The Arts · Foundation · Rhythm and Soundscapes · Term 1

Found Sound Orchestras: Environmental Stories

Creating soundscapes using everyday objects to represent environments and stories.

• ACARA Content Descriptions
• AC9AMAFE02
• AC9AMAFE03

About This Topic

Found Sound Orchestras encourages students to look beyond traditional instruments and discover the musical potential in everyday objects. This topic focuses on timbre, the unique quality of a sound, and how different materials can be used to create 'soundscapes.' Students might use a rustling leaf to represent the wind or a tapping pencil to mimic rain. This approach fosters creativity, problem-solving, and an appreciation for the sounds of the Australian environment.

In line with ACARA's emphasis on making and responding, students work collaboratively to organize these sounds into a meaningful sequence. They learn that music can tell a story or describe a place without using any words at all. This topic particularly benefits from hands-on, student-centered approaches where students can experiment with different objects to find the perfect sound for their 'orchestra.'

Key Questions

1. Construct a soundscape that effectively represents a rainy day.
2. Explain how a plastic cup can be utilized to narrate a story through sound.
3. Analyze the natural sounds in the wind and identify potential 'instruments'.

Learning Objectives

• Identify at least three distinct sounds from everyday objects that can represent elements of a natural environment.
• Classify sounds created from found objects based on their timbre and potential narrative qualities.
• Construct a short soundscape using found objects to represent a specific environment, such as a rainy day.
• Explain how the choice of a particular object influences the sound produced and its descriptive power.
• Analyze the natural sounds present in a given environment (e.g., wind) and identify potential 'instruments' for imitation.

Before You Start

Exploring Sound and Music

Why: Students need a basic understanding of sound as a property that can be produced and perceived before exploring its use in creating soundscapes.

Identifying Objects by Properties

Why: Students must be able to identify and describe objects based on their physical characteristics, which is foundational to understanding how these objects produce sound.

Key Vocabulary

Soundscape	A collection of sounds that form or are perceived as a distinct environment. It can include natural sounds, human-made sounds, or sounds created intentionally.
Timbre	The quality of a musical note, sound, or tone that distinguishes different types of sound production, such as voices and musical instruments. It is what makes a particular musical instrument or human voice have a different sound from another, even when they are producing the same note at the same loudness.
Found Object	An object that is not typically considered a musical instrument but can be used to produce sound. Examples include household items, natural materials, or discarded objects.
Environmental Storytelling	Using sounds, often from found objects or the environment itself, to convey a narrative or depict a specific place without words.

Watch Out for These Misconceptions

Common Misconception

Music can only be made with 'real' instruments.

What to Teach Instead

Students may think they aren't 'doing music' if they don't have a piano or guitar. Show videos of 'Stomp' or traditional percussion to demonstrate that rhythm and sound quality are what make music, not the price of the tool.

Common Misconception

More noise is always better.

What to Teach Instead

In a found sound orchestra, students often just want to hit things loudly. Use 'conductor signals' to teach them about silence and the power of a single, well-placed sound.

Active Learning Ideas

Inquiry Circle: The Kitchen Band

Provide a box of safe household items (spoons, plastic bowls, sponges). In small groups, students must find three different sounds and decide which one sounds most like an animal, a machine, or a weather event.

25 min·Small Groups

Simulation Game: Soundscape Storytellers

The teacher reads a story about a walk through the Australian bush. Students are assigned 'sound roles' and must use their found objects to provide the sound effects at the right moments in the narrative.

20 min·Whole Class

Gallery Walk: Instrument Inventors

Students create a 'new' instrument from recycled materials. They display them on their desks and take turns visiting each other to hear a 5-second demonstration of the unique sound each invention makes.

20 min·Whole Class

Real-World Connections

• Sound designers for films and video games create immersive soundscapes using a variety of techniques, including recording environmental sounds and manipulating everyday objects to evoke specific moods or locations.
• Foley artists in the film industry create and record everyday sound effects that are later added to film during post-production. They might use a variety of objects to mimic footsteps, rustling clothes, or even the sound of an object breaking.
• Environmental educators use sound walks and nature recordings to help people connect with and understand local ecosystems, highlighting the unique sonic characteristics of different natural settings.

Assessment Ideas

Exit Ticket

Provide students with a picture of a specific environment (e.g., a park, a beach). Ask them to list three everyday objects they could use to create sounds for that environment and briefly describe what sound each object would make.

Discussion Prompt

Hold a class discussion using the prompt: 'Imagine you need to create the sound of a plastic bottle falling down stairs. What object could you use, and how would you move it to make it sound like a bottle?' Encourage students to share their ideas and demonstrate if possible.

Quick Check

During a 'found object orchestra' activity, circulate and ask individual students or small groups: 'What story or place are you trying to represent with these sounds? How does the sound of this object help tell that story?'

Frequently Asked Questions

How can active learning help students understand soundscapes?

Active learning turns students into 'sound designers.' By experimenting with objects, tapping, scraping, or shaking, they learn about the physics of sound and the art of composition. Collaborative soundscapes require students to listen to one another and negotiate how their individual sounds fit into a larger whole. This process builds critical listening skills and encourages creative thinking as they find non-traditional ways to represent their ideas.

What are some safe 'found sounds' for a classroom?

Plastic containers, cardboard tubes, bunches of keys, and even the zippers on their school bags are excellent. Always ensure items are clean and have no sharp edges before letting students experiment.

How does this topic connect to Indigenous Australian culture?

Discuss how First Nations people have always used natural materials, like seed pods, hollow logs, and stones, to create sound and music that connects them to the land and their stories.

How do I assess a found sound performance?

Look for intentionality. Is the student choosing a specific sound for a reason? Are they watching the 'conductor' and playing in time? Assessment should focus on their ability to use sound to communicate a specific idea.