Name: _____________________
Homeroom Teacher: _________________________
Make an Instrument Project
Step 1: Background Research
History of Musical Instruments
Instruments are the tools of musicians. Just like all other craftsmen, as the musician
becomes more skilled he/she becomes more capable of producing great works with
his/her tool.
Music seems to be a primal love of people. When new ways of producing music are
discovered, news of how to do so spreads quickly. There are ancient drums, harps, and
whistles in Asia that look very similar to ancient instruments in Africa, Europe, and the
Americas. Many modern instruments now are refinements of these very primitive
instruments. It is only with the development of electronics that the method of making
instruments has dramatically changed.
Types of Instruments
Sound music come from a vibration. The way instruments produce these vibrations can
be put into four categories…
Aerophones: produce sound by pushing air through a vessel, usually a cylinder.
Chordophones: produce sound when tightly stretched strings are vibrated.
Idiophones: produce sound from its own material without the need of air, strings, or a
membrane.
Membranophones: produce sound when a stretched membrane vibrates, usually after it is
hit.
List two instruments that would go in each category. 8 points
Aerophone- ____________________ _____________________
Chordophone- _______________________ ______________________
Idiopnone- _______________________ _________________________
Membranophone- _______________________ _____________________
Name: _____________________
Homeroom Teacher: _________________________
Step 2: Choosing and Researching Your Instrument
Instrument Families
There are four categories of instruments. We group them into families. Tell me what each
family has in common and list two instruments that belong in that family. 12 points
Instrument Family
What do they all
have in common?
Instrument
Example #1
Instrument
Example #2
String Family
Woodwind Family
Brass Family
Percussion Family
What instrument are you going to make? 1 point _____________________
Name: _____________________
Homeroom Teacher: _________________________
Step 3: Researching Your Instrument
Some helpful websites are Wikipedia.com and dsokids.com. I also have some books
available for you to use in class.
All of these questions in step 3 are about the real instrument you are trying to make not
the instrument you are making. Ex. If I were making a flute, I would answer these
questions about the flute, not the instrument I was making.
Each question is 1 point.
What is the instrument you are trying to make made out of?
What are the names of the different parts of the instrument?
What is the size of your instrument? Either find the size or compare it to a household
object.
Explain how your instrument produces sound. Refer to step 1.
Explain what your instrument sounds like.
What are some ensembles (groups) where you would hear this instrument played?
Would you be interested in learning how to play this instrument? Why or why not?
Name: _____________________
Homeroom Teacher: _________________________
Step 4: Making the Instrument
Each question is 1 point.
Brainstorm some materials you could use to make your instrument. Write them below.
Draw a sketch of what your instrument will look like.
Summarize how you made your instrument in one paragraph. 4 points
You will be presenting your instrument to your class in music on the following days.
Sknerski- May 23
VanMeter- May 24
Rausei- May 28
When presenting you will tell us what instrument you made, how you made it, how
it produces sound, and then give us a demonstration of how it produces sound.
Name: _____________________
Homeroom Teacher: _________________________
Make an Instrument Rubric
Fantastic
4 POINTS
Good
3 POINTS
Okay
2 POINTS
Student
created an
instrument
that made a
sound but is
not like the
real
instrument.
Student
made some
effort in
making their
instrument
look and
sound
creative.
Produces
Sound
Student
created an
instrument
that produces
sound like
the real
instrument.
Creativity
Student made
more than
the expected
effort in
making their
instrument
look and
sound
creative.
Student
presented
their
instrument
including:
instrument
name, how
you made it,
and how it
produces
sound.
Student
made solid
effort in
making their
instrument
look and
sound
creative.
Student
created an
instruments
from
materials that
were ALL
found at
home.
Student
created an
instrument
that had
materials
mostly found
at home.
Oral
Presentation
Materials
Student
presented
their
instrument
but forgot
one of the
following:
instrument
name, how
you made it,
or how it
produces
sound.
Student
presented
their
instrument
and did NOT
include two
of the
following:
instrument
name, how
you made it,
or how it
produces
sound.
Student
created an
instrument
with
materials that
were not
found at
home.
Needs
Improvement
1 POINT
Incomplete
0 POINTS
Assignment
incomplete.
Student showed
minimal or no
effort in
making their
instrument look
and sound
creative
Assignment
incomplete.
Student
presented their
instrument and
did NOT
include three of
the following:
instrument
name, how you
made it, or how
it produces
sound.
Assignment
incomplete.
Student
brought in an
actual
instrument
purchased at a
store.
Assignment
incomplete.