Music Mini-Unit - WikispacesMini-Unit.pdf · The music mini-unit theme I focused on was World...
Transcript of Music Mini-Unit - WikispacesMini-Unit.pdf · The music mini-unit theme I focused on was World...
Music Mini-Unit
World Drumming
Table of Contents
1. Introduction
2. Lesson Plans
3. Resource Section
1. Introduction
The music mini-unit theme I focused on was World Drumming. This includes
drumming styles and types of drums. The theme branches off into creating compositions
for drums, constructing drums, researching and presenting on regions and styles of
drumming. I chose to focus my work for the 10/20 level of the Secondary curriculum. In
the lesson plans, I have included adaptations for the 30 level and for Middle Years. If the
mini-unit were planned for Middle Years, it would fit under the unit: Music and
Musicians. In the Secondary structure, the mini-unit fits into Module #7: Global
Connections. This is because the mini-unit explores the music of other cultures in
Canada and around the world.
In the structure of my lesson plans, I included two sections for Objectives. The
first section labeled “Music Learning Objectives” is from the part of the curriculum
where it outlines what the students will be learning from the music strand. It also
includes some personalized objectives for each lesson. The second section labeled
“Foundational Objectives” has a number (which represents the foundational objective for
the arts ed. module) and then it has an objective, which is what the music strand should
accomplish within the foundational objective. There is an outline of this in the resource
section.
2. Lesson Plans
Module: #7 Global Connections (Arts Education 10, 20, 30)
Lesson: #1
Topic: World Drumming
Time: 30 minutes
Level: 10/20 Brief description of lesson activity:
An introduction to the topic world drumming and rhythm in music.
Music Learning Objectives:
1. Students will develop their
abilities as creators and
performers of music.
2. Students will express their
ideas through the creation of
their own compositions and
value their own work as a
worthy artistic endeavor.
3. Students will review and
explore the element of rhythm.
Foundational Objectives:
#2: Students will explore
individual artistic vision within
an international context.
#3: Students will increase their
understanding of the processes,
elements and techniques
involved in creating music
compositions.
Common Essential Learnings Objectives:
N-Numeracy
CCT-Critical and Creative
Thinking
PSD-Personal and Social
Development
Assessment:
1. Students will be evaluated based on participation. This will be done with a checklist.
Supplies:
Objects for students to use for rhythms
Resources:
Component(s): Creative/Productive Step-by-step Procedure:
1. The teacher leads the students in a brainstorming session on their knowledge of drumming and
rhythm. They teacher may ask questions such as:
� What do you know about drumming?
� What can you tell me about rhythm?
2. The students participate in a rhythm activity. They first have to create a rhythm with 8 counts
using only their hands. The next step is to create a 16-count rhythm with a partner using only their
hands.
3. The students break into small groups (4 or 5). In these groups, they have to use found objects in
the classroom to create a 32-count sequence of rhythm. They use any knowledge they have about
building compositions and the elements of music.
4. Each group presents their rhythm to the class.
Adaptations:
1. The introductory activity could be a drum circle facilitated by the teacher. If the school has
resources for drumming, the teacher could lead the students in rhythmic activities such as D-O-W-
N. The teacher would lead the students in a drum circle as their introduction to world drumming.
2. The teacher could bring in a group (ex// the African drum circle group in Regina). This group
brings in instruments for the students to use and will facilitate the drum circle. This could be an
introductory activity or at anytime during the unit.
30 Level: The teacher could have the students create longer compositions and focus on other
elements of music.
Middle Years (6-9): The teacher might need to have another activity/mini lesson on the elements of
music. I am assuming in my lesson that this would have already been covered.
Module: #7 Global Connections (Arts Education 10, 20, 30)
Lesson: #2
Topic: World Drumming
Time: 50 minutes
Level: 10/20 Brief description of lesson activity:
Students research styles of drumming from different regions of the world.
Music Learning Objectives:
1. The students will further
their understanding of music
by studying musicians,
composers, their work and the
role of music in cultures and
societies.
2. Students will learn to
research and work
independently.
Foundational Objectives:
#1: The students will increase
their understanding of musicians
and composers and their work,
Canadian and International.
#2: Students will begin to
explore the role of arts as social
commentary.
Common Essential Learnings Objectives:
CCT-Critical and Creative
Thinking
IL-Independent Learning
TL-Technological Literacy
Assessment:
1. Students will be evaluated based on participation during class time and based on their evidence of
research on particular region/styles in that region. This evaluation will be done with a checklist.
(see attached form)
Supplies:
Access to computers/resources about
drumming
Resources:
List of styles of drumming (see attached resource
page)
Access to library/computer lab
Optional:
Afro-Cuban Drumming by Glen Caruba
Sacred Drumming by Steven Ash
World Music Drumming by Will Schmid
(handouts) Component(s): Cultural/Historical Step-by-step Procedure:
1. Teacher will put up list of possible styles of drumming on overhead or chalkboard.
2. Teacher asks students to pick a style from the list to research.
3. The students have to research and answer the following questions about their style:
� Where is the style of drumming from?
� What is its cultural significance?
� Tell me some musical history about this style. How it has changed over time? Or not?
� What is its significance today, both culturally and musically?
� List types of instruments used in this style.
� Which musicians/composers are famous for this style of music? Give examples if any.
4. The students work independently on their research.
5. The teacher informs students that they need to bring their notes/research to the next class.
Adaptations:
Middle Years (6-9): Teacher provides some resources for the students to use for their research.
Teacher gives out a sheet that outlines the questions with a space for the students to fill in the
answer.
30 Level: Students should engage in further research, by finding a style of drumming. This would
involve more work for the students. Students could formally write out their answers.
Module: #7 Global Connections (Arts Education 10, 20, 30)
Lesson: #3
Topic: World Drumming
Time: 50 minutes
Level: 10/20 Brief description of lesson activity:
Students are introduced to specific types of drums from regions of the world. They observe and
dissect how sound is produced in the drums.
Music Learning Objectives:
1. The students will develop
their abilities as creators and
performers of music.
2. The students will further
their understanding of the role
of music in cultures and
societies.
3. Students will work co-
operatively in a group.
Foundational Objectives:
#1: Students will begin to
increase their understanding of
musicians and composers and
their work, Canadian and
International.
Common Essential Learnings Objectives:
CCT-Critical and Creative
Thinking
PSD-Personal and Social
Development
Assessment:
1. Students will be evaluated on their participation in class and with the group presentation. This
will be done with a checklist.
Supplies:
Large sheets of paper
Markers
Resources:
Information and pictures of drums:
www.rootsofrhythm.net
www.ihobf.org/learning/drums.asp
Rhythm & Beauty: The Art of Percussion by Rocky
Maffit
World Music Drumming handouts
(See resource section)
Component(s): Cultural/Historical, Critical/Responsive Step-by-step Procedure:
1. Teacher gives a small introduction on one type of drum from five different regions of the world.
This introduction tells what style it is used in, how to play it and its design.
2. Students are broken into five groups. These groups will represent the different regions of the
world. The teacher can try to group students according to their chosen styles by placing them in the
appropriate regions. In these groups, the students are given the information from the teacher and a
picture of the drum.
3. The students have to look at the features of the drum and determine how the drum creates sound.
For this, they should observe the design, the structure of it, and the materials. In the group, the
students will brainstorm ideas for objects that could create/replicate this sound. (Groups will record
information on large sheets of paper)
4. Students present their findings informally to the class.
Adaptations:
30 Level: Based on chosen styles, students would find a drum from that style/region. They would
use the same process and could research the science of sound.
Middle Years (6-9): Teacher could provide resources for the students. These resources could be a
list of websites or the information/books themselves. The teacher would need to have an activity or
element of the lesson that studies how instruments make sound. This could be part of the
introduction of the drums.
Module: #7 Global Connections (Art Education 10, 20, 30)
Lesson: #4
Topic: World Drumming
Time: Part 1: Two 50 minute periods // Part 2: Four 50 minute periods
Level: 10/20 Brief description of lesson activity:
Students will research, design and build their own drums.
Music Learning Objectives:
1. Students will develop their
abilities as creators and
performers of music.
2. Students will further their
understanding of music by
studying musicians,
composers, their work and the
role of music in cultures and
societies.
3. Students will examine and
engage in a process for
creating instruments.
Foundational Objectives:
#2: Students will explore
individual artistic vision within
an international context.
Common Essential Learnings Objectives:
CCT-Critical and Creative
Thinking
IL-Independent Learning
Assessment:
1. Students will submit a plan for their project. The students will submit a reflection at the end of
the process, comparing the original proposal and the final product. The students will be evaluated
on the process by a rubric.
Supplies:
Varies, depending on students and type of
drum.
Access to computers/resources
Resources:
Teachers may choose to use:
“Percussion Instrument Making Notes” by Dr.
Craig Woodson from www.worlddrumming.net
“Making a Drum” by International House of Blues
Foundation from
www.ihobf.org/learning/drums.asp
(see resource section)
Component(s): Creative/Productive, Critical/Responsive Step-by-step Procedure:
Part One (One class period/One work period)
1. The teacher asks students to look at their chosen style of drumming. Then asks the students to
narrow down their research to pick one type of drum to focus on.
2. The students need to dissect this drum as they did in groups in the previous lesson. They must
figure out how the drum creates sound, how that is affected by its design, and its materials.
3. The teacher introduces the students to the project. Their task is to build their own drum based on
the knowledge from their research on their own drum. The drum must be similar but does not have
to be a replica.
*Optional: The teacher can provide a medium for the skin/head of the drum (watercolour tape) if
the students need guidance.
4. The first task is for students to submit a plan of how they plan to construct their drum, what
materials they are going to use and a rough drawing of their vision for their drum. This will be
submitted to the teacher a week later.
Part Two (Four work periods)
5. Students will build their drums; this will take a few class periods and some trial and error.
6. Once the students have completed their project they will review their original proposal and write a
reflection based on the proposal and their process. This reflection should include:
� How their plans changed? What changed?
� What was positive about the experience?
� Ask them to identify one problem they encountered and how they overcame/solved that problem.
7. Students will need to bring and use their drums in class, so they must be functional.
*See attached assignment outline*
Adaptations:
30 Level: Students could develop this further by creating the drums from scratch. This could
include woodworking/building. This is an option if students need a challenge.
Middle Years (6-9): After students submit their idea for creating a drum, the teacher could
supplement the students with the optional resources listed. These include instructions and materials
for making the drums. The students could use these to create their instruments or just as guideline
of reference for creating their instruments.
Or
Groups of students create the same drum, they work together to create a design and plan with the
help of the teacher. The class would end up with about five different types of drums to use.
Module: #7 Global Connections (Art Education 10, 20, 30)
Lesson: #5
Topic: World Drumming
Time: 50 minutes
Level: 10/20 Brief description of lesson activity:
Students create a multimedia presentation on regions of the world and the styles of drumming from
those regions.
Music Learning Objectives:
1. Students will develop their
abilities as creators and
performers of music.
2. Students will further their
understanding of music by
studying musicians,
composers, their work and the
role of music in cultures and
societies.
3. Students will work co-
operatively in groups and learn
to research effectively.
Foundational Objectives:
#1: Students will increase their
understanding of musicians and
composers and their work,
Canadian and International.
#2: Students will gain an
understanding of contemporary
Indigenous peoples’ ideas and
socio-political aspirations
expressed through the arts –
national and global.
#2: Students will explore
individual artistic vision within
an international context.
Common Essential Learnings Objectives:
CCT-Critical and Creative
Thinking
PSD-Personal and Social
Development
C-Communication
Assessment:
1. Students will be evaluated based on their participation both individually and for group work. The
students will be evaluated with a checklist.
Supplies:
Access to computers/library
Information gathered on styles of drumming
Supplies needed for project
Resources:
Access to library/computer lab
Component(s): Cultural/Historical, Creative/Productive Step-by-step Procedure:
1. The teacher asks the students to break into their groups based on the regional area of their style of
drumming. In these groups, each student will have information on a style from this region and their
own drum made by inspiration of the style.
2. The task for the students is to create a multimedia presentation on their styles and region and the
types of drums from those styles. The multimedia presentation must include the following aspects:
� history of the region and the styles that originate there.
� cultural significance of styles
� rhythmic elements of the styles
� modern significance of the styles
� structure of and types of drums used in all styles of the region
� should include a piece of music including instruments of the regions and styles.
The presentation can include other arts areas. The teacher asks students to record this information in
their notebooks from the board.
3. The students work and collaborate on creating their presentation on the region and the styles and
drums of that region. They can do further research at this point.
4. Teacher asks students to bring and have their drums (homemade) for the next class.
Adaptations:
30 Level: Teacher can challenge students further by asking them to incorporate the other arts into
their presentation. They must include dance, drama, and visual art. The presentations would
involve more research and time for students to create the presentations.
Middle Years (6-9): The teacher could provide more resources for the students to use. The students’
assignment might be less in depth as the 10/20 level assignment. Students would research the
history of the region and styles and the types of drums used. They could make their presentation
based on this knowledge.
Module: #7 Global Connections (Art Education 10, 20, 30)
Lesson: #6
Topic: World Drumming
Time: 50 minutes
Level: 10/20 Brief description of lesson activity:
Students create a rhythm based on the styles of their region for the multimedia presentation. Music Learning Objectives:
1. Students will develop their
abilities as creators and
performers of music.
2. Students will express their
ideas through creation of their
own compositions and value
their own work as worthy
artistic endeavor.
Foundational Objectives:
#2: Students will explore
individual artistic vision within
an international context.
#3: Students will increase their
understanding of the processes,
elements and techniques
involved in creating music
compositions.
Common Essential Learnings Objectives:
CCT-Critical and Creative
Thinking
C-Communication
PSVS-Personal and Social
Values and Skills
Assessment:
1. Students will be evaluated based on participation (individual and group work) with a checklist.
Supplies:
Drums (from previous project) Resources:
Component(s): Creative/Productive Step-by-step Procedure:
1. The students are working on their multimedia presentations. The teacher introduces the final
aspect of this assignment.
2. In their groups, the students must create a rhythm that reflects their styles of drumming. They
will focus on the rhythmic elements of the styles and create a “song” to present along with their
multimedia presentation.
3. Students continue working on their projects and begin work on the rhythm/song aspect.
*Teacher will give students presentation dates to sign up for during this period*
+Additional work periods will follow for work on “song” and presentation (this depends on the
group of students and how much time they need to work)+
Adaptations:
30 Level: The students could build the extra instruments needed for their “song”. This might
include creating bells or shakers to supplement the drumming.
Middle Years (6-9): Students could find a recording of a piece of music that is the styles from their
regions. They could try to replicate an excerpt of this piece in class. The teacher could supplement
students with needed extra instruments.
Module: #7 Global Connections (Arts Education 10, 20, 30)
Lesson: #7
Topic: World Drumming
Time: Two 50 minute periods
Level: 10/20 Brief description of lesson activity:
Students in groups present their multimedia presentations to the class. Music Learning Objectives:
1. Students will develop their
abilities as creators and
performers of music.
2. Students will critically
reflect on a broad range of
music experienced as
participant and as audience.
3. Students will further their
understanding of music by
studying musicians,
composers, their work and the
role of music in cultures and
societies.
Foundational Objectives:
#1: Students will increase their
understanding of musicians and
composers and their work,
Canadian and International.
#2: Students will gain an
understanding of contemporary
Indigenous peoples’ ideas and
socio-political aspirations
expressed through the arts –
national and global.
#3: Students will increase their
understanding of the processes,
elements and techniques
involved in creating music
compositions.
Common Essential Learnings Objectives:
CCT-Critical and Creative
Thinking
C-Communication
PSVS-Personal and Social
Values and Skills
Assessment:
1. Students will be evaluated based on group presentations. This portion of the mark will be
evaluated with a rubric. All the students in the group will receive the same grade.
2. Students will complete a self-evaluation and reflection for their individual contribution and work
on the project.
Supplies:
Supplies needed for presentation
Drums
Resources:
Self-evaluation forms for students.
Component(s): Cultural/Historical, Creative/Productive, Critical/Responsive Step-by-step Procedure:
1. Each group will present to the class their multimedia presentation. The students can choose when
they present their song/rhythm piece to the class. This occurs during the presentation.
2. The students observing jot down:
� One thing they learned
� One thing that surprised them
� One question about the style/drums
They will jot these things down for each presentation. The teacher can write this on the board
before presentations.
3. Each group takes turns presenting their multimedia presentation.
4. After the presentations are finished (this might takes two days), the students engage in a reflective
discussion mentioning what they learned, what surprised them and asking their questions for each
presentation.
5. Students complete a self-evaluation on their work in the presentation and their contribution to the
group. Students hand in their notes on each presentation with their self-evaluation.
Adaptations:
Additional Ideas
1. The teacher brings in a variety of drumming groups. They can choose to bring in a
group of First Nations drummers, African drummers, etc. Whatever
resources/community groups are available to the teacher/school.
2. Teacher could include class periods where students observe videos or other media that
depict regions/styles of drumming. These could be additional resources for the students
to use in their projects.
*This unit could easily be adapted to include the other arts. The topic could become
world dancing for dance, world theatre for drama and world art for visual arts.*
3. Resource Section
Resource Section
This section includes:
� A bibliography of sources/resources used and information on where to find them
� Outline of the Foundational Objectives for the Global Connections Module
� Package: “Percussion Instrument Making”
� Package: “Making a Drum”
� Package: World Drumming Fact Sheets
� Starter list of Regions/Styles of drumming and drums
� List of Drum Information Websites
Bibliography
1. Ash, Steven. Sacred Drumming. Ed. Renata Ash. New York: Sterling Publishing
Company, 2001.
� Find this resource at the Regina Public Library
2. Caruba, Glen. Afro-Cuban Drumming. Anaheim Hills, California: Centerstream
Publishing, 1995.
� Find this resource at the Regina Public Library
3. Maffit, Rocky. Rhythm & Beauty: The Art of Percussion. New York: Billboard Books,
2005.
� Find this resource at the Regina Public Library
4. Schmid, Will. World Music Drumming: Cross-cultural Student Enrichment Book.
Milwaukee, Wisconsin: Hal Leonard Corporation, 1998.
� Find this resource at bookstore or online at: worldmusicdrumming.com
5. Making a Drum. 2003. International House of Blues Foundation. 14 March 2008
<www.ihobf.org/learning/drums.asp>
� Find this resource online
6. Curriculum Section Curriculum. Roots of Rhythm. 14 March 2008
< www.rootsofrhythm.net >
� Find this resource online
7. Roots of Rhythm Percussion Instrument Making Notes. 1998. 14 March 2008
< www.worlddrumming.net >
� Find this resource online
Module #7: Global Connections
Foundational Objectives:
Students will:
1. Continue to examine contemporary Saskatchewan and Canadian arts in relation to
international trends and the arts around the world.
Music strand
� Increase their understanding of musicians and composers and their work, Canadian
and International.
2. Examine ways that artists may choose to address global issues through their work.
Music strand
� Explore the role of arts as social commentary
� Gain an understanding of contemporary Indigenous peoples’ ideas and socio-political
aspirations expressed through the arts – national and global.
� Explore individual artistic vision within an international context.
3. Create arts expressions in response to global concerns.
Music strand
� Increase their understanding of the processes, elements and techniques involved in
creating music compositions.
� Respond to global issues through their own music compositions.
List of Regions/Styles *this is a starter list for lesson #2*
Africa:
� West African
� Afro-Cuban
Central/South America:
� Afro-Cuban
� Caribbean
North America:
� First Nations
� Electronic
Europe
Asia
Middle East
Types of Drums (From the Roots of Rhythm website, “Rhythm & Beauty: The art of
percussion by Rocky Maffit)
*This is a starter list to use for lesson #3*
Africa:
� Guinea: Djembe
� Ghana: Dondo
� : Talking Drum
Central/South America:
� Cuba: Bongos
� Trinidad and Tobago: Steel Drum/Pan
� Brazil: Panderio
� : Conga
North America:
� Lakota
� Turntable
� Wave Drum
Europe:
� Portugal: Adufe
� Romania: Buhai
� Switzerland: Snare Drum
� Ireland: Bodhran
Asia:
� Japan: Kakka, Taiko
� Thailand: Ranet Ek
� : Slit Drum
Middle East:
� Turkey: Naqqara
� Egypt: Sajat
� India: Tabla
� : Doumbek
� : Frame drums
� : Tambourine
Websites for Drum Information
1. www.rootsofrhythm.net – Go to the curriculum section
2. www.worlddrumming.net – Percussion Instrument Making
3. www.ihobf.org/learning/drums.asp - Making a Drum document (links to other sites)
4. www.african-drumming.co.uk – Information about West African drumming
5. www.nativedrums.ca – Canadian Heritage sponsored website on First Nations
drumming in North America.
Drum Making Assignment
Part One
� Pick a drum from your style/region of drumming.
� Observe and dissect the drum – focusing on its design, how it produces
sound, and the materials used.
� Design a drum based on this drum. You will need to decide on the
materials, the process and the design.
*Submit a proposal of your drum to Ms. Millar by ___________. This
proposal should include an outline of your materials, process and a quick
sketch of your design for the drum*
Part Two
� Start working! Collect your materials and bring them to class. You will
have four class periods to work on your drum. Any other time will have
to be completed outside of class.
Part Three
� When your drum is finished, you will receive your original proposal back
from Ms. Millar.
� Write a reflection based on information from your original proposal and
the process. Please include: - How your plans changed and what changed
- What was positive about the experience?
- Identify a problem that you encountered and how you overcame
it.
*The written reflection should be minimum a page in length. Hand in your
original proposal along with your final reflection. Due date to be
announced.*
Good Luck!Good Luck!Good Luck!Good Luck!