Fall Tambourines

Kindergarten

Art 207-03, Group 3

Linda Lopez, Talitha MacDonald, Maura McDonough, Erica Rauch, and Jenny Sawyer

 

 

Intro (Cultural Background):

 

            Today we will be making musical instruments called tambourines to celebrate the fall season.  Tambourines are known as percussion instruments and have been around for hundreds of years.  People have found that even the oldest civilizations used tambourines.  These instruments became popular when being used in operas but became more popular when they were used in famous composerfs orchestras.  gThe tambourine is now accepted as an acoustic, untuned instrument belonging to the percussion section of the orchestra.  It has an indefinite pitch and is used to maintain rhythm.h  Also, the tambourine is mostly associated with joy, dancing, rejoicing, victory, and times of happiness and gladness.  We will be making our tambourines today to celebrate the season of fall.  We will be using decorations that symbolize the fall season as well as incorporating the use of music into our lesson.

 

Objectives:

 

1.      Students will learn about the cultural history of tambourines.

2.      Students will learn how to make and decorate a 3-Demensional object.

3.      Students will learn how to incorporate music and art.

4.      Students will learn how to use glue and scissors properly in order to create their desired instrument.

 

Student Materials:

 

1.      Paper Plates (2)

2.      Popcorn (1 handful each)

3.      Various Decorations (glitter, yarn, etc.)

4.      Leaves and other symbols of the Fall Season

5.      Glue

6.      Assorted Construction Paper

7.      Markers or Colored Pencils

8.      Scissors

 

Teacher Materials:

 

1.      Examples of project

2.      Stapler

3.      Poster board directions

4.      Hole puncher

 

Vocabulary:

 

1.      Tambourine

2.      Percussion instrument

3.      Orchestra

Procedures:

1.      Intro: Discussion about where tambourines came from and their cultural history.

2.      Demonstration of project.

3.      Pass out pre-stapled and pre-hole punched paper plates.

4.      Have students go outside to collect various leaves, pine needles, and other decorations.

5.      Decorate tambourine on both sides by using these various decorations as well as markers, yarn, etc.

6.      Pass out 1 handful of popcorn to each student.

7.      Have students pour popcorn into tambourine and wait for teacherfs assistance.

8.      Teacher comes around to close up remaining gap in tambourine with stapler.

9.      Test out tambourines.

10.  Closure: Hang up tambourines and discuss or review what the students learned about tambourines.

 

Comments and Suggestions:

 

            In this project, it is very important to remember that the children are in Kindergarten, so they may need a lot of assistance in cutting and gluing objects. Also, it is very important that the teacher staples the plates together in advance and also punches holes for yarn because you do not want the children handling those items if they are not ready for it. 

 

Summary of the Artistic Development in the Age Group:

            The main focus for ages four to seven years old involves making symbols.  For this reason, the tambourine is a good idea because it is symbolic of the Fall season.  The students can make their tambourine according to their interpretation of Fall.  This is also when children begin to draw figures.  Bodies are made up of geometrical shapes and head and feet are closed shapes with lines; radial configurations (like tambourines).  During this stage, children show emotionally and physically important concepts.  If they like the Fall season, you will be able to tell from their artwork.  There I exaggeration of body parts, and concentration of details is important.  There is little or no overlapping, watch when they are gluing decorations.  Objects are drawn that are unrelated to anything else in the drawing.  With space representation objects are distorted to fit space available on the page.  Any human figure may have missing parts that the child does not feel are that important.

 

Resources:

 

Herberholz, Donald and Barbara.  Artworks for Elementary Teachers: Developing Artistic and Perceptual Awareness, 9th Ed.  McGraw-Hill Higher Education, New York, 2002.

 

The History of the Tambourine.  http://www.timbrelpraise.com/history.html