Learning Activity

Soundwave Art

Subject Area

Arts Education
Science

Grade(s)

4

Overview

In the Soundwave Art activity, students will work independently to create a digital piece of artwork that displays their first and last names in a soundwave format. Students will follow a step-by-step guide to navigate an audio editor website. On this website, they will use a digital device or laptop with microphone capabilities to record their first and last name. The audio editor website will display their name in a soundwave format. Students will then copy the soundwave art into word processing software, where they can customize the color and formatting of the soundwave art, and add labels to show their understanding of wavelength, amplitude, and frequency. 

This learning activity was created as a result of the Girls Engaged in Math and Science (GEMS) Resource Development Project, in partnership with Dothan City Schools.

Science (2015) Grade(s): 4

SC15.4.6

Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

Unpacked Content

UP:SC15.4.6

Vocabulary

  • Patterns
  • Propagated
  • Waves
  • Wave amplitude
  • Wavelength
  • Net motion
  • Model
  • Relevant components
  • Peaks

Knowledge

Students know:
  • Waves can be described in terms of patterns of repeating amplitude and wavelength (e.g., in a water wave there is a repeating pattern of water being higher and then lower than the baseline level of the water).
  • Waves can cause an object to move.
  • The motion of objects varies with the amplitude and wavelength of the wave carrying it.
  • The patterns in the relationships between a wave passing, the net motion of the wave, and the motion of an object caused by the wave as it passes.
  • How waves may be initiated (e.g., by disturbing surface water or shaking a rope or spring).
  • The repeating pattern produced as a wave is propagated.
  • Waves, which are the regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach.
  • Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks).

Skills

Students are able to:
  • Develop a model to make sense of wave patterns that includes relevant components (i.e., waves, wave amplitude, wavelength, and motion of objects).
  • Describe patterns of wavelengths and amplitudes.
  • Describe how waves can cause objects to move.

Understanding

Students understand that:
  • There are similarities and differences in patterns underlying waves and use these patterns to describe simple relationships involving wave amplitude, wavelength, and the motion of an object.

Scientific and Engineering Practices

Developing and Using Models

Crosscutting Concepts

Patterns
Arts Education (2017) Grade(s): 4 - Media Arts

AE17.MED.4.5

Demonstrate how a variety of academics, arts, and media forms (content and media) may be mixed or coordinated into media arts products.

Unpacked Content

UP:AE17.MED.4.5

Vocabulary

Media
  • books, print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet.

Essential Questions

EU: Media artists integrate various forms and contents to develop complex, unified artworks.
EQ: How are complex media arts experiences constructed?

Skills Examples

  • Choose and share a media arts product that shows a variety of academics, arts and media forms. Identify each element as the product is being shared.
  • In a creative team with assigned roles, use creative thinking to choose a media arts project that combines two art forms and has been revised at least twice. The project will reflect an original story with a clear purpose, message, and meaning.
  • Create a media arts product that addresses a specific problem in the community and revise the product at least twice.
  • In a creative team with assigned roles, use tools available in the classroom in both a standard and novel way for a media arts project that combines two art forms and has been revised at least twice.
  • Choose a media arts presentation to share with a younger group of students about a topic being studied social studies.
  • After sharing a media arts product with a younger group of students about a topic being studied social studies, debrief with the class about the results and improvements that could be made for the presentation.

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Phase

During/Explore/Explain
Learning Objectives

Learning Objectives

The learner will create a digital model of a soundwave and identify the amplitude and wavelength.

The learner will use a digital media website to create an artwork piece that relates to the SCI.4.6 Course of Study Science Standard (Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.).

Activity Details

Students will work independently through the Soundwave Art Step-by-Step Guide throughout the activity.

Soundwave Art Steps:

Step 1: Record Your Message

Step 2: Capture Screenshots

Step 3: Import Your Image to Word Processing Software

Step 4: Edit Your Image

Step 5: Print Your Soundwave

Step 1: Record Your Message

  • Go to the official website of  Twisted Wave. Next, click the green box labeled New Document. Now, just an insight, make sure you have permitted your microphone.
  • Next, you should record by clicking on the “Record” button (Red Circle).
  • Now record your message.
  • When you finish, press the “Record Button” again.
  • You need to check the recording and see if it is what you wanted. If you realized some mistakes and want to start over again, no worries. You can still click on the “Undo” button and begin recording again. You can then delete the other one.

Step 2: Capture Screenshots

  • In this step, you’ll need to capture screenshots and save them. 

Step 3: 

  • Paste your screenshot to the third page of the Soundwave Art document.

Step 4: Edit Your Image

  • If you don’t like the appearance of the soundwave image, feel free to change it in the word processing software before printing it. To resize or crop the image, select the image first, then the Crop button to achieve your desired size.
  • For waveform background transformation, first, click on the image to select it. Head on to the Image Options to adjust the Contrast.
  • To modify the waveform color, click on the image first to select, then proceed to Image Options and choose your preferred color in the Recolor drop-down menu.
  • Note that some of these options will either impact waveform and the background or waveform alone. Play around with each of them to find a perfect suit for your needs.
  • Add first and last name below the soundwave art.

Step 5: Print Art

  • Students will turn in the completed soundwave art document.
  • Teachers will print each child’s soundwave art.

Step 6: Label Art

  • Students will use a pen to label the wavelength and amplitude of their soundwave art.
Assessment Strategies

Assessment Strategies

Students will be assessed through teacher observations and discussions with students.

Proficient Artwork:

  1. Digital artwork is formatted as directed on the submitted document.
  2. Student’s first and last name is typed below soundwave.
  3. Student has successfully labeled the amplitude and wavelength using a pen or pencil.
  4. Student can explain where the frequency of the wave is the highest in their name. 

Groups that do not meet the requirements above will be given feedback on how to correct their artwork. If time allows they can fix their soundwave art.

 

Acceleration

Students that have created a proficient digital piece can use the step-by-step guide to create a new piece of soundwave art to give to a family member.

Intervention

Students struggling to maneuver through the Twisted Wave website will be pulled into a small group setting for assistance from the teacher.

Approximate Duration

Total Duration

46 to 60 Minutes

Background and Preparation

Background / Preparation

Students should understand and be able to explain wavelength and amplitude. This lesson is meant to be utilized as a culminating, end of “waves unit” activity. Students should be accustomed to working with word processing software, such as Google Docs or Microsoft Word, and know how to appropriately use the tools and resources to create digital products. Students should also know how to complete an assignment in the teacher’s preferred Learning Management System, such as Google Classroom or Schoology. It would be beneficial for teachers to create an example soundwave art piece beforehand so that they can better communicate the steps for creating the digital piece.

Materials and Resources

Materials and Resources

Materials:

  • Soundwave Art Step-by-Step Guide
  • Twisted Wave Website
  • Word processing software, such as Google Docs or Microsoft Word
  • Learning Management Systems, such as Google Classroom or Schoology
  • Digital device or laptop with microphone capabilities
  • Teacher computer and projector or interactive whiteboard with projector capabilities
  • Printer
  • Printer paper
  • Pen

Digital Tools / Resources

Soundwave Art Step-by-Step Guide
https://docs.google.com/document/d/e/2PACX-1vTSRvSPGR7RfSDXak98CNj8hbMAI0yguzMu…
Twisted Wave Website
https://twistedwave.com/online

Approved Date

Owner (Author)

aubriemc
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