Ideas For Boomwhackers®

Boomwhacker® Stumbling Blocks

Submitted by Kristin Lukow, Nebraska

Idea posted 2003-09-19

Question: I have four sets of diatonic Boomwhackers® in my room and my largest tubing class numbers 20. I have been hesitant to employ the tubes more. The reason being, I haven't figured out how to best distribute them. I mean, a piece may sound soooo cool as a whole, but when you look closer, a certain note or two may only occur a few times while others occur quite often. So the kids with the more rarely played notes get pretty disappointed. How do you remedy this type of thing?

I also find music that is dependent entirely on Boomwhackers® for melody (exclusively linear) is much more difficult and, without lots of rehearsal, the kids get frustrated. I'd like to get over these stumbling blocks and make more effective use of these neat instruments.

Answer: I find the most success and joy with Boomwhackers® when used as accompaniment in pieces. Until they get much better at reading, it is frustrating - not to mention very slow-going - when playing a melody. I wanted to try "The Caisson Song" (from Music K-8, Vol. 12, No. 5) but didn't because of this very reason. It sounds neat, and maybe with a small group it would be workable, but right now, with my 5th and 6th graders, I don't see it working well.

We love "Whomp Out Loud" (from Music K-8, Vol. 11, No. 5) and "Whacky Sounds" (from Music K-8, Vol. 10, No. 5)!! They are also great vocal warm-up pieces! I also like "Whacky Song" (from Music K-8, Vol. 12, No. 1). I have used this one with younger students singing and older students accompanying on Boomwhackers®! Very nice.