Odd music...

Was skimming through this site and came across the original guy who made musical instruments from his car way back in 1991.Seems like obvious inspiration for the creators of the Ford Advert. Click here

It appears that musical instruments can be made from anything these days, I found saxophones made from bamboo. Click here

Oliver DiCicco created the Due Capi a weird arrangement of chrome fixtures that finishes off with two saxophone heads. I can't find much more on the actual purpose of it or anyone playing it. You can find DiCicco's website here

Initial Ideas

I have a number of ideas about what way to go with these instruments but I think the most useful step to take is to consider changing certain parts like adding another bell or changing the valves to a slide affect the overall sound of the instrument. I will take some time over the next few days to draw up some diagrams of exactly what I plan to construct out of the old instruments I have already acquired.

I think there was a general worry that this project may resemble the current ford focus advert where they have constructed string instruments from the car. I agree there are some similarities to this advert in that I plan to construct instruments but here is how they differ: In this ford advert they have taken apart the car not to make new instruments but to make replicas of well known instruments such as the harp, flute,drums and the cello. I plan to make instruments that do not look like replicas of their originals. The instruments are new and experimental, made from redundant brass instruments and will be constructed to not look like their originals.

Some Reasearch on brass

I have a meeting on Monday to discuss with John (instrument repair technician) about gathering more brass instruments from the Northern Ireland Education Board. I am also trying to arrange a session with him where he can show me the techniques used to repair and weld brass parts together so I can start making these instruments on.

Started doing some research to refresh my mind of brass and how each of the parts actually work to affect the sound of each instrument.

There are 4 main types of brass instruments played in secondary schools:

* Trumpets
* Trombones
* Tubas
* French Horns

There are of course a number of other brass instruments such as the bugle, sousaphone etc but the likely hood of stumbling across any of these in school cupboards is highly unlikely. So far i have managed to acquire a trombone, french horn and a very battered tuba.















There are two main types of design when it comes to brass:

* Cylindrical Bore

* Conical Bore

Cylindrical Bore is where the instruments piping from mouthpiece to bell are the same thickness. Trumpet and Trombone are both cylindrical bore.

Conical Bore is where the thickness of the instruments piping gradually widens from the mouthpiece to the bell. French Horn and Tuba are conical bore.

Finally there are 4 main sections to take into account on brass instruments:

* Mouthpiece

* Mouthpipe

* Body of instrument (valves/slide)

* Bell

There are 2 factors to changing the pitch of a brass instrument: changing the player's lip aperture or "embouchure", which determines the frequency of the vibration into the instrument and pressing the valves to change the length of the tubing.

Valves and Slides work on the same principle that by changing the length of piping you can change the pitch of the sound. Valves have a more defined distinction between each note being played where as a slide has a more fluid blend between notes. Valved instruments have more of an advantage when it comes to playing faster pieces of music as the slide can be slow and quite awkward jumping up and down the scales.

There are also two main types of valve designs to consider in the construction of these instruments: Rotary and Piston Valves (they both do the same job changing the flow of air through different parts of the instruments but by slight different process)

Rotary Valve


Piston Valve

Pro Forma

1. Project Summary (One concise paragraph only)

To produce a piece of music, played by children on uniquely designed brass instruments they have made themselves, from irreparable trumpets, trombones etc
Inspiration for the children will be in the form of instruments I have made myself, and an instruction manual, which may be retained by the school for further projects.


2. Context (Background)

My father is head of music in a large grammar school (1200 pupils) and Chair of Examiners for A Level music in Northern Ireland. He presented me with the problem of an imbalance of fewer pupils playing brass instruments compared to woodwind, strings and percussion. The reasons for this, he says, are varied and may include factors such as expense, popularity, and the necessity for regular practice on six/seven days per week – pupils on non-brass can progress on 4 days of practice per week.

3. Rationale (Why the project is relevant to you and to GDComm practice)

Coming from a musical background this project is hugely relevant to me. My whole family play various numbers of musical instruments. I myself have played a number of instruments in my childhood but admittedly not to a high level. I am more concerned about the construction of these instruments and their overall performance. In terms of relevance to GDComm practice this project offers a number of design outcomes; the instruments themselves will have to be carefully designed, instruction manuals may be involved to help children with a better understanding on how each part works and also, there is potential to document the activities on film and create an engaging piece of moving image.




4. Skills Evidence: (describe your approach to the following)

Topicality and future projection potential

By using redundant instruments to create new experimental brass instruments it is effectively keeping waste musical objects to a minimum on landfill sites. With the current economic climate and the high costs of brass instruments, allowing children to construct their own instruments encourages them to investigate more into acquiring a trumpet or trombone etc. If successful the school could potentially carry on this project as part of teaching and learning to encourage more students to take up brass instruments.



Intellectual rigour and debate

The debate is whether or not allowing pupils to construct their own musical instruments will encourage them to take up brass instruments.

Focus of research and analysis

The main focus of research I will need to undergo is how each part of a brass instrument affects the final sound of the object e.g the length and thickness of the pipes. Research will then have to be made on whether constructing new instruments actually does encourage more pupils to take up brass instruments.

Practical skills involved

• The generation of experimental brass instruments from redundant trumpets, trombones etc.
• The design and layout of a book explaining the process behind creating each instrument and why certain aspects will affect the final sound of the instrument.
• Promotional material inviting the pupils to partake in this experiment.
• A short moving image piece documenting the construction of these various instruments by the pupils and me.

Sustainability and Content of project (over as a double unit)

The plan is to work with a highly qualified musical instrument technician and learn how to reassemble the brass parts to create my own instruments. I plan to document this step in the production and construct a tutorial/manual on how to do this. I aim to have at least one working instrument completed by the end of April in order for a professional brass player to learn how to play my creation. This will then help in showing the students the potential of what can be created from old redundant parts. I would then try to aim completion of the above tasks for the beginning of June when all junior summer exams will be complete. The plan is to then have a workshop for a select number of pupils in the first week of June to produce their own musical masterpieces with the help of the Technology and Music departments of the school. The plan is to document by film the construction of these objects and then film the students attempting to play their own creations.

Projection of professional or further research ambitions

The project represents the diversity of my ability to solve problems. I particularly like the idea of working with different professions towards achievable goals, which benefit all interested parties.



Elements of risk and challenge (originality and direction against the status quo)

There is a potential health and safety risk in working children and welding skills. Therefore extreme precautions will have to be taking to ensure the safety of the pupils. Teachers will be present at all times to guide the pupils correctly and safely. This is an experimental form of teaching that needs to engage the pupil in not only musical appreciation but also a technological appreciation for this entire project to be a success.

Predicated outcomes

• A number of newly created brass instruments by the pupils and myself.
• Handbook/manual on how to create brass instruments from old instruments.
• Couple of short films documenting the production and final outcomes of the instruments.
• Possibly a professional brass player at the show demonstrating one of the instruments in use.

Manufacturing and production issues

I plan to acquire old irreparable instruments from instrument technician’s workshop and from secondary schools with the aid of the Northern Ireland Education Board. I will then work with John in learning how to construct my own instruments. Finally I will work with students and teachers in constructing their own instruments and learning how to play them within the technology and music departments of Ballymena Academy.

Opportunities for professional feedback

I will be working directly with music and technology teachers in creating these experimental instruments. There is potential if successful to present this teaching method to the Education Board of Northern Ireland in order to introduce this practice to other secondary schools.

One day project

Giving the task of displacement for a day I originally tried to become a taxidermist but sadly taxidermists aren't a particularly friendly class of people. The general reply was "no, nobody sees our workshop, nobody". Luck struck short with the Natural History Museum as well, informing me that the taxidermist unit within the museum was no longer operational. They did however offer a position as a paleontologist for a day but have yet to confirm. So with all this said I went to my back up which was to knit for a day with the textile department of our college.