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ROOTS OF RHYTHM WORLD DRUMMING TEACHER WORKSHOP 2006

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					           ROOTS OF RHYTHM WORLD DRUMMING TEACHER WORKSHOP 2006
                         LESSON PLAN FOR CHAPTER 2

Title: Tamborim/Carnaval-Brazil                                            Beer, Kathy
                                                                           Twinsburg, Ohio
Grade Category: Elementary (grade 4)

Lesson Time: Part of a larger unit-- two 30 min. lessons. Day 1build/echo work. Day 2
read/create/share TUBS.
This will be teamed and taught in the Spanish classroom grade 4.

Goals: Science-relate molecules/unzip theory with the tape. Waves relate slow-low-loose, fast-
high-tight. History-Carnaval and the customs related to the season.

Objectives: The students will make a tamborim and baqueta. 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 Carnaval 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
3. Review how to hold/strike/mute ―monkey-monkey do‖
4. Do all 4 lines one at a time and repeat as needed-count out loud and silently--―in your head‖
5. In same pairs as last time make 2 new patterns and write them on the TUBS sheet
6. 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
Carnaval 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: 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                  X

1     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            X
1     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     X

1     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     m

Read 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                  X

1     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            X

1     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   X

1    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   m
Write 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

				
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posted:4/16/2010
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