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Rebecca Hoare March 7th, 2013 Name:________________________________ Date:____________________

5th African Drum Circles and Tribal Dance Grade:__________ Title:_________________________________________

Musical Focus : concepts/skills to emphasize Playing instruments Timbre Singing Harmony Melody Creating Rhythm Movement Expressive Qualities Form

Preparation: (link to prior knowledge or jump start)

Time

Style

Musical Objective: Exploring complex rhythms, and African traditions


Process & Personalization: (teaching sequence & student participation)
Play the drumming songs for students to listen to Ask students what they know about African music by letting them write their ideas on the board Talk about the music of Africa and how drum circles were a community based activity to celebrate, to grieve, and to worship Explain how pieces do not always start with a steady beat and show them by clapping a rhythm that repeats over and asking students to join in with a rhythm to overlap Then students will be given different instruments and they will learn the piece that they heard prior Brake down and teach each part separately

Materials:
Bell Gankoqui Shekere Petia Kidi Medium drum Low drum youtube: http://www.youtube.com/watch? v=YX6YSwMqDvw p://www.youtube.com/watch?v=re9gkLLvxbA itunes for the drumming songs

National Standard(s) Addressed:

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Singing, alone & with others, a varied repertoire of music Performing on instruments, alone & with others, a varied repertoire of music Improvising melodies, variations and accompaniments Composing & arranging music within specific guidelines Reading and notating music Listening to, analyzing, and describing music Evaluating music & music performances Understanding relationships between music, the other arts, & disciplines outside the arts Understanding music in relation to history and culture

Teacher will start as the leader of the circle and in cuing the other rhythms and how to end the piece Practice twice and then elect different students to become the circle leader in cuing the rest of the circle (Assessment see if they can execute proper cuing and locking in rhythms to make a cohesive sound) Then show students clips of African drum dancing Talk about how the dancing fits the beats of the drums, what did they notice As a class come up with movements what will fit the piece that we are currently drumming have them come up with a routine in counts of four Select a few dancers to be in the middle of the circle and have the student drum leader cue the other rhythms and dancers and have them perform the piece with dancing, and then have students switch out from drumming to dancing (assessment watch them perform to see if they can perform in the style of a drum circle) Then have students brake into smaller circles and have them create their own drum pieces using body percussion and their instruments, they may have movement as well

Learning Styles: I II Why What

III How

IV If

Perform: (consolidation of lesson)

Objectives: Learners will


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Be able to (behavioral): Understand (cognitive): Encounter (experiential): Change/add value (critical):

play different rhythms that overlap


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Assessment: See if students can execute proper cuing and locking in rhythms to make a cohesive sound Assessment: Seeing them participate in an African tradition

how rhythms can overlap


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performing in a drum circle

Assessment:
s Written Individual Group
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Informal Performance Other:

Notes/Extension:
NJ Core Curricular Standards Met: 1.1.5.B.2 Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures 1.3.5.B.1 Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter