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

2. Teach Part 6 rote (Rathgeber, Jesse) . Repeat rote process and

2 mins 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
2 mins solid split the parts as written (part 4 starts “B (rest)(rest)Amy Birdsong/, 5
starts “(rest)Amy B (rest)” Possibly taught as echo effect
2 mins
6. Have the entire group chant rotes in same order of lesson plan while
2 mins assigning small groups of students different parts to add until are parts
are being chanted.
7. Have all students chant and play their parts (can switch parts around the
room if wanted)
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)
 Use their body instead of instrument (?) // vocalize parts (beatbox)
 Switch between improvising and taught patterns
 Descriptors; allow the students to explain (ownership through responsibility and
internalization)

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 (other parts of body,
stomp, clap, ornamentation) if they are thriving

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