1.+Moving+to+the+Drum



 MOVING TO THE DRUM Home =Student-Directed = In this activity, children take turns being the soloist at the drum. The others stop and start, speed up and slow down to his/her music. Layers of complexity are added gradually, maintaining a high enjoyment level.


 * Direction (T; We’ve been moving forwards through the room. In what other directions could we move?)
 * Levels – high, medium, low
 * Tempo versus dynamics (T: How did you or Grace play today? I loved the way you listened and slowed down for Susan’s music.)
 * Shapes: (T: What shape will you make when the drum stops?)
 * Technique (T: Can you use your hands or mallets to make the drum speak differently?)

*Note: Through this activity children note that their music is important. People listen to their music and respond to it.

=**Teacher-Directed** = To provide students with a movement vocabulary, you can use rhythmic figures on the drum to represent certain kinds of movements


 * Slow steady quarter note beat – walking
 * Quick eighth note pattern – running
 * Dotted quarter and eighth rhythm – galloping
 * Rhythmic pattern in compound time – skipping
 * <span style="font-family: 'Lucida Console',Monaco,monospace; font-size: 120%;">Quarter note, followed by quarter rest on metallic instrument – hopping

<span style="font-family: 'Lucida Console',Monaco,monospace; font-size: 120%;">These patterns can be introduced gradually over a period of time. Listening for changes in patterns and being able to stop and start are very important skills.

<span style="font-family: 'Lucida Console',Monaco,monospace; font-size: 120%;">*Note: Through this activity children learn that they are able to listen and respond to music. Children really enjoy when the movement is incorporated into story telling.

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