Lesson Plan

April 3, 2017

Grade: 7th/8th

Objectives: To review world drumming instruments, to apply shaker technique to a new

ensemble, to introduce musical space and rhythm complements

Materials Used: Drums, shakers, cowbell, Powerpoint lyrics, World Music Drumming
Curriculum

Procedure:
1. Voice Warm Up
a. Sing Kokoleoko all together
b. Divide class into groups and sing in a round
c. Round will help us with doing multiple musical things at a time
2. World Drumming Review
a. What do we need to make sound? Vibration
b. What kind of instrument is a cowbell? Idiophone or membranophone? What
makes it an idiophone? The body of the instrument vibrates.
c. What kind of instrument is a djembe? Idiophone or membranophone? What
makes it a membranophone? The membrane creates the vibration. What makes
the membrane of a djembe? Goat skin
3. Rhythm complements/Musical space
a. Rhythm complements are used to help rhythms fit together in a drum ensemble
b. Musical space is used to bring different sounds out
c. Different musicals sounds are also called timbre
d. Listen for musical space as we listen and play through ensembles today, it will
help when we get to making our own ensembles after break
4. Master Drummer
a. Teaches ensembles aurally
b. Review uses for ensembles and how master drummers lead
c. Ghana-celebration
d. Mali-communication
5. Teach Highlife shaker part
a. We dont have enough shakers for everyone to use so we will imitate the motion
with our hands
b. I will teach it aurally through the music in the World Music Drumming
Curriculum
c. After going through a few times, pass out shakers and have students rotate
6. Review Call and Response
a. Review 2 beat rhythms through echo
b. Review Call, call, I love to drum from World Music Drumming Curriculum
 c. We will be starting Parkway 4 Beat which is very similar to our 2 beat call and
response but it uses 4 beats
d. Try 4 beat echoes
7. Review Ensemble 1 from World Music Drumming
a. start with cowbell then add 1 drum part at a time
b. add shakers
8. Creative Group Ensemble time
a. I give the students a minute or two to let out their creative rhythms and try to add
them together at the end of class in a whole ensemble
b. After, I ask them how they think it sounded, sometimes their rhythms mesh well
and sometimes we dont so we talk about possible reasons for each

Special Needs Accommodations:

Alternative instruments/additional drum sticks

State/National Standards Met:

1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments
9. Understanding music in relation to history and culture.