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Drumming on The Spectrum (K - 8)

Last changed: 07/25/2022 9:37pm
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Hands on Drumming - Craig Norton
K , 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 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 school year In-School,
$10 0
yes Phone , Email
Craig will provide drums and percussion instruments for students and staff.
no needs
Open floor area big enough for class to set up chairs in a circle.
I can make connections between songs and stories/poems.
I can turn a storybook into a song.
I can turn a song into a poem.
I can collaborate with fellow students to write a simple song with a positive message based on a prompt.
I can quietly listen to instruction and play instruments when it is appropriate.
I can listen and play along with my fellow students.
Focusing on small groups of differently abled students, this highly engaging program gives students a chance to experience social emotional learning through participatory musical merriment. Students will connect with each other and be empowered to play music
together, dance, sing and express themselves. Built in SEL includes: Listening skills, cooperation, self confidence, self control, respect for self and others, cultural appreciation, leadership and empowerment. Sessions include a variety of multicultural songs & rhythms from around the world, rhythm games, movement and improvisation. Every student has an opportunity to shine!

Grade K
SHAPE: Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Grade K: Music: Mu.Cr.1.1.K With guidance, explore and experience music concepts (such as beat and melodic contour ).

Grade 1
SHAPE: Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Grade 1: Music: MU.Cr. 1.1.1. a. With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose.

Grade 2
SHAPE: Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Grade 2: Music: MU.Cr. 1.1.2. a.Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

Grade 3
SHAPE: Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Grade 3: Music: MU.Cr. 1.1.3. a. Improvise rhythmic and melodic ideas, and describe connection to specific purpose and context (such as personal and social).

Grade 4
SHAPE: Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Grade 4: Music: MU.Cr. 1.1.4. a.Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural ).

Grade 5
SHAPE: Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Grade 5: Music: MU.Cr. 1.1.5. a.Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social, cultural, and historical)

Grade 6
SHAPE: Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Grade 6: Music: MU.Cr. 1.1.6. a. Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive
intent.

Grade 7
SHAPE: Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Grade 7: Music: MU.Cr. 1.1.7. a. Generate rhythmic, melodic,
and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.

Grade 8
SHAPE: Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Grade8: Music: MU.Cr. 1.1.8. a. Generate rhythmic, melodic and harmonic phrases and harmonic accompaniments within expanded forms (including introductions, transitions, and codas) that convey expressive intent.
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Hands on Drumming - Craig Norton
http://www.handsondrumct.com/
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