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Project Name: World Drumming 

Stage 1 Desired Results

Standards: Goals:
National Standards: I can improvise in the same style, rhythmic, or melodies that were
Improvising melodies, variations, given.
and accompaniments Achievement I can add melodic ostinato accompaniments.
Standards:​ Students will:
I can read and understand music, such as quarter, eighth notes,
a. improvise "answers" in the same
style to given rhythmic and melodic
etc.
phrases I can join a group and participate as well as be a leader.
b. improvise simple rhythmic and I can understand dynamics given and can demonstrate them.
melodic ostinato accompaniments
c. improvise simple rhythmic
variations and simple melodic
embellishments on familiar melodies

Students will: a. improvise simple Skills:


harmonic accompaniments ● I am able to understand basic notation.
b. improvise melodic embellishments ● Learn how to lead/ be a leader in an ensemble setting
and simple rhythmic and melodic ● How to collaborate; listen to others
variations on given pentatonic
melodies and melodies in major keys Knowledges​:
c. improvise short melodies, ● Will learn about different cultures; Caribbean and African music
unaccompanied and over given ● Will understand how traditional drumming different from
rhythmic accompaniments, each in a contemporary drumming
consistent *style, meter, and tonality

Generative (Essential) Questions:​ Broad questions that learners will word toward finding multiple
and unique answers. These questions encourage learners to dive deep.
- How can I use the notation and other musical terminology to help me when I am playing music?
- Am I able to interact with those around me and create music?
- Am I able to discuss with my peers about the different cultures associate with this music? Why
is it important that I know the history?
- Am I able to improvise with other students to create an interesting piece?

Stage 2 - Evidence

● Students will learn how to work together and build off one another through group/ ensemble
participation.
● Will learn how to improvise and transfer these skills to other classes.
● Will have greater respect for cultures that are not their own! Such as musical cultures of the
Caribbean/Africa.
● Students will learn the history of these cultures and understand why they are important.
● Students will be able to improvise and play with others in groups.
● Students are able to build off one another; working together.
Stage 3 – Learning Plan

Discuss the specific process by which learners will make progress toward the goals. Specifically
address the ways you, as a teacher, will support, challenge, and wind for the learners. What
“workshops,” “lessons,” or “experiences” will you guide learners in to help them develop tools needed
to grow? How will you support individual learning and growth?

10 Day Plan:

Day One:​ ​For the very first day of my class, I would want this day to be a discovery day where
students can play with all the instruments and experiment with their peers. Maybe we do a jam session
together by creating different beats and rhythms. By starting a class off like this, this will then lead into
questions such as, what do we hear? Why are these instruments important or what do you think they
were used for within their culture?

Day Two/Three: ​The next two days will be spent on the history on these cultures and why they are
important. I believe that it is important to understand the history to appreciate it more.

Day Four/Five: ​The next two days will be spent applying what students learned about the history of
these instruments and experimenting with them! I want my students to begin playing these
instruments, collaborating with other students, and possibly even creating music in groups together.
To wind this forward, I want students to create a short piece of music together to perform for the class.

Day Six: S​ tudents, if they have not already, will perform in their groups with their different instruments.
Students will talk about what instrument they have, why it was important, etc. The purpose of this
lesson is to allow students to improvise with one another because there is no “right”’ or “wrong” when
experimenting and playing these instruments.

Day Seven: B ​ ucket Drumming day! I would love this day to be solely about improvising and bringing
the class together. I have experienced bucket drumming when Amy Lewis and this is an experience i’d
love to share with my students!

Day Eight: L​ ast in class day jamming session or performances from other students. What did the
students learn? Reflection on why this was important and how can we bring this out into the
community?

Day Nine: I​ would love for the second to last day to be about reflection have the class discuss what
they learned and why it was important to them. What did the students learn? Has it impacted them in
any way? How will they share their experiences with those out in the community?
This day will also be about gathering everything groups need to bring this experience out into the
community.

Day Ten: ​Go out within the community and let others experiment with the instruments.
I would also love to have a bucket drumming jamming session led by the students!

What I want to include in my 10 day plan:


● Bucket Drumming Day
● History of Instruments
● Drumming on Instruments
● Workshops after school or opening up this class to the community/parents