Proper Technique/Practice in Playing Auxiliary Percussion Instruments

Amy Arnett-Tomasek
5th Grade General Music

Common Core Standards:

1CE Explore and identify musical instruments from different historical periods and world cultures.
2CE Listen to, identify, and respond to music of different composers, historical periods and world cultures
2PR Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive
qualities, good posture and breath control.
3PR Improvise, compose and arrange music.
4PR Use technology and the media arts to create and perform music
5PR Read, write and perform rhythm patterns (e.g., 2/4, 3/4 and 4/4 meter) using sixteenth through whole
notes including dotted half note and syncopated rhythms.
1RE Justify personal preferences for certain musical pieces, performances, composers and musical genres both
orally and in writing.
2RE Discuss contributions of musical elements to aesthetic qualities in performances of self and others.
Lesson Summary:
This is a self-guided lesson for 3-4 students. In this lesson students will learn how to identify, play and hold
with the correct technique, improvise, read basic (common) rhythms of the particular instrument and perform
with auxiliary percussion instruments. ie: triangle, tambourine, maracas, congas, bongos, etc.
Estimated Duration:
This lesson will take about 2 hours. I will divide the lesson into two sessions (class periods) that will last for
approximately 50 minutes each.

Commentary:
All students at some point in their music education will need to be able to play auxiliary percussion
instruments. In my experience, most students (when reaching the middle school/high school level) still do not
know how to properly play or hold these instruments. This lesson is to give all students (in a smaller setting so
it is more comfortable) a tutorial using technology on playing/holding these instruments. This lesson will
support the students in middle school band/choir, high school marching/concert bands as well as choir/show
choir as auxiliary percussion instruments are used by ALL music students, not just percussionists. Students
will enjoy this lesson because it is self-guided and uses technology to enhance their learning. At the end of the
lesson they will be able to choose from a set of pre-selected popular music videos to improvise to and have fun
with.

Instructional Procedures:
Pre-instruction:
20 minutes out of a previous class period.
For a partial class period before the class begins the assignment I will walk the entire class through the Prezi
presentations that will be used to guide them through the two lessons. I will present the lesson on the white
board so all students can view the actual presentation they will be clicking through when their lesson starts (the
next scheduled class). Students will learn how to navigate through the Prezi, click and play videos embedded
in the Prezi and interact with the games/quizzes/checklists that will be included. I will also give the students
an example of their finished performance that is required for a grade at the end of the lesson. Students will
take a pre-assessment quiz (written or oral) at this time to evaluate how much they know already about
auxiliary percussion instruments.
Day 1:
Students will work through the lesson in my office and or practice room (with windows) using the classroom
computer. Students must be enclosed (but seen) so they can freely improvise in a protected environment to
feel comfortable within their small group setting. I will be rehearsing with another group in the main practice
room at the time of this presentation. Students are encouraged and able to ask any questions during the lesson,
if needed. Instruments will already be set up and presentation will be pulled up on computer prior to students
coming into class to maximize instruction time.
(50 minutes total)
10 minutes: Students will watch an instructional video of a musical group playing live. This video will include
exciting music (orchestral and cultural) with many examples of auxiliary percussion playing.
10 minutes: Students will pick up and try out all of the instruments included in the lesson. This is just a
discovery period. Every student must try every instrument and complete a checklist (either in presentation or
on paper) that they touched and played that instrument.

10 minutes: Students will watch an instructional video on triangle playing/holding (made by myself). Students
will each try holding and playing the triangle properly. Students will watch an example of a typical triangle
rhythm played in band (through music software, Finale or similar). The rhythm will have audio and a ticker
that shows the student each note as it passes. Each student will attempt to play the rhythm along with the
program after watching first. Watch first/then play. When finished student will put a check on their checklist.
10 minutes: Students will watch an instructional video on tambourine playing/holding (made by myself).
Students will each try holding and playing the tambourine properly. Students will watch an example of a
typical tambourine rhythm played in band (through music software, Finale or similar). The rhythm will have
audio and a ticker that shows the student each note as it passes. Each student will attempt to play the rhythm
along with the program after watching first. Watch first/then play. When finished student will put a check on
their checklist.
10 minutes: Students will watch an instructional video on clave/cowbell playing/holding (made by myself).
Students will each try holding and playing the clave/cowbell properly. Students will watch an example of a
typical clave/cowbell rhythm played in band (through music software, Finale or similar). The rhythm will
have audio and a ticker that shows the student each note as it passes. Each student will attempt to play the
rhythm along with the program after watching first. Watch first/then play. When finished student will put a
check on their checklist.
*Groups may move on to the next lesson if they finish before the class period is over. *
Day 2:
(50 Minutes)
20 minutes: Students will watch an instructional video on conga/bongo playing/holding (made by myself).
Students will each try holding and playing the conga/bongo properly. Students will watch an example of a
typical conga/bongo rhythm played in band (through music software, Finale or similar). The rhythm will have
audio and a ticker that shows the student each note as it passes. Each student will attempt to play the rhythm
along with the program after watching first. Watch first/then play. When finished student will put a check on
their checklist.
10 minutes: Students will watch an instructional video on shaker (multiple types) playing/holding (made by
myself). Students will each try holding and playing the shaker properly. Students will watch an example of a
typical shaker rhythm played in band (through music software, Finale or similar). The rhythm will have audio
and a ticker that shows the student each note as it passes. Each student will attempt to play the rhythm along
with the program after watching first. Watch first/then play. When finished student will put a check on their
checklist.
10 minutes: Students will watch an instructional video on guiro/cabasa playing/holding (made by myself).
Students will each try holding and playing the guiro/cabasa properly. Students will watch an example of a
typical guiro/cabasa rhythm played in band (through music software, Finale or similar). The rhythm will have
audio and a ticker that shows the student each note as it passes. Each student will attempt to play the rhythm
along with the program after watching first. Watch first/then play. When finished student will put a check on

their checklist.
10 minutes: Student will choose from a pre-selected set of popular music videos to improvise/perform for the
entire class. Students may choose any 2 auxiliary percussion instruments that they would like. This 10 minute
period is to practice what they will perform for the class. The performance will be at the beginning of the next
class and will take only 3 minutes.

Pre-Assessment:
Students will take a pre-assessment quiz, either written or oral, to determine how much they actually
know about holding/playing auxiliary percussion instruments. The quiz will be simple, ungraded (but
recorded) and mainly to see how much they have learned at the end of the lesson.
Scoring Guidelines:
The pre-assessment will not be graded, however, it will be recorded. I will log how many students
already have some of the knowledge needed for this lesson. This information will be used to determine
the selection of mixed groups for the actual assignment.
Post-Assessment:
The post-assessment will be the students performance that they present after the lessons are complete.
Students will improvise to a popular music video (presented on the white board) using 2 of the many
instruments presented in this lesson. Students must be holding/playing the instruments correctly and
also playing appropriate rhythms for said instruments. Students will also have a short oral
presentation about what they have learned throughout this lesson.
Scoring Guidelines:
Students will be graded on proper playing/holding of the instrument, proper rhythm placement, effort,
creativity (creating different rhythms based on a main rhythm) and a short oral presentation by each student
about what they have learned. Each aspect will be worth 20 points (totaling 100) and will be assessed by
myself.

Differentiated Instructional Support

It is possible that certain groups of students could move through this lesson at an accelerated pace. I have

designed this lesson to accommodate those students as well as students who might move at a slower pace.
Groups will be selected by myself and include a mixed group of accelerated students, regular students and
students who may need extra help. This is so peer-tutoring can take place if needed. The lesson is designed
with extra time allotted so more time on each section should not be needed however, if less time is needed
students may complete the assignment early.

Extension
Here are two different websites to enhance the students auxiliary percussion techniques. The first link is a
PDF guide with step by step written instruction. The second link is a video covering many additional auxiliary
percussion techniques.
http://crsdrumline.weebly.com/uploads/1/4/3/5/1435460/pit_percussion_technique.pdf
https://www.youtube.com/watch?v=lsWN-Bm1ZSI

Homework Options and Home Connections

Students will be encouraged to rent out additional auxiliary percussion instruments from our classroom.
They will be provided this rental period between the learning portion and the performance portion of the
lesson. This will be so the student can practice at home along with the video that their group has chosen.

Interdisciplinary Connections
Students will be learning about other cultures and some history about these eclectic instruments. This lesson
can tie in with a history class or even a geography class. For example: Claves are very important in Cuban
music, such as the son and guaguanc. They are often used to play a repeating rhythmic figure throughout a
piece, known as clave, a key pattern (or guide-pattern, timeline patter, phrasing referent, bell pattern) that is also
found in African music and Brazilian music.[2] Among the better known rock recordings featuring claves are
the Beatles' recording "And I Love Her," and "Magic Bus" by the Who. (Taken from Wikipedia)

Materials and Resources:

For teachers

White Board
Lap top or desk top computer
Paper for quiz and quiz assessment
Video camera (for recording my instructional segments)
Internet access (for video presentation)

For students

White Board
Lap top or desk top computer
Paper for checklist, quiz and quiz assessment
Internet access (limited, for completion of lesson/presentation)
Instruments: triangle, tambourine, claves, cowbell, cabasa, guiro,shakers, bongos and
congas.

Key Vocabulary
Conga, Bongo, guiro, cabasa, improvise, claves

Additional Notes
I am actually going to use this lesson plan for an interview that I have next week. I adapted it a little with the
actual classroom I would be using in mind. Music teachers are constantly looking for ways to maximize time
since we usually only get to see each grade level once a week. This lesson is a manageable supplement that
could help do just that. I will do all of the pre teaching and be available to help/answer questions during the
entire lesson. The classroom size is approximately 17/20:1 . This lesson would give me extra time to rehearse
with a smaller group of students (most likely for a concert) and also still include meaningful and needed
instruction for these students for the future.