Two weeks ago, I wrote about my experience mixing physics with soccer in The Science of Soccer camp. This past week, I taught a Music and Vibrations camp at The Springwell School in Silver Spring, MD. Once again, my thanks go out to Gloria Chan of The Springwell School, and the rest of the staff as well. Intern Victoria Hinton played a key role in working with the campers. Thanks also to an amazing group of five- and six-year-olds, and one eight-year-old for spending time with me last week.

Designing the Camp

Both music and science are near and dear to my heart, yet I have to admit, though, that science came first. I took piano lessons as a kid, but I was never really inspired by it. I knew fairly early that I wanted to be a scientist. (And a writer, but I’ve written about National Novel Writing Month, too!)

When my youngest daughter was three she asked to take violin lessons. I found a Suzuki teacher willing to work with young kids. It did not go well. I promised my daughter that if she wanted to play the violin she could, and I would find another teacher. Within a year we found Mitch Fanning. He taught my daughter until she moved on to other interests at age 14, and he is still my violin teacher.

I will never be the teacher Mitch is, but his amazing ability to connect with each child, where they are, inspires me.

Music, or any sound, comes from vibrations. I knew that I could find ways to make vibrations concrete, even to young children. Get the concept of rhythmic movement, and of waves, and you have the concept of sound.

First, we explored waves and wavelength. The kids liked making deep voices for long wavelengths, and high-pitched squeals for short ones. I chose music illustrating high and deep voices, including “You’re a Mean One, Mr. Grinch.” for the deep voice.

Next, we explored loud and soft, after seeing waves with heights. They liked loud, especially.

On day three, we explored beat. This was less about physics, and more about counting. I played an Irish jig on my fiddle to illustrate counting in 3 or 6, and a lot of other music for counting four beats to a measure. Stomping and dancing are great way for young kids to count.

Finally on day four, we explored music as motion. The campers chose the music they wanted to move to, and made their way up and down the room, moving as the music moved them.

Throughout the camp, I helped each of them build a makeshift violin with wood, some beading wire, beading findings, and patience.

What the kids learned

In an era of COVID, even a mild illness will keep kids and staff away from camp. Alas, we could not meet for the final planned day of camp, so I did not have a chance to directly ask what the campers learned.

However, I did have some clues. During the day we discussed beat, one of the campers asked if it were possible to have a 100 beats. While this may not be musically desirable, I think it shows that he understood the concept that music has beat. I also think they got the notion of music as motion. The first two campers, in turn, just walked up and down the room. But the third camper got it from the start. He spun and leapt as the music took him as he made his way back and forth. When he was done with his turn, the one’s who had already gone asked to go again. They learned from their friend.

I am less sure about the concepts of deep and high, loud and soft as they relate to wave motion. Those are pretty abstract concepts for such young children, even when presented with a wave they can see. However, I have hopes that the next time they see something about sound traveling in waves, they will remember. Reinforcement as an educational strategy works for me.

What I learned

I spent 28 years as a military analyst. One of the first thing one learns in analyzing military planning is the famous comment, attributed first to the 19th century Helmuth von Moltke, that “no plan survives contact with the enemy.”

These campers were in no way the enemy. However, I will say that my experience thus far is that no lesson plan survives contact with the children. And what I learned this week is that’s okay. Adaptation is key, and can make for a more meaningful camp for instructor and campers alike.

I intended this camp design for somewhat older students. Eight to ten year-olds may have had enough abstract thinking to get more of the physics associated with waves. Or not? I have yet to determine that. However, I learned on day four that the child who asked about 100 beats on day 3 does not yet know how to read. The child that instinctively got the movement and music concept has not yet been to kindergarten. Very young children can grasp a lot of material, in their own way. This week, I began my education in how to work with young campers.

I hope they had as much fun, and learned as much as I did.