OHIO STATE UNIVERSITY EXTENSION

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365 Self-Determined Project

Member determines and designs own project or uses one of these idea starters:

365.01 Astronomy 365.02 Model Railroading 365.03 Weather 365.04 Clowning 365.05 Rocks, Minerals, and Fossils 365.06 American Sign Language 365.07 Computers 365.08 Discovering Genetics 365.09 Canoeing 365.10 Local Foods: Does It Matter What You Eat? 365.11 Camp Counseling 365.12 Miniature Gardens 365.13 Reptiles and Amphibians 365.14 Climate Change 365.16 Viruses, Bacteria, and Fungi, Oh My! (Plant Pathology) 365.17 Babysitting 365.18 Ways of Knowing Water 365.19 The Work World is Calling . . . Are You Ready? 365.21 Skateboarding 365.22 Pigeons 365.23 Native American Artifacts: Arrowheads 365.24 Shale Gas Extraction 365.25 Flower Gardening 365.26 Hedgehogs 365.27 Ferrets 365.28 Chinchillas 365.29 Field to Faucet: What Determines Water Quality

1. Complete all project guidelines as listed in the Self-Determined Project Guide. (see next 5 pages)

2. Neatly create an educational exhibit and/or a poster illustrating and describing some aspect of your project. Yourname and club name need to be visible on the front of the display.

3. Bring to Interview Judging:a. Any accumulated materials needed for project.b. Completed Self-Determined Project Guide #365.

c. Project records. Include pictures, examples of items made, price list, or other records to illustrate what youhave learned.

d. Educational exhibit or poster.e. Know the 4-H Pledge, 4-H Motto, and 4-H Colors.

4. Exhibit at the fair:a. The educational exhibit or poster from Interview Judging. (Project book does not qualify as an exhibit.)

Revised December 2017

Self-Determined Project Guide

by Bob Horton and Kathy Cox, Extension Specialists, 4-H Youth Development

Project BackgroundA 4-H Self-Determined Project is an opportunity for members to go beyond the scope of their current project or to explore a topic that is unavailable as a project book. Self-Determined Projects on the same topic may be repeated if new areas of interest, learning experiences and leadership/citizenship activities are selected.

Not sure what topic to explore? You can get some great ideas by reviewing the Idea Starters available online at ohio4h.org/selfdetermined.

Project Guidelines1. Identify a possible topic for your project.

2. Complete the Planning Your Adventure section (Steps 1 through 3) of this guide by discussing andresearching your topic, by planning and completing at least two learning experiences, and by planning andcompleting at least two leadership/citizenship activities.

3. Complete the Conducting Your Adventure section by identifying and completing three areas of interest andthree activities within each area.

4. Complete the Reporting Your Adventure section of this guide.

Name: ______________________________________________________________________________

Age (as of January 1 of the current year): _________ County: _________________________________

Club name: __________________________________Advsior: ________________________________

Topic you’ve chosen to explore: __________________________________________________________

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4-H 365

OHIO STATE UNIVERSITY EXTENSION

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PLANNING YOUR ADVENTURE

Step 1. Let’s Begin (Check off what you plan to do.) ☐ Discuss your ideas with family, friends, and of course, your project helper.

☐ Check books about your topic at the library before you begin.

☐ Visit websites that provide more information about your topic.

☐ Check your county’s project guidelines (if any) for additional requirements, especially if you choose to participate in county project judging or prepare an exhibit for the fair.

Step 2. Learning Experiences

Choose at least two learning experiences from the list below (or create your own). Write them in the table below. Record your progress by asking your project helper to initial next to the date each one is completed. You may add to or change these activities at any time.

• Attend a clinic, workshop, demonstration or speech on a topic related to your project.

• Prepare a public service announcement for school, radio, television or the Internet on a topic related to your project.

• Help organize a club activity on this project.

• Prepare your own demonstration, illustrated talk or exhibit.

• Participate in county judging.

Learning ExperienceDate

CompletedProject Helper

Initials

(Example) Demonstration: Showed different sizes of model railroad cars to club members.

7/15/YR BH

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Step 3. Leadership/Citizenship Activities

Choose at least two leadership/citizenship activities from the list below (or create your own). Write them in the table below. Record your progress by asking your project helper to initial next to the date each one is completed. You may add to or change these activities at any time.

• Assist in setting up and/or cleaning up for a show or event.

• Help someone with his or her project.

• Help organize a workshop or show in your community.

• Encourage a friend to join 4-H and take a project.

• Teach someone something that you learned about 4-H or about your topic.

• Invite someone to talk to your club about your topic.

• Give advice to a member who is a preparing a project for the fair.

• Prepare and exhibit a display promoting your topic or 4-H.

Leadership/Citizenship ActivityDate

CompletedProject Helper

Initials

(Example) Helped younger members set up a model railroad. 8/11/YR BH

CONDUCTING YOUR ADVENTUREEvery self-determined project is broken down into areas of interest. These are the specific things you wish to explore during your project adventure. In the space provided on the next page, identify at least three areas of interest with at least three activities per area.

If you are using an Idea Starter, you will find suggested areas of interest and things to do there.

Ask your project helper to initial next to the date each one is completed.

(Example) My first area of interest is to plan a layout.

Activity 1: Locate a reference book on model railroading to use during the project.

Activity 2: Create a track plan for a model railroad.

Activity 3: Identify a knowledgeable person who is willing to help.

Activity 4: Talk with parents about where to put a layout.

Date completed: 4/18/YR Project helper initials: BH

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CONDUCTING YOUR ADVENTURE (CONTINUED)

My first area of interest is to ________________________________________________________________

Activity 1: _______________________________________________________________________________

Activity 2: ______________________________________________________________________________

Activity 3: ______________________________________________________________________________

Activity 4: ______________________________________________________________________________

Date completed: ____________________________ Project helper initials: __________________________

My first area of interest is to ________________________________________________________________

Activity 1: _______________________________________________________________________________

Activity 2: ______________________________________________________________________________

Activity 3: ______________________________________________________________________________

Activity 4: ______________________________________________________________________________

Date completed: ____________________________ Project helper initials: __________________________

My first area of interest is to ________________________________________________________________

Activity 1: _______________________________________________________________________________

Activity 2: ______________________________________________________________________________

Activity 3: ______________________________________________________________________________

Activity 4: ______________________________________________________________________________

Date completed: ____________________________ Project helper initials: __________________________

My first area of interest is to ________________________________________________________________

Activity 1: _______________________________________________________________________________

Activity 2: ______________________________________________________________________________

Activity 3: ______________________________________________________________________________

Activity 4: ______________________________________________________________________________

Date completed: ____________________________ Project helper initials: __________________________

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Ohio State University Extension embraces human diversity and is committed to ensuring that all research and related educational programs are available to clientele on a nondiscriminatory basis without regard to age, ancestry, color, disability, gender identity or expression, genetic information, HIV/AIDS status, military status, national origin, race, religion, sex, sexual orientation, or veteran status. This statement is in accordance with United States Civil Rights Laws and the USDA.

Keith L. Smith, Associate Vice President for Agricultural Administration; Associate Dean, College of Food, Agricultural, and Environmental Sciences; Director, Ohio State University Extension; and Gist Chair in Extension Education and Leadership.

For Deaf and Hard of Hearing, please contact Ohio State University Extension using your preferred communication (email, relay services, or video relay services). Phone 1-800-750-0750 between 8 a.m. and 5 p.m. EST Monday through Friday. Inform the operator to dial 614-292-6181.

Copyright © 2015, The Ohio State University

ohio4h.org/selfdetermined

REPORTING YOUR ADVENTUREIn the space below, summarize what you did and learned. Then arrange for a project review with your project helper, who should review this completed project guide with you. Such evaluations help you assess what you learned and how you grew as a 4-H member. Members who take part in this level of evaluation may receive special membership and project achievement awards such as ribbons, pins and certificates.

In addition, you may want to take part in county project judging. This level of evaluation determines how well you did on your project by assigning a project grade. You may also want to represent your county at the Ohio State Fair. For more information, contact your local Ohio State University Extension office or visit our website at ohio4h.org/selfdetermined.

Your Summary

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PLAN YOUR PROJECTUse this idea starter AND publication 4-H 365 Self-Determined Project Guide as the starting place for your music project. The Self-Determined Project Guide is available from your county OSU Extension office or at ohio4h.org/selfdetermined. You may choose to do a little or a lot depending on your level of interest. Be sure to register your project with your county OSU Extension office.

Musicby Megan McVicker, 4-H Member and Undergraduate, Music Education, Baldwin Wallace University. Reviewed by Margaret Fisher, B.M., Performance, The Ohio State University.

From listening to the radio and watching TV to finding songs online and even singing, music is

a part of most people’s lives. Remember the ABC song? Every child, it seems, sings nursery rhymes and uses songs to learn. Songs are often passed down from generation to generation, keeping family traditions—and history—very much alive.

When did humankind first make music? Cave drawings from thousands of years ago include evidence of music. Early on, humans used bones and animal skins as instruments. The first drums were made from animal hides stretched over frames made of branches. The history of wind instruments can be traced to ancient Egypt and Western Asia. Archaeologists have found evidence of flutes made of bones with drilled holes. Music continued to evolve as lyres, harps, and didgeridoos were developed. Music has been and remains an important part of human cultures.

A standard way of writing music was created by the Greeks. The modern system used today was developed in the Middle Ages. Those important developments allowed composers to contribute and distribute their ideas. Although composed hundreds of years ago, the works of Johann Sebastian Bach and Wolfgang Amadeus Mozart, for example, are

still performed and studied today. Another good example is the work of John Philip Sousa, whose military style marches from the late 1800s and early 1900s remain popular today. The style of Leonard Bernstein, who composed during the middle of the twentieth century, can be found in many of today’s popular Broadway musicals.

Other cultures have their own musical traditions. Clearly, music is appreciated by people all over the world. It also transfers easily within and between cultures. For example, drumming is sometimes used as a language to communicate syllables. The concept is similar to solfège, a set of corresponding syllables and notes used by all types of musicians. If you know the song Do-Re-Mi from The Sound of Music, you already know the names of the solfège syllables.

Musical instruments are typically categorized into four main classes: woodwinds, brass, percussion,

PROJECT IDEA STARTER

4-H 365.15

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and strings.

• Woodwinds make sounds by blowing air against a sharp edge. Notes are made by opening and closing holes on the instrument. All woodwind instruments, except the flute, contain a reed or double reed, a thin piece of carved wood that helps produce the sound.

• Brass instruments use lip vibrations, but instead of a reed, contain a mouthpiece.

Unlike woodwinds and brass, percussion and strings do not involve using air to support the sound.

• Percussion instruments are struck with either a mallet or hand to create resonance, and can be unpitched or pitched. Unpitched percussion instruments include the snare drum, cymbals, and maracas. Pitched percussion instruments include the xylophone, chimes, and timpani.

• String instruments, like violins and guitars, make sound through the vibration of strings. They are played by drawing a bow across the strings or by using one’s fingers to pluck the strings.

Another way of performing music is vocally, by one or more singers. The human voice is a unique instrument because no two voices are exactly the same. Vocalists are typically categorized into four voice parts: soprano, alto, tenor, and bass. The voices at the higher range are soprano and tenor. Lower range voices identify as alto and bass. Vocal music is likely even older than instrumental music.

Everyone can enjoy and appreciate music. From classical music and choral pieces to military marches and pop, music offers something for everyone. Use the ideas below to explore what you enjoy most and appreciate about music. No matter what you decide to do, share what you discover with your project helper or with your club.

AREAS OF INTEREST AND THINGS TO DOEvery self-determined 4-H project can be broken down into areas of interest. These are the specific areas members want to address during their project adventures. Using 4-H 365 Self-Determined Project Guide, identify at least three areas of interest with at least three activities per area to explore. Take your ideas from the list below or make up your own.

The History of Music ☐ Research two famous

instrumentalists. Louis

Armstrong, Yo Yo Ma, Andre Watts, and the Imani Winds are good examples.

☐ Listen to a music genre that is unfamiliar to you, such as jazz, blues, or classical. What is the history of this culture or style? What was your first reaction after listening to the music?

☐ Explore one composer. Do the pieces have a common theme?

☐ Research two modern-day composers and find out what composers influenced them.

☐ Research the ways historical events influenced music from 1900 through 1970.

☐ Talk to a parent, grandparent, or older relative about their three favorite songs from childhood. What do they like about them? Were they popular songs? Do they have personal meaning for them?

☐ What are a few eras of music? Some examples are Renaissance, Baroque, and Romantic. Compare and contrast to today’s music.

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ohio4h.org/selfdetermined

CFAES provides research and related educational programs to clientele on a nondiscriminatory basis. For more information, visit cfaesdiversity.osu.edu. For an accessible format of this publication, visit cfaes.osu.edu/accessibility.

Copyright © 2019, The Ohio State University

Instruments ☐ Build your own instrument.

Describe how it works and what it can be used for.

☐ Make a reference poster or pamphlet that describes the instruments in one of the instrument classes: strings, woodwinds, brass, or percussion.

☐ Learn an instrument and perform a short piece of music.

☐ Compare and contrast the instruments within one of the instrument classes.

☐ Research instruments that are particular to different cultures or regions of the world.

☐ What is your favorite instrument? Research a musician who played or plays it.

Community ☐ Attend a concert in your

community and write a review. To publish it, send it to a local newspaper or post it online.

☐ Go to your local music store and look at the different instruments and music.

☐ Talk to a music teacher at a local school about his or her career path.

☐ Take a sample piano, voice, or instrumental lesson.

☐ Volunteer at a local day care or retirement center during a music activity. Better yet, see if you can design and deliver a musical activity of your own.

☐ Sing in a choir or play in a band. School or community choirs and bands are good places to start.

Attributes ☐ Look at a piece of sheet music

and identify these elements: time signature, types of notes, types of rests, and accidentals.

☐ Listen to a few children’s song such as Twinkle Twinkle Little Star. Notice the repetition of pitches.

☐ Research how music has been or can be used as a way to communicate.

☐ Learn a children’s song using sign language.

☐ Identify and define five musical terms such as accent, concerto, diminuendo, and forte. What is one more?

☐ Compose your own song and, if you wish, include lyrics.

Musical Influences in Your Life ☐ Create and share a list of songs

that reflect different moods, such as happy, sad, etc.

☐ Create and share a list of songs that are popular for exercising.

☐ Create and share a list of songs that are especially relaxing.

☐ How is music used in movies? Give some examples and discuss whether they are used effectively.

☐ Name at list two music jingles used in advertising. Is music a good way to advertise?

☐ Write the lyrics of two songs that help in memorizing facts, such as state names, multiplication facts, or spelling difficult words.

RELATED RESOURCESWant to know more about how music in Western culture came about? Here’s a short, helpful article: method-behind-the-music.com/history/history

10/2018