Indigenous Musical Instruments
Teaching Objective
Students will explore, compare and contrast three stringed instruments typically
representative of African, European and Mexican cultures.
Vocabulary
Banjo- an American string instrument, of African origin, consisting of a round wood and
metal drum covered on one side with parchment or plastic.
Guitar- a string instrument, of Spanish origin, with a large flat-back sound box and violinlike curved shape.
Violin- a four-string, bowed instrument of European origin.
Timbre- The unique characteristics of a sound that can identify its source. For example, the
same pitch produced by a voice or a piano have different sound quality. This quality is called
timbre.
Resources
· Pictures and brief historical information about each instrument (available on
www.DSOKids.com)
· Recorded music highlighting each instrument In Silver Burdett Ginn's Music Connection,
try these examples:
Guitar - Gr. 2, CD#8, Gr. 3, CD#9;
Violin - Gr. W, CD#8, Gr. 4, CD#10, Gr. 5, CD#12
Banjo - Gr. 7, CD# 11
· Cassette and/or CD player
· A chart to make class notes of comparisons and contrasts
· Internet links (optional)
Pre Assessment
Drawing from what they already know, encourage students to engage in discussion regarding
basic similarities and differences between the banjo, guitar and violin. Include where and
how they have seen and heard these
instruments.
Teaching Sequence
1. On the overhead projector, show the students pictures of the violin, banjo and guitar, in
that order.
2. Ask the students to identify visual similarities of the instruments.
3. Compare the three instruments, recording the results.
4. Play excerpts of recorded music that illustrate the unique sound (timbre) of each of the
instruments.
5. Compare and contrast timbre similarities and differences, record the results.
6. Choose student volunteers to read aloud the origins of each instrument.
7. Encourage a full class discussion.
Culminating Activities
1. Encourage students to create stories of actual or imagined personal experiences with one
or more of the instruments. They should include the significance of the instrument within
their family or ethnic culture.
2. Encourage students to write a story in the first person, in the voice of one of the
instruments.
Evaluation
Did the students demonstrate an understanding of similarities and differences between the
violin, banjo and guitar?
Extension Activity
Encourage students to select one or more musical instruments of significance in their
heritage and/or culture and bring a cassette tape recording, compact disc or actual
instrument to class. Provide sharing and
listening opportunities.
Co-Curricular Connections/TEKS
Fine Arts- Music: 117.12 3.1A,B, 3.5A,C 3.6A; 117.15 4.1A,B , 4.5A,D, 4.6A,C; 117.18 5.1A,B,
5.5A,E, 5.6A,B; 117.33 6.1B, 6.5A,D, 6.6A
Language Arts: 110.5 1A,B,C,D, 2A,B, 8A, 13A,B, 14A,B; 110.6 1A,B,C, 4A,B,C, 9A,E, 14A,B,C,
15A,D,E, 110.7 1A,B,C, 4A,B,C, 14A,B,C, 15A.D,E; 110.21 1A,B,C, 4A,B,C, 9A, 14A,B,C, 15A,D,E
Social Studies: 113.5 2B, 12B, 17A,B,C; 113.6 20B,C, 23A,B,C,D,E; 113.7 22A,B, 26A,B,C,D,E;
113.22 2A, 15A,B,C, 16A, 17A,C,D,E,F, 18A,B,C,D, 22A,B,C,D,E