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Ask students to name the instruments in a jug band as described by the recorded interview with "Brooklyn Jugs" CD 4:27. Write each instrument in the left column of the chart. Then have students suggest classroom found sound objects that could substitute for each instrument, explaining why the object would sound like the instrument. Guide them to consider the characteristics of each jug band instrument (how each instrument produces its sound, the material from which it is made, its size, and so forth). Complete the right column of the chart with students' choices for substitutions.
EXTEND
Invite students to play their classroom "jug band" instruments along with "Brooklyn Jugs" CD 4:26, or create an original class piece of their own.
A completed chart might look like this:
 Two-Column Chart
Other Spotlight on Music Points of Use for a Column Chart:
- Grade 2
Point of Use:
Unit 3, Lesson 4 with PRACTICE (READ) on p. 100
measures with pitches/measures with half notes (2-Column Chart)
- Grade 3
Point of Use:
Unit 1, Lesson 6 with PRACTICE on p. 29
shakers/metals/woods/drums
(4-Column Chart)
- Grade 4
Point of Use:
Unit 3, Lesson 8 with PRACTICE on p. 116
idiophone/membranophone/chordophone/aerophone (4-Column Chart)
- Grade 4
Point of Use:
Unit 6, Lesson 6 with OPTIONAL RETEACHING on p. 229
“Walk in the Parlor” (4-Column Chart)
- Grade 5
Point of Use:
Unit 6, Lesson 6 after PRACTICE on p. 228
chamber ensembles
(4-Column Chart)
- Grade 6
Point of Use:
Unit 4, Lesson 7 with INFORMAL ASSESSMENT on p. 153
vocal arrangement/instrumental arrangement (2-Column Chart)
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