colours of the wind

Create musical instruments out of recycled materials while learning about sustainable resource use.

  • Students will design and construct their own wind-powered musical instruments using recycled materials.

    At the end of this activity, students will be able to:

    • define sustainability and explain the difference between renewable and non-renewable resources.

    • identify the material composition of some musical instruments;

    • work collaboratively in design groups to blueprint and construct their own wind-powered musical instruments.

  • This Fieldnote (“colours of the wind”) involves inquiry-based learning in the following disciplines: science, visual art, and music.

  • Each student will require access to:

    • Recycled materials (e.g. metal cans, plastic bottles, plastic cartons, keys, metal cutlery, cardboard tubes, wood scraps, etc…)

    • String or fishing line

    • Scissors

    • Hole punch

    • Paper clips

    • Paint and paintbrushes (optional)

  • This Fieldnote (“colours of the wind”) refers to the following terms: blueprints, climate change, design groups, greenhouse gasses, resources (renewable and non-renewable), solar energy, sustainability, energy, and wind energy.

Part 1. Creating your Blueprints

Activity Length: 30 minutes | Location: Classroom

  1. Begin with a class discussion about how your school community uses Planet Earth.

    • Discuss different topics like entertainment (e.g. athletics, etc…), farming, fishing, transport (e.g. school busses, biking, etc…), and materials (or “resources”).

    • Explain that all of Earth’s resources fit into two categories: renewable and non-renewable resources.

    • Optional: Have each student draw a musical instrument on a sticky note, which is then placed on empty wall space. Select sticky notes and discuss with the class material composition — such as wood, metals, skins (animal or synthetic), etc… Include reference to musical instruments used by the Mi’kmaq or Indigenous peoples of the land you’re gathering on, such as ceremonial drums.

    • Using the length of time it takes for a tree to grow in PEI as an example, ask students what might happen if a renewable resource is used too quickly.

    • Conclude with the word “sustainable” — which means being smart and responsible with resources so that future generations also enjoy what we have today. How might our lives change without important resources like water or trees?

  2. Explain to students that one very special resource happens to be invisible — the wind!

    • Distribute a sticky note to each student. Request that they each write or draw one way that humans use the wind (e.g. sailboats, windmills, kites, etc…)

    • Have each student place their sticky note on a wall at the front of the classroom.

    • Once everyone has finished their work, select a few sticky notes and explain to the class what you see. Explaining that wind can be transformed into energy using windmills, emphasize just how incredible of a resource the wind is.

  3. Sort 3–5 students into each design group.

    • Explain to students that their objective is to brainstorm a musical instrument that is performed or powered by the wind when placed outside.

    • Be cautious not to overexplain or showcase examples that impede student imagination and creativity.

    • Have students use chart paper to sketch multiple ideas. For each one, discuss the sound the instrument might produce and talk about any possible issues.

  4. Guide each design group towards a final blueprint that is unique and feasible.

    • With the final blueprint selected, each group should list the items required in order to build their instrument. All materials must be recycled, not purchased.

    • Prompt students to number the items from most important to least important and discuss how each item will be obtained. Who will obtain what?

    • Ask students to bring their materials to the next class.

Part 2. Design Time

Activity Length: 30 minutes | Location: Classroom

  1. Begin with a class discussion about energy.

    • Ask each student to create a list of everything they did since waking up that required electricity or another form of energy (e.g. driving, lights, snacks, etc…).

    • Explain that some electricity is produced by the burning of coal, oil or, gas. This results in invisible greenhouse gas emissions, which are a leading cause of climate change.

    • Ask students if they’ve seen wind farms. What do they look like? And what do they do?

    • Explain that other sources of energy come from the sun (“solar”) and the wind. These renewable resources lead to a much healthier planet.

    • Optional: Research and share with students the source of energy used by your school community.

  2. Have students return to their design groups.

    • Explain that the remainder of the class will be spent building and refining musical instruments.

    • In groups, have students talk about the recycled materials that they’ve each brought in.

    • Facilitate the design process, encouraging students to experiment with new ideas and sounds, make mistakes, and take pride in their creations.

    • Provide items like tape, glue, string, and tools (scissors, rulers, arts & crafts supplies, etc…).

  3. Prepare a space in the classroom to leave completed instruments.

    • Have students place their completed instruments in a designated safe area.

    • Save time for clean up.

Part 3. Installation & Showcase

Activity Length: 30 minutes | Location: Outdoors

  1. Begin the class indoors. Ask that students prepare their instruments for safe transportation.

    • Because instruments are created for windy environments, calm weather conditions may prevent this activity from happening as intended. Consider waiting for another day, or simulate the experience indoors using an artificial wind source (e.g. a large industrial fan). If this is the path you choose to take, lead a class discussion about the energy required to power the fan.

  2. Move to an outdoor space near trees or playground equipment. Begin a Land Acknowledgement.

    • Optional: Encourage students to lead this discussion.

    • Focus this land acknowledgement on resource use. Explain that Indigenous cultures are grounded in sustainability, demonstrating care and respect for generations past and generations to come. Discuss themes of empathetic listening and intergenerational knowledge.

  3. Have students install or perform their instruments.

    • If students need to hand their instrument on a tree, ensure that this is done safely and with respect to wildlife and the natural landscape.

  4. Take time to showcase, listen, and reflect. What works? What doesn’t work?

    • Encourage students to showcase their instruments to other groups. They should explain the materials used and how they were obtained.

    • Each group should consider whether or not their instrument successfully uses the wind. If not, what could be improved or changed?

    • Discuss highlights of the design process.

  5. Remove each instrument from the landscape and ensure the area is left as you found it.