The 100 languages of childhood reference is germane.
I would suggest that there's an interesting sub-partition between exploring the world of sounds humans can make, and careful observing of the sounds humans ARE making in the world. This might be some city-privilege, but one of the best running conversations I have with my 16yo is discussing what particular babies / infants making noise on the train are trying to express. As every parent knows, there is a clear observable distinction between the heavy, fast wails of "I am deeply overheated and need something to change" and joyful arrhythmic squeals and pops of "I have a mouth and it goes like THIS!"
The classic way the first idea (make materials make sounds) shows up in classroom science curricula is "make an instrument." A few years back, I built a small robot that could be steered by specific pitch ranges, so instead of just needing to make *a* sound, students were trying to craft an instrument that could consistently make *these* tones. That was enough of an elevation for this middle school activity to keep HS science students engaged for a week.
I'm a lifelong A Prairie Home Companion fan and I've had the good fortune to see them perform live a few times and Fred Newman was a highlight every time. He is incredible! Listening to the show on the radio I'd always assumed there was more than one sound effects person... nope, just one super talented guy!
I guess this would go really well for most kids, be excellent for those who are least happy with sitting still, and it'll really upset the one kid with sensory overstimulation who practically needs earphones to concentrate in a "quiet" classroom. I still think it's definitely worth doing, but I'm not sure what to do about the other kid - maybe let them do something else during "loud period"?
Y'know, I think I foolishly assume everyone will know that we need to do all of this in a neurodiversity-wise way; I should make a stronger point of that. (Along with a commenter on this substack, I actually run workshops for churches and businesses on how they can be more welcoming of folk with ADHD and autism: https://nintherapy.com/nd-consults) Thanks!
The 100 languages of childhood reference is germane.
I would suggest that there's an interesting sub-partition between exploring the world of sounds humans can make, and careful observing of the sounds humans ARE making in the world. This might be some city-privilege, but one of the best running conversations I have with my 16yo is discussing what particular babies / infants making noise on the train are trying to express. As every parent knows, there is a clear observable distinction between the heavy, fast wails of "I am deeply overheated and need something to change" and joyful arrhythmic squeals and pops of "I have a mouth and it goes like THIS!"
The classic way the first idea (make materials make sounds) shows up in classroom science curricula is "make an instrument." A few years back, I built a small robot that could be steered by specific pitch ranges, so instead of just needing to make *a* sound, students were trying to craft an instrument that could consistently make *these* tones. That was enough of an elevation for this middle school activity to keep HS science students engaged for a week.
I'm a lifelong A Prairie Home Companion fan and I've had the good fortune to see them perform live a few times and Fred Newman was a highlight every time. He is incredible! Listening to the show on the radio I'd always assumed there was more than one sound effects person... nope, just one super talented guy!
Every time I write his name, I want to write “MISTER Fred Newman!!!”
I guess this would go really well for most kids, be excellent for those who are least happy with sitting still, and it'll really upset the one kid with sensory overstimulation who practically needs earphones to concentrate in a "quiet" classroom. I still think it's definitely worth doing, but I'm not sure what to do about the other kid - maybe let them do something else during "loud period"?
Y'know, I think I foolishly assume everyone will know that we need to do all of this in a neurodiversity-wise way; I should make a stronger point of that. (Along with a commenter on this substack, I actually run workshops for churches and businesses on how they can be more welcoming of folk with ADHD and autism: https://nintherapy.com/nd-consults) Thanks!
Bobby McFerrin is another vocal gymnast with much to teach us.
https://www.npr.org/artists/15405153/bobby-mcferrin
https://bobbymcferrin.com/