LESSON PLAN

World Music Drumming Lesson Plan

Objective: 

The students will:

1. Improvise their own unique rhythm that fits the meter of the cadence.
2. Echo various parts to different cadences, being sure to learn the high, low, and middle voices.

3.      recognize their own part and play it independently of the other voices in the ensemble.

4.      sing a melody while playing their rhythmic drum part.

Standards:

Strand A: Skills and Techniques

Standard 1: The student sings, alone and with others, a varied repertoire of music.

Benchmark MU.A.1.2.2: The student sings music (some from memory) representing various cultures, genres (e.g., march, work song, and lullaby), and styles (e.g, of various cultures and composers).

1. sings, with stylistic accuracy, a diverse repertoire representing various cultures, historical periods, and genres..

Benchmark MU.A.2.2.2: The student independently performs a variety of music genres and styles expressively on classroom and ethnic instruments (e.g., pop, folk, Caribbean, Polynesian, and classical).

1. performs on pitched and non-pitched instruments, with stylistic accuracy, a diverse repertoire representing various cultures, historical periods, and genres.

2. performs on classroom and ethnic instruments with expression and style appropriate to the music.

Accomplish Practice:

10.  Planning. Plans effective music instruction in a variety of musical settings.

• Plans lessons that meet students' musical interests and needs.
• Plans and sequences of instruction that lead to the maximum learning of music.
• Includes strategies to accommodate special learners.
• Connects subject matter to the Sunshine State Standards

Materials:

1. High Tubanos
2. Middle Tubanos
3. Low Tubanos
4. Cow Bell (w/ stick)
5. Shekeres
6. World Music Drumming Cadence Book

Procedures:

1. Question-Answer-Question-Repeat

·        Instructor will play a question rhythm.

·        A student will give a rhythmic answer to the question.

·        Instructor repeats question rhythm.

·        All students within the circle will repeat the answer.

·        This process will be repeated until all the students, including the instructor, has given an answer

2. Desert Fire

·        Instructor will bring in each individual voice.

·        The low tubanos will continue to play while the entire circle sings “A Ram Sam Sam”.

·        Students will stop singing and resume their drum parts until the cut off signal is given by the instructor.

·        This will be repeated as necessary

3. Swing It!

·        Instructor will bring in each individual voice to review the cadence.

·        The instructor will bring in each drum part again until each part is playing

·        Everyone will stop playing except for the low tubanos and the ensemble will begin to sing “Swing Low, Sweet Chariot”

·        Students will stop singing and resume their drum parts until the cut off signal is given by the instructor.

·        This will be repeated as necessary

4. Techno
   • Students will echo each individual part
   • Students will play their respective part on their voiced drum
   • Auxiliary parts will be added
   • This will be repeated until an appropriate amount of a section of the cadence is learned

5.      Create Your Own Ensemble

·        A student will get the opportunity to create their own ensemble by playing each part independently (from low tubano to high tubano and auxiliary percussion)

·        The entire circle will play the created cadence.

·        This will be repeated with various students time permitting.

Assessment:

1. Teacher observes students’ ability to create a rhythmic pattern that fits the meter.
2. Teacher observes students’ ability to echo rhythms.
3. Teacher observes students’ ability to play their voice part independently of the other parts in the ensemble.

 

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