4.8 demonstrates an understanding of musical concepts through aural identification and discussion of the features of a range of repertoire.

• information and communication technology
• literacy
• environment
• difference and diversity
• Aboriginal and Indigenous.

Students will

• discuss the differences between the five categories and brainstorm instruments that belong to each category.
  • Aerophones - instruments that use the vibration of air to generate sound. This can be air that is blown or pumped. For example, flute, shakuhachi, bagpipes, pipe organ, harmonica, piano accordion, recorder, saxophone.
  • Chordophones - instruments that use the vibration of strings to generate sound. These strings can be plucked, hammered, bowed or strummed. For example, koto, bouzouki, acoustic guitar, cello, banjo, ukulele
  • Membranophones - instruments that use the vibration of a skin (membrane) to generate sound. For example, bass drum, timpani, djembe, bodhran, snare drum, tambor
  • Idiophones - instruments that use the vibration of their own body to generate sound (i.e. all percussion instruments except drums). These instruments can be struck, scraped, shaken or rattled. For example, angklung, xylophone, triangle, cymbals, cabassa, maracas, claves. A tambourine with a skin can fit into membranophones and idiophones.
  • Electrophones - instruments that use the vibration of electricity to generate sound. For example, electric guitar, bass guitar, synthesiser, theremin.

The teacher can make a list of all the different nationalities present in the class. Each student can then investigate the instruments of their culture that belong to one or more of the five categories.

Try to emphasise the first four categories and instruments indigenous to particular countries or areas, rather than the more recent introduction of electrophones. This allows students to explore the heritage of instruments and their cultural background.

• Observe the Sway Music of the World. Students could create a table of the area/country and the name of the instrument and whilst watching the Sway, identify the category from which each instrument comes.
  • Point out that these are indigenous instruments that are hundreds of years old which is why they are made from the resources on the land - often animal skin, hair or intestines (for strings).
    • A printable version of the Music of the World Sway (PDF 8.91 MB)

Students will:

• learn the categories and their differences.
• create a mind map of categories of instruments from around the world with examples.

• Music of the World Sway and printable version of Music of the World Sway (PDF 20.86MB)
• Instruments from around the world Kahoot!