Where Did it Go?

Where Did it Go?

Richard Phelan
[email protected]
Austin T. Levy Primary school

TI:ME Technology Areas Addressed:

Electronic Musical Instruments




General Music




25 Minutes

Prior Knowledge and Skills:

The students are in grades K or 1.
The ability to listen.

NAfME Standards of 1994 Addressed:

NAfME Standards of 1994: Listening to, analyzing and describing music.
NAfME Standards of 1994: Evaluating music and music performances.

NAfME 2014: Responding 


1) A sequencer, or sequencing program.
2) Tone generator or sound card if using a computer.


1) The students will be able to actively listen to a piece of music, and identify when instruments and what instruments drop out of the piece, and enter back in.


1) The teacher will sequence a 16-32 measure piece with a minimum of 4 instruments, each on their own midi channel.
2) Save the piece as a whole work.
3) Save the piece with 8 measures of one instrument, erased, and then at a different spot, 8 measures of another instrument erased, so that when played back, these particular instuments will drop out and come back in. THESE SHOULD BE VERY NOTICEABLE.
4) The piece can be saved with other empty slots scattered around.

5) Play through the piece and ask the students to I.D. any timbres they hear.
6) Play the whole piece, one track at a time, so that the students can hear how each instrument sounds.
7) Play one track tha has sound drop out, and talk to the students about the emptiness.
8) Play the other tracks, one at a time, as in step 7.
9) Play 2 tracks at a time, and have the students raise their hands when they hear a drop-out, and lower their hands when they hear the sound come back in.
10) Discuss what they are hearing.


4) Student always identifies empty space and instrument.

3) Student mostly identifies empty space and instrument.

2) Student sometimes identifies empty space and instrument.

1) Student rarely identifies empty space and instrument.

Follow Up:

1) Students can have pictures of the instuments, and hold them up when they drop out of the mix, and lower the pictures when the sound re-enters.

2) Students can work up to identifying 1 measure drop outs.

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