Sound cylinders ~ Audio Sense
Material
Six pairs of sound cylinders, each set in a different colour.
Each pair of cylinders makes a different sound when shaken ranging from loud to soft.
Direct Aim:
Refinement of the Auditory Sense. discri
How to listen to a sound cylinder:
Hold the cylinder on either side of the wood body with fingertips of one hand, so the palm is not touching the cylinder, and raise it close to ear. With the cylinder held vertically, twist wrist in a quick clockwise then counterclockwise movement, shaking the cylinder several times to hear sound. Set down and repeat action with the other hand, close to other ear.
Presentation:
Open one box and remove an extreme.
Shake and listen to sound, repeating action for both ears.
Invite the child to shake and listen to the cylinder, setting it down on one side of the table.
Remove the other extreme from the box, shake and listen near both ears, inviting the child to do the same.
Listen to the rest of the cylinders in the same manner, inviting the child and setting to the side of the table.
Tell the child the cylinders in the other box are the same and remove them one by one from the box, placing them at random on the other side of the table.
Isolate one cylinder from one set, shake it and listen in both ears. Shake cylinders from other set until match has been found. Set together at the top of the table.
Continue pairing in this manner until all six sets have been found, setting each successive set in front of the other on the table. Occasionally involve the child.
Invite the child to do the activity on his own.
Exercises:
Exercise 1 – Child’s own activity as shown in the presentation.
Exercise 2 – Grading sound cylinders
Isolate the loudest cylinder from one set by shaking each of the cylinders and set at the top corner of the table. Find the next loudest cylinder and place it next to the first. Check gradation of all cylinders each time you find the next in gradation. Continue grading until all cylinders are graded. Leave the graded set out for the child to use while he is grading the second set.
Control of Error:
The control of error in pairing lies in another sense (visual – coloured dots).
The control of error in grading lies in the child’s own growing perception.
Language:
The following language is offered by means of a Three Period Lesson:
Loud – soft
Comparatives and superlatives of each of the above.
Age:
Rising 3 1/2 - The child must have some experience with pairing and grading.
Games:
Game 1
Pairing at a distance.
Game 2
Grading at a distance.
Game 3a
Louder - softer
Game 3b
Just louder – just softer
Game 4
Direction of sound
Have the children close their eyes and follow the direction of a sound around the room as you move with it.
Game 5
Household sounds
Behind a screen, set up a variety of household objects on a table and have the children name the object when the sound is made. Direct Aim
Visual discrimination of differences - 1 dimensions
Indirect Aim
Preparation for Mathematics; length
Refinement of the voluntary movement
Age
Starting at 3.5yr
How to hold
There are 2 ways to carry the red
Hold the rod vertically, with both hands grasped around the rod place above and below the middle.
Hold the rod horizontally, with hands grasped on the ends
Presentation
Show the child how to pick up a rod and place it back on the shelf then invite the child to pick it up and take it to the mat
Bring the rods one at a time and place them at random on the mat.
Isolate the longest rod by placing it at the top of the mat
Using two fingers trace the entire length of the rod from left to right.
look for the next longest rod and place it carefully against the already positioned rod, so that the left side are inline
Run you hand down the left side to make sure the rod are alined.
With two fingers trace the entire length of the rod from left to right.
Continue to build the red rods in the same wayS
Occasional compare the size of the chosen rod with the next one of similar size.
Dismantle the red rods one at a time carefully and then invite the child to work with them.
Dismantle one at a time and then invite the child to build
Once you see the child is finishing or losing interest show them how to put the prism away in the same way as you took them out.
Roll up the mat and put it away.
The child activity is as shown in the presentation.
Follow up Exercises
Showing the unit of difference.
Showing the child the unit of difference.
After the child has arranged the red rod out in form.
Take the shortest rod and place it carefully against the end of each excessive rod. This show that each rod is different by the shortest rod.
Control of Error
The child's visual perspective.
Language
The following language are offered by means of the three-period lesson. Once the child has had a good experience with that rod:
long - short
Comparatives and superlatives of each of the above.
Games
Game 1 - building at a distance
Take 2 mats and place them on the opposite side of your room.
Put all the prism on one of the mats.
Find the thickest prism and carry it to the other mat.
Continue in this way until the stairs are built on the other mat.
This game can be started together and then the child can continue on their own
Game 2a - Thicker and Thinner
Take 2 mats and place them on the opposite side of your room.
Put all the prism on one of the mats.
Find the thickest prism and carry it to the other mat.
Ask the child to find a prism that is thinner than the prism on the mat
When the child brings you a different prism place it on the mat next to the thickest prism and compare.
Move the thickest prism to the side of the mat so the other prism is only in view.
Ask the child to find a prism that is thinner that the one on the mat.
Continue in this way asking for either a thicker or a thinker prism each time.
Game 2b - play in the same way as Game 2a, but using the language Just larger and Just smaller
Language
The following language is offered by means of the three-period lesson. Once the child has had a good experience with building the stairs.
Thick - Thin
Comparatives and superlatives; Thinker - thickest, Thinner - Thinnest
