| 3 | |
| Music | Social Studies |
| Grade Level Program | Alignment |
| 2 | 45 min |
| In-School Short Term Residency | |
| All year | In-School, |
| $10 | 0 |
| no | Email , Other |
|
Traditional drums, hand outs with song lyrics and drum descriptions. Drums, buckets, drum sticks, and other percussion instruments.
|
|
|
paper and pencils, a large space appropriate for drumming, copies of pre/post test
|
|
|
Gym, auditorium or cleared classroom, chairs enough for student drum circle.
|
|
|
I CAN use call and response to learn music and rhythms from the African Diaspora.
I CAN identify animal skins traditionally used to make drums in Africa. I CAN identify ways to play and communicate with traditional drums. |
|
|
Day One: Introduction, explore and discuss student backgrounds and cultural connections, introduce call and response concept, teach basic Funga rhythm and song from West Africa using hands/sticks and buckets.
Day Two: Define bass/tone/slap technique for African drumming, call and response identifying each type of note and playing with stick or bucket. Reinforce and continue rhythm exploration by singing/clapping, discussion to compare and contrast world rhythms in hip hop songs, make up their own simple pattern for the class to repeat, review and share. |
|
Grade 3 |
|||
|
