Schmidt Ensemble 2 Lesson Plan 1 

Shannon Smith, Rachel Broyles, Hannah Conn, Tim DeSimone

September 3, 2019

Overview 

During this activity, students will engage with learning four basic rhythms first through the means of vocal
chants, and then by physically drumming out the rhythms on their own hand percussion instrument. Students
will begin by learning and becoming familiar with the four different rhythmic patterns through the process of
call-and-response (with the facilitator/projector with sheet music displayed as a visual guide), and will then
be split into four different groups, thus allowing for the end goal of all four parts to be heard in the ensemble
at the same time. This exercise not only helps students in learning more about rhythms in a friendly and
simplistic environment, but it also provides learners with the opportunity to engage in an ensemble setting to
learn more about balance, blend, and keeping time with one’s own rhythm while performing with others.
Finally, students will be afforded the opportunity to improvise and explore different rhythms as a section
while remaining engaged with the drum circle, thus allowing for students to engage with structured and
improsivatory musicking in a relatively stress free and private environment.

Rationale 

The experience of engaging in a drum circle allows students the opportunity to make music in a low-stress
and easy-to-learn environment. Engaging younger students in the kinds of crowds and experiences that are
easily accessible to the vast majority of individuals can be positive spaces to learn and produce music. In
this exercise in particular, students get to chant out different rhythms by saying different foods, such as “tofu
stir fry” and “cranberry,” quarter notes and triplets respectively. By chanting out these different common food
items, students can become better acquainted with accessible rhythms through a means already familiar and
memorable to them. Likewise, performing in an ensemble such as this one allows students the chance to
learn more about balance and blend within a performing group. Students not only must be comfortable
performing their own musical part of the drum circle, but they must also understand how their part fits into the
greater ensemble as a whole. Essentially, this exercise is a fantastic way to introduce students into the world
of community music in a fun and low-stress environment ideal for learning.

I Can Statements (learning goals) 

● I can identify the verse and chorus of this song by using different leg movements and strum patterns
for each.
○ VA SOL 2.5.3.​ The student will respond to music with movement, including creating
movement to illustrate AB and ABA musical forms.
● I can sing and play simple rhythms that are both presented to me in an auditory and visual manner.
○ HIB.2​ The student will echo, read, and perform rhythms and rhythmic patterns, including
whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes,
corresponding rests, and syncopations.
● I can identify and perform simple rhythms presented in the sheet music on the projector and likewise
can perform those rhythms both through vocal chants and on my specific hand drum.
○ HIB.4​ The student will identify, read, and perform music in simple meters
● I can model correct hand percussion techniques on the instrument provided to me after observing the
facilitators and receiving help as needed.
○ HIB.11​ The student will demonstrate proper instrumental techniques, including
1. finger/slide placement, using finger/slide patterns and fingerings/positions;
2. matching pitches and beginning to make adjustments to facilitate correct intonation;
 Schmidt Ensemble 2 Lesson Plan 2 
Shannon Smith, Rachel Broyles, Hannah Conn, Tim DeSimone
September 3, 2019

3. production of tones that are clear, free of tension, and sustained;

4. wind student—proper breathing techniques and embouchure; contrasting articulations
(tonguing, slurring, staccato, accent);
5. string student—proper bow placement, weight, angle, speed, and pressure; contrasting
articulations (pizzicato, legato, staccato, détaché, two-note slurs); and
6. percussion student—stick control and performance of multiple bounce roll, 5-stroke roll,
9-stroke roll, flam, drag, flam tap, single paradiddle, and double paradiddle, open-close-open,
on snare drum (from Percussive Arts Society [PAS] International Drum Rudiments); stick
control with mallets, using appropriate grip.
● I can play my instrument and rhythmic part in a way that promotes balance and blend within the
ensemble; likewise, my dynamics and percussive techniques should be uniform to the ensemble as a
whole.
○ HIB.12​ The student will demonstrate ensemble skills at a beginning level, including
1. balancing instrumental timbres;
2. making adjustments to facilitate correct intonation;
3. matching dynamic levels and playing style;
4. responding to conducting patterns and gestures; and
5. maintaining a steady beat at various tempos in the music literature being studied.
● I can play different simple rhythms on my percussion instrument after listening, singing, and playing
with the facilitators and other students in the ensemble.
○ HIB.15​ The student will perform simple rhythmic and melodic examples in call-and-response
styles.
● I can understand and describe the importance and purpose of the Schmidt Ensemble piece being
played in class by illuminating concepts in relation to hand drum circles and ensemble music making.
○ HIB.20​ The student will analyze and evaluate music by
1. describing the importance of composers’ use of style, cultural influences, and historical
context for the interpretation of works of music;
2. describing and interpreting works of music, using inquiry skills and music terminology;
3. describing accepted criteria used for evaluating works of music;
4. describing performances of music, using music terminology; and
5. describing accepted criteria used for critiquing musical performances of self and others.

Materials 

● Hand Percussion Instruments (Bongos, Congas, etc…) - About 25 (One instrument for everyone)
● Seats - About 25 (Enough for every student)
● Access to a projector - Present sheet music as an additional learning resource for students
● A computer to display our song, the Schmidt Ensemble

Detailed Process 

Time Required
1 mins 1) Warm-Up (Tim)
● Allow for exploration on the percussion with dynamic hand gestures
from one of our facilitators
○ This allows for students to explore percussive sounds at their
 Schmidt Ensemble 2 Lesson Plan 3 
Shannon Smith, Rachel Broyles, Hannah Conn, Tim DeSimone
September 3, 2019

own pace and likewise engage with the facilitator through the
means of dynamic contrast.
3 mins 2) Teaching Parts (Shannon)
a) Chanting with our food words (First words, next incorporating
movements on the percussion, finally play & chant at the same time)
i) We will introduce each of the parts one at a time, and
eventually get all the students playing each of the four parts
all at the same time
b) All learn: During this step, we will assign about four to five students
to each of the parts, and then we will build in the ensemble one part
at a time until eventually everyone is playing at the same time
i) Students playing the same part (ex: cranberry - triplets) will
be sitting near each other
c) Use questions to prompt ideas
i) What was the most challenging part about all playing at this
same time?
ii) Talk to a neighbor and talk about one thing you think you did
well and one thing you think we can improve upon.
(1) What are we listening for when we play this time?
iii) Which part might need to be brought out of the texture more?
iv) Which part might be more overwhelming?
v) How can we work together as an ensemble to create an even,
balanced sound?
3 mins 3) Open up to ​improvisation​ and student reorganization (Hannah)
a) Ask different sections of the ensemble to take an improv soli when
they hear their rhythm played on the rhythm block.
b) All students will first play the rhythms assigned to them in the larger
ensemble setting, and when one group hears their rhythm called out,
for instance, “tofu stir fry”, those students playing that rhythm will
improvise on their hand drum in a way that makes sense to the
overall sound of the ensemble.
c) We will continue this step and process until all four groups have had
the opportunity to take an improv soli.
3 mins 4) End in debrief and/or ​music (Rachel)
a) After we have completed the improv exercise, we will ask students
to talk to a partner and think about one thing they think the ensemble
did well and one thing that the ensemble could improve upon.
i) How can we get better at what we’d like to improve on?
ii) What about this experience exhibits music making and
performing in an ensemble?
iii) What age group or learning group would an activity such as
this one be ideal for?
b) After debriefing with the ensemble, we would play through the
Schmidt Ensemble piece one more time with everyone playing a part
 Schmidt Ensemble 2 Lesson Plan 4 
Shannon Smith, Rachel Broyles, Hannah Conn, Tim DeSimone
September 3, 2019

which they previously had not played (Ex. Tofu stir fry will now
become pepperoni pizza)
Assessments 

Checklists:
❏ Student is participating
❏ Student can vocalize part 1 with correct rhythm
❏ Student can vocalize part 2 with correct rhythm
❏ Student can vocalize part 3 with correct rhythm
❏ Student can vocalize part 4 with correct rhythm

❏ Student can play part 1 with correct rhythm

❏ Student can play part 2 with correct rhythm
❏ Student can play part 3 with correct rhythm
❏ Student can play part 4 with correct rhythm

❏ Student can vocalize correct pitch differences in part 1

❏ Student can vocalize correct pitch differences in part 2
❏ Student can vocalize correct pitch differences in part 3
❏ Student can vocalize correct pitch differences in part 4

❏ Student can play correct pitch differences in part 1

❏ Student can play correct pitch differences in part 2
❏ Student can play correct pitch differences in part 3
❏ Student can play correct pitch differences in part 4
Rubric:
1. Student will chant given “food rhythm” accurately
a. No Evidence: Student does not chant, or make any sound at all
b. Minimal Evidence: Student chants accurately only part of the “food rhythm”
c. Meets Expectations: Student chants “food rhythm” accurately
d. Exceeds Expectations: Student focuses not only on what they themselves are chanting but
also the other parts around them to achieve cohesive rhythm chanting.
2. Student will play given “food rhythm” on percussion instrument accurately
a. No Evidence: Student does not play, or make any sound on instrument at all
b. Minimal Evidence: Student plays accurately only part of the “food rhythm”
c. Meets Expectations: Student plays given “food rhythm” on percussion instrument accurately
d. Exceeds Expectations: Student plays given rhythm on instrument and listens around them to
achieve cohesive rhythmic playing within the drum circle
3. Student will play given “food rhythm” on percussion instrument accurately and chant the rhythm at the
same time
a. No Evidence: Student does not chant, or make a sound on instrument
b. Minimal Evidence: Student can chant, or play rhythm on instrument accurately, but not both at
the same time
c. Meets Expectations: Student can chant and play the food rhythm at the same time with few
mistakes
d. Exceeds Expectations: Student chants and plays “food rhythm” at the same time accurately
 Schmidt Ensemble 2 Lesson Plan 5 
Shannon Smith, Rachel Broyles, Hannah Conn, Tim DeSimone
September 3, 2019

with few mistakes, and is able to listen to the other rhythms around and have cohesive
rhythmic playing within the drum circle

Self-assessment:
● Am I as the teacher presenting the new information accurately, in a way that all students are able to
understand?
● Am I as the teacher aware of students who may need a different explanation of information, and am I
able to adapt to that?
● Am I presenting rhythms accurately?
Performance assessments with clear criteria as to how we are assessing:
Informal Assessments
● Listening for: accuracy with rhythms given
● Listening for: Students following the “leading rhythm group” of the drum circle

Extensions: 

1. One simple extension of this exercise would be to have students rotate through each of the four
different rhythmic parts on the hand drums. Each student would get the opportunity to play the “tofu
stir fry” rhythm, the “pepperoni pizza” rhythm, the “smoked sausage” rhythm, and the “cranberry”
rhythm. This allows students the opportunity to become better familiar with each of the rhythms and
likewise each section’s role in the ensemble.
2. Another extension of the exercise would be to have students come up with their own rhythmic pattern
with associated word chant. For instance, a student could come up with the rhythm of four sixteenth
notes followed by a quarter note and then two beats of rest, which could be associated with the food
words, “German Chocolate Cake”, with German Chocolate making up the four sixteenth notes and
Cake being the quarter note. Students would also notate their rhythm on staff paper provided to them
to help tie the connection between standard Western musical notation and auditory methods.

Adaptations 
Include any visual aids or manipulatives here.  

Size Have handouts projected for students in large print on screen in front of room and
accessible to those with impaired vision (BELOW).

Color Projection will be rich in color and accessible to those with impaired vision (BELOW).

Pacing We will use repetition and speak slowly and clearly to give every student the best chance
at clearly hearing our instruction.

Modality Assign drums specifically to accommodate physical needs of students, and monitor the
space to ensure all students have equal chance at activity.
 Schmidt Ensemble 2 Lesson Plan 6 
Shannon Smith, Rachel Broyles, Hannah Conn, Tim DeSimone
September 3, 2019

 
 
 
To fu Stir Fry

 
Pepperoni Pizza

Smoked Sausage  
 
 
Cranberry