MUSIC AND RHYTHM FOR DISTRICT 75

In this residency, the students will learn to play percussion instruments. The teaching artist chooses from a variety of percussion instruments to find a good match  for each child despite his or her physical limitations.  These instruments include drumsticks played on buckets, disc shaped hand drums, egg shakers, and wrist or ankle rattles, among many others. When needed the para-professional, teaching artist, or classroom teacher will guide the use of the instrument using a hand-over-hand technique.

The class is dynamic, and we make lots intriguing noises. The goal, however, is to make music in an inclusive way. For non-verbal students playing drums, or any musical instrument, is very liberating because the instrument becomes a vehicle for communication, expression of emotion, and creating something valuable: music. For any and all students, singing or playing drums to folk songs creates a sense of community in the classroom, and teaches important concepts of unity and team work.

If appropriate, students will also write their own lyrics to popular songs, and use movement as a way to comprehend lyrics and song forms. The repertoire can vary from the songs of Ella Jenkins and Pete Seegar to traditional Latin or African music. Classes can also be tailored to suit a teacher’s curriculum or project. In some cases, classes can decide to have a final performance, but the process of creating music is emphasized over product.

Concepts and skills learned include:

• Using recycled, found, and traditional percussive instruments to explore the variety of sounds possibilities innate in each.

• Learning the concept of “call and response,” as played in Brazilian or African music

• Gaining strength in the hands, wrists, and arms, and enhancing fine motor skills while controlling drum sticks. This helps improve handwriting and drawing skills as well

• Following directions, gaining self-control, and listening

• Each student will have an opportunity to lead activities, allowing them to experience the role of conductor or leader.
• Song forms are taught through repetition of songs that include drumming, so that classrooms serving students with a range of abilities and interests will find an engaging element for each.

• Musical styles like samba, fife and drum, and afoxé are danced to, to gain an understanding of the connection between music and movement, while learning the names and feeling of a variety of musical styles.

• Exploring the relationship between vibration and sound – a visceral, pleasurable experience for students

• Using visual cues, students learn the concept of dynamics (louds and softs), and depending on ability, may also learn to start and stop playing music from visual cues.