For each kazoo, cut out of tissue paper a rectangle with a length slightly longer than the comb and a width slightly wider than twice the width of the comb.
Fold the tissue paper in half over the teeth of the comb.
Holding the tissue paper in place over both sides of the comb, play the kazoo by placing the lips lightly against the tissue paper and humming.
Encourage the students to use common and easily recognizable phrases (for example, an expression or slang phrase that is very popular at the moment), and to put as much expression as possible into the phrase. Explain that the goal is to communicate, not to stump their audience. When a phrase is successfully guessed, the student that hummed it has succeeded.
Using the kazoos, the students take turns humming familiar phrases to each other and trying to guess the phrase based simply on its rhythm and inflections.
Activity: the rhythms of language
Objectives and standards
Objectives - Using body percussion or simple drums provided or made for the purpose, the student will turn the rhythm of a given sentence into a two-toned drum rhythm.
Music Standards Addressed -
National Standards for Music Education standard 8 (understanding relationships between music, the other arts, and disciplines outside the arts) and 9 (understanding music in relation to history and culture).
Other Subjects Addressed - The activity also addresses
National Standards in the Social Studies standard 1 (culture), and
National Standards for the English Language Arts standards 4 (Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.) and 9 (Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles).
Evaluation - Assess student learning by
evaluating class participation.
Tonal inflections are not the only part of language that talking drums mimic. In any language, words, phrases and sentences have a natural rhythm. Here is an activity that helps students appreciate the rhythm of language. For a more complete exploration of this concept, see the activity in
Message Drums .
Materials and preparation
This activity can be done with any two drums that sound different from each other. You can use toy drums, real drums, or homemade drums.
Or turn ordinary objects into drums (pots, bowls, desks, books) and drumsticks (pencils, rulers, sticks). See
Percussion Fast and Cheap for other suggestions.
Or if you do not want to bother with drums, use clapping, finger-snapping, thigh slapping, stomping, or other "body percussion."
Procedure
If necessary, introduce or review the concept of strong and weak syllables.
Assign one drum or sound (e.g. clapping) for strong syllables, and one drum or sound (e.g. finger snapping) for weak syllables.
Let the students take turns.
One student says a sentence. Encourage long, creative sentences. ("I wish we could have pizza for lunch today" rather than "I want pizza".)
Another student beats or claps out the rhythm of the sentence (da-DUM-da-da-da-DUM-da-da-DUM-da-da). Encourage them to mimic the natural rhythm of the sentence as much as possible. After one person has played the rhythm, see if the entire group can "play" the sentence together.
Ask the students: Is there a particular length or type of sentence that is easiest to turn into a rhythm that everyone can agree on? Do the rhythms of the sentences sound alike or different? If two sentences sound too much alike, what could be done to make them sound different?
If you are also studying poetry, try this activity with poetry. Can the students identify meter, line length, and poem type just from drum rhythms?
Further study and suggested resources
If a picture book is appropriate for your students, consider sharing with them
Talking Drums of Africa by Christine Price (Charles Scribner's Sons, 1973). Featuring the Ashanti people of Ghana and the Yoruba of Nigeria, it explains how the drums are put together, how they are used, how they "talk", and the part they play in the culture.
If any members of the class speak a tonal language (Chinese, for example), or if a parent or other adult is available for a demonstration, ask them to help the class with a show-and-tell that demonstrates how the meaning of words in their language changes with inflection.
At the time of this writing, photos and sound clips of talking drums could be found at the web site of the
Nigerian Talking Drum Ensemble .
Questions & Answers
differentiate between demand and supply
giving examples
In economics, a perfect market refers to a theoretical construct where all participants have perfect information, goods are homogenous, there are no barriers to entry or exit, and prices are determined solely by supply and demand. It's an idealized model used for analysis,
When MP₁ becomes negative, TP start to decline.
Extuples Suppose that the short-run production function of certain cut-flower firm is given by: Q=4KL-0.6K2 - 0.112 •
Where is quantity of cut flower produced, I is labour input and K is fixed capital input (K-5). Determine the average product of lab
Kelo
Extuples Suppose that the short-run production function of certain cut-flower firm is given by: Q=4KL-0.6K2 - 0.112 •
Where is quantity of cut flower produced, I is labour input and K is fixed capital input (K-5). Determine the average product of labour (APL) and marginal product of labour (MPL)
Quantity demanded refers to the specific amount of a good or service that consumers are willing and able to purchase at a give price and within a specific time period. Demand, on the other hand, is a broader concept that encompasses the entire relationship between price and quantity demanded
Ezea
ok
Shukri
how do you save a country economic situation when it's falling apart
Economic growth as an increase in the production and consumption of goods and services within an economy.but
Economic development as a broader concept that encompasses not only economic growth but also social & human well being.
Shukri
production function means
Jabir
What do you think is more important to focus on when considering inequality ?
sir...I just want to ask one question... Define the term contract curve? if you are free please help me to find this answer 🙏
Asui
it is a curve that we get after connecting the pareto optimal combinations of two consumers after their mutually beneficial trade offs
Awais
thank you so much 👍 sir
Asui
In economics, the contract curve refers to the set of points in an Edgeworth box diagram where both parties involved in a trade cannot be made better off without making one of them worse off. It represents the Pareto efficient allocations of goods between two individuals or entities, where neither p
Cornelius
In economics, the contract curve refers to the set of points in an Edgeworth box diagram where both parties involved in a trade cannot be made better off without making one of them worse off. It represents the Pareto efficient allocations of goods between two individuals or entities,
Cornelius
Suppose a consumer consuming two commodities X and Y has
The following utility function u=X0.4 Y0.6. If the price of the X and Y are 2 and 3 respectively and income Constraint is birr 50.
A,Calculate quantities of x and y which maximize utility.
B,Calculate value of Lagrange multiplier.
C,Calculate quantities of X and Y consumed with a given price.
D,alculate optimum level of output .
the market for lemon has 10 potential consumers, each having an individual demand curve p=101-10Qi, where p is price in dollar's per cup and Qi is the number of cups demanded per week by the i th consumer.Find the market demand curve using algebra. Draw an individual demand curve and the market dema
suppose the production function is given by ( L, K)=L¼K¾.assuming capital is fixed find APL and MPL. consider the following short run production function:Q=6L²-0.4L³ a) find the value of L that maximizes output b)find the value of L that maximizes marginal product