Hand Drums, Rhythm Sticks and Other Untuned Percussion · PATHWAY TO Rhythm: 4-beat echo patterns...
-
Upload
phungnguyet -
Category
Documents
-
view
231 -
download
1
Transcript of Hand Drums, Rhythm Sticks and Other Untuned Percussion · PATHWAY TO Rhythm: 4-beat echo patterns...
HandDrums,RhythmSticksandOtherUntuned
Percussion
NewJerseyMusicEducationAssociationThursday,February22,2018
11:00–12:15
RogerSamsDirectorofPublicationsand
MusicEducationConsultantatMusicIsElementary5228MayfieldRd.
Cleveland,OH44122(800)888-7502
www.MusicIsElementary.com
MincePieFly
fromPurposefulPathways,Book1UsedwithPermission
PATHWAYtoRHYTHM:Kinestheticallysettingup4 , h, $ • Beginwithstudentsinscatteredspace.PlaythesteadybeatontheHDandask
thestudentstokeepthebeatintheirfeet,stationaryfirstthenlocomotor.• Whenthepulsehasbeenestablished,speakthepoem.Askthestudentswhat
NellieBlyisdoinginthepoem.• Students“walklikeNellie”onthebeat.• Whenthedrumstops(onbeat8ofeachphrase),thestudentsstoptraveling.• Invitethemto“catchafly”duringthespace(whichtheyhaven’tyetlabeledasa
rest).• Addtravelingtheeighthnote.• Extractpatternsfromthepoem,fortheclasstoecho,example:
h h 4 $ h h 4 $
teacherondrumstudentsmoverhythminfeet
PATHWAYtoLITERACY:Discovertherest• Modeltherhyme,whiletrackingthesteadybeatwiththeflyicons.“Whichfly
didwecatch?”Thatflybecomesaquarterrest.
$
PATHWAYtoPARTWORK:4 , h , $ • Studentsreadrhythm.• Addtext.• Teachercreatesostinatousingicons,“fly $, fly $ ,mincepie,fly $ .” • Halftheclassonpoem.Halfonostinato.• TransfertoUTP.
- Poemonwoodblock.- Ostinatoonhanddrum.
PATHWAYtoCOMPOSITION:Composingwithicons
• Individualworkwithrhythmicbuildingblocks--iconcards(mincepie,fly).• Createostinatibyselectingandarrangingfourcards.
• Studentstravelaroundtheroomperformingtheostinatithatwerecreatedbytheirclassmatesanddiscoveringthosewhocreatedthesamepatterns.(Maybedoneafterwritingnotationoncards.)
• Clusterwiththosewhowrotethesameostinatoandpracticeasanensemble.• Listentoalloftheostinatiperformedwiththerestoftheclassonthepoem.• PerformonUTP,iftimepermits.
PlaytheWoodblockfromPercussivePlay,byRogerSamsandMichaelVasquez
UsedwithPermission
• Preparethestudentsbyleading4-beatechopatternsonwoodblockorrhythmsticks.
• Studentsreadtherhythmofthesong.• Addtextandreciteaspoem.• Teachthesongbyrote.(ThestudentsthatIdothislessonwithdon’tyethave
thesolfaskillstoreadthismelody.)
• PerforminABAform,with4-beatechopatternsastheBSection.• TurnintoaGrandRondo,withstudentsleadingtheechopatterns.• Workingfromagridwithfourrowsoffourblanks(eachblankrepresentingone
beat)theclasscomposesafour-motivewoodblockcomposition.• PerformthisnewcompositioninABAformwiththesong.• SmallgroupscomposetheirownfourmotivecompositionfortheUTP
instrumentoftheirchoice.PerforminaGrandRondo.• Considerpairingupcompositions.• Rotatestudentsaroundtheroom,sotheyarereadingthecompositionofother
students.
GoToBed,Tom!fromPercussivePlay,byRogerSamsandMichaelVasquez
UsedwithPermission
PATHWAYTORhythm:4-beatechopatternsincompoundmeter• Lead4-beatechopatternsincompoundmeter,usingonlye ,4. ,and$.
Speaktherhythmsyllablesasyouclapthepatterns.Askthestudentstosaytherhythmsyllablesastheyechothepatterns.
• Repeat.Thistimedonotsaytherhythmsyllablesasyouclapthepatterns.Askthestudentstodecodethepatternsandsaytherhythmsyllablesastheyechoclap.
PATHWAYTOLiteracy:Compoundmeterusinge 4. $. • Studentsreadtherhythmoftherhyme,sayingrhythmsyllables.
• Studentsaddtexttotherhythmoftherhyme.
PATHWAYTOPartwork:RhymewithBPtransferredtoUTP
• PerformtheBPostinato.Askthestudentstowatchthepatternatleastthreetimesandjoinyouwhenthey’vegotitfiguredout.
• Dividetheclassinhalf.HalfperformstheBPostinato.Halfperformstherhythm.Tradejobs.
• ADVANCEDCHALLENGE:Askthestudentstoperformbothparts.Alwaysestablishtheostinatobeforebeginningtherhyme.
• TransfertheBPtotubanoorconga.Keeptheclap.Playalowbasssoundinthe
centerofthedrumonbeat1,thenaclaponbeat2,thenplaybeats3and4oftheostinatoashigherpitchedtonesontheedgeofthedrum,saying,“bass,clap,tone,tone,tone,tone.”
• Putdrum/clapostinatotogetherwiththerhyme.Rotatethestudentsthroughthedrummingpart,sothatallhaveaturnplaying.
• Addtriangleorfingercymbalsonthetworestsattheendofeveryamotive.• Transfertherhythmoftherhymetorhythmsticksorwoodblocks.
PATHWAYTOComposition:Creatingcontrastingsectionsbymakingexcuses
• Studentsperformamotivicanalysisoftherhyme,discoveringthattheformis
aaba.
• Askthestudentstonotatetherhythmofthebmotive.(fourdottedquarternotes)
• Givethebmotiveanewtexttothesamerhythm,“I’mnotsleepy.”• Modelspeakingthisnewrhyme,usingthesameaabaform.
• DividetheclassinhalfandperforminABAform.The“parents”tellthechildrentogotobed(theASection)andthechildrenprotest(theBSection).Tradeparts.
• RepeatABAform,butthistimeeachgroupperformstheBPostinato,whiletheotherhalftheclasssaystheirrhyme.
• ADVANCEDCHALLENGE:HaveeachgroupperformtheBPostinatoandtheirrhymeatthesametime.
• Brainstormwaysinwhichsmallchildrenavoidgoingtobed:o Bathroomo Drinkofwatero Readastoryo I’mafraido Toohot/Toocoldo Blanketisscratchyo Anyothers?
• Dividethestudentsintosmallgroups.Eachgroupcreatestheirown“excuse”rhymeinaabamotivicform.Thebmotivestaysthesame;“I’mnotsleepy.”Remindthestudentsthattheiramotivemustbefourbeatslong.
• DRAMATICPLAY:Groupsselectoneofthefollowing“personalities”andcreateadramaticmovementinterpretationoftheirBSection.o Ababyo Shyo Achildwhoistryingtogettheirwaybybeingcuteo Sillyo Stubborno Softspokenorwhisperingo Sulkingo
• PerforminaGrandRondo,withthe“parents”beingtherecurringASectionandsmallgroupsof“children”performingtheirexcusesascontrastingsections.
ASwarmofBees
fromPercussivePlay,byRogerSamsandMichaelVasquezUsedwithPermission
PATHWAYTOCOMPOUNDMETER:Experiencethroughmovement
• Studentsskiparoundtheroomwhileyouplaythesubdivisiononadrum.
• Studentsalternatebetweenskippingfourbeatsandfreezing.
• Letthestudentsbecomecomfortablewiththispattern.Then,changethefrozen
sectiontoapushand/orpullthatissustainedoverfourbeats.
• Studentscanalsobechallengedtousevariousbodypartstopushandpullin
differentdirections(i.e.elbows,wrists,head,shoulders).
PATHWAYTOPOETRY:Learningtherhymebyrote
• Saytherhymeforthestudentsandaskthemtolistenforthemeaningoftherhyme.
• Haveaconversationaboutwhyaswarmofbeesmightbringvalue(aloadofhayorasilverspoon)andwhythevaluewouldchangeovertime.Discusshowbeespollinateourcropsandtimingisimportant.Julyistoolatetopollinatefortheharvest,whileJuneisprimepollinationtime.
• Saytherhymeagainandaskthestudentstotakenoteofthechangingvalueoftheswarms,dependingonthemonth.
• Thistime,saythefirsttwomeasuresofeachlineandaskthestudentstorespondbysayingthevalueofeachswarm(thesecondtwomeasuresofeachline).
• Studentsspeaktheentirerhymewithyou. • Studentsspeaktherhymewithoutteachersupport. • Ifyourstudentsarecapableofreadingtheserhythms(Haveyouintroducedthe
conceptofanacrusis?)youmaywishtorevisitthisrhymeonasecondday,butencounteritthroughrhythmicreading.Although,sometimesyoumayprefertobuildtherhythmicskillsinthestudents’bodieswithoutmovingtowardliteracyandrhythmreading.
PATHWAYTOPOETRY:Part-Work(Ostinatowithrhyme)
• Performthebodypercussionostinato.Askthestudentstowatchitatleastthreetimesandthenjoinyouwhentheyhaveitfiguredout.
• LeadthestudentsinnotatingtherhythmoftheBP(bodypercussion)ostinato. • StudentsperformtheBPostinato.Onceitisestablishedyouspeaktherhyme.
Tradeparts. • Dividetheclassinhalf.HalfperformstheBPostinato.Halfperformstherhyme.
Tradeparts. • Whenthestudentsknowbothpartswell,seeiftheycanperformbothpartsat
thesametime.BesuretoestablishtheBPostinatobeforetherhymebegins. • TransfertheBPrhymetothreevoicesofuntunedpercussion.Snaptransfersto
triangleorotherhighpitchedinstruments.Claptransferstohanddrum.Pattransferstotubanoorsomeotherinstrumentthatyouplaywithalternatinghands.
• CombineUTP(untunedpercussion)ostinatowiththerhyme. • Considertransferringtherhythmoftherhymetorhythmsticks,creatingan
untunedpercussionensemble. PATHWAYTOIMPROVISATION:Rhythmstobecompleted
• Modeltheimprovisationstructureforthestudents,countingtofourorclickingthetonguefourtimesduringthelasttwomeasures.Repeatthepatternthreetimes,reflectingthethree-phrasestructureoftherhyme.
• Askthestudentstojoinyouinspeakingtheimprovisationstructure.• Askthestudentstospeaktheimprovisationstructure.Modelpatting
improvisationduringthefourbeatsofrest.• Studentsspeakforfourbeatsandthenperformpattingimprovisationsforfour
beats.• PerformwiththerhymeinABAform,withtherhymebeingtheASectionand
theimprovisationstructurebeingtheBSection.• Now,demonstrateclappingtherhythmofthewordsandthenimprovisingwith
pattingforthesecondhalfofthephrase.• Studentsclapthefirsthalfofthephrase(thesetpart)andthenimprovisewith
pattingtocompleteeachphrase.• Considertransferringtountunedpercussioninstruments.