of the class: What did they find most difficult? Was there something they were surprised to learn? What thoughts do they have about the experience? How have their impressions changed about people with disabilities?

Assessment

• Use the Group Discussion Scoring Guide to assess this activity.

Extensions and Adaptations

• Provide suggestions for extending the activities or adapting the activities to other age groups.If members of the class are interested, they could work with students with disabilities to create and present a concert, using Mr. Cohen's work as a starting point, or work with these students in another activity.  Middle school and high school students might choose to do this activity as a community service or outreach project.
• If your students have not worked with the selected population before, give them any necessary information they need, or arrange for an orientation meeting with a specialist prior to the work's commencement.  Among the subjects to discuss: What are the disabilities (physical? developmental? mental abilities?) of the population?  What are appropriate expectations? What problems or incidents might arise and what is an appropriate response? What kind of help should the students offer, or not offer?