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DRUM TEAMS ROCK (elementary)

Last changed: 05/30/2019 12:48pm
4 , 5 Music
Music English
Both Grade Level and Arts/PE Program Alignment
1 45 min
1 45 min
In-School Workshop In-school Performance (intended for individual classes of a grade level to experience separately.)
All year
$10 0
$200 0
yes Phone
Professional-quality drums and percussion instruments; Adaptive accessories.
Armless Chairs; Sound system (if available)
Access to room in advance of start of program for load-in and setup. Two students to assist as the "Stage Crew". Setup can be in any available space.
I CAN: be dependable and self-disciplined; enjoy learning new skills; work hard to succeed; play music confidently; participate in a variety of school activities.

DRUM TEAMS ROCK energizes students in a high-octane drumrollick with all hands on deck. They experience success together. It raises their self-esteem and confidence. The kids rock, roll, and boogie. They reproduce spoken, phonetic patterns that Bob uses to conduct the Teams. They increase in complexity grade to grade.
DRUM TEAMS ROCK energizes students in a high-octane drumrollick with all hands on deck. They experience success together. It raises their self-esteem and confidence. The kids rock, roll, and boogie. They reproduce spoken, phonetic patterns that Bob uses to conduct the Teams. They increase in complexity grade to grade. Kids take away motivation to seek opportunities to participate in further, musical activities.
DRUM TEAMS ROCK is inclusive of students with cognitive, physical, and multiple disabilities. Adaptive instruments and accessories are available. DTR is available for up to three classroom or assembly presentations per day.
DRUM TEAMS ROCK welcomes family adults and caregivers to drum with the kids. Bob requires notice of their attendance to insure having enough instruments.

Grade 4

Grade 4: Language Standards: Vocabulary Acquisition and Use #6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Grade 4: Speaking and Listening Standards: Comprehension and Collaboration #4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes, speak clearly at an understandable pace.
Grade 4: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work: b. Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within related tonalities (such as major and minor) and meters.

Grade 5

Grade 5: Language Standards: Vocabulary Acquisition and Use #6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Grade 5: Speaking and Listening Standards: Comprehension and Collaboration #4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes, speak clearly at an understandable pace.
Grade 5: Anchor Standard 1: Creating: Generate and conceptualize artistic ideas and work: b. Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes.