Unit Plan Outline

Teacher: (Boba) Lee Jia Wen

Unit Title: Drum Kit Brush Lab
Grade: 9th/10th Grade
Number of Classes: 6

MA Frameworks:
Creating
Generate and conceptualize artistic ideas and work. Compose musical ideas (e.g., rhythms,
melodies, ostinato, and harmonies) using expanded forms (7-8.M.Cr.01)

Performing
Develop and refine artistic techniques and work for presentation. (7-8.M.P.05)

Responding
Apply criteria to evaluate artistic work. Develop criteria for a rubric for evaluating musical
works (e.g., students create criteria for a performance that is juried by students). (7-8.M.R.09)

National Standards:
Creating
MU:Cr1.1.7a Generate rhythmic, melodic, and harmonic phrases and variations over harmonic
accompaniments within AB, ABA, or theme and variation forms that convey expressive intent
MU:Cr3.1.8a Evaluate their own work by selecting and applying criteria including appropriate
application of compositional techniques, style, form, and use of sound sources.

Performing
MU:Pr4.1.6a Apply teacher-provided criteria for selecting music to perform for a specific
purpose and/or context, and explain why each was chosen
MU:Pr4.3.6a Perform a selected piece of music demonstrating how their interpretations of the
elements of music and the expressive qualities (such as dynamics, tempo, timbre,
articulation/style, and phrasing) convey intent.
MU:Pr5.1.7a Identify and apply collaboratively developed criteria (such as demonstrating correct
interpretation of notation, technical skill of performer, originality, emotional impact, and
interest) to rehearse, refine, and determine when the music is ready to perform.

Responding
MU:Re8.1.6a Describe a personal interpretation of how creators’ and performers’ application of
the elements of music and expressive qualities, within genres and cultural and historical context,
convey expressive intent.
MU:Re9.1.6a Apply teacher-provided criteria to evaluate musical works or performances.

Rationale:
This unit introduces drummers to the art of brush playing, transferring previous knowledge of
vertical drum strokes to lateral drum strokes with brushes. Using the lateral approach, students
will build a rhythmic vocabulary of common brush strokes and techniques and apply it to a
ballad and medium tempo swing tune of their choice.

Essential Questions:
How do I play drum strokes with the lateral approach?
How do I accompany with brushes in different styles of music?
How do I perform different articulations with the brushes?

Enduring Understanding:
By the end of the unit, students will be able to accompany various styles of music on the brushes.
Students will also develop a solid vocabulary of lateral approach strokes on the drum set which
they can apply to other styles not covered in this unit.

Behavioral Objectives:
Students will be able to play single strokes on 16th notes at 100bpm.
Students will be able to play double strokes on 16th notes at 100bpm.
Students will be able to play paradiddles on 16th notes at 100bpm.
Students will be able to play accents anywhere within a triplet groove with brushes.
Students will be able to play staccato and legato 8th note phrases from the Stick Control book.
Students will be able to play the Table of Time: rhythms ranging from whole notes to quintuplets
with circles on the drumhead while feathering the bass drum with hi-hats on 2 and 4.
Students will be able to sight-read a short passage and catch section hits with the right hand and
kick drum from the book Syncopation.
Students will be able to trade 8 bars on brushes with a samba groove.
Students will be able to accompany and improvise on a ballad and a medium tempo swing tune
of their choice.

Assessment/Evaluation:
Informal: Teacher observation; trading bars in classrooms; observing hand technique.
Formal:
Samba Paradiddle, Long Tones on Stick Control, Table of Time, Comping and Sight reading with
Syncopation, Ballad/Medium Tempo tune play-along.

Prior Knowledge and Skills:

The ability to keep a steady pulse
Basic vertical strokes (single strokes, double strokes, paradiddles)
Stick technique – matched grip or traditional grip
Foot technique – feathering the bass drum
Accents
Rhythm and notation: Whole notes, half note triplets, half notes, quarter note triplets, quarter
notes, dotted quarter notes, eighth-note triplets, eighth notes, 16th notes, sextuplets, tied notes and
their respective rests.

Accommodations:
 1. Physical disability - If a student has trouble using drumsticks, the voice or open palms are
a great way to simulate the same sound and feeling of playing brushes. The student will
go through the same exercises at different intensities accordingly.
2. Overstimulation – Brushes are softer, but to aid students with high sensitivities hearing
protection will be given to everyone as an option.
3. Visual Aid – All exercises and homework will be accompanied with a visual handout.

School to Home/Community Connection:

Students will utilize the solid vocabulary of lateral approach strokes on the drum set to apply to
school bands and community bands in the vein of jazz music. Students will also be exposed to
the different ways brushes has been utilized in other genres of Western music, such as Afro-
Cuban and Latin Genres, as well as country music. The creativity and exploration with brushes
also provide an opportunity to use them on different surfaces, instruments and mediums, opening
new possibilities for sound design for musical theater, silent film projects, and also implementing
the same techniques in the music of their own cultures.

Activator:
Listening activities, Early Classes: Relating Basic Strokes to lateral motion; Later Classes:
Samba Paradiddle Trade 4’s.

Repertoire:
Books:
Mastering The Art of Brushes by Jon Hazilla
Stick Control by George Lawrence Stone
Syncopation For The Modern Drummer by Ted Reed

Music: (Drummers are in brackets)

We’ll Be Together Again – Anita O’Day (John Poole)
Daahoud – Jeff Hamilton Trio (Jeff Hamilton)
Soft Winds – Chet Baker (Philly Jo Jones)
Don’t Know Why – Norah Jones (Dan Rieser)
Beats Up – Tommy Flanagan (Elvin Jones)
Agua De Beber – Al Jarreau (Joe Correro)
Desafinado – Stan Getz, Charlie Byrd (Buddy Deppenschmidt)
Diana Krall – All For You, A Dedication To Nat King Cole
Tiny Capers – Jon Hazilla (Jon Hazilla)

Materials Needed:
Speakers and a playback machine (computer or CD player), a drum set, brushes for students
(dependent on how many students), snare drum/drumhead/cardboard sheet for brush playing,
printer and paper.

Lesson Outlines:
1. Introduction to Brush Playing
Behavioral Objective:
 • Students will be able to analyze and demonstrate the difference between vertical
strokes and lateral strokes.
• Students will be able to play single, double and paradiddle lateral strokes on
quarter and 8th notes at a slow tempo (60-68bpm).
• Students will be able to play lateral strokes in a context of an accompanying drum
pattern.
Assessment/Evaluation:
Diagnostic Informal teacher observation of played exercises.
Formal Assessment: Listening activity and quiz.
Prior Knowledge and activator: Vertical strokes Basic vertical strokes (single strokes,
double strokes, paradiddles), stick and foot technique
Lesson Content:
• Students observe the teacher demonstrating the different sounds made possible
with brushes, while identifying the difference between vertical strokes and lateral
strokes.
• Listening activity: Students listen and identify different recordings of music with
brushes played by different drummers. (e.g. Elvin Jones, Jeff Hamilton, Philly Joe
Jones)
• Students will be led through playing single, double, and paradiddle lateral strokes
at 60-68bpm.
• Students will play the Table of Time: accompaniment rhythms ranging from
whole notes to quintuplets with circles and other shapes on the drumhead while
feathering the bass drum with hi-hats on 2 and 4.

2. Lateral Strokes in Ballads

Behavioral Objective:
• Students will be able to trade 4 bars on brushes with a samba groove.
• Students will be able to play accents within a triplet groove.
Assessment/Evaluation:
Diagnostic Informal Formative Assessment
• Students can play single, double and paradiddle lateral strokes on quarter and 8th
notes at a medium tempo (80bpm).
• Students can play a variety of rhythms with lateral motion in an accompaniment
context using the Table of Time.
Prior Knowledge and activator:
Single, double, and paradiddle lateral strokes, Table of Time, samba feet pattern.
Lesson Content:
• Students warm up by playing single, double, and paradiddle lateral strokes at a
medium tempo (80bpm)
• Students are introduced to the samba inverted-paradiddle (RLLR) at a slow bossa
tempo (60bpm-68bpm), and begin trading 4’s.
i. Each student plays 4 bars of time and 4 bars of solo improvisation
ii. Each student actively listens to one anothers’ ideas while keeping time.
iii. The teacher helps keep time with a samba groove on the floor tom.
 • Students will be assessed on the Table of Time: rhythms ranging from whole notes
to quintuplets with circles and other shapes on the drumhead while feathering the
bass drum with hi-hats on 2 and 4.
i. Students are also introduced to ballad patterns.
• Students will be guided on playing accents anywhere within a triplet groove (e.g.
One-trip-let) with brushes, to be used in accompaniment.
i. On the downbeat
ii. On the “trip”
iii. On the “let” or the upbeat
• Students will pick a ballad tune to play next week.

3. Samba with Brushes

Behavioral Objective:
• Students will be able to play staccato and legato 2 bar phrases from the Stick
Control book, which converts singles and doubles into musical phrases.
Assessment/Evaluation:
Diagnostic Informal Assessment:
• Samba inverted-paradiddle groove, ensuring that students are using lateral motion
vocabulary in their brush playing.
Formal Formative Assessment:
• Students perform a Ballad of their choice while accompanying on the brushes.
Prior Knowledge and activator:
Samba inverted-paradiddle, meaning of staccato and legato, accompaniment patterns for
ballads.
Lesson Content:
• Students will warm up with the samba inverted-paradiddle at a slow tempo and
trade 4’s around the classroom.
• Students are guided to play staccato and legato 2 bar phrases from the Stick
Control book.
• Students each present and perform their ballad piece:
i. They play the whole song, or an excerpt if it is a long piece.
ii. Students give feedback to the player. The teacher may guide the feedback
using Socratic questioning, and model behavior by being the last one to
give feedback.
iii. The teacher or students may play to demonstrate concepts.
• After all students present their ballads, they self-assess how playing at a slow
tempo felt for them.

4. Lateral Comping for Medium Tempo Swing

Behavioral Objective:
• Students will be able to play 5, 7, 9, 11, and 13 stroke rolls with lateral motion
sweeps.
• Students will sight-read a short passage and catch hits with the right hand from
the book Syncopation as an introduction to comping hits with brushes.
• Students will play common medium tempo brush patterns and shapes.
 Assessment/Evaluation:
Diagnostic Informal Formative Assessment
• Students can play staccato and legato 2 bar phrases from the Stick Control book at
a slow tempo (80bpm).
• Students utilize lateral motion to produce musical improvisation in trading 4’s in
the samba groove.
Prior Knowledge and activator:
• Samba inverted paradiddles, 5, 7, 9, 11, and 13 stroke rolls using vertical strokes,
sight reading in 4/4 of eighth notes, quarter notes, dotted quarter notes and tied
notes.
Lesson Content:
• Students warm up by trading 4 bars on brushes with the samba groove at a
medium tempo (70-90bpm)
• Students are introduced to 5, 7, 9, 11, and 13 stroke rolls with lateral motion
sweeps to integrate into their samba groove trade 4’s.
• Students play staccato and legato 2 bar phrases from the Stick Control book at a
slow tempo (80bpm).
• Students will play common medium tempo brush patterns and shapes.
• Students will sight-read a short passage and catch hits with the right hand from
the book Syncopation. (Challenge: catch short notes (eighth notes) with the right
hand and long notes (quarter notes, dotted quarter notes or tied notes) with the
kick drum).

5. Recap and Open Class for Questions

Behavioral Objective:
• Students will be able to perform and evaluate a medium tempo swing piece.
Assessment/Evaluation:
Diagnostic Informal Assessment:
• Teacher observation of lateral motion technique and student response.
Formal Formative Assessment:
• Students perform and evaluate a medium tempo swing piece.
Prior Knowledge and activator:
Medium tempo brush patterns, staccato and legato brush sweeps, 5 to 13 stroke rolls.
Lesson Content:
• Students trade 8 bars on brushes with a samba groove at a faster tempo (80-
100bpm)
• Students will present a medium tempo brush piece.
i. They play the whole song, or an excerpt if it is a long piece.
ii. Students give feedback to the player. The teacher may guide the feedback
using Socratic questioning, and model behavior by being the last one to
give feedback.
iii. The teacher or students may play to demonstrate concepts.
• Students go through what is expected in the final evaluation.
i. Trade 8 bars on brushes by themselves with a samba groove.
ii. Staccato and legato 8th/16th note phrases from the Stick Control book.
 iii. Sight-reading of a short passage from the book Syncopation while
catching section hits with the right hand.
iv. Accompany and improvise on a ballad or a medium tempo swing tune of
their choice.

6. One-on-One Final Evaluation

Behavioral Objective:
• Students will be able to play and improvise on a samba groove with the brushes.
• Students will be able to comp and improvise on a medium tempo swing groove.
• Students will be able to analyze and perform a ballad or a medium tempo swing
tune of their choice.
• Students will be able to play single, double and paradiddle strokes on 16th notes at
100bpm.
Assessment/Evaluation:
Formal Summative Evaluation: Samba Groove, 8th/16th note phrases from Stick Control,
Syncopation sight reading and ballad/medium tempo tune accompaniment.
Prior Knowledge and activator: Inverted paradiddles, staccato and legato lateral stick
technique, comping for ballads and medium tempo swing.
Lesson Content:
• Final Evaluation:
i. Students trade 8 bars on brushes with a samba groove (inverted
paradiddles on 16th notes at 100bpm)
ii. Students play staccato and legato 8th/16th note phrases from the Stick
Control book.
iii. Students sight-read a short passage from the book Syncopation and catch
section hits with the right hand. (Challenge: catch short notes (eighth
notes) with the right hand and long notes (quarter notes, dotted quarter
notes or tied notes) with the kick drum.)
iv. Students accompany and improvise on a ballad or a medium tempo swing
tune of their choice.
• Extra time can be used for any lingering questions the students may have.