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.


Lesson: #2


Time: 50 minutes


Students research styles of drumming from different regions of the world.


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.


#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.



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.


Lesson: #3


Time: 50 minutes


Students are introduced to specific types of drums from regions of the world. They observe and

dissect how sound is produced in the drums.


1. The students will develop

their abilities as creators and


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.


#1: Students will begin to

increase their understanding of

musicians and composers and

their work, Canadian and

International.



Thinking


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


Time: Part 1: Two 50 minute periods // Part 2: Four 50 minute periods


Students will research, design and build their own drums.





2. Students will further their

understanding of music by

studying musicians,



societies.

3. Students will examine and

engage in a process for

creating instruments.







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.


Lesson: #5


Time: 50 minutes


Students create a multimedia presentation on regions of the world and the styles of drumming from

those regions.







studying musicians,



societies.

3. Students will work co-

operatively in groups and learn

to research effectively.



understanding of musicians and

composers and their work,


#2: Students will gain an

understanding of contemporary

Indigenous peoples’ ideas and

socio-political aspirations

expressed through the arts –

national and global.






Thinking


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.


Lesson: #6


Time: 50 minutes


Students create a rhythm based on the styles of their region for the multimedia presentation. Music Learning Objectives:




2. Students will express their

ideas through creation of their

own compositions and value

their own work as worthy

artistic endeavor.









compositions.



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.


Lesson: #7


Time: Two 50 minute periods


Students in groups present their multimedia presentations to the class. Music Learning Objectives:




2. Students will critically

reflect on a broad range of

music experienced as

participant and as audience.



studying musicians,



societies.



understanding of musicians and

composers and their work,


#2: Students will gain an

understanding of contemporary

Indigenous peoples’ ideas and

socio-political aspirations

expressed through the arts –

national and global.





compositions.



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.


3. Maffit, Rocky. Rhythm & Beauty: The Art of Percussion. New York: Billboard Books,

2005.


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 >


7. Roots of Rhythm Percussion Instrument Making Notes. 1998. 14 March 2008

< www.worlddrumming.net >


Module #7: Global Connections


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!

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