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Drums Of Freedom

Last changed: 05/29/2019 3:29pm
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2 , 3 , 4 , 5 Phy. Education Music Dance
Music Math Social Studies
Both Grade Level and Arts/PE Program Alignment
2 45 min
2 45 min
In-School Workshop
September-February
$10 0
no In-Person
All performing instruments, i.e, drums and hand held percussion equipment.
A projector, speakers, microphone(s) and lighting if possible.
Chairs in a circle for all students.
I CAN perform a rhythm.
I CAN speak with respect and follow the rules of a drum circle.
I CAN understand the connection between drumming and the African Diaspora and "Umoja" (unity).
My name is Kamau (Ka-mah-oo) which means "musical warrior" in Swahili. I start the program with an ice breaker by giving an explanation of my name and the meaning. I then give students the opportunity to discuss their names and the meanings behind their name. We then begin to discuss the different type of rhythms that they hear on the radio and how it can connect to African culture. Students will form a drum circle which will create a community in the classroom. We will discuss the methods of approaching the drum circle, being seated and how students will perform in the drum circle.

Part 1: Key components that we will focus on before going into the drum circle is distinguishing left from right; we will begin to respond to each other in a respectful way that is to say when students are addressed, they should respond "yes sir". We will practice that for about a minute. Then, we will be ready to proceed into the drum circle where students remain standing until told to be seated.

Part 2: Once students are seated in the drum circle and waiting for instructions, we will begin learning about the drums we are about to play. The drums that they will be primarily using is the 'Djembe Drum", but there will be other drums such as rhythm drums and "Taiko Drums". After talking about the drum's origin, we will begin to learn the drumming technique. Students will be learning the "Funga Alafia" (welcome, blessings) technique. I also hope to open the students mind to learn how to read music.

Part 3: Students will begin the play by doing the hand technique on the drum. They will learn the three dynamic tones of the drum, which are: bass (center of drum), middle (slap tone), and the high tone (hitting at the rim of drum). These techniques will be practice until students develop a smooth consistency. Students will then begin to play the "Funga Alafia" tune. Then students will have the chance to play by themselves. Lastly, students will sing the "Funga Alafia" song without playing with instructor and then we will sing and play together.
My name is Kamau (Ka-mah-oo) which means "musical warrior" in Swahili. I start the program with an ice breaker by giving an explanation of my name and the meaning. I then give students the opportunity to discuss their names and the meanings behind their name. We then begin to discuss the different type of rhythms that they hear on the radio and how it can connect to African culture. Students will form a drum circle which will create a community in the classroom. We will discuss the methods of approaching the drum circle, being seated and how students will perform in the drum circle.

Part 1: Key components that we will focus on before going into the drum circle is distinguishing left from right; we will begin to respond to each other in a respectful way that is to say when students are addressed, they should respond "yes sir". We will practice that for about a minute. Then, we will be ready to proceed into the drum circle where students remain standing until told to be seated.

Part 2: Once students are seated in the drum circle and waiting for instructions, we will begin learning about the drums we are about to play. The drums that they will be primarily using is the 'Djembe Drum", but there will be other drums such as rhythm drums and "Taiko Drums". After talking about the drum's origin, we will begin to learn the drumming technique. Students will be learning the "Funga Alafia" (welcome, blessings) technique. I also hope to open the students mind to learn how to read music.

Part 3: Students will begin the play by doing the hand technique on the drum. They will learn the three dynamic tones of the drum, which are: bass (center of drum), middle (slap tone), and the high tone (hitting at the rim of drum). These techniques will be practice until students develop a smooth consistency. Students will then begin to play the "Funga Alafia" tune. Then students will have the chance to play by themselves. Lastly, students will sing the "Funga Alafia" song without playing with instructor and then we will sing and play together.
Teachers are welcome to participate in the drum circle.

Grade 2

CIVICS 2.1 Describe how communities work to accomplish common tasks, establish responsibilities and fulfill roles of authority CIVICS 2.3 Describe democratic principles such as equality, fairness, and respect for legitimate authority and rules
Health: Standard 6: Students will demonstrate the ability to use decision-making skills to enhance health.
MUSIC:Cr1.1.2. a. Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

Grade 3

CIVICS 3.3 Explain how groups of people make rules to create responsibilities and protect freedoms
Health: Standard 6: Students will demonstrate the ability to use decision-making skills to enhance health.
MUSIC:Cr1.1.3. a. Improvise rhythmic and melodic ideas, and describe connection to specific purpose and context (such as personal and social).

Grade 4

GEOGRAPHY 4.3 Explain how culture influences the way people modify and adapt to their environments. CIVICS 4.1 Illustrate historical and contemporary means of changing society.
Health: Standard 6: Students will demonstrate the ability to use decision-making skills to enhance health.
MUSIC:Cr1.1.4. a. Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural).

Grade 5

CIVICS 5.2 Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families. CIVICS 5.3 Identify core civic virtues and democratic principles that guide government, society, and communities.
Health: Standard 6: Students will demonstrate the ability to use decision-making skills to enhance health.
MUSIC: Cr1.1.5. a. Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social, cultural, and historical).
Get to Know Our Arts Provider:

Lance Kamau James