Overview 

Participants will be able to learn and play the basic fundamentals of hand drumming after using audiation
skills to understand rhythm and pitch.

Rationale 

This experience’s goal is to teach students and peers rhythm by rote and engage them in meaningful
learning and music-making.

I Can Statements (learning goals) 

● I can play percussive instruments without the need of notation, but instead with the use of rote skills
○ VA SOL 1.4.1 The student will create music through a variety of experiences (Improvise,
using classroom instruments, body percussion, and movement.)
● I can keep a steady pulse on percussive instruments
● I can memorize short patterns and repeat them back on percussive instruments

Materials 

● Frame Drums
● Djembes
● Agogo Bells
● Shakeres

Detailed Process 

Time Required
2 mins 1) Teach Part 2 with rote (Scott Rikkers). Have students start with chanting, then play
while chanting.

2 mins 2) Teach Part 6 rote (Rathgeber, Jesse) . Repeat rote process and review all
parts thus far.

2 mins 3) Teach Part 1 rote (William Dabback). Repeat rote process and review all parts thus
far.

2 mins 4) Teach Part 3 rote (Dr. V, Dr. Hayes). Repeat rote process and review all parts thus
far.

2 mins 5) Teach Part 4/5 rote together (Amy B., Amy Birdsong), once rhythm is solid split the
parts as written (4 plays on Hayes, 5 plays on V.)

2 mins 6) Have the entire group chant rotes in same order of lesson plan while assigning
small groups of students different parts to add until are parts are being chanted.
2 mins 7) Have all students chant and play their parts (can switch parts around the room if
wanted)
2 mins 8) Once all students are comfortable with parts, have them play without chanting.
Assessments 

Checklist of development - Informal assessment of the class watching groups and individuals
● Students can chant and play individual chants with accurate rhythm as a large group.
● Students are able to play and chant rhythms in small groups on their.
● Students no longer need chants to internalize rhythm.
● Check that students are keeping a steady pulse without slowing down or speeding up.
● Check that students are making a delineation of higher and lower pitches on their instruments to the
best of their abilities.

Extensions 

● Increase or decrease tempo with the rhythm block

● Increase or decrease dynamics with the rhythm block
● Make someone perform a different part from their neighbor
● Have them makeup their own part(s)
● Switch between improvising and taught patterns

Adaptations 

Size Have more or less parts depending on the size of the group and how much they can
handle

Color Different articulations and releases; how many sounds can I get with these instruments?

Pacing Review parts more if they are struggling, keep adding parts if they are thriving

Modality Change meter, simple vs. compound? More complex time signatures? In 5? Mixed meter?