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Learning and Creating World Drumming

Grades: 9th-12th

Emily Gulli

Course Description​: ​This course will focus on World Drumming. The focus of

this course will be learning and understanding African and Caribbean music. Many

students are not exposed to music or cultures like these. In school, students usually

have choir, band, and orchestra- usually this is the extent of their music education. I

would love to have students experiment with the different sounds the drums make and

learn how to lead some drum making sessions. Within these cultures there are many

drums that students would be able to learn about, why they were made, and why they

were important. This class will have many classes discussing the history and

importance of African and Caribbean music. This course also has opportunities to

incorporate beat making on different instruments or even on digital instruments. The

overall goal is to make all students feel welcome to join, learn, and experience

drumming together.

Rationale/Need for the course​: ​This course is important because World

Drumming, to my knowledge, is not offered as a course, or even an after school activity

in many schools. My experience with a World Drumming course was very eye opening

due to the fact that I did not know much about it myself. It made me realize that courses

such as these need to be talked about and offered more.

I would like to propose a group project on the different tribes within

Caribbean/African cultures. Students will learn about these cultures and will be learning

how drumming and music has played such an important aspect in their lives and

culture. Students will discuss the different instruments used, what they did and why they

were important. Did different tribes have different drumming patterns? Why did different

tribes have different drumming patterns? Questions like these will be researched for

their projects! These groups will be able to propose their findings in anyway they would

like. Each group will have their main focus be on a different elements related to these

cultures that will be shared with the class at the end of their discoveries.

I believe that this idea is an important project to have because if students don't

understand the history behind Caribbean and African drumming, then why would

students take interest in something they know nothing about? I want my students to

choose the topic they want to research because they must have the drive to want to

learn more. I would like my students to take the time to research these cultures together

and come up with a presentation of their choosing. As a class after their findings, I want

to have class "jam sessions" and learn about these instruments. This world drumming

class would be about exploring cultures that many students may not know anything

about, and if they do, to share what they know and have experienced with the class!

Expected impact on students: ​Students through this course will learn how to

lead and be a leader in ensemble settings. Students will have opportunities to

collaborate and listen to others. I believe that it is important for students to have

understanding how traditional drumming is different from contemporary drumming.

Learning about different cultures let’s students see what others do and learn in the

world! World drumming around the world has already made a huge impact on so many

people. It has brought people together of all different ages, race, and ethnicities. I hope

that my class will be just as successful!

Expected Community Impact:​ I would like this course to have its fundations

about the programs of World Drumming music that already exists and has already made

a huge impact on so many people; however, what else can we add to this class to make

it unique to this school? I would love to incorporate some type of technology or even to

incorporate instruments the students would like to use. I also see this class branching

off into the community and allow for students parents, and community members to

come and be apart of a drumming session. I have always loved when the community

comes together and creates music together.

Project Name: World Drumming 

Stage 1 Desired Results

Standards: Goals:
Improvising melodies, variations, I can improvise in the same style, rhythmic, or melodies that were
and accompaniments Achievement given.
Standards: I can add melodic ostinato accompaniments.
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
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 I can improvise with different instruments.
c. improvise simple rhythmic
variations and simple melodic Skills:
embellishments on familiar melodies ● I am able to understand basic notation.
● Learn how to lead/ be a leader in an ensemble setting
Students will: a. improvise simple ● How to collaborate; listen to others
harmonic accompaniments
b. improvise melodic embellishments Knowledges​:
and simple rhythmic and melodic ● Will learn about different cultures; Caribbean and African music
variations on given pentatonic ● Will understand how traditional drumming different from
melodies and melodies in major keys contemporary drumming
c. improvise short melodies,
unaccompanied and over given
rhythmic accompaniments, each in a
consistent *style, meter, and tonality.

Generative (Essential) Questions:

- 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

● Will have greater respect for cultures that are not their own! Such as musical cultures of the
● Students will learn the history of these cultures and understand why they are important.
● Students will be able to improvise, play with others in groups, and learn from each other.

● Rubrics
○ 1/5: Students have difficulty learning the different instruments and collaborating with
other students.
○ 2/5: Students can hold the different instruments with some difficulty. Student is able to
collaborate with other students with some difficulties.
○ 3/5: Students can hold the different instruments with minimal difficulty. Students are able
to apply and understand the history of each instrument and why they are important.
Students are able to improvise with other students.
○ 4/5: Students hold different instruments which rarely impedes their learning and
understanding of each instrument. Students are able to improvise and collaborate with
others with minimal problems.
○ 5/5: Students can play each of the instruments and are able to collaborate with others.
Students understand the history of each instrument and can apply it to their
improvisations and collaborations with other students.

● Self-assessments
○ Ask the students to show how they think they’ve progressed with different aspects of
learning different instruments and improvising on these instruments. Ask the students
how they’ve participated by closing their eyes and giving a thumbs up, thumbs down, or
sideways thumb. They’ll answer these questions:
■ Can you improvise with different instruments and collaborate with others?
■ Can you play different instruments?
■ Did you have fun?

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

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

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! This would be a
time where students can apply what they have learned and let community members learn from

Overview of 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!

Budget: ​I have $2500 to make this course run and I will need these materials to

get my course started. All of these prices I found through deals on Amazon or Ebay!

Proposed Budget 

Item Name   Use   Cost  Quantity Overall Cost

(linked to provider)    (per unit) 

Talking Drums All of these drums, shakers, and bucket drums will be 49.99 7 349.93
https://www.am used by students and teachers!

Ashiko Drums 137.99 5 689.95


Bendir Drum 69.00 6 414.00


Shekere 33.95 4 135.80


Bucket Drums Cheap buckets found at Home Depot. 3.25 25 81.25


Drum Sticks 5.99 25 149.75


Agogo 18.89 8 132.23


Tambourines 9.99 5 49.95


Total Cost 2,002.86


● African axatse gourd shaker - maraca, rumba shekere - 6" X 12". (n.d.). Retrieved from



instrument&qid=1554672990&s=gateway&sprefix=shekere ,aps,127&sr=8-1

● Drum sticks 5A wood tip drumstick (1 Pair Maple). (n.d.). Retrieved from



● Meinl african talking drum with mahogany wood shell and wooden beater - NOT MADE IN

CHINA - medium size goat skin heads, 2-YEAR WARRANTY ATD-M. (n.d.). Retrieved from


?keywords=talking drums&qid=1554673297&s=gateway&sr=8-2
● Rhythm band RB702 agogo bell with mallet. (n.d.). Retrieved from



● Tita, Eleanor, & DaveL. (2019, March 05). The home depot 5 gal. Homer Bucket-05GLHD2.

Retrieved from


● Toca TFA-12MK Freestyle Mechanically Tuned 12-Inch Ashiko Drum - Kente Cloth. (n.d.).

Retrieved from




● Tosnail 8" wood handheld tambourine - single row 5 pairs jingles. (n.d.). Retrieved from


_1_3?crid=2LQUJI19OYRXX&keywords=tamborines musical


● Turkish quality bendir percussion frame drum riqq,tar, daf, def. (n.d.). Retrieved from


ef=sr_1_3?keywords=bendir drum&qid=1554673246&s=gateway&sr=8-3-spell