Roots of Rhythm World Drumming Teacher Workshop 2006
Lesson Plan for ROR Extensions Chapter 1
Title Tamborim/Carnival-Brazil Kathy Beer
July 2006
Twinsburg, Ohio
Grade Category 4th
Lesson Time
Part of a larger unit-- two 30 min. lessons.
Day 1 build/echo work.
Day 2 read/create/share TUBS.
This will be teamed and taught in the Spanish classroom grade 4.
Goals
1. Science-relate molecules/unzip theory with the tape. Waves relate slow-low-loose, fast-high-tight.
2. History-Carnival and the customs related to the season.
Objectives
1. The students will make a Tamborim and Baqueta.
2. They will also learn to read and play TUBS notation as well as create and share their own TUBS rhythms.
Content Standards
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
Materials (per child)
1. Card board rug roll 2” x 6” diameter small handle cut out, 1/2’ hacksaw one end taped
2. PVC tape colored-green/yellow/blue/white, scissors, markers, talcum powder
3. Kabob skewers-4-5
4. Styrofoam 1’ x 3”
5. TUBS patterns-day 2
Student Skill Level
Students will already have studied the culture and geography of Brazil focusing on Carnival background: Escola de samba instrumentation discussed and will have listened to the music already.
Procedure
Since this is grade 4 we will do together-step by step and they will work in pairs to make one instrument each. I will demo/explain each step.
Day 1
1. Pair children and distribute all supplies.
2. Tamborim: Tape PVC anchor tape around the tube discuss why this is important-define “anchor.”
3. Tape + and – top layer/bottom layer in a weave pattern or tic tac toe- stretch it really tight-discuss and demo loose and tight/low and high/slow and fast waves.
4. Baqueta: put 4-5 skewers pointy side into Styrofoam wrap with colored tape to secure and tape handle.
5. When done stretching BOTH drums (one side only)and making BOTH Baqueta I will talcum bottom.
6. Decorate with Brazil colors and in Carnaval style put on their name —do this as the drums are getting talcum.
7. Show how to hold—at cut out section left hand how to strike-with Baqueta in near rim with right hand and how to mute-with tall man finger on bottom side if the head-left hand.
8. Begin Echo work – see attached sheet.
Day 2
1. TUBS notation on board-explain X=strike, m=mute, empty=silence.
2. Have students clap line 1 and 2-left hand still right hand moves-count out loud.
3. Have student clap lines 3 and 4- mute by tall man in palm of right hand-physical movement.
4. Review how to hold/strike/mute “monkey-monkey do.”
5. Do all 4 lines one at a time and repeat as needed-count out loud and silently--“in your head.”
6. In same pairs as last time make 2 new patterns and write them on the TUBS sheet.
7. Share TUBS patterns as time permits.
Student Product
Each student will make his own Tamborin and Baqueta. They will also write two TUBS rhythm.
Assessment
Evaluation will be written 2 lines of TUBS, participatory-watch how they do, oral-Tamborim how does it look and sound.
Reflection
Pairing helps children see another way to do things and a weak can be pared with a stronger child also a special needs can be paired with a more able child working together is a valuable community skill. Many PTOs will help fund this type of classroom supply need. Play Carnival music as the children enter and exit—discuss what they heard and noticed—it takes 3 times for it to “become their own” –so play the same thing a few times.
Resources
1. www.pulsewave.com samples of history/terms/culture/instruments/rhythms—a resource for the teacher NOT the student—music is available on the site for listening section of the lesson if no CD is owned.
Echo: Do counts 1-4, 5-8 so there are 4-4beat patterns per line to echo—try 8 counts at a time too.
1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
X / X / X / X / X / X / X / X1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
X / X / X / X / X / X / X / X / X / X / X / X1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
X / X / m / X / X / X / m / X / X / X / m / X / X / X / m / X1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
X / m / X / m / X / X / m / X / m / X / m / X / m / X / X / mRead and Play:
1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
X / X / X / X / X / X / X / X1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
X / X / X / X / X / X / X / X / X / X / X / X1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
X / X / m / X / X / X / m / X / X / X / m / X / X / X / m / X1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
X / m / X / m / X / X / m / X / m / X / m / X / m / X / X / mWrite your own:
1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
1