The Sound Boxes

MATERIAL:

A blue box containing six blue cylinders all of the same size.

These are partially filled with different substances so that each

gives a different sound when shaken.

 

Rice, semolina, sand, small stones, beads of the same size,

beans, corn, lentils, etc. may be used.

 

The cylinders are sealed; they cannot be opened.

 

A red box containing six red cylinders which are identical to the

blue cylinders in all respects except for color.

 

 

Note: In filling the cylinders put the same amount by weight in

each.

PRESENTATION 1:

The teacher takes one box of six cylinders to the child's table

and sits next to the child. The teacher takes the lid of the box

and places it under the box. The teacher then removes the

cylinders, and places them on the table. Now, the teacher shows

the child how to take the cylinders one at a time and, using only

one hand, shake them and listen to their sound. She does this by

carefully picking up one cylinder with her dominant hand and

listening intently as she shakes the cylinder. She then sets the

cylinder back on the table and invites the child to listen to the

cylinder. The teacher then proceeds to let the child listen to

each cylinder one at a time using only on hand. The child listens

to the different sound each makes as he does so.

EXERCISE:

The child takes a box of cylinders whenever he likes and shakes

them and listens to them.

PURPOSE:

To make the child aware of sounds. To train the ear.

PRESENTATION 2:

The teacher takes three blue cylinders from the blue box. She

chooses the loudest, softest, and one in between. She then finds

the three red cylinders in the red box which match the sound

of the chosen blue cylinders.

 

 

She places the blue cylinders on one side of the child and

the red on the other. She then shakes one cylinder e.g. a red one

and listens to the sound with the child. She puts this cylinder in the middle.

 

She asks the child to shake the other cylinders in turn until he

finds one with the same sound as the one already shaken. (If he

forgets the sound of the first one he can always shake it again.)

When he finds the matching cylinder the teacher shows him to place

the pair side by side in the middle of the table. All the

cylinders are paired in this way. When all the cylinders are

paired the teacher suggest to the child that he check his work by

listening to each of the pairs gain by going down the line of

pairs left in the middle and listening to them.

EXERCISE:

The child uses the material, pairing the cylinders by sound, as

often as he likes.

 

When he can match the three pairs easily, he can have both boxes, containing

all six pairs, to use in this way.

 

 

 

CONTROL OF ERROR:

When the child has finished pairing the cylinders he re-shakes

each pair listening to see if he has paired correctly.

 

PRESENTATION 3:

The teacher takes one box of 6 cylinders to the child's table and shakes them one at a time getting the child to choose the loudest. The teacher puts the loudest in front of the child and lets him shake the remaining five and choose the loudest of these. The one chosen is placed next to the one previously selected. The teacher continues to let him shake the cylinders and arrange them in a row in order of sound. They can be arranged from loudest to softest or vice versa.

 

When the child has finished, the teacher has him shake the cylinders one after the other while listening to the gradations of sound from loud to soft and from soft to loud.

 

The child should not shake with two hands or:

a. He will probably shake two cylinders at the same time.

b. He will shake less strongly with one hand than the other in

which case the pairs will not sound quite alike.

VOCABULARY

Loud - Soft

Loud - Louder - Loudest

Soft - Softer - Softest

 

 

 

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