Good morning! We’re finishing up the Science of Sound by talking about Amplitude! Amplitude is the height of a sound wave and it determines how loud or soft the sound is.
A sound with a high amplitude CAN be damaging to your ears. in fact, even though high pitched sounds can be annoying, with a low amplitude, they’re perfectly safe to listen to.
Any sound played with a high enough amplitude can be dangerous to your hearing.
Amplitude is measured in decibels. Here is a chart to see some common decibel readings:
This doesn’t mean that you will lose all your hearing from being exposed to a higher amplitude sound, but they get more and more dangerous the higher the decibel level. In general, you should wear hearing protection when being exposed to sounds higher than 85 decibels, even more so if you need to be around the sound for a long time.
DANCE BREAK!!!!!
In 4th grade, we were just about to get to the best part of American Music History…The Dances! Much of American Pop Music is based on popular dances at the time. Studios and artists are still creating new dance crazes and dance challenges on TikTok are launching huge careers for artists that may not have gotten radio air time before. Think about all of the songs in 2019 that had a specific dance tied to it.
Let’s do some dances that helped launch Rock and Roll, both of them this week by Chubby Checker:
Lastly this week, I’m looking for a time to go live and break a glass with sound. Stay tuned to the Cloverbank Facebook Group, Google Classroom, and Twitter.com/mrpanfil for info!
There is an optional Mystery Science this week. Please watch these videos on the science of sound.
All sound is vibration and it travels in waves. The waves have an amplitude and a frequency. The amplitude of a wave shows us how loud or soft the sound is. The frequency tells us how high or low the sound will be. see the link here: https://www.howmusicworks.org/103/Sound-and-Music/Amplitude-and-Frequency Then watch this video:
Now if all sound is vibration, and certain frequencies produce certain notes, why do different instruments sound different? If they’re both vibration the air at the same frequency, shouldn’t they sound the same?
Let’s take a look at Timbre:
Lastly, Is it possible to break a glass with sound? It is! I try it with my voice here:
Here’s a video of a successful break in class last year (Everyone had earplugs)
Hello! We’re going to continue working on notes in the treble clef. We’re also learning a new song and playing some “instruments” around the house. There is nothing to “Turn-in”, just musical experiences.
To start, let’s sing “I Love The Mountains” together: We haven’t learned this song yet, so take it slow at the beginning. The music follows a pattern upward.
“I love the mountains, I love the rolling hills I love the flowers, I love the daffodils I love the fire-side when all the lights are low boom-de-ya-da boom-de-ya-da boom-de-ya-da boom-de-ya-da”
Take a look at the notes in the song. Starting from the first note until the word “hills”, what are the names of the notes? For example, the first note is in the first space from the bottom so it is an “F” because the spaces spell “F.A.C.E”
You CAN Print out the picture and label each note if you’d like more practice. If you do, send me a picture! This is not a graded assignment! I will put the answers down below this post.
Next, We’re going to play along with another “home-version” of a Musication song. This one uses whatever “instruments” you have around the house. You can play 1 or try all of them at once!
BONUS: Try reading some rhythms! Use Ta and “Tee-Tee” or Du and Du-Day
Answers: (All B’s are B flats, but that’s not necessary to know yet) F F E D D G G F E D C A A G F F B B A G F E C C B A G F D D C B A G F F F E D D D D G G G G C C D E F
Good morning! We’ll be singing some songs, dancing, and playing some instruments this week!
Let’s start with our “We Are Cloverbank” song!
Next, we have a Musication video. We would play Boomwhackers or rhythm instruments in class, but Jan, the man who makes the videos has made a few for home-bound instruction! Follow along with this movement video and try to stay on a steady beat.
Next, let’s review the beat with Bounce High Bounce Low! Keep a steady beat while bouncing a ball to:
“Bounce high, bounce low bounce the ball to Shilo”
Let’s begin with the Science of Sound! I’m super excited to extend this lesson past what we did on STEAM Day.
This week, I want you to start off with a quick review of Vibration. Here is a Mystery Science Lesson on Sound: Mystery Science Lesson. Start Here
You may want to try the string activity at the end. Maybe you have before. If you do, send a photo or video to my email spanfil@frontiercsd.org and I’ll put it in a post for next week. You can also record it on Flipgrid here: https://flipgrid.com/c4ba2edc
While you’re at it, check out The Chrome Music Lab Spectrometer. It allows you to visualize sound by mapping the frequencies present. We did this in class. Also, explore the musiclab because it’s pretty neat. https://musiclab.chromeexperiments.com/Spectrogram/
