In this unit, you have learned the hula and mele of Kāhuli Aku. Kāhuli is an endangered species, we need to protect them. Unfortunately, in Hawai`i, some bird species are distinct, Kaua‘i ‘Ō‘ō bird is one of those.

In this activity, we will learn about Hawaii’s native bird species, especially the Kaua‘i ‘Ō‘ō bird and the importance of conservation efforts. You will also learn about instruments with varying tone colors and ranges from all four orchestral instrument families (Unit 1- L3).

First, watch the above video. It was about a male ‘Ō‘ō bird singing to a female ‘Ō‘ō bird during mating season. But the female bird did not come. The ‘Ō‘ō bird has vanished since then.

Five composers from Hawai`i composed five movements based on the theme of the Hawaiian birds. In the fourth movement - Vanished Voices: A Farewell to the ʻŌʻō. Dr. Itoh used his composition music to depict how the ‘Ō‘ō vanished from this world. Watch the video.

REGISTER in music refers to the "height" of the note - whether a note is high, middle, low. Changing the register can also signal shifts in emotions.

1. Which instruments are playing in a high register? Which ones are playing in the middle? Low?You may refer to the pictures below. (High: piccolo & flute; middle: clarinet*, violin*, & trumpet*; low: bassoon & tuba)

*these instruments are capable of playing in the higher register as well, but for the most part in this video, they are playing in the middle register.

2. Describe the tone qualities of these instruments: 

• Violin (light, thin)
• Piccolo (bright, thin, light)
• Flute (bright, thin, light)
• Clarinet (bright, nasal)
• Bassoon (deep, heavy, thick)
• Trumpet (bright, nasal)
• Tuba (deep, heavy, thick)

3. What are some similarities and differences that you notice between the different instruments based on their size, how they produce sound, and what they are made of?

• And, can you add ("I notice"), gratitude, and appreciation ("I value"), you did a good job in Activity 3?

• I noticed that my group members did not agree on which instrument sounded the most like an ‘Ō‘ō.
• I value that we all were respectful and allowed everyone to share their thoughts, even when we did not agree on what register an instrument was in.

OR

• I noticed that the instruments played in different registers based on their size. The smaller instruments were usually in the higher registers and the bigger instruments were in the lower registers.
• I value how the different instruments all were able to imitate bird calls but they sounded different because of their register and tone color.
• I wonder if the tuba can play in a high register or if a piccolo can play in a low register?

Arrangement: choosing which instrument plays a particular part can be an effective way to enhance the emotions that the audience might feel. For example, by bringing the register downward from the high violin melody from before, the music sounds darker and more ominous.

Let's explore other instrument, for example, timpani. Here is a video about timpani.

From the below video, describe the sound of the percussion instruments during the storm.

• What kind of instruments did you hear? (There are the low, boomy, roaring sounds of the storm played by the bass drum and the timpani. You can also hear some high pitched percussion instruments like the triangle and the suspended cymbals, perhaps depicting the strong gusts of wind.)

In the quiz, the composer mentioned major and minor scales and tonality that you learned in Activity 6? Listen and pay attention how the composer used those tonalities when composing this piece.

Let's watch the video again:

• What instruments were heard in the beginning to depict morning/ the environment that the Ō‘ō lives in? (flute, upper woodwinds)
• What registers and tone colors were used? (high, bright)
• How does the composer make it seem like the birds are talking to one another?
• What instruments are added when the birds are happy together? (brass, percussion) What registers and tone colors were used? (middle, full)
• How does the register and tone colors change when the female bird disappears and the environment is changing? (dark, deep)

Let's explore the Quiz below:

Note: This quiz can benefit the teacher by using it to assess the students’ understanding. For the lower grade level students, the teacher should read the questions aloud and have the students choose the answer as a class. Older students may take the individual quiz. Since this quiz provides immediate answers, students can test their knowledge and learn if they make a mistake. Also, students receiving a certificate may let them gain a feeling of accomplishment. Lastly, the students will be more aware of taking care of the nature around them through the tragic story of the Kaua‘i ‘Ō‘ō bird. (Courtesy from Rana Harada)

*Between Fall 2018 and Spring 2019, pre-service teachers from the University of Hawai`i were involved in the Symphony of the Hawaiian Birds project. The goal of this grassroots project is to deal with an issue that is critical to Hawaiian values – preserving nature and protecting Hawaiian birds, especially endangered species. The content of this project is delivered using a combination of music (western classical instruments) and native Hawaiian mele and hula. This project has reached more 10,000 Title I, public and private schools, elementary and secondary students of O‘ahu through science, music, and art.

Mahalo for feedback and suggestions from Katherine Alarcio, Janice Boychuk, Holly Cowdery, Lauren Fagaragan, and Kevin Morita.