Percussion Discussion

8/6/2019 Percussion Discussion

1/51

Page 1 of 51Percussion Discussion 2007 Citizen School Inc.July 2007 All rights reserved.

A resource guide for teaching quality music and literacy apprenticeships developed through a

collaboration between Fidelity and Citizen Schools

Version 2.0 July 2007

Percussion Discussion

C URRICULUM G UIDE


2/51


This curriculum was compiled and edited, Fall 2006, by Max Fripp, and furtherrevised, Summer 2007, by Alexandra Teitel.

IN GRATEFUL ACKNOWLEDGEMENT CITIZEN S CHOOLS WOULD LIKE TO THANK THE FOLLOWING INDIVIDUALS ANDORGANIZATIONS FOR THEIR CONTRIBUTIONS TO CREATING THIS CURRICULUM GUIDE :

DENNIS S ULLIVAN, Citizen Teacher, Fidelity Investments

EMILY FRENCH , Citizen Teacher, Citizen Schools

J UAN LOPEZ , Team Leader, Citizen Schools

J EAN HORSTMAN , Citizen SchoolsKRISTIN HANSEN , Citizen Teacher, Citizen Schools

LOUIE CORTES , Citizen Teacher


3/51


TABLE OF CONTENTS

1. C URRICULUM IMPLEMENTATION GUIDE 4

2. C ITIZEN TEACHER WEEKLY SELF EVALUATION TOOL .. 8

3. G UIDELINES FOR USING THE CT SELF EVALUATION TOOL ...9

4. D ESCRIPTION OF THE WOW! ..10

5. G ETTING TO WOW! TEMPLATE ..11

6. G ETTING TO WOW! 10 WEEK LESSON PLAN ..12

7. L ESSON ONE P LAN .14

8. L ESSON TWO P LAN .189. L ESSON THREE P LAN ..22

10. L ESSON FOUR P LAN 26

11. L ESSON FIVE P LAN .

12. L ESSON S IX P LAN

13. L ESSON S EVEN P LAN .

14. L ESSON EIGHT P LAN

15. L ESSON NINE P LAN ..

16. A LTERNATE ACTIVITIES

17. T IPS OF THE TRADE


4/51


APPRENTICESHIP CURRICULUM GUIDE

IMPLEMENTATION S TANDARDS Apprenticeships are meaningful learning experiences for apprentices and volunteerCitizen Teachers. This WOW! plan, along with each individual lesson plan, was carefullycrafted to meet those goals. However, well designed curriculum alone does not ensurestudent learning. Students must be effectively engaged in order to learn; this can onlybe achieved through high quality instruction and planning. There are three keyelements to successfully implementing Apprenticeship curricula:

1. Planning most of the lessons in this guide require special preparation,therefore, everyone should be clear on what needs to be done and who isresponsible at least one week before each lesson. See the Considerations for

Campus Directors section for steps to preparing before Lesson One.2. Communication Campus Directors/Citizen Teacher Leads, supporting TeamLeaders and Citizen Teachers need to communicate each week to make crucialdecisions and be sure everyone knows what will happen in each lesson

3. Assessment and Adaptation no curriculum can prepare for every group ofstudents. Therefore, use the weekly self-evaluation after each lesson so thatadaptations to lesson plans can be made.

Use the sections of this guide in the following way to help create engaging andmeaningful learning opportunities for your Apprenticeship;

1. Description of the WOW! the WOW! described in this guide has beensuccessfully implemented at least once in the Citizen Schools program. TheWOW! is an opportunity for the apprentices to demonstrate mastery, add value tothe community, and to teach back what they have learned to a public andauthentic audience. Please be sure you fully understand the concept of aWOW!, and have a clear idea of what the WOW! for your apprenticeship will looklike before you begin teaching your first lesson. This understanding will help youto begin the apprenticeship in a strong manner as you will be able to guide thestudents towards their final product right from the start.

2. WOW! Template as was reviewed in your Citizen Teacher Training, the WOW!Template will help you to understand the products that will be created during theapprenticeship as well as which New Basic Skills you will focus on.

3. WOW! Plan the WOW! plan offers the scope and sequence of lessons that willlead to WOW! In some cases, the activities for each lesson plan may need to bealtered or adapted.

4. Lesson Plans ten detailed lesson plans are included in this resource guide.These offer specific activities, length of time to be spent on each activity andgoals and objectives for each lesson. Lesson plans also offer guidance onpreparing for each lesson.

C URRICULUM G UIDE


5/51


5. Alternate Activities for a variety of reasons, the pre-established lesson plansmay not be suitable for a certain group. This section offers activities of varyinglength that are suitable for different learning styles and group dynamics.

CONSIDERATIONS FOR THE CAMPUS DIRECTOR AND CITIZEN TEACHER LEAD

As the Campus Director or Citizen Teacher Lead, your leadership is invaluable increating a meaningful experience for the Citizen Teachers, supporting Team Leaders,and apprentices using this curriculum. As a manager, you need to ensure that theproper planning and forethought goes into the use of this curriculum and the planning ofeach lesson. Therefore, it is critical that you review this guide before handing it over tothe supporting Team Leader. Your leadership is also needed in addressing any issueswith the curriculum that are encountered by the Team Leader and the Citizen Teacher.It may be necessary to alter lesson plans or activities to suit the strengths andweaknesses of Team Leaders, Citizen Teachers or apprentices. As a manager, youshould use your experience, this guide and the guidance of the National ProgramDepartment to make decisions that will lead to a successful apprenticeship.

Below is a detailed checklist of things to do before this apprenticeship begins :

When Action Step Who does it Lessons It Relatesto

Before theapprenticeship

Secure instrumentsfor apprenticeship

CD/CTL All


Decide on 3 folkstories for studentsto read

CT/TL Weeks 3-4


CD and TL reviewapprenticeshipcurriculum and seeksupport as neededfrom NPD

CD/TL All

Week 3 Secure location andtransportation forexploration to off-site music venue

TL/CT Week 6

Week 5 Secure venue forWOW!

CD/CTL/TL Week 10

CD = Campus Director; CTL = Citizen Teacher Lead; CT = Citizen Teacher; TL = Team Leader

CONSIDERATIONS FOR THE TEAM LEADER

As the supporting Team Leader, you play two critical functions to help impact studentlearning. The first is to provide expertise in lesson planning, youth development andclassroom management for your Citizen Teacher and apprentices each week. Thesecond is to communicate effectively with your Citizen Teachers (CTs) to be sure thatthe planned activities are appropriate to your apprenticeship group. Occasionally, youor your CT may find that activities are not appropriate due to group size, personalities or


6/51


learning styles. In these circumstances, you should consult your Campus Director andthis guide to help create alternative activities and plans.

CONSIDERATIONS FOR THE CITIZEN TEACHER

As the Citizen Teacher, you play two critical functions to help impact student learning.The first is to bring your expertise and passion to each lesson you teach to theapprentices. The second is to communicate effectively with your supporting TeamLeader and other supporting campus staff (Campus Director and/or Citizen TeacherLead) to be sure that the activities you are planning are appropriate to yourapprenticeship group. Occasionally, you or your supporting Team Leader may find thatactivities are not appropriate due to group size, personalities or learning styles. In thesecircumstances, you should consult your Team Leader and this guide to help createalternative activities and plans.

In order to plan a successful WOW! for your apprenticeship, you will also need to workclosely with the campus staff. Your supporting Team Leader, along with the help of theCampus Director and Citizen Teacher Lead, can help you to find an authentic audience,

find a venue, acquire props, and the like. Consult the chart above for an overview ofhow you can contribute to a successful WOW!

LESSON S TRUCTURE & LOGIC

Apprenticeship learning is unique in that it is experiential, hands-on and has realapplication for students and teachers. The lessons in this guide have been thoughtfullyplanned to create experiences that match these requirements. Most have beensuccessfully taught by at least one Citizen Teacher. In many cases, there is preparationinvolved in creating each lesson, therefore it is critical that all involved parties (Citizen

Teachers, Team Leaders and, in some cases, Campus Directors or Citizen TeacherLeads) review and discuss each lesson BEFORE using it with apprentices.

Each lesson follows the same basic structure. The following is a brief description of theelements of a lesson plan and how to use them:

Overview: The first page of the lesson plan overviews the learning and lessonobjectives for each lesson, gives a snapshot of the agenda, and listsvocabulary, materials, equipment, preparation and set-up needs.

In sum: Explains what you need to do to be prepared for this lesson.

Ritual: This is typically a 5-10-minute long opening activity designed to focus

students and get them in the mindset of the apprenticeship. The ritual shouldbe used both to get settled and/or to practice important skills that theapprentices need to master for the WOW!.

In sum: Gets students excited and focused when transitioning to apprenticeship lesson.

Set Context: Usually five minutes in length, the introduction shouldcommunicate the following to students:

What they are going to learn and Why it is important (objectives)


7/51


How todays objectives relate to their progress towards WOW! How the learning will happen (the agenda)

The introduction is also a time to clarify expectations of students during thelesson.

In sum: Explains the lessons objectives and agenda and how these relate to

progress towards the WOW!.2-3 Content Activities: Most lessons have two or three content activities thatmake up the bulk of the lesson (about 60 minutes). These activities are oftenpreceded by a short introduction to the skill, usually through modeling or anexplanation provided by the Citizen Teacher. It is through the activities thatstudents further explore and practice the new skill. Practice is essential forlearning.

In sum: Introduces a skill or content area; provides time for students to move towards mastery of this skill or content area.

Closing/Teachback: Typically lasting five minutes, the closing is anopportunity to summarize and reemphasize what students have learned andwhy it is important. Student teachbacks are the most important part of theclosing, as they allow you to assess the degree to which students haveaccomplished the learning objectives.

In sum: Drives home the main point(s) of the lesson and assesses how well students achieved the learning objectives.


8/51


CT Name: TL Name: Campus: Date:

INSTRUCTIONS: 1. Please place a check mark next to each of the goals that you reached this week.2. Please circle your level of performance in each of the areas listed.

1=Just Getting Started 2=Getting to WOW! 3=WOW!3. Upon completion, please give to your Team Leader to help them better coachyou.

Preparation, Instruction, and Collaboration Goals Howd I do Today?

My Weekly Preparation 1 2 3I submitted my next weeks lesson plan to my team leader today so he/she can review with me.I arrived on campus before my Apprenticeship block and ready to teach.

Teaching My Lesson 1 2 3My lesson made learning visual, physical and fun.My lesson included opening and closing rituals.My lesson provided a chance to use resources associated with our Apprenticeship topic.My lesson included opportunities to develop and practice skills and vocabulary with appropriate scaffoldingand coaching.My lesson included opportunities to practice the new basic skills laid out in my WOW! plan.I provided clear and meaningful roles for students in the Apprenticeship.I provided opportunities for each student to speak publicly.I provided opportunities for students to work in small groups.I observed evidence of strong teamwork during my lesson.

Working with My Apprentices 1 2 3I learned something new about my students lives today.I demonstrated my belief in the unlimited potential of my Apprentices.I provided supportive feedback that reinforced my Apprentices ability to learn and grow.I used appropriate language, including body language, with my Apprentices.

Working with My Team Leader 1 2 3I incorporated my team leader's feedback into my lesson plan.

I asked for support on strategies for working effectively with the students.

Other Observations (use the back if necessary):

Citizen Teacher Weekly Self-Assessment


9/51


GUIDELINES FOR USING THE CITIZEN TEACHER WEEKLY S ELF -ASSESSMENT

Who fills it out: The Citizen Teacher

When:Weekly at the end of each class. (We recommend that the Citizen Teacher complete theform, while the Team Leader or one of the other Citizen Teachers supervises clean-up.)

If the Citizen Teacher asks to complete the form later, it can be sent to themelectronically. Note: the Team Leader is responsible for following up and ensuring that they have the form in time for the weekly coaching session with the Citizen Teacher.

How to use the completed assessment:

1. Team LeadersThe CTs assessment will help you coach the Citizen Teacher more effectively.

Read the assessment before your weekly coaching session with the Citizen Teacher.Use the assessment and your observations to provide the CT with feedback on howthey can strengthen their teaching.Refer to and use the coaching strategies from your Citizen Teacher SupportTraining. See below for examples.Example 1 : A CT indicates on their form that they are having difficulty making learning visual, physical, and fun, and they have problems controlling behavior in the classroom. When providing feedback, be sure to connect the two challenges by suggesting strategies for how to integrate visual, physical and fun activities into their lesson plans that will help them engage the students more.Example 2 : A CT indicates on their form that they are using opening and closing rituals, but only rate themselves at a 1 on Howd I do Today? Use this rating to start a conversation on how to strengthen these rituals in their lesson plans.

Share important information with your Campus Director to keep them up-to-date withapprenticeship progress.

2. Campus Directors/Citizen Teacher Leads and Regional Managers/DirectorsReview together CT Weekly Self Assessments during the first three weeks ofapprenticeship to help ensure a quality start.CDs: Check in weekly with Team Leaders on strategies they are developing tosupport their Citizen Teacher. Target coaching on TLs areas for improvement incommunication and lesson plan development with CT.RDs/RMs: Send copies of partnership apprenticeship CT Weekly Self Assessmentseach Friday to the National Program Department.


10/51


DESCRIPTION OF THE WOW!

WOW! Stamp of Approval

REAL: Students will write, rehearse and perform an original performance in front ofa diverse audience. Students will perform as speakers and musicians with themusicians playing an original percussion score that brings the story to life!

ADDS VALUE: Percussion Discussion provides an opportunity to integrate artcurriculum into the Citizen Schools program while reinforcing literacy skills. Thusstudents gain mastery of specific musical and reading comprehension skills.Community members also benefit from attending a high quality performancedesigned by students in their community.

PUBLIC: The WOW! performance should take place in a public venue wherevarious community members may be able to benefit from their viewing. Theaudience can include numerous community members, including family members,school staff, community leaders, business leaders, and members from local theatergroups. Team Leaders and Citizen Teachers may want to consider having theWOW! performance at venues such as elementary schools, nursing homes, or

community centers. Let the students know as early as possible who their audiencewill be so that they can create a performance specifically geared towards that group.

TEACHBACK: The Percussion Discussion apprenticeship provides numerousopportunities for students to teach back on academic skills, teamwork and theirown individual development. In performing the folk story for the WOW!, students willshowcase the advancement of both musical and literacy skills.

Students will perform a folk story with an original musical score thatthey have composed themselves. The score should reflect studentvoice, enhance the audiences understanding of the story and provideincreased entertainment.


11/51


Students will perform a folk story with an original musical score that they havecomposed themselves. The score should reflect student voice, enhance theaudiences understanding of the story and provide increased entertainment.

Getting to WOW! Template

Learning Objectives

1. AdvancedLiteracy

Students are able toidentify the main

idea of somethingthey have read.

What do I want to teach?I want to teach students how to expresswords and emotions through the voiceof percussion instruments, and to applythis unique voice to telling a story.

W O W !

P r o d u c t s n e e d e d f o r t h e W O W !

2. OralPresentation

Students are able tospeak loudly, slowlyand clearly enoughfor the audience to

understand.

Students choose andanalyze a folk story toread and perform

Students exploredifferent percussioninstruments, the voiceand emotions theyinvoke, and how touse these instrumentsin the WOW!

Students know theirrole for the WOW! andrehearse together,providing constructivefeedback and workingtogether to improvethe performance


12/51


Week Stage Lesson Objectives:What do we need to get

done today?

LearningObjective:

What will the

students learntoday?

Activities

1Learn new

skillsMODEL

WOW em! Create a safe and

productive learningcommunity

Introduce the connectionbetween music andemotions in story-telling

To valueteamwork

To understandwhat theWOW! willlook like

Create a StudioContract

InstrumentExploration

Sound-EmotionConnection

2Learn new

skills MODEL

Begin Instruments andEmotions chart

Read-through of shortstory and placement of sounds

To use aninstrument to

expressemotion

To findemotions inliterature

Whats in anInstrument?

Short Stories Instrument

Experimentation

3Learn new

skills MODEL Choose a story for the

WOW! Complete Instrument and

Emotions chart

To make groupdecisions in aneffective way

To use aninstrument toexpressemotion

Story Selection Charting Our

Instruments

4Produce SCAFFOLD

Identify the majorscenes of the story

Identify possible soundsand instruments to use inWOW!

To identify the5 Ws of astory

Story Read-Through (theater-style)

5 Ws Round Up Scene It!

5Produce SCAFFOLD

Express emotions throughdifferent art forms

Determine roles andscene distribution forWOW! (speaker, actor, ormusician)

Write scripts for differentscenes

To connectdifferent formsof performanceart (music,theater,reading)

To write usingteamwork andcollaboration

ExpressingExpressions

Roles All-Around Writing Scenes

and Sharing Back

6 Exploration to local opera

house/theater To connect

WOW! Exploration Rehearsal and

WOW Plan


13/51


Practice COACH Do a run-through of reading part of performance in smallgroups on the stage of theater

performance toreal-lifeexperience

To develop oralpresentation

skills

teachback of apprenticeshipgoals and WOW!performance toguests at the

theater

7Practice COACH

Exchange scripts and addinstruments to differentparts

Solidify presentations insmall groups(talkers/musicians/actors)

Run-through performancein large group andprovide immediatefeedback

To developpresentationskills

To provideconstructiveand meaningfulfeedback toeach other

Instrument Add-Ins

PresentationPresence

Large GroupRehearsal

Group Feedback

8Practice COACH

Complete progresschecklist in small groups

Practice WOW!

To developpresentationskills

To identifystrengths andset goals forimprovement

ProgressChecklists(Where Are WeNow?)

Large GroupRehearsal

AudienceFeedback

9Practice FADE

Dress Rehearsalfor WOW!

To demonstratemastery of conveying themeaning of astory throughmusic, spokenword andacting

WOW! DressRehearsal

AudienceFeedback

10Perform FADE WOW!

To demonstratemastery of conveying themeaning of astory throughmusic andspoken word(and acting)

Perform theWOW!


14/51


Lesson # 1Name of the Apprenticeship: Percussion Discussion

Citizen Teacher:

Pre-Planning

Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will:

1. Create a safe and productive learning community2. Introduce the connection of music to emotions in storytelling

Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned:

1. To value teamwork 2. To understand what the WOW! will look like

Agenda based on the lesson plan. Post in the room for the students to see.1. Opening Ritual2. Review Agenda and Set Context3. Activity 1: Studio Contract4. Activity 2: Instrument Exploration5. Activity 3: Sound-Emotion Connection6. Closing and Teach Back 7. Clean up

10 Minutes10 Minutes20 Minutes20 Minutes20 Minutes5 Minutes5 Minutes

Preparation and Space Set up:Set up space so that students can sit in a circle.Make all necessary visuals.Set up instrument stations for rotations during the instrument exploration.Vocabulary What terms or concepts will you introduce in this session? Post these for thestudents to see.

Percussion Score

Materials and Equipment Visuals: agenda, objectives, contract, apprenticeship calendar Percussion instruments Instrument/emotions chart TV & VCR/DVD player Film clip (your choice)

Note: the apprenticeship calendar is a visual that shows students what the main topic foreach week will be. This will help the students to see the goals of the apprenticeship andwhat they are working towards.


15/51


Lesson # 1

Planning the Lesson

Opening Ritual Clap Your Name Time: 10 Minutes

Clap Your NameOBJECTIVES: To make sure that everyone knows each others names To practice keeping time or the rhythm To practice careful listening skills

INSTRUCTIONS1. Get into a circle.2. Have one person volunteer to starthave them identify which way they are going topass the clap (you should demonstrate before having an apprentice begin).3. Each person starts by saying their name while clapping/snapping/stomping a beat (of their invention) to go along with it.

4. The group then joins the person by saying their name and clapping/snapping/stompingthe same beat.5. When the persons name has been said and the beat has been done three times,everyone must look at the next person and clap their hand three times: CLAP-CLAP-CLAP. This will indicate to students when it is their turn to think of a beat, and will keepeveryone involved during the transition.6. Repeat steps three through five for each apprentice and teacher in the circle.7. Let students know that they will be creating beats at the beginning of every class.Their goal as a group is to get so good at creating and copying beats, that someonelistening would never know that they were creating these beats on the spot. Emphasizethat teamwork is essential to this activityeveryone must be paying attention and being

supportive in order for it to work.

Set the Context and Review Agenda Time: 10 Minutes1. Review the agenda and objectives which should be posted at the front of the room.Ask students to read out off of the visuals and then go over any details.2. Show apprentices the apprenticeship calendar and explain the schedule.3. Ask students if they know what a soundtrack is. Talk about the WOW! and previewthe idea that in week 3, students will be selecting a story that they will be creating asoundtrack for.

ACTIVITIES (Please factor a 5 minute break in the middle of 1

activity or in between 2 activities)Time: 60 minutes

Activity 1: Studio Contract Time: 20 MinutesDuring this activity, students will learn about the field of professional music and set highstandards for themselves.


16/51


1. Explain to students that they will now be signing agroup contract that lays out the expectations that theywill hold themselves and each other to during theapprenticeship. Explain that this is something thatprofessional musicians do when they make music too.

Why do they think this is an important practice?2. Ask students what they think is important to makesure that their group is able to complete their taskswith quality and dedication. As students give answers,write them up on the contract visual at the front of theroom (possible answers include being respectful, usingappropriate language, listening when others arespeaking, etc.) Encourage students to phrase thingspositively as in what they WILL do rather than whatthey WONT do (example: instead of saying will notfight, say will work out differences by talking.

This kind of language is helpful so that students knowvery specifically what is expected of them.3. After ten minutes of brainstorming and sharingideas, add any ideas of your own that you think areimportant to make this apprenticeship successful.4. Ask students to come up and sign the contractone-by-one, just like they would if they were signing acontract with a music studio. Emphasize that this issomething that professionals do, and is a veryimportant part of any jobensuring that all partiesknow the expectations and are committed to meeting

them. Make sure that you also sign the contract!

Objective

To create a safe and productivelearning community

To value teamwork

Activity 2: Instrument Exploration Time: 20 MinutesStudents will have a chance to experiment with the various instruments available for theWOW!

1. In order to get students hooked, it is important toshow them the instruments right off the bat. Youshould display each instrument on the tables in front of the students and instruct them that they may not pick them up until they get the signal. Ideally you willhave enough instruments so that every student can

have one in front of them. Tell the students what thesignal is to pick them up and what the signal is to putthem down. You may want to enforce a rule that if astudent fails to put down their instrument whensignaled, they will need to sit out of the next rotationof instruments. Give students a chart on which theycan write what they think is the name of eachinstrument.

ObjectiveTo understand what the WOW!will look like


17/51


2. Give a signal that the students may pick up theirinstruments and experiment with them. It will getnoisy in the room! Encourage the students to figureout different ways to use their instruments. Ask themto fill in the chart.

3. Signal for students to put down their instruments infront of the person to their right. Signal when the nextstudent may pick up their new instrument and repeatstep 2.4. Repeat steps 2 and 3 however many rounds youhave time for.Activity 3: Sound-Emotion Connection Time: 20 MinutesStudents will connect instruments to emotions.

1. Now have students share some ideas of when theymight use some of the instruments they experimented

with to express an emotion.2. Have students fill in the other side of their chartwith their ideas.Note: you can also show a video clip during thissection and ask students where they saw music beingused to express emotion in that video clip.

ObjectiveIntroduce the connection

between music and emotions instory-telling.

Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back.Closing Ritual: Pass the rain stick around the circle and have everyone answer thequestion of the day.

What is one thing you really liked about todays class?

Clean Up Time: 5 MinutesWhat roles can you designate for each student to build team accountability?Have students put away their binders and the instruments


18/51



Citizen Teacher: Dennis Sullivan, Max Fripp, Juan Lopez

Pre-Planning


1. Begin instruments and emotions chart2. Read through of short story and placement of sounds


1. To use an instrument to express emotion2. To find emotions in literatureAgenda based on the lesson plan. Post in the room for the students to see.

1. Opening Ritual2. Review Agenda and Set Context3. Activity: Whats In An Instrument?4. Activity: Short Stories5. Activity: Instrument Experimentation6. Closing and Teach Back 7. Clean up


Preparation and Space Set up:Copies and translations of 2 stories; W's forms and translations; list of instruments, Spacefor 3 instrument stations; value stars

Vocabulary What terms or concepts will you introduce in this session? Post these for thestudents to see.

Musical ScoreMaterials and Equipment

Visuals: agenda, objectives, contract, apprenticeship calendar Percussion instruments Instrument/emotions chart 5 Ws worksheet Flip chart Markers Copies of short story


19/51


Planning the Lesson

Opening Ritual Clap Your Name Time: 5 MinutesClap Your Name

OBJECTIVES: To make sure that everyone knows each others names To practice keeping time or the rhythm For students to understand how many syllables are in their name

INSTRUCTIONS1. Get into a circle2. Have 1 person volunteer to starthave them identify which way they are going topass the clap3. Each person starts by saying their name while clapping with each syllable4. The group then joins the person by saying their name and clapping5. When the persons name has been said 3 times, they look at the next person and clap

their hand 3 times CLAP-CLAP-CLAP6. That person then says their name while clapping the syllables7. This continues quickly around the circle

Set the Context and Review Agenda Time: 10 MinutesProvide Apprentices with a visual agenda written on flipchart paper and taped up in theclassroom

ACTIVITIES (Please factor a 5 minute break in the middle of 1activity or in between 2 activities) Time: 60 minutes

Activity 1: Whats In An Instrument Time: 20Revisit some of the instruments from the prior week and explain their history, such aswhat cultures theyre common in, and give students a chance to practice on them.1. Show students an instrument and ask them wherethey think this instrument is used. Give them somefacts about the different cultures that use thisinstrument and in what context.2. Give a few students and chance to practice playingthis instrument.3. Repeat steps 1 and 2 for a few more of the mostinteresting instruments you have in your bag.

Note: you may want to bring in music clips for thestudents to listen to and see if they can detect theinstrument. What emotions does that instrument makethem feel when they hear it?

ObjectiveTo investigate different uses fordifferent instruments

Activity 2: Short Stories Time: 20Students read a short story together to advance literacy.


20/51


1. Ask students what their favorite stories are andwhat makes those stories interesting.2. Introduce the 5 Ws tool as a way of reading storiesand understanding them more clearly.3. Choose a story (in advance) to read aloud to the

students. Let students know that this is not the storythey will be using in their WOW!, but a story topractice with. Let them know we will be choosing thestory the following week.4. Do a read-aloud (the teacher, not the studentsshould readthis will help the studentscomprehension.) Make sure the students fill out their5 Ws worksheets as you read.5. If there are certain words or phrases that come up alot in the story, ask students to make a sound of somesort when they hear that word or phrase. This will

ensure active listening.6. After you have finished reading, ask students whatthey thought the story was about. Review the mainelements: character, setting, plot, conflict, resolution.You may want to chart this discussion on a largevisual at the front of the room.7. Ask students what emotions they heard in the story.What instruments might we use to express thoseemotions?

Objective To find emotions in

literature To read through a short

story

Activity 3: Instrument Experimentation Time: 20

Students will score the short story you have just read together.1. Ask a student to come up and scribe as you read thestory now. Pause after every few sentences and ask students what emotions that part of the story makesthem feel. Then ask a student to select from theinstruments what they think would be best to representthat emotion. Write that emotion down on the chartalong with the instrument. Ask the student to take thatinstrument back to their seat and wait to play it whenyou do the full reading of the story.2. After all students have an instrument in their hands,ask them to play their instruments at the appropriatetime as you do a final read-through.3. Debrief the experience:

Did the music help you to understand thestory? Why or why not?

Do you think that people who do thesoundtrack for movies have to read the script a

ObjectiveTo find emotions in literature

To use an instrument to expressemotion

To read through a short storyand place sounds


21/51


lot of times before they choose the appropriatemusic? Why or why not?

Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back.Closing Ritual : Pass the rain stick around the circle and have everyone answer thequestion of the day.

What do you like about the story that weve chosen for our performance?Example Closing/Teachback Questions1. Who can teach back what story we chose and explain the plot of the story?2. What is our WOW going to be?3. Who can tell me an instrument we played today that we could use in our WOW?

Clean Up Time: 5 MinutesWhat roles can you designate for each student to build team accountability?Have students put away their binders and instruments


22/51


Lesson # 3Name of the Apprenticeship: Percussion Discussio


Pre-Planning


1. Choose a story for the WOW!2. Complete their instrument and emotions chart


1. To make group decisions in an effective way2. To use an instrument to express emotions

Agenda based on the lesson plan. Post in the room for the students to see.1. Opening Ritual2. Review Agenda and Set Context3. Activity: Story Selection4. Activity: Charting Our Instruments5. Closing and Teach Back 6. Clean up

10 Minutes5 Minutes30 Minutes30 Minutes5 Minutes5 Minutes

Preparation and Space Set up:Marker boards and makers. Long-wall of marker board for wide umbrella. Agenda onboard. List of Percussion Instruments. Boxes of percussion instruments. Kids' folders.

Copies of KLW and percussion sound charts.Vocabulary What terms or concepts will you introduce in this session? Post these for thestudents to see.

Score Story Arc

Materials and Equipment Visuals: agenda, objectives, contract, apprenticeship calendar Percussion instruments Instrument/emotions chart 5 Ws worksheet Flip chart Markers Copies of story choices


23/51


Lesson # 3

Planning the Lesson


Clap Your NameOBJECTIVES: To make sure that everyone knows each others names To practice keeping time or the rhythm For students to understand how many syllables are in their name

INSTRUCTIONS1. Get into a circle2. Have 1 person volunteer to starthave them identify which way they are going topass the clap3. Each person starts by saying their name while clapping with each syllable4. The group then joins the person by saying their name and clapping

5. When the persons name has been said 3 times, they look at the next person and claptheir hand 3 times CLAP-CLAP-CLAP6. That person then says their name while clapping the syllables7. This continues quickly around the circle



Activity 1: Story Selection Time: 30 MinutesStudents will select a story for the WOW!.

1. Ask students if they remember what the 5 Ws of astory are. Let them know that they are going to usethat idea to choose a story for the WOW!. Beforechoosing, ask students what they think makes anexciting story. Write these ideas on a piece of chartpaper so you students can keep them in mind as youshare stories.

2. Start sharing some plotlines to some stories. Youcan be brief, but make sure to share something aboutthe characters, the setting, the plot, the conflict and theresolution. As you share, ask students to take notes oneach story. Sharing about 5 stories should be helpful.3. Have students vote on which story they would liketo score for the WOW!. Make sure this process isdemocratic and explain to students in advance that

ObjectiveTo choose a story for theWOW!

To make group decisions in aneffective way


24/51


they might not all get their first choice, but that theyrepart of a group, so they need to be able to compromise.The most fair vote would probably be one where theywrite the story name down on a piece of paper.4. Once the story is selected, read the entire version

that you have on-hand. As you read, have the studentsfill out their 5 Ws chart.5. Let students know that the goal is to make thisstory their own by using music. They may also wantto update the language and this should be encouragedto make the story relevant to the students lives.

Activity 2: Charting Our Instruments Time: 30

Students will review the concept of a story arc and connect the available instruments toemotions.1. Ask students what they think a story arc is.Explain once you have gotten some responses. Alsoexplain that the music will help the audience to see thestory arc.2. Ask the students to chart what they see as the storyarc in the story that they chose for the WOW!. Makesure to include the emotions experienced at the variouspoints of the story on this chart.3. Go back to the charts created during the previous

weeks and match up the appropriate instruments withthe appropriate parts of the story.4. Let the students know that the instruments can alsobe used to show an actionfor example, if someonewas running, what instrument might you use to showthat?5. Create another chart that matches up actions withthe available instruments.

Objective To complete the Instrument

and Emotions chart To use an instrument to

express emotions

Closing & Teach Back Time: 5 Minutes

Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back.Closing Ritual: Pass the rain stick, each person answers question of the day

What do you think the most exciting scene from our story will be to act out?


25/51


Clean Up Time: 5 MinutesWhat roles can you designate for each student to build team accountability?Have students put their binders and instruments away


26/51




Pre-Planning


1. Review the scenes under an "arc" (umbrella) chart2. Act out scenes3. Identify some percussion sounds for the story


1. the overall form and placement of story elements

2. to express the story through improv and movement3. about creating sound motifs to go with the story elements

Agenda based on the lesson plan. Post in the room for the students to see.1. Opening Ritual2. Review Agenda and Set Context3. Activity: Story Review4. Activity: Writing the score5. Activity: Role Advocacy6. Closing and Teach Back 7. Clean up


Preparation and Space Set up:Markers and Flip Chart PaperStudent binders placed on table2 different instrument stations


Scoring - adding the sounds to the storyOpera - staged theater with acting, music, sung parts, costumes, scenery, lighting, etc.

Materials and EquipmentSee Prep and Space Set up


27/51


Lesson # 4

Planning the Lesson







Activity 1: Story Review Time: 15 MinutesIncludes demonstration, guided practice, individual or group practice. Be sure and link toyour learning objectives.

Tell The Story Explain to students that their challenge is to tell the

whole story from start to finish Ask for a person who wants to start by telling how

the story starts (scene, character(s) actions etc.)narrative is ok

After the first person has talked about a piece of the story, they pass it to the next personcontinuethe process till you get to the end of the story

Citizen Teachers and Team Leaders should givehints and leading questions to keep the storymoving

Objective To make sure that weve

mapped all important piecesof the story

For students to understandthe feel and flow of theperformance


28/51


Activity 2: Writing the Score Time: 25 MinutesIncludes demonstration, guided practice, individual or group practice. Be sure and link toyour learning objectives.OVERVIEW Define score for students Explain that we are going to work on the score

for our performanceSplit the Group into 2 small teamseach team shouldhave percussion instruments and an overview of thestoryboard Have students discuss and play instruments that

might be good sounds to reinforce the storytheseinstruments should be added to the storyboard

Bring two small groups together to finalize score Have groups share the sounds/instruments they

used for the story Check for similar soundsallow groups to

advocate for their sounds

Objective Develop teamwork skills To gain student input on the

score for the performance

Activity 3: Advocate for Roles Time: 20 MinutesIncludes demonstration, guided practice, individual or group practice. Be sure and link toyour learning objectives.OVERVIEW Explain that we are going to give students the

opportunity to advocate (define) what role theywant in the play

Emphasize that you will make the final decisionbased on what is best for the student and theperformance

Explain that there are two types of roles: Speakersand Musicians

o Speakers might also play an instrument inthe performance but their main role is thespeaking part

ROLE ADVOCACY Hang two flip chart papers with Speakers and

Musicians Have the students write their name under the

category they are most excited about For people interested in speaker roles, ask them

to identify which role they want to playo In addition to characters there could be a

narrator (define) and a scene announcer Explain to students that the Citizen Teacher and

Team Leaders will make the final decision and

Objective To provide an opportunity

for students to advocate forwhich role they want to playin the performance


29/51


announce roles next week

Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back.Closing Ritual: Pass the rain stick in the circle and have each person answer the question What is one thing you are excited about when thinking about our WOW! What is one thing you are nervous about?

Clean Up Time: 5 MinutesWhat roles can you designate for each student to build team accountability?Have students put away their binders and instruments


30/51




Pre-Planning


1. Go through the script, identify parts/understudies/basic percussion parts2. Create musical motifs for characters, and explore emotions3. Break out in small groups: mime and guess scene4. Prep for Field Trip next week: Audience/backstage; figure/ground (fore-/back-);directions, contacts, etc.

Learning Objectives: What will the students learn today?

By the end of the lesson, the students will have learned:1. How to work with a screenplay and add notes for music and scene2. Understand how to sequence - learning to follow without losing pace3. How to project a character, and stay in character

Agenda based on the lesson plan. Post in the room for the students to see.1. Opening Ritual2. Review Agenda and Set Context3. Activity: Review scenes in sequence: Dennisand Max model primary characters and emotions4. Activity: Musician and Speaker script and

role review5. Activity: Scene Rehearsal (All)6. Closing and Teach Back 7. Clean up

10 Minutes5 Minutes10 Minutes

30Minutes

20 Minutes5 Minutes5 Minutes

Preparation and Space Set up:Markers and Flip ChartInstrumentsStudent Binders with extra KWL chartsMake sure all student roles are assignedHighlighters for each student*Scripts: NOTEthe Citizen Teacher and Team Leader wrote the script togetherbased on student work and input (see example script)


31/51


32/51


Model Bringing Character To Life Citizen Teacher and Team Leader model a scene

from the performancemodeling excellentacting skills

o Voice projection, effective hand gestures,

changing tone of voice to convey emotions,eye contact etc.Review The Script Provide an overview of how the script is laid out

o Show how it is broken into sceneso Point out how the score is embedded in the

script so that everyone is using the samescript

o Discuss how important it is to use the scriptas a tool and to follow along with theperformance even if you arent playing or

speaking at the time

Objective Model bringing emotions

into character Show students how to use

the script as a tool during

rehearsals and theperformance

Activity 2: Musician and Speaker Script and RoleReview

Time: 30 Minutes

Includes demonstration, guided practice, individual or group practice. Be sure and link toyour learning objectives.Break group into musician and speaker groups Remind students of the role assignment process Assign student roles As a group look through the scripthave each

student highlight all of their lines/musical pieces Remind group of the importance of following the

script at all timesMusician Group Set up instrument station and location and map

where each instrument isideally students shouldhave a table with a blanket on it to place theirinstrument

Model some of the important signs of aconductor (define)

o Cut/stop playing, louder or softer, signalingwhose playing

Do a rehearsal of a scene from the performance(the speaking group and musician group shouldrehearse the same scene in small groups)

Speaker Group Review excellent Speak Up skills with studentsDo a read through of a scene (this should be the samescene as the musician group)

Objective To inform students about

the role theyll play in theperformance

To begin practicing the

performance in studentsrole/character


33/51


Activity 3: Try out Musical score Time: 20 MinutesIncludes demonstration, guided practice, individual or group practice. Be sure and link toyour learning objectives.Bring the whole group togetherideally position thespeakers in front of the musicians (keep this for the

WOW!) Have all students open scripts to the same scene

(that they just rehearsed in small groups) Explain that we are going to focus on each person

doing their part, while interacting with eachotherpaying attention to pausing to let themusicians do their part

Do a run through of the scene with Citizen Teacherand Team Leaders coaching groups

Objective To give students a feel of

how they will do theirWOW! performance To explore how to create

dynamics between themusicians and speakers

Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back.Closing Ritual: Pass the rain stick and have each person answer the daily question

What is one thing that you noticed about todays dress rehearsal

Clean Up Time: 5 MinutesWhat roles can you designate for each student to build team accountability?Have students put away their binders and instrumentsConfirm transportation plans for exploration


34/51



Citizen Teacher:

Pre-Planning NOTE: This is an overview of an exploration to the opera housein Bostonfeel free to change based on your apprenticeship and

community!


1. Take a tour of the opera house2. Practice their oral presentation skills in the theater


1. Gain perspectives of the theaterfrom the stage and from the audience2. The various pieces of putting together a theatrical production (lights, costumes,sound etc.)

Agenda based on the lesson plan. Post in the room for the students to see.1. Opening Ritual2. Review Agenda and Set Context3. Activity: Opera House Tour4. Activity: Dress Rehearsal5. Closing and Teach Back 6. Clean up


Preparation and Space Set up:Make sure that bus is reserved for transportationHave contact numbers for exploration site, Citizen Teacher, Team Leader, CampusDirector, Bus Company and other guestsVocabulary What terms or concepts will you introduce in this session? Post these for thestudents to see.

Materials and EquipmentScripts for all students, highlighter for all students


35/51


Lesson # 6

Planning the Lesson

Opening Ritual CLAP YOUR NAME Time: 5 Minutes






Activity 1:Opera House Tour Time: 40Minutes

Includes demonstration, guided practice, individual or group practice. Be sure and link toyour learning objectives.

Break the group into 2 groups for a tour of the operahouse.

When possible this tour should be interactive(students try on costumes, students experimentwith lighting, students go to the orchestra pit)

ObjectiveFor students to have access to acultural resource in theircommunityFor students to gain perspectiveof the theater both from the lens

of the audience and the actorsActivity 2: Dress Rehearsal Time: 10 MinutesIncludes demonstration, guided practice, individual or group practice. Be sure and link toyour learning objectives.


36/51


Have students break into speaker and musiciangroups and do a run through of 1 scene of theperformance

Citizen Teachers provide immediate feedback on oralpresentation skills

ObjectiveTo understand the importanceof voice projection during aperformance

Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back.DEBRIEF QUESTIONS

What was your favorite part of the opera house visit? What were you most surprised about? What did you learn that we need to do in order to have an excellent performance

/WOW

Clean Up Time: 5 MinutesWhat roles can you designate for each student to build team accountability?Make sure that the group leaves the opera house cleaner than they found itSecure TV and Video Camera for the next session


37/51




Pre-Planning


1. Run through each Scene with speakers and players2. Run through end-to-end, on video tape3. Evaluate their performance, assess what works and doesn't


1. importance of team work, role playing, cue and overall unity

2. How to be effective in speaking and presenting in public - preparation!3. How to use video and other feedback in critical self-assessment

Agenda based on the lesson plan. Post in the room for the students to see.1. Opening Ritual2. Review Agenda and Set Context3. Activity: practice each scene4. Activity: video tape and break 5. Activity: study the tape6. Closing and Teach Back 7. Clean up


Preparation and Space Set up:Scripts, instruments, video tape and tripod

Vocabulary What terms or concepts will you introduce in this session? Post these for thestudents to see.Figure / Ground (foreground, background)Cues"in character"

Materials and Equipment

video, tape, TV, instruments, scripts, KWL charts


38/51


Lesson # 7

Planning the Lesson







Activity 1: Small Group Rehearsal Time: 15 MinutesIncludes demonstration, guided practice, individual or group practice. Be sure and link toyour learning objectives.Break into speaker and musician groups Review the scripts as a whole group Have each student identify their highlighted parts. Do a read through of the play in small groupsCT

or TL working with the musician group shouldread the script

Objective To prepare students for the

dress rehearsal

Activity 2: Video Tape/ Dress Rehearsal Time: 25 Minutes

Includes demonstration, guided practice, individual or group practice. Be sure and link toyour learning objectives.Explain that we are going to do a dress rehearsalourgoal is to perform as if we were doing the WOW! Set the students up in their correct places Do a run through of the entire performancekeep

the group going and video tape it

Objective To capture a dress rehearsal

on tape so that students cananalyze their work

To create a sense of realness to the


39/51


apprenticeship

Activity 3: Review the Tape Time: 20Includes demonstration, guided practice, individual or group practice. Be sure and link toyour learning objectives. Frontload that watching yourself on TV/Video can

be differentwe will not tolerate people makingfun of each other

Pass out snacks (if the group has earned them) Watch the videokeep group on task After you watch the video DEBRIEF What things went really well? What things do we need to work on? Are there specific scenes that need more work than

others?

Objective For students to identify

strengths and growth areasin their individual part andthe whole performance

For the group to identifyscenes that need extra work

Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back.Closing Ritual: Pass the rain stick and have every answer the question of the day:

What is one word that describes how you feel about our work in thisapprenticeship?

Clean Up Time: 5 MinutesWhat roles can you designate for each student to build team accountability?


40/51



Citizen Teacher:

Pre-Planning


3. Practice performance in speaking and musician groups4. Do a dress rehearsal of performance5.


3. Understand the importance of teamwork as it relates to our performance

4. Develop excellent oral presentation skillsAgenda based on the lesson plan. Post in the room for the students to see.

8. Opening Ritual9. Review Agenda and Set Context10. Activity: Small Group practice11. Activity: Dress Rehearsal12. Activity: Dress Rehearsal Feedback 13. Closing and Teach Back 14. Clean up


Preparation and Space Set up:


Materials and EquipmentScripts, Instruments


41/51


42/51


Have the speaker stand a good distance (15feet) from the rest of the group.

Give all non-speakers a colored index card thatthey will hold above their hands

Identify one student who will also be volume

controlthey rate the speaker on volume (1too low, 2 ok, 3 great)

When the speaker reads their line their goal isto make eye contact with every person with acolored index card. Once the speaker hasmade eye contact with someone, that personlowers their index card

Provide an opportunity for every student to dothe speaker role

Musician Group Remind students of the importance of

following the script at all times Remind students of the importance of knowing

when they come in/play instrument Remind students of the importance of placing

instruments down quietly Remind students of dynamics of playing

instrumentplay instrument so that it addsfeeling to what a character/scene is saying

Practice Scene Choose a hard scene to rehearse only with

musicians The Citizen Teacher or Team Leader should

read speaking parts and while directingstudents in playing parts

Activity 2: Dress Rehearsal Time: 35 MinutesIncludes demonstration, guided practice, individual or group practice. Be sure and link toyour learning objectives.

Tell the students we are doing a dressrehearsalremind them that our goal is to dothe performance as if we were doing it for anaudience

Do dress rehearsal scaffold students bygiving them cues if they miss their partbutkeep the scene rolling

If time allows do a second dress rehearsal, orgo over a scene that students had a lot of difficulty with

ObjectiveTo do a full dress rehearsal of the performanceTo recognize areas that need toextra practice


43/51


Activity 3: Dress Rehearsal Feedback Time: 5 MinutesIncludes demonstration, guided practice, individual or group practice. Be sure and link toyour learning objectives.

Ask students what they think went well and

what they need to improve Provide specific feedback on areas of

improvement for the students

Objective

Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back.Ask each students 1 thing they need to do to get ready for our WOW!

Clean Up Time: 5 MinutesWhat roles can you designate for each student to build team accountability?Students put instruments and binders away


44/51



Citizen Teacher:

Pre-Planning


6. Practice performance in speaking and musician groups7. Do a dress rehearsal of performance


5. Understand the importance of teamwork as it relates to our performance

6. Develop excellent oral presentation skillsAgenda based on the lesson plan. Post in the room for the students to see.

15. Opening Ritual16. Review Agenda and Set Context17. Activity: Small Group practice18. Activity: Dress Rehearsal19. Closing and Teach Back 20. Clean up


Preparation and Space Set up:


Materials and EquipmentScripts, Instruments


45/51


Lesson #

Planning the Lesson







Activity 1: Small Group Practice Time: 10 MinutesIncludes demonstration, guided practice, individual or group practice. Be sure and link toyour learning objectives.

Break group into speaking and musician groups toget ready for the dress rehearsal

Ask students what things we learned last week that we need to do better during the dressrehearsal

Do a quick review of any areas of difficulty

that the group experienced during last weeksdress rehearsal

Objective To strengthen students

understanding of the rolethey play in theperformance

To prepare students for asuccessful dress

rehearsal

Activity 2: Dress Rehearsal Time: 35 MinutesIncludes demonstration, guided practice, individual or group practice. Be sure and link toyour learning objectives.


46/51


Tell the students we are doing a dressrehearsalremind them that our goal is to dothe performance as if we were doing it for anaudience

Do dress rehearsal scaffold students bygiving them cues if they miss their partbutkeep the scene rolling

Provide immediate feedback and redo scenesthat need extra attention

Objective To do a full dress

rehearsal of theperformance

To identify areas that

need extra practice andmake sure those areasare ready for the WOW!

Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back.Ask each student how they feel about the WOW!

Clean Up Time: 5 MinutesWhat roles can you designate for each student to build team accountability?Students put instruments and binders away


47/51


Percussion DiscussionDesigned By

WHO Who are the characters in the

story What do the characters do/what

is their role? How would you describe the

characters?

WHAT What is the plot, or main idea of

the story? What is the climax, or the main

action part of the story?

WHEN What time period does the story

take place? What time of the day does the

story take place?

WHERE Where does the story take place? What are some characteristics of

this place?

WOW If you were going to create a

musical soundtrack for thisstory, what type of music wouldyou use?

What types of sounds would youuse?


48/51



Instrument Type of emotion or scene that you woulduse this instrument for


49/51



KNOW What do you already

know about this story What do you

remember from last

week

LEARNED What did you learn

about the story today What important facts

will you remember What are important

things from the storyto show in our WOW

WANT TO KNOW What information do

you still want toknow about the story

What do you need to

know in order to startworking towards ourWOW


50/51


ALTERNATIVE ACTIVITIES

No curriculum will work with every student. Remember you teach students, notcurriculum. Use this section of the guide for ideas for alternate activities that addressspecial learning and teaching styles, and group dynamics.

Activity Name: Rhythm Maker Time: 10-15 MinutesWho this is Good For: All Students

Description of the Activity:This is a good energizer/teambuilding activity that also reinforces some of the skills needed whenplaying instruments (listening to each other, tempo, volume control etc.DIRECTIONS1. Have the group sit in a circle2. Ask one student to volunteer to be the rhythm identifier

This person will leave the room and enter when the TL tells them to They have 3 guesses to identify the rhythm maker

3. Have 1 person be the rhythm makerselect this person when the rhythm identifier has left theroom This person come up with continual and changing rhythms Example rhythmsclapping your hands SWITCH to slapping your thighs then snapping your

fingersMODEL EXAMPLES4. The rest of the group follows the rhythm makerMake sure that the group doesnt all stare at therhythm maker5. Play a couple of rounds, making sure every student plays a new roleDEBRIEF

What skills did the rhythm identifier need to use to guess the rhythm maker? What did the rhythm makers need to do to trick the rhythm identifier? How can we use these skills in our WOW?

Activity Name: Happy Birthday To You Time: 10-15 MinutesWho this is Good For: All Students

Description of the Activity:This activity is a great way to warm up students voices for the WOW presentation and get themcomfortable with their spoken linesDIRECTIONS1. As a large group sing Happy Birthdayencourage students to sing loudly while focusing on

pronouncing every word2. Next, have speakers identify a line from their parthave the group sing this line with the format ofHappy Birthdayagain focusing on stage voice and pronunciation


51/51

TIPS OF THE TRADE The following are tips from former Citizen Teachers on how to maximize studentparticipation, behavior and learning during each apprenticeship session.

Tip:

Tip:

Tip:

Tip:

Tip:

Date post:	07-Apr-2018
Category:	Documents
Upload:	citizenschools
View:	217 times
Download:	0 times

Percussion Discussion

Documents