Summer '21 - Meryhew / Bradford

Big Idea: The Science of Sound

Inquiry Questions: How can scientific/physical explorations of sound create new musical possibilities? 

Our Project:

Our project attempted a balance between scientific and artistic explorations of sound. In so doing, we hoped to create a space for students to cultivate multidirectional and experimental understandings of sound.

Much of our initial exploration involved the physics of sound. Students learned about sound waves and the movement of sound. Slinkys were used to explore frequency and amplitude, and we used different spaces/materials to explore echoes. This intuitively led us into musical processes that employed high and low frequencies, varied dynamics, and instruments made of different materials. Students developed their own notation systems to compose with these parameters. We also explored the sounds of different materials through call and response. 

Later in the summer, students explored sound ecology. Soundwalks in the garden were opportunities to listen in new ways to sounds very near, very far, loud, and soft. Students were encouraged to consider how these sounds interact and how their individual experiences of the soundwalk could vary with the dynamic nature of sound.

Our final two weeks were spent exploring recording technology. Students learned about microphones and used a vocal microphone to record stories and songs. 

Throughout the summer, we also spent much of our time playing music games and enjoying the outside space at Waters Elementary. Given that this was the first in person CAPE project since before the pandemic, we wanted to emphasize fun and improvisation. As such, our unit was less "final product" oriented and more "process" oriented, featuring a blend of scientific exploration, music composition, and play.  

On our last two days, families were invited to an artwalk in the garden featuring the work of all of Waters' summer CAPE programs. Shining Star Science Orchestra shared scores and a recording that were made during the summer. 

How did you incorporate your manifesto in your project?

Our processes were always grounded in collaboration and experimentation. We worked to foster a culture in which students had agency in the creative direction of the program, and that responded to their artistry and interests. The result was a space in which we could learn from one another, create knowledge collectively, and celebrate our creativity as an artistic, social, and emotional asset.