Experience Design: Learn the Basics: Keys & Drums

Designers: Adrianne Tomlinson, Ashley Starkston, Jamiah Harrison, Sophia Anzalone,

and Theresa Perez

Summary/Overview:
Participants will develop a basic understanding of how to C Major, E minor, F major,
and GMm7 and C Major scale on keyboard instruments. For keyboard, teachers will
demonstrate the various chords on the piano and have the participants find the same
chords in another octave on the piano. The participants will then learn the fingerings of
the pentatonic scale and what pitches that type of scale entails. Participants will then
get a chance to play the scale on their own after a demonstration.
Participants will also learn basic percussion beats on the drums with tiered difficulties.
For drums, teachers will create a steady beat and then have the students stomp and
clap to represent the rhythms that each drum plays on its own. Students will then get
the opportunity to piece each instruments part together on the drum set to create a beat
pattern that fits the song. The students will then learn an additional rhythm to play on
the hi hat and add it to their drum rhythms.

Rationale:
Learn the Basics: Keys and Drums was created to teach the men at Gemeinschaft
basic competencies on keyboard instruments and drums to build their musicianship as
they transition back into their communities and home lives. This experience will teach
how to play chords and the pentatonic scale in the key of C major. Participants will also
learn basic drum patterns that include the bass drum, snare drum, and hi hat. By
learning these competencies, the men will be able to lead one another in musical
encounters so that they can collaborate with one another.

Standards:
MU:Cr3.2.H.la
Students will copy chords demonstrated to them on the piano.
Students will perform a pentatonic scale in C Major.
MU:Pr6.1.H.lla
Students will demonstrate stick control.
Students will perform simple, common rhythmic examples on a drum set.
I Can Statements:
I can play C Major, E minor, F major, and GMm7 chords on keyboard.
I can play modified versions of the chords if necessary (ie- leaving out the
third of the chord and just playing the root and fifth, for example)
I can smoothly transition from one chord to the next.
I can understand the shapes for each chord.
I can understand that the shapes for each chord can be applied to any key
signature when playing this progression, with added accidentals.
I can play and identify the pattern of a pentatonic scale and play the five notes of
a C Major pentatonic scale on keyboard.
I can play the outline of a basic rock pattern alternating the bass drum and snare.
I can improvise over this outline to create different patterns for other songs
I can demonstrate basic hand independence
I can add the hi hat on eighths to the basic rock pattern b/s/b/s.

Materials and Visual Aids:

Keyboards
Drums Sets
Drum Sticks
Color-coded lyric sheet (colors will correspond with different chords so they know
when to change)
Colored sticker dots

Detailed Process:
- To begin the experience, we will, as a group, perform a verse and chorus of Lean
On Me by Bill Withers for the men (https://youtu.be/KEXQkrllGbA). The song
utilizes all of the key materials and visual aids that we will be using (I IV V I in C
Major and a simple drum beat). Performing for them will show that as leaders, we
can effectively demonstrate the skills well be teaching.
- We can have rotation stations where the participants are free to leave when they
feel they have learned at least one skill from the two different instruments. There
should be no more than 2-3 people at a station. When they leave one station,
they will go to the next. Once they feel comfortable with what they have learned,
they can pick one instrument to perform on for the closing group activity. To
ensure this goes smoothly, we can set a timer for 20 minutes on our phones so
 that no one goes over the maximum time, but can use as much of that time as
needed.
- To close, as a group, they will utilize their learned skills and perform the song.
1. 5 Minutes- Beginning Activity
a. We will introduce ourselves and the song that they will be covering. As a
group, we will perform a short snippet of it so the men get the tune in their
ear.
b. We will be performing the song Lean On Me which is in C major. The
chord progression is I IV I V I in C Major, and utilizes a simple beat on the
drum set that uses high hat, bass drum, and snare.
2. 40 Minutes (20 Minutes/Session) - Middle Break Out Sessions
a. Chords (15 minutes)
i. Teach C Major, F Major and GMm7 using suggested fingerings or
whatever feels comfortable for them
1. On the keyboard, show them the range of keys theyll be
using
2. Explain the dots on the keyboard (each chord will have three
of the same colored dots; i.e.- C Major will have a blue dot
on C, E, and G) so they have an idea of where their fingers
should be if they get lost
3. Demonstrate how to construct the chords one note at a time
and have them copy (do this a few times), explain
relationship between each chord as we go
4. Play the chords in root position from one to the other and
have them copy; do this a few times till they feel comfortable
5. Then we will remove the dots from the keyboard and have
them play the chords a few more times so they are
comfortable and aware of the correct hand positions.
ii. Have them practice the chord progression in both hands, first their
dominant hand and then the other, but ultimately decide which
hand is more comfortable for them. We can make it interesting and
playful by having them play the chords in different rhythms rather
than just sustaining them. They can practice by doing 4 beats for
each chord, or while singing the song and playing the chords in the
correct rhythm. If they dont feel comfortable playing and singing at
the same time, the teacher may sing while the learner plays, or the
teacher may play with them.
b. Pentatonic Scale (5 minutes, or more depending)
 i. One teacher can demonstrate playing the chords while the other
solos using the pentatonic scale
1. Teach the locations of notes C, D, E, G, and A and how to
play them using a five finger pattern. Having this skill will
make it easier for them in the sense that their fingers wont
have to travel far.
2. Have them play the five finger pattern at different speeds,
both hands.
a. If time allows, play the chords while the learner
improvises using the scale and different rhythms
c. Alternating Bass and Snare Pattern
i. When the participants come to the drum station, they will first learn
the rhythms by tapping their foot on all four beats to demonstrate
the sound of the bass drum. Then they will demonstrate the sound
of the snare by clapping on beats 2 and 4 while their foot taps.
ii. The participants will then get a chance to be the different parts of
the beat (bass or snare) and work together to create the whole
thing.
iii. They will learn all about the backbeat that is held throughout the
whole song. This consists of teaching them the basics of keeping
the bass consistent, and a light tapping on the snare on beats 2
and 4.
iv. We will then transfer them to the drum starting with the bass drum
sounding on all four beats and then adding a hand playing the
snare on beats 2 and 4.
d. Alternating Bass and Snare with Hi Hat
i. During both choruses, There is a pattern that adds in the Hi Hat.
We will first demonstrate what it sounds like without the Hi Hat. We
will then add it in so the participants can hear and see the
difference as we play. If there are extra participants that are not
able to play on the actual drum set. We will have them use body
percussion to demonstrate the three different patterns they learned
on their body. They will then learn the simple beat where the bass
is still consistent, snare is on beats 2 and 4 and the Hi Hat is
immediately after you hit the snare drum and be able to model it on
the drum set. They will get to hear it aurally once we demonstrate
and visually see as we play it which will appeal to two modalities.
Eventually, they will get to play it on their own which will appeal to
the kinesthetic modality.
 3. 10 Minutes- Closing Group Activity
a. In conclusion, the participants will then play the song with us, so that it is
an all inclusive activity and reflective of what was learned. It is inclusive in
the sense that everyone will be involved and have a chance to play the
piece that learned during the experience. If there are not enough
keyboards available for everyone, two people to a keyboard may be
allowed (one can play chords while the other solos). We will take the time
to build in each skill learned, first beginning with drums. Then we will add
the chords and then the melody using the pentatonic scale. The
participants will then be encouraged to sing along. During this closing
activity, we can sing along and stand near the learners we worked with
incase they need help

Assessment:
In addition to watching the performance as an audience, we will assess the group by
using a checklist (linked below):
https://docs.google.com/document/d/1ddGWebffOR8hlUkP2UzlpE_F7gg5Wg5ZmuhGO
s_d5Ns/edit?usp=sharing)
The checklist includes all of the learned skills that should be demonstrated by the end of
the experience. To see if they actually learned, we could ask them if theyd be able to
teach this skill to someone else someday or have them explain what helps them to
remember their hand positions to play each chord.
Extensions:
We could ask participants to think of other songs that utilize the same chord progression
they learned during the experience. Once they share a song they think could work, we
could give them another five minutes to work on recreating that song and then ask them
to present it to the group if they feel comfortable. If not, it at least allows them to have
some free and creative experiences with the instrument of their choice (they can choose
either keyboard or drums). This should only be done if we have extra time.

Adaptations:
Size: If producing sound using the smaller part of the sticks or if the participants
cant find a way to hold it properly, we can come up with ways to hold the sticks
so that they would feel more comfortable. There are four different types of stick
holds: Germanian, American, French and the traditional grip. We will teach a
 couple of different ones and the participants can decide which one is most
comfortable to them.
Color: To help with finger placement for the chords, we will provide colored
sticker dots to put on the keys.
Pacing: If needed we can allow them to break up into groups based on what
they believe they need assistance with. In order to find out the difficulties they are
having, we will ask if they have problems and then do a diagnostic to see how we
can fix them. We can find this out by checking in with them constantly during the
experience and taking note of what they are having difficulty with. For example
we can ask those that feel uncomfortable to break off into a smaller group and
work slower with more instruction. For those that may have played before we
could have them break off and teach them more effectively by explaining the
chord progression.
Modality: One major modality that this experience appeals to is the visual mode.
The participants will be able to see the positions of the chords by seeing the
stickers on the piano and the demonstration provided by the leaders. Another
modality would be the kinesthetic modality because the participants will get a
chance to physically play the chords and drum rhythms on their own. This
experience appeals to multiple modalities to appeal to a diverse group of
learners. We could also appeal to the aural modality by playing the chords one at
a time and allowing them to listen and try to build them once they know the root
of the chord.