Lesson Overview:
Students will learn about the history of the musical instrument called a rainstick. They will experience rain and create a poem about their feelings and thoughts in the rain. They will read a story involving rainsticks. The class will discuss the differences and similarities involving the use, appearance, and ceremonial aspects of the rainstick. They will also briefly discuss myths, folktales, and fables in relation to the story. They will construct a rainstick to use as they recite their poem to the class.
Length of Lesson:
Three 45-minute periods
Notes:
This lesson is particularly suitable for grades K-2.
Instructional Objectives:
Students will:
- become expressive writers, sculptors and painters.
- create a rainstick in the original style.
- gain an understanding of history, culture, and music.
Supplies:
- Bringing the Rain to the Kapiti Plain, by Verna Aardema
- Paper towel tube for each student
- Newspaper
- Rice, beans, or corn kernels
- Colored masking tape
- Cardboard
- Acrylic paint
- Paint brushes
- Yarn
- Hot glue gun
- Video camera
Instructional Plan:
Part One
Ask students: Do you think it is possible a rainstick can bring rain to dry land? Have you ever heard of other ways people have "called" for rain by music or dance?
After distributing the Vocabulary Handout, conduct a language experience activity with students, on the topic of "rain." (This lesson would be best if conducted on a rainy day.) Take students outside to "experience" the rain. Make sure that students have boots or ponchos or umbrellas, so as not to get soaked. Ask the following questions: How does the rain sound? How does rain feel? How does rain smell? What does it look like? How does the rain help the environment, people, and all living things? Note: It would also be helpful with first graders to enlist the help of several parent volunteers, teachers, or aides that might be free when you take them outside.
When students return to the room, gather them around an easel with chart paper. Brainstorm a list of adjectives describing rain and write them on the chart paper. Write and then read a poem from the template the students will use to write their own poems about the rain. Model writing using the brainstorming list the class generated. It is best at this grade level to use a simple form of poetry. The following poem uses a repeated line:
Rain: Sounds like.........Looks like...........Tastes like.........Feels like..........Smells like..........
Have students pair-share their poems with partners. Collect the poems and save until the end of the lesson.
Part Two: Rainstick Activity
Show students a rainstick and play it for them. Different forms of rainsticks have been found around the world, mostly in areas where there is desert or little rain. Native people used them to imitate the sound of rain and call to the gods for rain. Original rainsticks were created from cactus with the thorns pushed inward. The inside was filled with pebbles, lava rock, seeds, sand, etc. When turned upside down it created a rain-like sound as the objects inside cascaded over the thorns. The different objects inside the tube made different sounds. The tribes also discovered that the cascading objects inside the rainstick made beautiful soothing sounds that were very musical and rhythmic. They began to use them for ceremonial music when dancing. They were used to evoke the rain spirits and were decorated with symbols and signs such as sky, rain drops, clouds, fertile land, rivers, lightning, etc.
Explain that they will read the book: Bringing the Rain to the Kapiti Plain, by Verna Aardema.
After reading the story, the class will discuss how the lack of rain affected the life of the tribe. Ask the students where the story was located. Using a map of South America displaying various Chilean points of interest, ask the students if any of these stories may be set those regions. Rainstick stories, folktales, fables, and myths are found in many cultures. You may discuss the meaning of the words folktale and myth by using the following ARTSEDGE lessons:
At this point, you may also ask students if they can name other myths, folktales or fables that might relate to Bringing the Rain to the Kapiti Plain.
Returning to the story, Bringing the Rain to the Kapiti Plain, ask the students, "Why was the rain important to the tribe?" Mention that many cultures used dance and music to call the rain to their dry land. Who is the main character that brought the rain? How did they bring the rain?. Ask the students if they have questions they would like to discuss or ask. When you feel that they have a good understanding of the story and the use of the rainstick, show the students a real rainstick and an example of a rainstick you have made. Instruct them to listen to the sounds of the instrument. Ask the following questions: Why do you think they sound like this? What does the sound remind you of? What do you notice about the design of the instrument? Do you see any patterns? What do you notice about the colors? Are all the rainsticks painted? Talk about nature and natural looking artwork.
Model for students how they will begin their own rainsticks.
Prep:
- Draw a spiral line down each paper towel tube for students to follow.
- Put clay at the bottom of a baby jar lid and insert straight pins to assure students are picking up the appropriate end of the pin.
- Pre-cut cardboard circles that fit at the ends of each paper towel tube.
- Use disposable plates for the acrylic paint so students can throw away rather than wash when finished.
- Have students use a funnel to pour in rice, beans or corn kernels.
- Lay newspaper down on work area for easy clean up.
Using a paper towel tube, model how the students will follow the spiral line (previously drawn by you) from the top to bottom inserting straight pins about every 2-3 centimeters. Have a rainstick 3/4 completed in order to show students the gluing process that comes next. Before students start pinning their rainstick, remember to thoroughly go over safety issues related to using straight pins.
Model for students how to brush white glue over the spiral line of pins from top to bottom. Next, show students where to put rainsticks to dry overnight.
Part Three: Adding Texture and Paint to Rainsticks
Model how to plug end of rainstick with pre-made cardboard circles and colored masking tape. Next, fill the tube with 1/2 cup of rice, beans, corn kernels or a combination of all three. Cover the open end with your hand and test the sound of the rainstick before securing both ends.
Show visuals of Chilean artwork and samples of painted rainsticks. Draw on chartpaper a few examples of symbols such as sun, moon, mountains, cactus, snakes, etc. These symbols were the traditional symbols used on rainsticks, They represented symbols of the sky, earth, plants, and animals from Chile. Students should be aware of the colors and painting techniques that can be used. Discuss and demonstrate colors and techniques.
Have students wear smocks while using acrylic paint. Allow students to use acrylic paint to paint their chosen designs on the rainstick. Students can use colored masking tape to even out lines where the ends of the tube were taped closed. Students also may use colored masking tape to create details and designs along with yarn if desired. Place rainsticks in an appropriate place to dry overnight.
Closure
If desired, videotape the students. Have students present their rainsticks and poems to the class. Each reader will have a partner play their rainstick while they are reading the poem they created in part one. Students will reflect on their work by telling the class why they chose the design and what they like most about their rainsticks. Students will answer questions from the audience.
The videotape may be played on Open House night and used as an assessment tool.
Assessment:
Assess students through observation, encouraging personal creativity and checking the proper sound and use of the rainstick. Use the Assessment Rubric to score the presentation of the rainstick and poem. Listen for use of vocabulary that was introduced in the lesson. Use the videotape to reflect on the students' understanding of the lesson.
Authors:
-
Michelle Heidinger, Educator
The CSU Chico Research Foundation
Chico, CA
