I have an entire website devoted to my body percussion rhythms.
click below.....
www.BodyPercussionClassroom.com
Links to cool videos
http://www.youtube.com/watch?v=wYcLAC63pG
playing a guy Ihttp://ifunny.mobi/iYBaurG8k#YBaurG8k
http://www.youtube.com/watch?v=4_5biaIRsQw
click below.....
www.BodyPercussionClassroom.com
Links to cool videos
http://www.youtube.com/watch?v=wYcLAC63pG
playing a guy Ihttp://ifunny.mobi/iYBaurG8k#YBaurG8k
http://www.youtube.com/watch?v=4_5biaIRsQw
Learning objectives for Body percussion
Form: Moving the various segments around, layering patterns, working in a round. Perform body percussions as a Symphony (a whole group working together) a Concerto ( a soloist with the group doing backup) a Concerto Grosso ( a small group doing the solo with the large group backing up) The possibilities are endless.
Timbre: use various sounds and different versions of the same move, will make a different sound
Steady beat: Gross motor movements enable kids to feel steady pulse much more easily that sax playing
Meter: Perform body percussion in common time, triple meter, compound meter.
Ensemble Skills. Students rehearse and perform these rhythms in groups and as solos.
Improvisation: Students take turns improvising new sounds and new patterns.
Dynamics: Students use various dynamic changes to create original music.
Melody; Students can sing along with their rhythms
World music/culture: Teach clave patterns, cascara, bell rhythms, Highlife, and other world music patterns with body percussion. Students can play along with recordings.
Music Vocabulary; Tempo, crescendo, forte, legato, etc., using body percussion to demonstrate and practice.
Notation: Students can notate their compositions, or read the compositions of others using traditional or non-traditional notation.
Performing: Students can perform for the class, at a concert, or be videotaped.
Composing; Students will create new music.
Analyzing/Describing: Students will describe what the see and hear using musical terms.
Evaluate: Students will evaluate the elements of the music they hear and the moves they see.
Relate to other arts: Students will connect music to dance and theater.
Music History: Students will learn of the connection of body percussion to our musical history, ie.,Hambone, Juba, Minstrel Shows, tap dance.
Timbre: use various sounds and different versions of the same move, will make a different sound
Steady beat: Gross motor movements enable kids to feel steady pulse much more easily that sax playing
Meter: Perform body percussion in common time, triple meter, compound meter.
Ensemble Skills. Students rehearse and perform these rhythms in groups and as solos.
Improvisation: Students take turns improvising new sounds and new patterns.
Dynamics: Students use various dynamic changes to create original music.
Melody; Students can sing along with their rhythms
World music/culture: Teach clave patterns, cascara, bell rhythms, Highlife, and other world music patterns with body percussion. Students can play along with recordings.
Music Vocabulary; Tempo, crescendo, forte, legato, etc., using body percussion to demonstrate and practice.
Notation: Students can notate their compositions, or read the compositions of others using traditional or non-traditional notation.
Performing: Students can perform for the class, at a concert, or be videotaped.
Composing; Students will create new music.
Analyzing/Describing: Students will describe what the see and hear using musical terms.
Evaluate: Students will evaluate the elements of the music they hear and the moves they see.
Relate to other arts: Students will connect music to dance and theater.
Music History: Students will learn of the connection of body percussion to our musical history, ie.,Hambone, Juba, Minstrel Shows, tap dance.