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  1. Tell your students that since the 1950's, calypso music has mostly been played on professionally crafted instruments, including trumpets, saxophones, clarinets, guitars, and drum sets, as well as the traditional steel pan drum. But in its early days, Calypso was often played on instruments that people made from things they could find, including bamboo tubes, paint cans, shipping cans, garbage cans, and oil drums (big metal barrels that oil was stored or shipped in). Make sure they understand that the objects generally were not played as they were found, but were turned into instruments by the musicians.
  2. Depending on how many objects are available, you may want to pool the materials and have the students work in groups, or let them trade or select objects if they are working alone. Each student or group should try to gather a collection of similar objects, for example plastic tubs of various sizes.
  3. Have the students experiment with "playing" each of their objects. Do some sound higher than the others? Can they get more than one sound from the same object? Can they arrange the objects from lowest to highest sound? If they all sound the same, can they change the pitches of some of them, by cutting the cardboard tubes for example. If you don't mind the mess and the instruments are not going to be permanent, they can try tuning containers by sticking clay or tape to them, or filling them with water, sand, or plaster.
  4. One group may prefer to make maracas of different sizes and pitches, by filling some containers with dried beans; prevent some messes by sealing the containers with strong tape once they have a sound that they like.
  5. Have the students experiment: Do their objects give their best sound when they are held in the hand? Hung from a string? Put on a desk? Taped to a board? Laid across two two boards or dowels with some space beneath them? Tapped with fingers or with another object, or slapped against a thigh or the heel of a hand?
  6. Once they have decided on their objects and decided how best to play them, have them assemble their final instrument from at least three differently-pitched objects and give a demonstration to the class. You may want to use some of their instruments to accompany a song or to play calypso rhythms .

Calypso rhythms

    Goals and standards

  • Goals - Students will learn to perform calypso-style rhythms.
  • Objectives - Students will listen to and imitate one or more calypso-style rhythms. Students will perform rhythms as a group, either all playing the same rhythm, or playing a variety of rhythms at the same time. Students will display good musicianship by keeping a steady beat, keeping to the same beat as the group, and playing rhythms accurately.
  • Grade Level - K-12 (adaptable)
  • Student Prerequisites - none
  • Teacher Expertise - The teacher or an assistant must be able to accurately demonstrate the rhythms and lead the class in playing them. If the students will be playing more than one rhythm at a time, the teacher should be comfortable leading simple percussion ensembles.
  • Time Requirements - Only a few minutes to learn each rhythm
  • Evaluation - Evaluate students on participation as well as rhythmic accuracy.
  • Music Standards Addressed - National Standards for Music Education standards 2 (performing on instruments, alone and with others, a varied repertoire of music) and 9 (understanding music in relation to history and culture).
  • Other Subjects Addressed - The activity also addresses National Council for the Social Studies standard 1 (culture).

Questions & Answers

can someone help me with some logarithmic and exponential equations.
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I don't understand what the A with approx sign and the boxed x mean
it think it's written 20/(X-6)^2 so it's 20 divided by X-6 squared
I'm not sure why it wrote it the other way
I got X =-6
ok. so take the square root of both sides, now you have plus or minus the square root of 20= x-6
oops. ignore that.
so you not have an equal sign anywhere in the original equation?
Commplementary angles
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or infinite solutions?
The answer is neither. The function, 2 = 0 cannot exist. Hence, the function is undefined.
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Kristine 2*2*2=8
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Differences Between Laspeyres and Paasche Indices
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No. 7x -4y is simplified from 4x + (3y + 3x) -7y
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J, combine like terms 7x-4y
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. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
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Yes, Nanotechnology has a very fast field of applications and their is always something new to do with it...
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In this morden time nanotechnology used in many field . 1-Electronics-manufacturad IC ,RAM,MRAM,solar panel etc 2-Helth and Medical-Nanomedicine,Drug Dilivery for cancer treatment etc 3- Atomobile -MEMS, Coating on car etc. and may other field for details you can check at Google
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silver nanoparticles could handle the job?
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Prasenjit Reply
At high concentrations (>0.01 M), the relation between absorptivity coefficient and absorbance is no longer linear. This is due to the electrostatic interactions between the quantum dots in close proximity. If the concentration of the solution is high, another effect that is seen is the scattering of light from the large number of quantum dots. This assumption only works at low concentrations of the analyte. Presence of stray light.
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Source:  OpenStax, Musical travels for children. OpenStax CNX. Jan 06, 2010 Download for free at http://cnx.org/content/col10221/1.11
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