Sound Study

This project stemmed from the children learning about the moon phases and outer space. The question asked to the children was, “what sounds do you hear in outer space?” The children were challenged to use different materials to draw the sounds they hear in outer space. It is a challenge to draw the “sound” rather than the objects that relate to the sound.  The sounds related to different objects that they thought made the sounds or what the sounds sounded like.



We used black light, paintbrushes, and green neon paint to challenge the children to create the sound on paper that they listened to and then interpreted with while creating an environment that could look and feel like outer space.



We observed that the children were able to draw the sound instantly. They grabbed the paintbrushes and slowly drew their sound, taking their time. The “tycho station” being played in the background kept the children calm, relaxed, and focused as they discussed their drawings:

“Spaceships are coming to you.”

“One of the rocks is chasing after another rock.”

“When people are talking to each other, that’s how it goes. When they are not talking to each other that is how it rings.”

“The rocks are bumping into each other.”

“I hear shooting stars when I’m at home.”

“Circles are falling.”




The purpose of this project was to encourage the children to try and recreate their sound without having to use their mouth. Playing music in the background for the children engages the brain with stimulating neural pathways associated with such higher forms of intelligence as abstract thinking, empathy, and mathematics.

Now that the children have drawn out the sounds they hear in outer space, we will challenge them to create the same sounds through instruments. Our hope is to allow the children to create their one same sound in many different ways using different materials each time. This project strongly emphasizes the principal in our philosophy that children have 100 languages. We are always striving to use these languages, where usually in traditional school settings these other languages get “lost” along the way.


Reference and additional reading:

Music & Movement

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