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DRUM RIDE (3-4-5) / Every Kid Drums

Last changed: 05/19/2023 7:54pm
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Bob Bloom / Every Kid Drums
3 , 4 , 5 Phy. Education 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. (MORE THAN ONE GRADE LEVEL CAN BE SERVED ON EACH VISIT.
All year In-School,
$10 0
yes Phone
Melodic, professional-quality, hand-drums; Latin-style castanets and "ganzas"; Dance and movement scarves.
Armless chair for each student, educator, and caregiver.
DRUM RIDE can be presented in any available space. MINIMUM TIMES: 30 minutes prior to the start of the program to set up; 15 minutes between sessions; 20 minutes to re-pack and load out.
I CAN join school music programs. I CAN invent joyous music; I CAN play music with my family, friends, and in my community. I CAN play along with songs that have lyrics in Spanish, English, and Yoruba.
DRUM RIDE immerses kids as a band, "THE DRUM RIDERS". Together with Bob at the wheel, they drive high-octane beats for songs and movement. DR builds confidence and esteem, teamwork, and self-regulation. Kids take away motivation to participate in school music programs, and to create music with their family, friends, and community.
Bob sings the play-along songs with lyrics in Spanish, English, and Yoruba. He has completed certificate training workshops on arts-integration for autistic populations: The Miracle Project, "7-Keys To Unlock Autism" at Brown University / 'Autism Through The Lifespan' at The Omega Institute.
Two caregivers are welcome to help out, and to drum, as "Roadies". Please notify Bob in advance of their attendance.

Grade 3
Grade 3: 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 3: 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 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.
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Bob Bloom / Every Kid Drums
http://www.drumming-about-you.com
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