Beruflich Dokumente
Kultur Dokumente
Name:DianaLambert UnitTopic:ComposingandRecordingAfricanPercussionPieces DetailedUnitDescription: ThisunitinitiallyintroducesstudentswithbasicrhythmsandpatternsfoundwithinAfricandrumming.Thestudentsthenapplythis knowledgekinesthetically,byperformingrhythmicpatternsusingbodypercussionandeventuallyvariouspercussioninstruments.Oncestudents aremorecomfortablewithplayingtheserhythmicpatterns,theywillexplorewiththeconceptofimprovisationandfreeplayingwithintheformofa piece.Afteracoupledayshavebeenspentfamiliarizingthestudentswiththisfantasticnewworldofrhythmandensembleplaying,thestudents willbeintroducedtotheconceptofcomposition.Theywillbeplacedinsmallgroupsandbegivenafewdaystocomposeanoriginalpieceof music,basedoffoftheAfricandrummingpatternswehavebeenfocusingon.Finally,studentswilllearnthebasicsofselfrecording,andwill recordtheircreationwiththeirgroup.Thisprocesswillincluderecording,editing,mixing,andfinalizingtheirpiece.Thestudentswillbegiventime toshareandpresenttheirselfrecordedcompositiontotherestoftheclassattheendoftheunit. UnitObjectives: 1.StudentswillgainabasicunderstandingofAfricancultureanddrumming. 2.Studentswilldifferentiatebetweenafewbasicrhythmicfigures. 3.Studentswillrecognizerhythmswithinpatterns,allowingthemtosightreadthroughtheserhythmicpatternsusingbodypercussion. 4.Studentswillperformvariouscontrastingrhythmicpatternstogetheronpercussioninstruments. 5.Studentswillexplorewithimprovisationwithinthesetformofapieceofmusic. 6.Studentswillunderstandthebasicsofcomposition. 7.Studentswillapplytheirpriorknowledgetotheirownmusicalcompositionswithagroup.
8.Studentswillunderstandthebasicsofrecordingmusic. 9.Studentswillcollaboratewiththeirgroupandrecord,editandmixtheircomposition. 10.Studentswillpresentandexplaintheircompositionandtheprocesstheytooktogether. NationalMusicEducationStandards: NS#2.Performingoninstruments,aloneandwithothers,avariedrepertoireofmusic. NS#3.Improvisingmelodies,variations,andaccompaniments. NS#4.Composingandarrangingmusicwithinspecifiedguidelines. NS#5.Readingandnotatingmusic. NS#6.Listeningto,analyzing,anddescribingmusic. NS#9.Understandingmusicinrelationtohistoryandculture.
artisticcommunicationandhowtheartsinturnshapethediverseculturesofpastandpresentsociety.
MaterialsNeededforUnit:
Source PersonallyownedinstrumentsthatIwillprovideforthestudents
VideosofAfricandrumming/improvisationexamples Recordingsoftware
Day
Objectivesforthe Day
Procedure:LearningActivitiestoMeet Objective
MaterialsNeeded
Assignmentsand Assessments
Introductiontounitexplain backgroundtoAfricancultureand drummingespecially. WatchvideoonAfricanculture includingadrumcircleperformance. Introductiontovariousrhythmic figures(wholenotes,halfnotes, quarternotes,eighthnotes,sixteenth notes). Beginreadingthrough,countingand playingavarietyoftheserhythmic
NYS#1 NYS#4
Africanculture Assignment:Listentoa videoonYouTube varietyoftraditionalAfrican drummingpiecesandbringin Poster avideo/audioofaspecific /Powerpoint performancethatspoketo providingrhythmic you.Writeabrief figuresinrelation explanationofwhyyou toeachother chosethispiece. Worksheetof rhythmicfigures Assessment:Student participation,studentability tokeepupwithclass performance,homework assignment
figures. 2 Studentswill recognizerhythms withinpatterns, allowingthemto sightreadthrough theserhythmic patternsusingbody percussion. Reviewofrhythmicfiguresfrom yesterday. Introductionofcombiningthese figuresintobodypercussionpatterns. NYS#1 Playthroughbodypercussionpatterns togetherasaclass. Breakintosmallergroupsandeach playaseparaterhythmicpattern, creatingapercussivepieceofmusic. PlaytogetheralongwithanAfrican recording,maintainingasteadytempo. 3 Studentswill performvarious contrastingrhythmic patternstogetheron percussion instruments. Reviewrhythmicpatternsfromlast class Tryplayingourpercussivepieceof musiconvariouspercussion instruments.(Iwillgivefirstexample ofinstrumentation,andthentheclass willdecideonasecondwaytoplay throughthepiece). Beginplayinginadrumcircletype NS#2. NS#4. NS#5. Percussion instruments Assignment:Writeashort reflectionofthisprocessso far.Whathaveyou learned?Whatareyou hopingtolearn? Recordingof Africansong JamboBwana NS#2. NS#5. Poster/ Powerpoint providingrhythmic patternsinrelation toeachother Assignment:Practiceeach rhythmicpatternsoyoufeel comfortableperformingeach ofthemtomorrowinclass. Assessment:performance ofeachrhythmicpattern individually,withpeers,and withrecording
NYS#1 NYS#2
setting,andworkonfollowingaleader whotellseachinstrumentwhentojoin andwhentodropout.Taketurns beingtheleaderofthecircle. 4 Studentswillexplore withimprovisation withinthesetformof apieceofmusic. Introduction/Explanationof improvisation.Watchvideosof improvisationinvariousgenresof music. Reflection/Discussion Studentsaregivensomestructured boundariestoexploreimprovisation within.Givenafewrhythmicfigures tochoosefromandonlytwobarsto improvise. Haveeveryonegetintoacomfortable, smoothgroove.Explainwheneach soloistwillcomein.Giveeachstudent atwobarsectiontoimprovisewithin. 5 Studentswill Introduction/explanationof understandthebasics composition.Whatiscomposition? ofcomposition. Explainthroughvariousdifferent genres. Showvideoofacouplefamous NS#4 NS#5 Computerto showvideos NYS#2 Composition worksheet Assignment:finish compositionworksheetat home Assessment:composition worksheet,participationin NYS#1 NYS#3 NS#2 NS#3 NS#4 Computer/ projectortoview videos Percussion instruments Assignment:Researchand findavideoofone improvisedsoloinanygenre. Writeareflectionaboutwhy thisparticularsolostruck you. Assessment:homework assignment,participationin groupdiscussion, improvisationproved understandingofoverarching concepts.
composersfromcontrastingstylesof music. Theoryreview(timesignature, rhythmicfigures,howtodraweach rhythm) Compositionactivityworksheet. Practicecomposingwithinafewset guidelines 67 Studentswillapply theirpriorknowledge totheirownmusical compositionswitha group. Explainprojectthatweareaboutto NS#4 begin.Studentswillbecollaborating withasmallgroupandcomposingtheir NS#5 ownpercussionpiece. Breakstudentsdownintosmall NYS#1 groupsoffourorfive,giveeachgroup aworksheetandsomestaffpaper. NYS#2 Allowstudentstobrainstormtogether. Walkaroundandhelpeachgroup individually. 89 Studentswill Introductiontorecordingmusic. understandthebasics ofrecordingmusic. ExplainthebasicsofGarageBand(or whicheversoftwareweareusing)to theclass. NS#1 Group assignment worksheet Staffpaper
NYS#1
NYS#2 Givestudentswithquicktipstoassist themwiththeirnewsoftware. Demonstratethebasicrecording processbyrecordingtheoriginalpiece weplayedtogetheronbody percussion. Showafewtechniquesonhowto edit,andblendthepartstogether. 101 1 Studentswill collaboratewiththeir groupandrecord,edit andmixtheir composition. Quickreviewofrecording process/answeranyquestionsstudents mayhave. Leavemostofclasstimeforgroup collaboration.Walkaroundandhelp groupsindividually. NS#2 NS#6 NYS#1 NYS#2 Computers Percussion instruments Worksheet
Assignment:continue brainstormingideasforyour grouprecording.Be preparedtoexplainwhyyou chosecertainmusical aspectsforyourpiece.You willbeaskedtoexplainyour worktotheclass. Assessment: participation/collaborationin grouprecordingactivity. Notingifstudentsare makingmusicaldecisions andhavereasoningfortheir choices.
12
Computer Peerassessment
Assignment:Individual reflection
processtheytook together.
andreasoningsfortheirmusical decisions(bothinthecompositionstep andtheeditingstep).Eachstudent mustaddsomethingtothe presentation. Everyoneelsemustfillouta peerassessmentsheetabouteach grouppresenting.Iwilltakestudent feedbackintoconsiderationwhen grading. Fullclassdiscussiononceeverygroup haspresented.Discusswhatwe learnedthroughthisprocessandhow wecanusethisinlifeoutsideofmusic class. Reflectionsheetwillbehandedoutfor homework,wherestudentscangive detailed,individualfeedbacktome.
NYS#3
sheet Reflectionsheet
Assessment:homework, participationinpresentation