There i was Standing at the ..... BCB - A. D. Eker 2024
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CB Dulcimers in 8th grade Science
1st Posting- Some years ago I took a Univ of Minn graduate science course in acoustics and hearing at the Bakken Museum in Minneapolis. Each teacher had to build a musical device that could be used to teach about sound in the classroom. The most complicated option was a cigar box dulcimer. I built many plastic models as a kid, have good mechanical/spatial reasoning & can draw pretty well... but was VERY leery of power tools. But I took the leap.
During the late 90's there was a period of time when my 8th grade curriculum included sound AND teachers were allowed/encouraged to be creative. One year I decided that my 8th graders would build CBDs. The only power tools were a hand drill and a lightweight Sears bandsaw (Christmas gift). I bought some fret saws, tuners, fret wire, strings, etc from a catalog place in Ohio. Oak for necks came cheaply from a local cabinet maker. Cigar boxes from all over: when kid's parents traveled or from grandparents homes.
Bought a Macintosh mini-program that would calculate where frets go after entering the nut-bridge distance. I quickly learned that most of my suburban kids had no screwdriver skills much less handling a fret saw (I wasn't so hot w/ the saw either)... so I made some miter boxes w/ leftovers from the Industrial Tech class. Helped a lot!
Each cigar box seemed to have unique dimensions, so each neck had to be custom made. It seemed like long-established string-instrument designs had the bridge about 1/3 the distance from one end or the other of the sound box. So, that became the standard. If the bridge was closer to the neck-end then there was room for more frets. If it was closer to the string-anchor end then the instrument was more compact. The kids could chose which way they wanted to turn the box: in-line w/ the neck, or perpendicular, which again could influence the number of frets.
Eventually realized it'd be WAY easier if I limited the kid's options to 3 nut-bridge lengths and we notched meter sticks so the kids could check their measurements before fret slots were cut. Small boxes got shorter necks (50 cm) and bigger boxes got longer necks (60 cm)- done w/ the idea that resonating chambers ought to have better matched fundamental tones (lowest wavelengths).
The second year I discovered that the band saw blade made the perfect width slot for fret wire, and that a chunk of slotted wood behind the blade allowed each fret depth to be just right. Boy did THAT save time & trouble!
I met a local instrument maker who also played blue-grass type music for "The Grapes of Wrath" at the Omaha Community Playhouse. His advice & encouragement helped tons, and he could save us money on the strings.
Oh- the night custodian for my room NEVER complained about the extra work the project caused, and the administration was in full support of the project.
The 2nd year brought a drill press, and the instrument maker showed me drill designs that cut cleanly. Now kids could design all sorts of custom hole patterns for sound ports. He showed me that if the neck was angled down a bit from the cigar box surface then the strings pulled harder against the bridge which made it more stable and the instrument played louder.
Then the kids decided that they'd like to do artistic designs with the extra wood that was usually left over at the head end. It was SOOooo cool what some of the kids came up with: family initials, duck heads, Hawaiian geometric shapes...
Somewhere in there I decided that rectangular necks & flat top tuner heads just weren't cool enough. Routers were too noisy, expensive, and (to me) scary. So the necks got tapering wedges (um, more or less straight) cut out of the undersides using the band saw with the table tilted. I did the band saw cuts because the risk to inexperienced kids, and to the saw blade and instrument, seemed too great.
Some of the kids started experimenting with different stains or clear coats (modern classrooms are very well vented). We started drilling little holes and inserting slices of contrasting wood dowel to mark certain frets. We quickly switched to using 4 string mandolin tuners & learned to make left and right handed versions. I came up with cheaper & self-made bridges and nuts (we started using bone or plastic from the music suppliers) from music stores. The industrial tech guys set up the right blade on their table saw so we could cut slots for the nut.
We tried a variety of glues & reinforcements for the cigar boxes. All the boxes got wedges put into the corners, and a custom-cut support for properly high-centering the base of the neck inside the box. We found that long brass brads & pilot holes (using a template) were fast and cheap for anchoring the strings. A length-wise slice of round dowel was used under the strings so they didn't make a 90 degree turn towards the bridge- experience quickly taught that the strings would break!
We started having the option of different wood for the necks: maple, red or white oak, dark walnut, whatever fit the budget or that the kids/families would find. It had to be dried, straight, and have minimal knots and grain parallel with the top or side of the wood.
I'm about out of time for now.
The 8th graders built nearly 400 instruments in 4 years. My home workshop slowly grew & I've made 40-50 myself. Having the kids build & play these devices has been one of the greatest points of my teaching career. It'd be wonderful to get them all together & hear the kids stories.
After 4 years, the curriculum changed, parents at other schools complained that their kids didn't get to build them, and "No Child Left Behind" standardization has taken the time from classrooms for such things. I tried to run it as a once a week club but absences and varying student activities constantly intruded on the process as I understood it.
During the late 90's there was a period of time when my 8th grade curriculum included sound AND teachers were allowed/encouraged to be creative. One year I decided that my 8th graders would build CBDs. The only power tools were a hand drill and a lightweight Sears bandsaw (Christmas gift). I bought some fret saws, tuners, fret wire, strings, etc from a catalog place in Ohio. Oak for necks came cheaply from a local cabinet maker. Cigar boxes from all over: when kid's parents traveled or from grandparents homes.
Bought a Macintosh mini-program that would calculate where frets go after entering the nut-bridge distance. I quickly learned that most of my suburban kids had no screwdriver skills much less handling a fret saw (I wasn't so hot w/ the saw either)... so I made some miter boxes w/ leftovers from the Industrial Tech class. Helped a lot!
Each cigar box seemed to have unique dimensions, so each neck had to be custom made. It seemed like long-established string-instrument designs had the bridge about 1/3 the distance from one end or the other of the sound box. So, that became the standard. If the bridge was closer to the neck-end then there was room for more frets. If it was closer to the string-anchor end then the instrument was more compact. The kids could chose which way they wanted to turn the box: in-line w/ the neck, or perpendicular, which again could influence the number of frets.
Eventually realized it'd be WAY easier if I limited the kid's options to 3 nut-bridge lengths and we notched meter sticks so the kids could check their measurements before fret slots were cut. Small boxes got shorter necks (50 cm) and bigger boxes got longer necks (60 cm)- done w/ the idea that resonating chambers ought to have better matched fundamental tones (lowest wavelengths).
The second year I discovered that the band saw blade made the perfect width slot for fret wire, and that a chunk of slotted wood behind the blade allowed each fret depth to be just right. Boy did THAT save time & trouble!
I met a local instrument maker who also played blue-grass type music for "The Grapes of Wrath" at the Omaha Community Playhouse. His advice & encouragement helped tons, and he could save us money on the strings.
Oh- the night custodian for my room NEVER complained about the extra work the project caused, and the administration was in full support of the project.
The 2nd year brought a drill press, and the instrument maker showed me drill designs that cut cleanly. Now kids could design all sorts of custom hole patterns for sound ports. He showed me that if the neck was angled down a bit from the cigar box surface then the strings pulled harder against the bridge which made it more stable and the instrument played louder.
Then the kids decided that they'd like to do artistic designs with the extra wood that was usually left over at the head end. It was SOOooo cool what some of the kids came up with: family initials, duck heads, Hawaiian geometric shapes...
Somewhere in there I decided that rectangular necks & flat top tuner heads just weren't cool enough. Routers were too noisy, expensive, and (to me) scary. So the necks got tapering wedges (um, more or less straight) cut out of the undersides using the band saw with the table tilted. I did the band saw cuts because the risk to inexperienced kids, and to the saw blade and instrument, seemed too great.
Some of the kids started experimenting with different stains or clear coats (modern classrooms are very well vented). We started drilling little holes and inserting slices of contrasting wood dowel to mark certain frets. We quickly switched to using 4 string mandolin tuners & learned to make left and right handed versions. I came up with cheaper & self-made bridges and nuts (we started using bone or plastic from the music suppliers) from music stores. The industrial tech guys set up the right blade on their table saw so we could cut slots for the nut.
We tried a variety of glues & reinforcements for the cigar boxes. All the boxes got wedges put into the corners, and a custom-cut support for properly high-centering the base of the neck inside the box. We found that long brass brads & pilot holes (using a template) were fast and cheap for anchoring the strings. A length-wise slice of round dowel was used under the strings so they didn't make a 90 degree turn towards the bridge- experience quickly taught that the strings would break!
We started having the option of different wood for the necks: maple, red or white oak, dark walnut, whatever fit the budget or that the kids/families would find. It had to be dried, straight, and have minimal knots and grain parallel with the top or side of the wood.
I'm about out of time for now.
The 8th graders built nearly 400 instruments in 4 years. My home workshop slowly grew & I've made 40-50 myself. Having the kids build & play these devices has been one of the greatest points of my teaching career. It'd be wonderful to get them all together & hear the kids stories.
After 4 years, the curriculum changed, parents at other schools complained that their kids didn't get to build them, and "No Child Left Behind" standardization has taken the time from classrooms for such things. I tried to run it as a once a week club but absences and varying student activities constantly intruded on the process as I understood it.
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Replies to This Discussion
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Permalink Reply by Bart Wormington on
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Thank you, Stacy, and everybody. Somewhere at school or home (I moved twice since the separation & divorce) there are files with drawings, rough drafts, Tabulature (sp?), and pictures. Sure wish I could promise immediate action in finding & digitizing items of interest... but my mind is quick to be distracted. The head-docs & such say I'm a perfect case of ADD (attention deficit disorder: which, by the way is not an accurate name [it's not an attention deficit it's more like attention to everything: hard to stay focused until the brain shifts into, well, hyperfocus. One description is that my kind of ADD is like a race-car brain w/ crappy brakes], nor is it a disorder- it's just part of the wide range of human physiology. Another writer said ADD is hunter-think (every detail in the environment could be immediately important... tactical action now, or soon) but that much/most of our culture is set up for farmer-think (planning ahead... strategic with sporadic doses of get-er-done now).
Sorry- this is not the forum for that, eh?
Anyway- should I run across those pics & plans, I'll copy and share. I remember trying to write up plans because many kids wanted them, but I'd get mired in every-detail-is-important and get frustrated... and distracted.
Stacey said:Wow Bart, great story! Like many others here, I wish MY 8th grade (or any other for that matter) shop teacher had taught us how to make these! Just think, you have enriched the lives of these children, fueld dreams and hopes and given them a healthy outlet in which they can grow! Well done, Bart, well done! Welcome to the Nation:D Maybe you would be interested in setting your plans on here for other would-be builders, students and teachers???
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That's a cool story, Hogs Grunt! An extended Ireland experience like that must've really made some marks on who you are. I wonder how many folks here have influenced neighbor kids, nieces & nephews, etc, and don't even know it?
Is there a topic thread here on how people got into this art & craft? I bet there's a wide variety of influences for some folks, and a few "turning point" moments for others.
Can you tell me how I go about accepting "friends"? Several offers have come through (much appreciated, folks!) to my email with hot-links, or whatever the URL address is called, but I go there & can't seem to figure it out. ???
HOGS GRUNT said:Just read your story and think you were very forsighted to see what would get through to the kids.
When I lived in Ireland, after my contract ran out, I stayed there (as the craic was 90) and got a job in a new set up where they took kids between 16 and 18 years old who were ''drop outs'' from the education system. To keep them there they were paid a small 'wage' for attending and we set up a workshop for them.
Once it got going several of them were interested in the guitars I had built and so I showed them how to make a guitar using just plywood and timber we could get from the local suppliers. I suppose in the 18 months I was there four guitars got made in total and the look on the kids faces when it was finished, and I tuned them and played them, was an amazing sight.
You could see the look in their eyes that ''I made that and it can make music'', it was well worth the effort to show them.
Several of them kept in touch and taught themselves the basic chords and ended up playing tunes on the creations they had made.
I know the feeling you must have got when you saw those kids making music.
Again, a nice story and well done.
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Good question, Paul. Most of the kids preferred their instruments turned so the long side of the body was parallel with the neck. The others seemed to like the unique look of the "T" design... and they are certainly harder to tip over when parked against a wall. : ] But they are also a little harder to hold guitar style, and the balance point / center of gravity is up in the neck.
All the pictures shared so far are of instruments I made & the recipient got to choose the orientation.
By privacy law, & rightly so, I can't share any pics where a student's face is recognizable, nor mention any full names. So I'd need to use GIMP (think public domain "PhotoShop") to blur such details... sad because the kids faces are part of what made the project so worthwhile. It was certainly very challenging and frustrating during the project... but so magical during the stringing, bridge adjustment, and final tuning process!
Paul Doug said:Just an observation, most of the builds pictured have the boxes turned short ways with the neck which is different than the way we mostly build. Wonder what was the influence on that. Just curious.
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Permalink Reply by HOGS GRUNT on
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Hi Bart,
Thanks for the comments.
To accept friends just look to the right of either your screen or main page and you will see your name displayed. Click on inbox and the rest is straight forward.
Hope this helps.
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Permalink Reply by Diane in Chicago on
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This whole discussion reminds me of the Langley Schools Music Project - regular old junior high students in Canada recorded their own versions of current pop tunes. This, remember, was back in the day when recording was a far bigger deal than firing up Garage Band.
http://www.keyofz.com/langley/
Especially interesting to read the comments by former students who participated in the project.
"Desperado" is my favorite!
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Permalink Reply by Wichita Sam on
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Bart,
"Hunter-think" .... Nice description of ADD.... I'm one of those Adult ADD'ers. I would survive without a great secretary and a job that allows a lot of "looseness" in schedule.... You can talk about anything here. BY the way, I think we can turn ADD into an advantage if we can channel the energy it produces...
the best,
Sam
Bart Wormington said:Thank you, Stacy, and everybody. Somewhere at school or home (I moved twice since the separation & divorce) there are files with drawings, rough drafts, Tabulature (sp?), and pictures. Sure wish I could promise immediate action in finding & digitizing items of interest... but my mind is quick to be distracted. The head-docs & such say I'm a perfect case of ADD (attention deficit disorder: which, by the way is not an accurate name [it's not an attention deficit it's more like attention to everything: hard to stay focused until the brain shifts into, well, hyperfocus. One description is that my kind of ADD is like a race-car brain w/ crappy brakes], nor is it a disorder- it's just part of the wide range of human physiology. Another writer said ADD is hunter-think (every detail in the environment could be immediately important... tactical action now, or soon) but that much/most of our culture is set up for farmer-think (planning ahead... strategic with sporadic doses of get-er-done now).
Sorry- this is not the forum for that, eh?
Anyway- should I run across those pics & plans, I'll copy and share. I remember trying to write up plans because many kids wanted them, but I'd get mired in every-detail-is-important and get frustrated... and distracted.
Stacey said:Wow Bart, great story! Like many others here, I wish MY 8th grade (or any other for that matter) shop teacher had taught us how to make these! Just think, you have enriched the lives of these children, fueld dreams and hopes and given them a healthy outlet in which they can grow! Well done, Bart, well done! Welcome to the Nation:D Maybe you would be interested in setting your plans on here for other would-be builders, students and teachers???
-
-
SOmething must not be set up right. I get messages in my yahoo email but there is nothing in my Nation inbox. ??
HOGS GRUNT said:Hi Bart,
Thanks for the comments.
To accept friends just look to the right of either your screen or main page and you will see your name displayed. Click on inbox and the rest is straight forward.
Hope this helps.
-
-
I'm presently an 8th grade science teacher- mostly introductory chemistry, electricity/magnetism, and a touch of solar system astronomy and an environmental project (Problem & Solutions). Taught high school earth structure & astronomy in the early '90's, and community college astronomy.
As a kid, 3rd of 4 brothers, I did a little baby-sitting & lawn mowing, then early teens- worked at my dad's used car lot. Folks split-up in '68 & Worked at the old Kelso, WA KFC for two years in Jr. College, Reynold's Aluminum bull-gang the summer of '72, then Safeway grocery store in Longview, WA before joining the USAF: '73-'77 (F-111s- Mtn Home, Idaho, RAF Upper Heyford, England where I lived in Hook Norton and Islip). Finished my BA at Western WA U in Bellingham, Wa, & student taught N of Seattle in '79, then (after a broken engagement) moved back to Omaha to try fasteners business w/ my Dad. Didn't feed the soul.
Worked a couple of part-time jobs while substitute teaching for 3 local school districts. Figured I needed to work through fear of being in front of a crowd so auditioned for the cast in "The Three Musketeers" at the Omaha Community Playhouse where I met my future wife of 27 years (now divorced) & we raised two kids... mountaineer-daughter, & Marine Corps SSgt son engaged to labor & delivery nurse. The whole family was involved in volunteer theater in various ways.
I've been paid to be boys and girls ass't & head track/field coach, sponsored various clubs, and even managed to coach middle & high school chess teams to multiple state championships (in Nebraska... small chess pond) and had a couple of middle school teams do well -tied for 3rd one year, and tied 1st another time: took 5th & 2nd due to tie-breakers- in novice division at nationals. Owe most of the chess knowledge to introductory chess books by Pandolfini & Seirawan... I've never played in a tournament.
Maybe I should make a chess piece holding dulcimer! Any UK members want to join me?
There is a village near Stratford-upon-Avon that shares my family name, Wormington.
http://en.wikipedia.org/wiki/Worm_of_Linton
My son & I have deltoid tattos w/ the alleged family coat of arms.
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