Production of Sound

Valvasti Williams Jr. Perkins Bass Elementary School

1140 W. 66th.

Chicago IL 60621

(773) 535-3275


  1. Define the word sound
  2. Compare/identify high and low pitches
  3. Identify the vocal human anatomy
  4. Classify the various forms music sound production

Materials Needed:

The teacher will need the following: overhead projector, chalkboard, transparency of Anatomy involved in Vocal Production, straws, scissors, speaker amplifier, and soprano recorders (instrument).


Step 1

Students will be given an explanation of the transparency of Vocal Anatomy. Instructor will give an explanation on the following: 1) vocabulary ----pitches, diaphragm, posture, lungs, brain interpretation, ears, etc. 2) demonstration of the vocal chords, 3) location of the anatomy that enables people to make sounds and 4) understanding and demonstrating frequency and vibrations.

Step 2

Instructor will hand out straws and scissors and instruct students to cut the straws into 3 different lengths. The students will then blow their breath over the opening and will discover (hopefully) that the length affects sound.

Step 3

Using a dummy microphone, students will learn to project, articulate and enunciate their voices. (This can be part of the lesson or can be done as enrichment activity). Please note that microphones can be researched and microphones can be created through an art project.

Step 4

Each student will be given a recorder (instrument). Instructor will discuss the mechanics of the instrument. The instructor will demonstrate how vocal anatomy is used to play this instrument.

Step 5

Instructor will demonstrate and teach the students how to play a simple tune on a recorder.

Performance Assessment:

The students will be able to:


Curriculum Guide for General Music Chicago Board of Education, Copyright 1989

Lee, William. Belwin New Dictionary of Music. Publishing Company Belwin Mills, 1989.