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The
Found Sound Symphony
Subject Area
Despite
our noisy environment, most of us are unconscious of sound. Sound,
as a major source of physical stimulation, has a strong impact
on all life. Students will execute a variety of activities designed
to increase awareness of the nature of sound and its social and
environmental significance. Students must have an awareness of
how both sound and noise affect our lives. Through this activity,
students will observe, interpret and manipulate sounds. Finally,
students will demonstrate their understanding of sound in two
ways: through the composition of oral concrete poetry, and through
musical pieces based on musical instruments of their own design
created from found materials. This activity can be
applied to curricula in any of the following areas: science, music,
sculpture (art), and language (sound poetry and concrete poetry).
Learning
Outcomes
Teaching,
learning and evaluation will focus on the students ability
to:
- Compare
and contrast the importance and impact of the various types
of sound that impact upon the students personal environment;
- Evaluate
the physical and psychological impacts of sound on humans;
- Build
and experiment with new instruments based on a new
understanding of the nature of sound;
- Create
original compositions using original sound sources.
Classroom
Development
- Silence
should also be studied to help students see the nature of silence,
how it is produced, and its effects on the human body. Many
of us are not capable of spending even a minute without some
form of activity or noise. You may, as a prelude to the activity,
wish to try to exercise students silence. Start with a
minute and then extend it up to five minutes over a week or
so. Perhaps penalize students a penny if they break the silence,
or have the class choose a task as a symbolic penalty. Ideally,
students should reflect on the experience of silence in their
writing folders, so this part of the activity may be best conducted
in the English, French or E.S.L. class.
- This
activity should start with a description of the nature of sound.
Have students define the terms sound, noise, and music, and
then describe the point at which one becomes the other. For
example, when does noise become music? Make sure that issues
of personal aesthetics and the physical properties of sound
are considered. In music or physics classes, the terms that
are applied to sound and music may be introduced.
- Then
examine the nature of sound, what it looks like (wave patterns
in oscilloscopes), and how it affects us. Emphasis should be
on students developing a physical understanding of the various
manifestations of sound. They should actually feel
the sound, and in this way also develop a sense of their own
physicality.
- Explore
and catalogue sound sources in the school environment. Continue
this study to include the response of the classroom and school
building itself to sound (echoes and sound dampening). Have
students suggest reasons for their responses.
- Determine,
through group discussion what is necessary for sound to become
music. Then prepare experiments in music using the results of
the previous step. That is, examine what parts of the school
environment are best suited for the creation of music, or are
useful as sources of interesting sounds.
- Students
can use what they have learned about sound (resonance, sound-creating
materials, means of controlling sound, etc.) to design and create
a musical instrument of their own. This could be constructed
of objects which they have found in the environment of their
school, and thus be a reflection of the community.
- The final
step of this activity is for students or groups of students
to compose sound-scapes using whatever sound sources they choose,
excepting traditional sound sources. These can be recorded or
performed live.
Background
The key
references for this activity can be found in the music of John
Cage and Steve Reich; artists who make sound sculpture using instruments
such as steel drums, power tools, and hoses; and a variety of
music under the heading industrial music, Einstürzende
Neubauten, and perhaps Skinny Puppy, Negativeland and Front 242.
You may have to rely on students for this information, or contact
your local university radio station.
Timing
Two 40
min periods should be set aside for listening, discussion, and
planning. Time for composition depends on whether it will be done
in class or on the students own time.
Cross-disciplinary
Links
This activity
is cross-disciplinary in nature, however it is possible for a
teacher to go it alone if necessary. Complementary
units can be found in the Environmental Science, Science, Music
and Visual Arts curricula.
This
may sound crazy, but...
This
activity is going to make you look at sound in a way that you
have never heard it before. Instead of just considering sound
in science class, you are going to have the chance to also consider
sound in society, as noise, and as music.
To be successful
in this activity, you need only three things: a willingness to
try something that looks stupid at first, an understanding that
what is noise to you may be music to me, and the curiosity to
see if you can make your own music without having to copy popular
musicians.
Summary
Despite
our noisy environment, most of us are unconscious of sound. Sound,
as a major source of physical stimulation, has a strong impact
on all life. You will execute a variety of activities designed
to increase awareness of the nature of sound and its social and
environmental significance. You will observe, interpret and manipulate
sounds. Finally, you will demonstrate your understanding of sound
through the composition of musical pieces based on musical instruments
of their own design created from found materials.
How
is this going to get done?
- The
first thing youll probably do is to discuss the aesthetics
of sound. Do you really know when noise becomes music? I mean,
beyond the personal opinions of you and your friends. Reach
a consensus answer to this question, and record it for future
reference.
- Next:
What is silence? Why do we all hide from it behind walls of
noise? What happens in our minds when we are quiet? AND, how
long can you go without making noise? Discuss possible answers
to these questions, record them, and then try to see how long
you can actually maintain silence. Record the number of minutes
you are able to maintain silence.
- In science
or environmental science class you will probably look at noise
from a more technical perspective. Noise and sound can be soothing
or damaging. Take a look. As you learn why sound effects us,
you can see how to control it in your music.
- In Visual
Arts class, or wood shop, or another class where your teacher
is flexible enough to let you try new things, design and create
a musical instrument of your own. This could be constructed
of objects which you have found in the environment of your school,
and therefore be a reflection of the community.
- Finally,
get together with a group of students and create a piece of
music (not noise) using the instruments that you have made and
your own voices. You dont get points for sounding like
pop stars, but you get points for putting the skills and experiences
you have gained in this activity to good use.
Timing
You will
probably get a period or two to listen to this music, plan your
own music, and discuss instrument design. The creative part and
the construction of instruments is for you to do on your own.
You will have to negotiate with your teacher regarding recording
your work.
Resources
Your teacher
may need material from your record collection, if you have a taste
for Industrial music. Making your own music will require you to
find sound sources. Auto-shop, the garage, or old
electronic components from the junk pile may need to be scrounged
for sounds.
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