Developing a new unit:
Unit 2: Back to Basics
Class presentation for EDMC538 The Professional Teacher Professor J.M. Bodi Capstone Project
New Structure
This new school year, the music department at Colegio Menor is taking one important step that will allow us to offer students a better opportunity to develop musical knowledge, skills and practice.
New Structure
General Music PG, PK, K 1,2,3 (590-620)
The new upper school music classes structure for band are divided by grades in three ensembles.
4th Band (30-45)
(6-12 percussion)
4th Strings (30-35) 5th Strings (30-35) 6th Strings (20-30) US String Ensemble I (15-18) US String Ensemble II (15-18) 6th Guitar (10-12)
4th Choir (10-20) 5th Choir (10-20) 6th Choir
4th Piano (12)
5th Band (30-45)
(6-12 percussion)
5th Piano (12)
6th Piano (12)
US Piano I (10-12)
6th Band (30-40)
(6-12 percussion)
(10-15)
US Latin and Jazz Combo I (20-25) US Latin and Jazz Combo II
US (20-25) Latin and Jazz Combo III (20-25)
US Songwriting and Music Tech I (10-12) US Songwriting and Music Tech II (10-12) US Songwriting and Music Tech I (10-12) Music Appreciation (Required in Grade 11)
US Piano II (10-12)
US Piano III (10-12)
AP Music Theory (Grade 11 replace Music App)(1014)
Contemporary Music Ensemble (Grade 10,11,12)
New Structure
This year the school gave us the possibility to offer a much more demanding program for our students, especially in upper school (7th to 12th grade students) by opening new courses with more specific theoretical content, more project based assessments that demand the utilization of music technology labs, and a higher level of knowledge, performance and commitment from the students and teachers.
Course Overview
During this course students will perform a high level of music literature, which involves different styles such as, Afro-Cuban rhythms, Swing, Funk/R&B. At the same time students will be also expanding their technical skills through the acquisition of new rudimental tools, complex figure combination reading and their application in a performance context. Technical training topics will be always included within different units due to its relevant role in achieving other performance skills.
Sept.
Timeline
Oct. Nov. Dec. Unit 2: Drum Styles: Back to Basics Upper School Concert Dec. Jan. Feb. Unit 3: Backbeat Mar. Apr. May.
Technique Unit
Unit 4:
Jun. Unit 5: Putting it all together Final Concert
Fills and Combinations
Sept.
Technique Unit
Oct. Nov. Dec. Unit 2: Drum Styles: Back to Basics Dec. Jan. Feb.
Timeline
Unit Upper School Concert 3: Backbeat
Mar. Apr. May.
Unit 4:
Jun. Unit 5: Putting it all together Final Concert
Fills and Combinations
Objectives
Students will be able to: 1. Identify, name, compare and contrast different music styles and their main characteristics. 2. Read and write music notation accurately. 3. Perform intermediate-advanced music literature. 4. Play the basic 25 rudiments at different tempos. 5. Produce and use a simple music chart as a tool for transcription, rehearsal and performance. 6. Use and combine music specific rhythmic patterns and instruments correctly within the stylistic context of the music. 7. Perform comfortably within a band context.
Unit 2: Drum Styles: Back to Basics
5 weeks Back to Blues basics Back to Shuffle Basics
Back to Swing Basics
Back to Funk/ R&B basics Back to Afro-Cuban basics
Each week
Class 1: Listening to song forms
Class 2 & 3: Basic patterns Class 4: Changing the feel of the groove. Class 5: Practice
Planning format used weekly
Week of
Description
Class 1:
Warm-up / Pre-assessment: Objective: Learning Activities/Chunking: Closure / Assessment: Homework:.
Class 2:
Warm-up / Pre-assessment: Objective: Learning Activities/Chunking: Closure / Assessment: Homework:.
Warm-up / Pre-assessment: Objective: Learning Activities/Chunking: Closure / Assessment: Homework:. Warm-up / Pre-assessment: Objective: Learning Activities/Chunking: Closure / Assessment: Homework:. Warm-up / Pre-assessment: Objective: Learning Activities/Chunking: Closure / Assessment: Homework:.
Class 3
Class 4
Class 5
Examples of a music class
Blues: Changing the feel of the groove Afro-Cuban: tasting the Salsa
Afro-Cuban (tasting the Salsa)
Warm-up / Pre-assessment: Flam, Flam Accent, rudimental reading exercises from Life`s Little Rudiment Book by David Steinquest. Objective: students will understand and learn the use of the cascara, campana/contra-campana bongos and conga patterns through assembling a Salsa rhythm. Strokes for congas and bongos will be learned also during the class. Learning Activities/Chunking: Students will listen to Juanito Alimaa, a song by Ruben Blades to wrap the ear around the salsa rhythm sound with a complete percussion section. Students will identify the percussion instruments used in it. The teacher will play each instrument pattern individually and explain strokes (slap, open and manoteo) for conga, (cascara, rim shot and muted) for timbales, (campana/contra-campana) for bells. Students assigned to their instruments will imitate the patterns and play them for a few minutes. Students will describe the function/role they think their assigned instrument play in he section.
Closure / Assessment: put all pieces together performing the rhythm assigned by adding up one by one in layers. The result, a basic Salsa rhythm. Homework: review class notes.
Lesson plan
Afro-cuban: tasting the Salsa
Lesson plan
Afro-cuban: tasting the Salsa Learning activity
[Link] Juanito Alimaa song by Ruben Blades conga, timbales, bells.
Changing the feel of the groove
Warm-up / Pre-assessment: Double Stroke Roll, Five Stroke Roll, rudimental reading exercises from Life`s Little Rudiment Book by David Steinquest. Objective: Students will learn how to switch the time feel of a groove within a blues form by recognizing, differentiating and performing blues drums grooves in two different time feels: in two(regular time) and in four (half time) and place them in sections A and B respectively. Learning Activities/Chunking: Over a blues form, on the practice pad students will increase and decrease the sensation of speed in the song by placing the main stroke of the groove on beats 2 and 4 first and then on beat 3. Using shakers, students will then assign regular time (in 4) and half time (in 2) to different sections of the form (A,B,A).
Closure / Assessment: over the blues for students will perform regular and half time grooves assigning them to sections (A,B,A) as desired. Adding timbre change (hi-hat/ ride cymbal) is required. Homework: Watch YouTube video Half Time & Double Time by Billy Ashbaugh at [Link] Link: [Link]
Lesson plan
Changing the feel of the groove
Lesson plan
Changing the feel of the groove Learning activity
