Brass Trombone, Trumpet Woodwind Flute, Clarinet, Didgeridoo Musical Bottles

Transcription

1 Musician s : Period: : Whether it is the trumpeting of brass s as a marching band passes, or the bass pumping from the speakers in your car, sound is all around you. To help you better understand the sounds you hear, you will construct your own musical, write a brief paper describing the important facts relating to this, and present your knowledge to the class! **Keep this rubric in a safe place, you will turn it in with your project, and I will use it to grade your work.** Possible s: (*Note: These are purely suggestions, not guidelines. If you think of another that you wish to create, you may certainly do so!) Strings Banjo, Guitar Violin, Cello, Bass Dulcimer, Harp Piano Brass Trombone, Trumpet Woodwind Flute, Clarinet, Didgeridoo Musical Bottles Percussion Drums (at least 3 diff. ) [PVC pipe drums, bongos] Maracas (at least 3 diff. ) Xylophone, Pipe Xylophone, Wind chime Part ONE: Musical (25 pts) Use this checklist to ensure that you cover all of the necessary information for your creating your Musical. Percussion Strings Woodwind Brass Functionality Frequency Amplitude DUE DATES Monday, October 22 nd Wednesday, October 24 th Tuesday, October 30 th Friday, November 2 nd Wednesday, November 7 th Wednesday, November 7 th Friday, November 9 th Friday, Tuesday, Wednesday November 9 th, 13 th, 14 th (2 pts) DUE DATES FOR PORTIONS OF PROJECT Introduce Musical Project Idea, Rough Sketch, and Materials List Intro Paragraph & Body Paragraph #1 of Write-up May be typed or hand-written Body Paragraph #3 of Write-up Musical & FINAL Color Sketch or Picture of Typed Rough Draft of Write-up Typed FINAL Draft of Write-Up Presentations and Performances Quality Creativity Effort shown Effort shown Effort shown Effort shown TOTAL SCORE /25 /25 /25 /25

2 Part ONE (B): Student Musical Checklist (25 pts) Use this checklist to review the quality of your work. As you read through each question or statement, check YES if it applies, and NO if it does not. *Note: Any check in the NO column reveals an area that could use improvement! This is for your use only, your teacher will use Part ONE: Musical (on previous page) Functionality of YES NO Does your produce sound? o My easily makes sound that can be heard around the room. o My stays in tune when I play. o Anyone could play my and make the same sounds as I do. Can you change the of your? o I can find and play a high sound. o I can find and play a low sound. o I can play an octave on my. o I can play a song on my. For my presentation, I am going to play: Ex.: Hot Cross Buns, Mary Had a Little Lamb, Twinkle Twinkle Little Star, Jingle Bells, Smoke on the Water, Do-Re-Mi Can you change the of your? o I can play a loud sound on my. o I can play a soft sound on my. Quality of Craftsmanship I am proud of the work I have done! o I built my by myself. If you answered NO, please explain: o If I had help building my, it was only to use power tools or to complete a dangerous task. I do not have any exposed nails, tape, wires, wood, paper, etc. that might detract from the overall appearance or craftsmanship of my. Any paint or glue that I used on my is completely dry. I feel safe playing my, and I am not worried about being poked, stabbed, cut, etc. by any part of it. The materials I used to build my hold my together well. The materials I used to build my allow it to create sound. I can transport my without it falling. Creativity & Finishing Touches I am satisfied with my final product. My is visually appealing. My is colorfully decorated in some way. My name, class period and year is written on the in a place where it can be easily seen. TOTAL NUMBER OF CHECKS IN YES and NO COLUMN =

3 Part TWO: Musical Write-Up (40 pts) Use this checklist to ensure that you cover all of the necessary information for your Musical Write-up. Peer Edit Guidelines: Grade your partner s work with this system: Outstanding (O); Good (G); Needs work (N); Missing (X) Introduction Title: My title is NOT Guitar Musical Write-Up I am creative! I have a catchy introductory phrase, sentence, or quote to begin my paper I include the name of my musical I correctly classify my family as being percussion, strings, woodwinds or brass I identify what is vibrating that classifies my I explain why I chose to research this Body Paragraph #1 (History of {Musical }) I identify when musical was invented I tell where my originated I describe how my developed and/or I have a numbered list of three famous artists and the name of their band (if applicable) who use this in their music AND/OR specific uses for this in different cultures (1 pt each) Body Paragraph #2 (Making of {Musical }) I include a bullet point list of materials and tools used to build I made sure to include ALL of the materials used (ex: supplies, tools needed to build, etc.) I include, in complete sentences, a step-by-step, numbered list of procedures how to build my My procedures are detailed enough that my could rebuilt and it would look the same, given the necessary supplies, including metric measurements for cutting, assembling, etc. Body Paragraph #3 (How My {Musical Works}) I identify what is vibrating in the to produce sound I explain how to produce vibrations in my I explain in depth how to make the higher I explain in depth how to make the lower I explain how to produce a loud sound I explain how to produce a soft sound Conclusion (What I Learned) I give my honest reaction to having to create a musical I give my honest reaction to having to give an oral presentation I have a numbered list of 3 things that I learned while working on this project, or interesting facts about my not covered in other parts of the paper (1 pt each) Formatting & Grammar My paper is organized in the same outline and format as listed on this rubric The paragraphs have bolded titles, example: History of the Guitar, Making of a Guitar, How my Guitar Works My paper is typed, no more than 2 pages ; I used Times New Roman or Calibri font, size 12 My paragraphs are double-spaced and my bulleted/numbered lists are single-spaced. My paper is free of spelling and grammar errors I use complete sentences (capital letters at the beginning, and periods at the end of every sentence) Research & Citations I used a variety of helpful, reliable online resources I used information from at least three different sources I wrote down where I got each piece of information I correctly cited all of my resources using MLA format Sketch/Picture I included a final sketch or picture of my for reference purposes My sketch is on a separate piece of plain, white paper I completed my sketch neatly, using a ruler to make straight lines and include measurements I colored my sketch in the color and design of my final My sketch or picture is an accurate portrayal of the final that I built and presented Peer Review Signature: (Teacher Use Only) TOTAL SCORE /40

4 Part THREE: Presentation & Performance (30 pts) Use this checklist to ensure that you cover all of the necessary information for your Musical Presentation. Classifying History & Interesting Facts Pitch (Frequency) Volume (Amplitude) Demonstration Overall Presentation TOTAL SCORE Percussion Strings Woodwind Brass Vibrating Material Struck to Vibrate How Size of vibrating material Tension of drumhead Striking different locations Striking hard Striking softly Strings Vibrate Plucked or Bowed How Thickness of string Length of string Tension of string Plucking or bowing Plucking or bowing gently Vibrating Reed Vibrating Air column How size Fingerings Air column length Blowing air Blowing air gently Vibrating Lips Vibrating Air column How Lip vibrations Force of moving air Air column length Blowing air Blowing air gently /30 /30 /30 /30

5 Presentation 1. What is the name of your? a. What family of s does yours be to? b. Why does your fall into this family? c. How does it produce its sound? What is vibrating? 2. Tell us about your a. Why did you select it to make? b. When Invented? c. Where Invented? d. How? e. 3 Famous artists? Usages? f. 2 things you learned 3. Pitch a. Describe how and frequency are related b. TELL ALL the WAYS you change (HIGH and LOW) c. SHOW ALL the WAYS you change (HIGH and LOW) 4. Volume a. Describe how and amplitude are related b. TELL ALL the WAYS you change (HIGH and LOW) c. SHOW ALL the WAYS you change (HIGH and LOW) 5. Demonstration a. Play 8 note, or the best you can! b. Tell us what song you will be playing c. Play your song!! REMEMBER: Eye Contact Loud Voice! CONFIDENCE GOOD LUCK!!!