Month: June 2019

Sound Science: Craft Stick Kazoos

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We often think of science and the arts as being on opposite ends of the subject matter spectrum. In reality, the two are much more connected than many of us realize. Music is a prime example of this concept. It is possible to enjoy the beautiful music that is produced by an instrument, while at the same time having an appreciation for the mechanics that make the music possible.

In this activity, Cloverbuds will construct a kazoo, learn to produce sound, and investigate how a musical instrument works.

Materials needed:

  • Jumbo Craft Sticks
  • Large Rubber Bands
  • Small Rubber Bands
  • Straws
  • Scissors

Steps:

  1. Start with a large craft stick and a large rubber band. Wrap the rubber band from end to end on the craft stick.
  2. Cut two pieces from the straw approximately 1 inch long. Place one piece of straw under the rubber band about 1 inch from the end of the craft stick. Place the other piece of straw on the opposite end of the craft stick on top of the rubber band. See Photo 1.
  3. Place another craft stick on top of the first, sandwiching the straws in between. Fasten each end of the craft sticks together with the small rubber bands. See Photo 2.
  4. Put the edge of the kazoo up to your lips and blow. Experiment with different positions and blowing at different strengths to see what happens.

Photo 1

Photo 2

 

 

 

 

 

 

 

After the Cloverbuds have finished making their kazoos, ask questions. Why do they think the kazoo makes a sound? What would happen if the straws were closer together or farther apart? What if the straws were bigger? If time permits, let them experiment to see if their guesses are correct.

Kazoos work on the same principle as most woodwind instruments. The musician blows air into the instrument, which causes vibration of a membrane or reed (or in this case, a rubber band). The vibration inside the instrument then produces sound. Kazoos do not have buttons or valves like other instruments, so the player must use their voice to change the pitch of the sound produced.

Once your Cloverbuds have learned to play their kazoos, see if they can play a song. You can have them perform for their parents or other club members. Science and art- a beautiful combination!

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Laying a Foundation for Mental Health Conversations with Cloverbud Members

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Talking about mental health with our youngest 4-H members is a daunting task.  It is not easy to explain topics like depression, anxiety, and suicide to children, but it is vital that we have these important discussions.  Why is it so important?  There are some hard facts:

  • 1 In every 5 American youth live with a mental health disorder.
  • The median age of diagnosis for anxiety disorder is 11 years old.
  • In Ohio, the leading cause of death for youth ages 8 to 10 is suicide.

When breaching the topic of mental health with young children, it is okay to start slow.  As adults, we can help our young members begin to understand what specific emotions look like and how important it is to verbalize what we are feeling to others.  Here are three simple ideas to get you started:

  1. Ask the right questions. Small talk can be a big tool when it comes to helping youth understand emotions. Instead of asking ‘how was school today?’ try asking questions about how youth felt during the day, such as ‘What is one thing that made you [worried, angry, excited, proud, etc.] today?’ or ‘When you finished your test today, how did you feel?’  These questions help youth connect specific emotions with circumstances, as well as developing self-awareness and reflection.
  2. Set the example. If we want our youth to tell us about how they are doing, we have to be willing to share parts of ourselves with them as well. When a 4-Her asks you ‘how are you today?,’ do not answer with ‘fine,’ ‘okay,’  or ‘well.’  Take this small amount of time to give an answer with detail that connects an emotion with an experience.  “Today I am happy because I got to have lunch with an old friend,” “Today I am anxious because I have to give a big presentation at work tomorrow.”  When you share with youth this way, they will be more likely to be able to verbalize their own emotions and experiences with you in return.
  3. Schedule it in. Make talking about emotions a regular part of your Cloverbud meetings. This could be as simple as asking youth to point how they’re feeling on an emotions face chart upon arrival, stating a specific emotion at the beginning of the meeting and giving each person a chance to share a time they felt that emotion, or asking each member to share a “rose and thorn” (favorite thing and least favorite thing) about the today at the closing of the meeting.  This will normalize talking about their emotions with others and may encourage each youth to continue those conversations with their parents at home.

These changes to our regular conversation and interaction may seem small, but they can have a big impact on the ability of our youth to recognize and share their emotions; an important foundation for discussing more serious mental health topics.