Lindsey Showalter

3/21/17

Jesse Rathgeber

MUED 273

JMUke Experience Design

Summary

Through this ukulele experience, participants will learn how to strum basic rhythmic

patterns and finger basic chords on the ukulele in preparation for the jam session. The group will

begin with learning rhythms. Before strumming the ukuleles, participants will clap, stomp, or use

other body parts to practice rhythm in a call and response style. The group will go through

prepared rhythms as well as ask volunteers to create their own. After practicing rhythms on the

body, participants will move to strumming on open strings. Once the group feels comfortable

with a handful of different rhythms, chords can be introduced. Using color and number-

coordinated charts, start with the chords using the fewest fingers and progress from there until

the desire chords are learned.

Rationale

This experience design would be beneficial to participants because it allows them to

infuse the learning process with their own creations. Allowing each individual to create a rhythm

for everyone to follow helps them to feel like they are more a part of the instructing process. In

learning the rhythms themselves, it is beneficial to practice away from the instrument first. The

fewer distractions while learning a new concept, the easier it is to focus. For learning the chords,

associating fingers and frets with colors and numbers helps the participants remember them in
multiple ways. Starting with the simpler chords is beneficial for obvious reasons. One must start

with the more basic concepts to get a firm understanding, and then build upon them.

Objectives

Students will create their own rhythms to share with the rest of the group.

Students will strum rhythms on a ukulele in and with a group.

Students will play the C, D, A, F, and G chords on a ukulele in the practiced rhythms.

Standards

National Arts Standards

MU:Cr1.1.K a With guidance, explore and experience music concepts (such as beat and

melodic contour ). b With guidance, generate musical ideas (such as movements or

motives).

MU:Cr1.1.2 a Improvise rhythmic and melodic patterns and musical ideas for a specific

purpose b Generate musical patterns and ideas within the context of a given tonality (such

as major and minor) and meter (such as duple and triple).

MU:Cr1.1.3 b Generate musical ideas (such as rhythms and melodies) within a given

tonality and/or meter.

Materials

Ukulele

Visual Aids

- color-coordinated chord tabs

- color/number coded charts for fingers

- color/number coded charts for frets

 (Possibly) a drum or device to keep time

Process

Begin the session by forming a circle with the participants. Have the participants put their

ukuleles in the middle of the circle, so they will be out of the way for the first activity. If an

assistant or other instructor is available, have him or her keep a steady pulse on a drum or other

device. Start learning rhythms by first clapping it and then having the group repeat it. Repeat

each rhythm until the group can repeat it with few mistakes. After four or five rhythms are

learned, ask the participants to create their own short rhythms. Go around the circle and have

each participant perform their rhythm and then have the group repeat it back. Next, have

everyone pick up their ukuleles to start strumming. Give the group a few moments to experiment

on their own to find their most comfortable strumming technique. Give suggestions such as using

the thumb or fingers to strum. Once everyone is comfortable strumming, practice some of the

already learned rhythms on open strings, then chords can be introduced. Using the color-coded

charts, explain the first, second and third fingers. Play a short game where the instructor says a

number or two numbers together, and the participants hold up that finger (be careful not to call 3

by itself). Using the same system, introduce the frets. When learning the chords, start with the

simplest, C. Use the charts to explain how to play C. Practice strumming the C on one of the

learned rhythmic patterns. Repeat the same process for F, D, A, and G. Once all of the chords are

learned, pick one of the learned rhythms. Assign every participant one chord. Keeping a steady

tempo, call each chord for the participants to play in that rhythm. When their assigned chord is

called, they play, so each participant is only responsible for one chord. Next, assign each person
two chords and repeat the game. Keep adding a chord each time, until everyone is playing all of

the chords.

Assessment

The main form of assessment throughout this experience is listening and watching. The

instructor will be able to watch each participant as they practice rhythm, strum, and play the

chords. When the participants are asked to create their own rhythm, the instructor can evaluate

each ones ability to stay in time. The instructor will be able to assess the participants abilities to

play the chords correctly when the chord review game is played. By assigning each person only

one chord, it will be easier to pay more specific attention when each one is played.

Adaptions

One way that my experience is already more accessible is through the use of color-coded

charts. This will help participants make visual connections to what is being learned. Another way

to make this experience more accessible is through my pacing. If any participant is having

trouble playing multiple chords, I could assign fewer chords and then add more at a slower pace.

On the other hand, if a participant is catching on at a faster pace, I could assign them more

chords at a faster pace.