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	<title>Music Instinct &#187; widgets</title>
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	<description>An investigative look into the science of music.</description>
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		<title>Lesson Plans Overview</title>
		<link>http://www.pbs.org/wnet/musicinstinct/education/lesson-plans-overview/15/</link>
		<comments>http://www.pbs.org/wnet/musicinstinct/education/lesson-plans-overview/15/#comments</comments>
		<pubDate>Tue, 19 May 2009 19:31:23 +0000</pubDate>
		<dc:creator>colin fitzpatrick</dc:creator>
				<category><![CDATA[Educators]]></category>
		<category><![CDATA[chords]]></category>
		<category><![CDATA[frequency]]></category>
		<category><![CDATA[harmonics]]></category>
		<category><![CDATA[Indaba]]></category>
		<category><![CDATA[lesson plans]]></category>
		<category><![CDATA[middle school]]></category>
		<category><![CDATA[music]]></category>
		<category><![CDATA[musical concepts]]></category>
		<category><![CDATA[rhythm]]></category>
		<category><![CDATA[widgets]]></category>

		<guid isPermaLink="false">http://www.pbs.org/wnet/musicinstinct/uncategorized/lesson-plans-overview/15/</guid>
		<description><![CDATA[This section contains three lesson plans geared towards elementary school teachers, using national standards to teach music appreciation, harmonics, physics, rhythm and other concepts surrounding music.

Lesson Plans:

	Experimental Music
	We've Got Rhythm
	Good Vibrations

We've developed core tools around the concepts of chords, frequency, and rhythm in partnership with Indaba Music. These tools incorporated in the lesson plans can [...]]]></description>
			<content:encoded><![CDATA[<p>This section contains three lesson plans geared towards elementary school teachers, using national standards to teach music appreciation, harmonics, physics, rhythm and other concepts surrounding music.</p>
<p>Lesson Plans:</p>
<ul>
<li><a href="/wnet/musicinstinct/education/lesson-1-experimental-music/lesson-overview/81/">Experimental Music</a></li>
<li><a href="/wnet/musicinstinct/education/lesson-plan-2-weve-got-rhythm/overview-of-weve-got-rythm/104/">We&#8217;ve Got Rhythm</a></li>
<li><a href="/wnet/musicinstinct/education/lesson-plan-3-good-vibrations/overview-of-good-vibrations/118/">Good Vibrations</a></li>
</ul>
<p>We&#8217;ve developed core tools around the concepts of chords, frequency, and rhythm in partnership with Indaba Music. These tools incorporated in the lesson plans can also be appreciated on their own! Feel free to check out these fun interactives below.</p>
<p><strong>Learn about basic chord stucture</strong>:</p>
<embed src="http://www.pbs.org/wnet/flash/musicinstinct/chords.swf" quality="best" bgcolor="#FFFFFF" width="400" height="300" menu="false" loop="false" align="middle" allowFullScreen="true" allowScriptAccess="always" type="application/x-shockwave-flash" pluginspage="http://www.macromedia.com/go/getflashplayer" scale="exactfit" />
<p><strong><br />
Learn about frequency and how it manifests in sounds the sounds around us</strong>:</p>
<embed src="http://www.pbs.org/wnet/flash/musicinstinct/frequency.swf" quality="best" bgcolor="#FFFFFF" width="400" height="300" menu="false" loop="false" align="middle" allowFullScreen="true" allowScriptAccess="always" type="application/x-shockwave-flash" pluginspage="http://www.macromedia.com/go/getflashplayer" scale="exactfit" />
<p><strong><br />
Learn about how rhythm can manifest itself in the environment</strong>:</p>
<embed src="http://www.pbs.org/wnet/flash/musicinstinct/sequencer.swf" quality="best" bgcolor="#FFFFFF" width="400" height="300" menu="false" loop="false" align="middle" allowFullScreen="true" allowScriptAccess="always" type="application/x-shockwave-flash" pluginspage="http://www.macromedia.com/go/getflashplayer" scale="exactfit" />
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		<item>
		<title>Lesson Plan 3: Good Vibrations!: Culminating Activity</title>
		<link>http://www.pbs.org/wnet/musicinstinct/education/lesson-plan-3-good-vibrations/culminating-activity/126/</link>
		<comments>http://www.pbs.org/wnet/musicinstinct/education/lesson-plan-3-good-vibrations/culminating-activity/126/#comments</comments>
		<pubDate>Sat, 11 Apr 2009 21:30:23 +0000</pubDate>
		<dc:creator>colin fitzpatrick</dc:creator>
				<category><![CDATA[Educators]]></category>
		<category><![CDATA[activities]]></category>
		<category><![CDATA[frequency]]></category>
		<category><![CDATA[interactives]]></category>
		<category><![CDATA[lesson plans]]></category>
		<category><![CDATA[widgets]]></category>

		<guid isPermaLink="false">http://www.pbs.org/wnet/musicinstinct/?p=126</guid>
		<description><![CDATA[1) Explain to students that most sounds in the world are complex, containing different tones and overtones which can span a range of frequencies. Ask students if they can think of a way in which they may have encountered sound broken down into its different constituent frequencies. (Accept all answers, but explain that the “bass” [...]]]></description>
			<content:encoded><![CDATA[<p>1) Explain to students that most sounds in the world are complex, containing different tones and overtones which can span a range of frequencies. Ask students if they can think of a way in which they may have encountered sound broken down into its different constituent frequencies. (<em>Accept all answers, but explain that the “bass” and “treble” adjusters on computers and audio equipment basically do just this by emphasizing higher and lower frequencies.</em>) Explain that graphic equalizers on more sophisticated stereo systems go a step further by breaking down any given piece of music into varying numbers of frequency “bands.”</p>
<p>2) Load the <a href="/wnet/musicinstinct/education/lesson-plan-3-good-vibrations/frequency-explorer/120/">“Frequency Explorer” widget from the MUSIC INSTINCT Web site</a>. Play each sound in turn with the widget on the default (“reset”) settings, and then adjust the settings to emphasize higher, treble frequencies (on the right) and lower, bass frequencies (on the left). Ask students to describe how the quality of each sound is affected by adjusting the settings in different ways. For instance, does a cheering crowd sound nearer or further away without treble? (<em>Further.</em>) What might be deduced from this? (<em>Higher frequencies don’t travel as far.</em>) Can the sounds of an indoor shower be made to sound like rain outside? Can it be made to sound like an egg frying? (<em>Accept all answers.</em>)</p>
]]></content:encoded>
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		<item>
		<title>Lesson Plan 3: Good Vibrations!: Frequency Explorer</title>
		<link>http://www.pbs.org/wnet/musicinstinct/education/lesson-plan-3-good-vibrations/frequency-explorer/120/</link>
		<comments>http://www.pbs.org/wnet/musicinstinct/education/lesson-plan-3-good-vibrations/frequency-explorer/120/#comments</comments>
		<pubDate>Sat, 11 Apr 2009 18:51:08 +0000</pubDate>
		<dc:creator>colin fitzpatrick</dc:creator>
				<category><![CDATA[Educators]]></category>
		<category><![CDATA[frequency]]></category>
		<category><![CDATA[frequency explorer]]></category>
		<category><![CDATA[real-life sounds]]></category>
		<category><![CDATA[tools]]></category>
		<category><![CDATA[widgets]]></category>

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		<description><![CDATA[An interactive graphic equalizer which lets student explore the different frequencies which make up a sampling of real-life sounds.

[miembed src="http://www.pbs.org/wnet/flash/musicinstinct/frequency.swf" width="400" height="300"]]]></description>
			<content:encoded><![CDATA[<p>An interactive graphic equalizer which lets student explore the different frequencies which make up a sampling of real-life sounds.</p>
<embed src="http://www.pbs.org/wnet/flash/musicinstinct/frequency.swf" quality="best" bgcolor="#FFFFFF" width="400" height="300" menu="false" loop="false" align="middle" allowFullScreen="true" allowScriptAccess="always" type="application/x-shockwave-flash" pluginspage="http://www.macromedia.com/go/getflashplayer" scale="exactfit" />
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