7th Grade Percussion Ensemble (7-6 to 7-18)

Learning Goals
What Learners will…
Be able to ​play and perform in a percussion ensemble using 1/16, ⅛ , and ¼ notes with a
success rate of 80% or more
Apply ​their knowledge and understanding of rhythmic notation to perform an
Ensemble piece and compose their own.
Compose ​their own original Percussion Ensemble Piece using the rhythms that they have
learned.
Discover ​the importance of each individual’s contribution to a group’s performance.

Focusing Question
How does Western Notation give musicians information?
How do we successfully work together in groups to create a larger product?

Materials
Percussion Ensemble Slides
Tubanos, Djembes, Hand Drums
Claves, Agogo Bells, Shakere
Percussion Composition Worksheet

Assessment
Formative ​Elimination Game, Practice Quizzes, Small Group Check-ins
Summarize ​Rhythmic Dictation Quiz (About 4 classes in), Percussion Ensemble Performance,
Composition Performance
Integrative ​Check student progress on practice quizzes, Look for rhythms they get mixed up

Process

Partner:
Introduce the 3 types of drums that we’re starting out with: Tubano, Djembe, and Hand Drum.
Introduce the High vs. Low playing techniques and start with Call & Response using the rhythm
mnemonics that they learned last class. Be sure to have them speaking all of the mnemonics as
they play them. Begin first 5 classes (7-6 to 7-10) with Call & Response.

To get more practice on hearing the rhythms, introduce the Elimination Game. Just like C&R,
but only respond if you hear the key rhythms (change every game). Do a few practice rounds to
begin each game to reset ear. Do this in the last 20 minutes of first 4 classes (7-6 to 7-9).

To end the first 4 classes have the students take a practice Rhythmic Dictation Quiz. Only use the
rhythms that they know so far. Be sure to emphasize that you want the notes, not just the
mnemonics that go with them. Go over the practice quiz every class, and check in on class
progress. By the 7-10 lesson (5 classes in), the students should be ready to take the quiz that
counts.

Present:
In the 2nd drum class (7-7), introduce the Dotted (dotted ⅛ + 1/16) rhythm. Start by pointing out
that it is just like playing the first and last notes in a Peanut Butter rhythm. Include the Dotted
rhythms in the C&R and Elimination Game.

In the 3rd drum class (7-8), introduce the One-Triplet pattern. Point out that they’re all ⅛ notes,
but that all 3 have to fit into the same space as 2, so they have to be a little faster. Sounds similar
to their Blueberry pattern, so spend a lot of time practicing the difference between the two. If
there is extra time, explain even more tuplets and how they work. Include the Dotted rhythms in
the C&R and Elimination Game.

In 4th drum class (7-9), introduce sight-reading. Don’t label it as sight-reading, just hand out the
exercises. Split class in half, and have them switch off. Start with having them say it in their
heads, then say it out loud, and then play it on the drum. Have another set of exercises to go
through in 5th drum class (7-10).

In 7-10 Lesson (before the quiz that counts), introduce the percussion ensemble. Teach Tubano,
Djembe, and Hand Drum parts by rote. Introduce the idea of Complementary Rhythms and
Ensemble Skills. Have students rotate through all the parts to get an experience playing all of the
instruments.

In 7-11a, add in the Claves and Agogo Bells after students get practice solidifying the piece. In
7-11b, introduce the Shakere and the Slow Triplet pattern. In 7-12, give the students plenty of
practice, and a chance to play in small groups (1 per instrument). In 7-13, split them up into their
small groups and give them opportunities to find the best instrument assignments within their
group. In 7-14, Have each group elect a Primary Leader to count in and count out the group. By
the end of 7-15, students should be ready to take the assessment.

Personalize:
In 7-16, students will begin their own composition project. Split the students up into 3-person
groups to have them create their own 4-beat cadence. Tubano keeps a 4-beat ostinato, HD and
Djembe create Complementary Rhythms.

In 7-17, start class out in big circle grouped by instrument (not in small groups). Work on
individual 8-beat solos. Give creative restraints to Hear every student’s solo in simple Rondo
Form. If extra time, have students put together their cadences and their solos.

Perform:

In 7-18, students will perform their original percussion compositions for each other, including
their solos for an assessment grade. For extension lessons, combine 2 groups together and have
them add Agogo Bells, Claves, and Shakere into both groups’ compositions.