Duration: 45 minutes
SPIRIT Skills:
- Critical thinking
- Creativity
Brief Description:
There are four tables with different material:
- Students explore how to make sounds with the materials.
- Each group presents their “solutions.”
Students try to imitate the softest sound possible.
- They try to imitate the loudest sound possible.
- They try to imitate a sound that is neither too soft nor too loud.
- THIS ALWAYS HAPPENS WITH THE SAME ‘MATERIAL’
Each group presents their ‘solutions.
How does this develop particular SPIRIT skills
Critical thinking (is this the softest sound possible?), creativity (how can we make the sound softer?)
What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?
Critical Thinking (e.g., “Is this the softest sound possible?”):
Children actively reflect on their sounds and adjust their techniques to produce softer sounds. They compare their sounds and question whether it can be softer. Behaviour:
- Pause and rethink their approach.
- Experiment with materials by making small adjustments.
- Discuss with each other about the result (e.g., “Is this the softest sound?”).
Creativity (e.g., “How can we make the sound softer?”):
Children try new approaches and explore different techniques to achieve their goal. They think outside the box and experiment with the materials. Behaviour:
- Experiment with various ways to modify the sound.
- Collaborate within their group on alternative methods.
- Flexibility in their approach, by making changes when their initial attempts fail
Academic/Curriculum Objective connection
• Students can produce loud and soft sounds with different kinds of materials.
In the translation it must be adapted! They are the national curriculum!
Materials and tools needed for implementation
- Own body (without voice) – valuable free material – Orff musical instruments – Percussion instruments.
Preparation notes
- group students into small teams.
Guided Questions
- Is this a soft sound? Is this the softest sound we can produce? CRITICAL THINKING. In this way, the students are engaged in intrinsic quality awareness (it is not the teacher who evaluates)
- Who liked this sound? This way, you can work on empathy, as you can take into account who finds which sounds ‘nice’.”
Stage Debriefing Questions (Optional)
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Tips and Tricks for dealing with stage challenges
- Place the groups in a different room or space so they can carry out their sound investigation without interruptions.
- It is important for you, as the teacher, to visit each group during the activity to challenge them to explore even more creative ways to produce loud or soft sounds with their instruments.
- Encourage multiple solutions and really challenge them to find an even softer sound