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Math of Rhythm (middle)

Last changed: 05/29/2019 11:20am
6 , 7 , 8 Music
Music Math
Both Grade Level and Arts/PE Program Alignment
2 other
1 45 min
For the Grade Level Program:
Tony will be in one place all day and one classroom of students will come to him for an hour at a time.
If you have scheduling difficulty, Please Call Us. Tony may be able to work with 2 classes at a time depending upon the class numbers.
Or, we can be flexible and work for 1.5 hours if the school schedule would benefit.
In-School Short Term Residency In-School Mini Residency:
Tony will be in one place all day and one classroom of students will come to him for an hour at a time.
If you have scheduling difficulty, Please Call Us. Tony may be able to work with 2 classes at a time depending upon the class numbers.
Or, we can be flexible and work for 1.5 hours if the school schedule would benefit.
September, October, November, December, January, February, March, April
$10 60
$200 2
no Email , Phone
Tony will provide all professional musical instruments necessary for the students to have a hands-on experience. (Music instruments include: djembes, gongs, drums, bells, balafon, bongos, dun-dun drums, rattles, etc. and a small sound system for the workshops).
Electronic Study Guide and Resources.
Dedicated workshop space for 2 back to back days.
Tony will leave his instruments set up overnight.
Easel for flip chart.
Copies of the Study Guide and Resource List.
On Day 1, Tony will arrive 2 hours before the first workshop. The school will need to reserve the dedicated space for 2 days. This dedicated space will be used for both days. Tony will leave his instruments set up overnight.
I can learn to play a Traditional African song on percussion instruments.
I can learn to watch for visual and listen for audible signals.
I can identify patterns and sequences within rhythms.
I can understand fractions using music and geometry.

Math of Rhythm
It takes mathematical awareness to build sound into rhythm and rhythm into songs. This high-energy workshop uses music, with visual and auditory examples, so students of all learning styles can understand and experience math concepts in a new way. This is a great team-building exercise. We'll learn and perform a rhythm-song by using call-and-response techniques. First time players and professional drummers will each have a chance to use and challenge their skills.

On our second visit, we'll "illustrate" this rhythm in a graph paper and chart format. The charts allow us to "see" the patterns, shapes and sequences and their relationships to the music. We'll reflect on how to apply this information to your classroom.
Goals:
Provide an alternative to written numbers to introduce and reinforce math concepts with concrete and conceptual strategies for classroom use.
Develop creative and critical thinking skills.
Use music to:
**Hear the patterns and sequences within music, and get the connection to math
**"See" the geometric shapes that represent or illustrate a rhythm
**Connect fractions and musical time signatures to a common purpose

We will spend time with the students on correct technique instruction and the vocabulary of music. Language and drum playing skills will be age appropriate. The difficulty of the rhythms will also be geared to the ages of the students.

Our primary focus will be having the students enjoy their experience, be involved in hands-on playing on professional instruments and discussing the math relationships in music.

TRANSFERABLE SKILLS:
Critical Thinking and Creativity
Problem solving
Collaboration
Responsibility
Self-Regulation
Close reading of music in chart and graph format.
Math of Rhythm
It takes mathematical awareness to build sound into rhythm and rhythm into songs. This high-energy workshop uses music, visual and auditory cues, so students of all learning styles can understand and experience math concepts in a new way. We'll learn and perform a rhythm-song by using call-and-response techniques. First time players and professional drummers will each have a chance to use and challenge their skills.

We'll "illustrate" this rhythm in a graph paper and chart format. The charts allow us to "see" the patterns, shapes and sequences and their relationships to the music. We'll reflect on how to apply this information to your classroom.
Goals:
Provide an alternative to written numbers to introduce and reinforce math concepts concrete and conceptual strategies for classroom use.
Develop creative and critical thinking skills.
Use music to:
**Hear the patterns and sequences within music, and get the connection to math
**"See" the geometric shapes that represent or illustrate a rhythm
**Connect fractions and musical time signatures to a common purpose

We will spend time with the students on correct technique instruction and the vocabulary of music. Language and drum playing skills will be age appropriate. The difficulty of the rhythms will also be geared to the ages of the students.

Our primary focus will be having the students enjoy their experience, be involved in hands-on playing on professional instruments and discussing the math relationships in music.

The basic structure of the Arts Focused workshop, a single visit, is very similar to that of the Grade Level residency. We will be focused on building teamwork, music skills and providing tools for the teachers to take the lesson further.


TRANSFERABLE SKILLS:
Critical Thinking and Creativity
Problem solving
Collaboration
Responsibility
Self-Regulation
Close reading of music in chart and graph format.
Please see the set-up notes. These are crucial for the success of our work with your students.
We would like 60 students. Please call if less than 60.
A half-day release may still allow enough time for 3 class visits. Please call.
BOTH PROGRAMS INVOLVE LOTS OF DRUMS AND WILL BE LOUD.
We would gladly welcome 1-2 volunteers before school or after school to help with the load-in and load-out. We also certainly welcome any parents/guardians who are or aren't musicians who would like to join in. I would think 1-2 per workshop would be best. Room mother, father, uncle, etc. No musical experience required. Please call.

Grade 6

Grade 6: Mathematics: Ratios and Proportional Relationships: Understand ratio concepts and use ratio reasoning to solve problems. Cluster #3: Use ratio and rate reasoning to solve real-world and mathematical problems e.g. , by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
Grade 6: Mathematics: Ratios and Proportional Relationships: Understand ratio concepts and use ratio reasoning to solve problems. Cluster #3B: Solve unit rate problems including those involving unit pricing and constant speed.
Grade 6: MUSIC: PERFORMING: Anchor Standard #5: Develop and refine artistic techniques and and work for presentation. a. Identify and apply teacher-provided criteria (such as correct interpretation of notation, technical accuracy, originality and interest) to rehearse, refine and determine when a piece is ready to perform.
Grade 6: MUSIC: PERFORMING: Anchor Standard #6: Convey meaning through the presentation of artistic work. a. Perform the music with technical accuracy to convey the creator's intent. b. Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue and purpose.

Grade 7

Grade 7: Mathematics: Ratios and Proportional Relationships: Analyze proportional relationships and use them to solve real-world and mathematical problems. Cluster #1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.
Grade 7: Mathematics: Ratios and Proportional Relationships: Analyze proportional relationships and use them to solve real-world and mathematical problems. Cluster #2: Recognize and represent proportional relationships between quantities. Cluster #2B: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
Grade 7: MUSIC: PERFORMING: Anchor Standard #5: Develop and refine artistic techniques and and work for presentation. a. Identify and apply collaboratively-developed criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, and interest) to rehearse, refine and determine when the music is ready to perform.
Grade 7: MUSIC: PERFORMING: Anchor Standard #6: Convey meaning through the presentation of artistic work. a. Perform the music with technical accuracy and stylistic expression to convey the creator's intent. b. Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose and context.

Grade 8

Grade 8: Mathematics: Functions: Define, evaluate and compare functions. Cluster #1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
Grade 8: Mathematics: Geometry: Understand congruence and similarity using physical models, transparencies or geometry software. Cluster #4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotation, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
Grade 8: MUSIC: PERFORMING: Anchor Standard #5: Develop and refine artistic techniques and and work for presentation. a. Identify and apply personally-developed criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, variety , and interest) to rehearse, refine, and determine when the music is ready to perform.
Grade 8: MUSIC: PERFORMING: Anchor Standard #6: Convey meaning through the presentation of artistic work. a. Perform the music with technical accuracy, stylistic expression, and culturally authentic practices in music to convey the creator's intent. b. Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, context, and style.
Get to Know Our Arts Provider:

Tony Vacca

http://arts-are-essential.org