October, November, December, January, February, March, April, May
$10
60
no
Email , Phone
Electronic Study Guide. All musical instruments.
Dedicated workshop space for 2 back to back days. Tony will leave his instruments set up overnight. Easel for flip chart. Copies of the Study Guide.
On Day 1, Tony will arrive 2 hours before the first workshop. The school will need to reserve the dedicated space for 2 days. This dedicated space will be used for both days. Tony will leave his instruments set up overnight.
The objectives of this workshop are to inspire enjoyment through the creation of music in an accessible environment that fosters success in both independent and team work. The skills practiced throughout the course of this workshop will educate both students and teachers on alternative teaching tools (music and rhythms) that can be used to access curriculum on a deeper level. Mathematics concepts such as patterns, sequencing, fractions and geometry will be covered through the dynamic use of traditional African rhythms.
Math of Rhythm It takes mathematical awareness to build sound into rhythm and rhythm into songs. This high-energy workshop uses music, with visual and auditory examples, so students of all learning styles can understand and experience math concepts in a new way. This is a great team-building exercise. We'll learn and perform a rhythm-song by using call-and-response techniques. First time players and professional drummers will each have a chance to use and challenge their skills.
On our second visit, we'll "illustrate" this rhythm in a graph paper and chart format. The charts allow us to "see" the patterns, shapes and sequences and their relationships to the music. We'll reflect on how to apply this information to your classroom. Goals: Provide an alternative to written numbers to introduce and reinforce math concepts with concrete and conceptual strategies for classroom use. Develop creative and critical thinking skills. Use music to: **Hear the patterns and sequences within music, and get the connection to math **"See" the geometric shapes that represent or illustrate a rhythm **Connect fractions and musical time signatures to a common purpose
We will spend time with the students on correct technique instruction and the vocabulary of music. Language and drum playing skills will be age appropriate. The difficulty of the rhythms will also be geared to the ages of the students.
Our primary focus will be having the students enjoy their experience, be involved in hands-on playing on professional instruments and discussing the math relationships in music.
Please see the set-up notes. These are crucial for the success of our work with your students. We would like 60 students. Please call if less than 60. A half-day release may still allow enough time for 3 class visits. Please call. BOTH PROGRAMS INVOLVE LOTS OF DRUMS AND WILL BE LOUD.
We would gladly welcome 1-2 volunteers before school or after school to help with the load-in and load-out. We also certainly welcome any parents/guardians who are or aren't musicians who would like to join in. I would think 1-2 per workshop would be best. Please call.
Grade 3
Grade 3: Mathematics: Operations and Algebraic Thinking: Solve problems involving the four operations, and identify and explain patterns in arithmetic. Cluster #9: Identify arithmetic patterns(including patterns in the additions table or multiplication table), and explain them using properties of operations.
Grade 3: Mathematics: Measurement and Data: Solve problems involving measurement and estimation of intervals of time, liquid volumes and masses of objects. Cluster #1: Tell and write time to nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
Grade 3: MUSIC: PERFORMING: Anchor Standard #5: Develop and refine artistic techniques and and work for presentation.
a. Apply teacher-provided and collaboratively developed criteria and feedback to evaluate accuracy of ensemble performances.
b. Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges.
Grade 3: MUSIC: PERFORMING: Anchor Standard #6: Convey meaning through the presentation of artistic work.
a. Perform music with expression and technical accuracy.
b. Demonstrate performance decorum and audience etiquette appropriate for the context and venue.
Grade 4
Grade 4: Mathematics: Operations and Algebraic Thinking: Generate and analyze patterns. Cluster #5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.
Grade 4: Mathematics: Measurement and Data: Geometric measurement: understand concepts of angle and measure angles. Cluster #7. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., By using an equation with a symbol for the unknown angle measure.
Grade 4: MUSIC: PERFORMING: Anchor Standard #5: Develop and refine artistic techniques and and work for presentation.
a. Apply teacher provided and collaboratively developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances.
b. Rehearse to refine technical accuracy and expressive qualities, and address performance challenges.
Grade 4: MUSIC: PERFORMING: Anchor Standard #6: Convey meaning through the presentation of artistic work.
a. Perform music alone or with others, with expression and technical accuracy, and appropriate interpretation.
b. Demonstrate performance decorum and audience etiquette appropriate for the context, venue and genre.
Grade 5
Grade 5: Mathematics: Operations and Algebraic Thinking: Analyze patterns and relationships. Clsuter # 3: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. for ordered pairs consisting of corresponding terms from the two patterns and graph the ordered pairs on a coordinate plane.
Grade 5: Mathematics: Geometry: Classify two dimensional figures into categories based upon their properties. Cluster #4: Classify two-dimensional figures in a hierarchy based on properties.
Grade 5: MUSIC: PERFORMING: Anchor Standard #5: Develop and refine artistic techniques and and work for presentation.
a. Apply teacher-provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performances.
b. Rehearse to refine technical accuracy and expressive qualities to address challenges, and show improvement over time.
Grade 5: MUSIC: PERFORMING: Anchor Standard #6: Convey meaning through the presentation of artistic work.
a. Perform music, alone or with others, with expression and technical accuracy, and appropriate interpretation.
b. Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.
Grade 6
Grade 6: Mathematics: Ratios and Proportional Relationships: Understand ratio concepts and use ratio reasoning to solve problems. Cluster #3: Use ratio and rate reasoning to solve real-world and mathematical problems e.g. , by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
Grade 6: Mathematics: Ratios and Proportional Relationships: Understand ratio concepts and use ratio reasoning to solve problems. Cluster #3B: Solve unit rate problems including those involving unit pricing and constant speed.
Grade 6: MUSIC: PERFORMING: Anchor Standard #5: Develop and refine artistic techniques and and work for presentation.
a. Identify and apply teacher-provided criteria (such as correct interpretation of notation, technical accuracy, originality and interest) to rehearse, refine and determine when a piece is ready to perform.
Grade 6: MUSIC: PERFORMING: Anchor Standard #6: Convey meaning through the presentation of artistic work.
a. Perform the music with technical accuracy to convey the creator's intent.
b. Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue and purpose.
Grade 7
Grade 7: Mathematics: Ratios and Proportional Relationships: Analyze proportional relationships and use them to solve real-world and mathematical problems. Cluster #1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.
Grade 7: Mathematics: Ratios and Proportional Relationships: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Cluster #2: Recognize and represent proportional relationships between quantities.
Cluster #2B: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
Grade 7: MUSIC: PERFORMING: Anchor Standard #5: Develop and refine artistic techniques and and work for presentation.
a. Identify and apply collaboratively-developed criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, and interest) to rehearse, refine and determine when the music is ready to perform.
Grade 7: MUSIC: PERFORMING: Anchor Standard #6: Convey meaning through the presentation of artistic work.
a. Perform the music with technical accuracy and stylistic expression to convey the creator's intent.
b. Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose and context.
Grade 8
Grade 8: Mathematics: Functions: Define, evaluate and compare functions. Cluster #1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
Grade 8: Mathematics: Geometry: Understand congruence and similarity using physical models, transparencies or geometry software. Cluster #4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotation, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
Grade 8: MUSIC: PERFORMING: Anchor Standard #5: Develop and refine artistic techniques and and work for presentation.
a. Identify and apply personally-developed criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, variety , and interest) to rehearse, refine, and determine when the music is ready to perform.
Grade 8: MUSIC: PERFORMING: Anchor Standard #6: Convey meaning through the presentation of artistic work.
a. Perform the music with technical accuracy, stylistic expression, and culturally authentic practices in music to convey the creator's intent.
b. Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, context, and style.
