How Sound Is Created Through Brass Instruments

Music is my oldest daughter's favorite special class at her elementary school. The other day when I picked her up from school we talked about music class and how I played the trumpet, trombone, and tuba in school. That prompted her to ask how to play those instruments which led to my impromptu explanation of how to buzz your lips into a brass mouthpiece. A better explanation of how brass instruments make sound is found in a TED-Ed lesson on the topic.

How Brass Instruments Work is a TED-Ed lesson that provides an overview of how sound is produced and changed through trumpets, trombones, and tubas. The lesson within the video is rather basic but it does do a nice job of clearly conveying how a musician makes music on a brass instrument.

Seven Simple Steps for Creating Videos In Your Classroom

On page 76 of Invent To Learn Gary Stager and Sylvia Martinez write, "The movie can be done without a storyboard or script, the 3D object may not be the most precisely planned out, but the point is to create something that can be shared and talked about." Later in the same chapter they advise avoiding over-teaching planning as it can stifle creativity in some students.  

For years my outline for student video projects was outline, gather, construct, revise, and share. In fact, just yesterday I shared that outline in a presentation. After reading and reflecting on Stager and Martinez's advice I'm changing my outline. We're well aware that most students when given some time will figure out how to use a video editing tool. We don't need to spend lots of time teaching that as most of our kids will be biting their tongues as we fumble with things they already know how do or at least feel confident that they can do. Therefore, my new process is as outlined below. (Bear in mind, this is a process for videos that will have a finished length of five minutes or less).

1. Create - let the kids have a crack at making their videos. If some students have a nature inclined to planning first, let them. If others want to jump into the process right away, that's great too. When I make screencast videos I don't always plan them first, I just make them. If the first attempt doesn't result in a polished work, that's okay because now I know what I need to change for the next attempt.

2. Reflect - take a look at what was made. What is good about it? What needs to be changed?

3. Outline - create that outline or storyboard now that you know what to keep and what to change.

4. Create - this is the second attempt at the video.

5. Revise - take a look at what the second attempt at creation yielded. Revise the outline again for the next round of editing or re-shooting.

6. Create - this is the second round of editing or it could be a complete re-shoot of a video.

7. Share - when you're happy with your video (it may take many more rounds of steps 5 and 6) share it with the world. Share it on Next Vista for Learning, YouTube, your classroom blog, or anywhere else that there is a potential audience for your work.