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Week 1: Lesson 1
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4 x 15 minutes
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Station-based orientation lesson
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Clock or timer
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Whole group
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Each station is approximately 15 minutes in length and students rotate 1 through to 3. Discuss the stations process.
View TeacherTube example of djembe playing.
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Relevant TeacherTube video
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Station 1
15 mins
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Using school laptops, students conduct a webcrawl (i.e. origins of djembe, interesting djembe facts, djembe design construction etc.). Document on electronic proforma.
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Laptops
Webquest proformas for each student (you can create your own)
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Station 2
15 mins
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Students construct their own djembes using cups, duct tape, silver markers, large rubber bands, heavy duty balloons, etc.
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Construction materials and table space
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Station 3
15 mins
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View TeacherTube clip again or teacher-led demonstration of different techniques and seated vs standing positions.
Teacher-led revision of djembe techniques. For example, bass, tone, slap, muted technique, pressure and pitch, scratching. Students can invent their own techniques (i.e. with brushes/marbles).
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Student practice of djembe techniques
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Assessment
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WebQuest proforma (student samples)
Constructed djembes
Class observation/quiz for facts
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3 x items from the stations
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Week 2: Lesson 2
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60 minute lesson
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Whole-class djembe ensemble
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Introduction
15 mins
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View a YouTube clip displaying traditional African drumming.
Teacher revises techniques – bass, tone, slap, muted, pressure and pitch, scratching, etc.
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YouTube clip
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Whole-class rehearsal
20–30 mins
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Revisit rhythms taught in previous terms – Shiko, Polyrhythms, or Yankadi. Introduce the Universal rhythm.
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Divide into 2 class groups
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Sitting in a drum circle, 2 students share 1 drum.
Group 1 – teacher plays a bar of the chosen rhythm, then Group 1 copies. Repeat until rhythm is clear and coordination is mastered.
Stop and swap, Group 2 has their turn. Teacher plays a bar of the chosen rhythm, then Group 2 copies. Repeat until rhythm is clear and coordination is mastered.
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Group 1 – attempt playing 4 bars of the chosen rhythm tutti. Stop and swap. Group 2 has their turn.
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Repeat for a number of rhythms, including the Universal rhythm. Allow for any students wishing to play solos. Attempt a rolling 'Stop and Swap' (where students change drums while the class continues drumming).
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Assessment
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Class observation/Teacher checklist
Giving and receiving feedback
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Teacher checklist
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Week 3: Lesson 3
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Small group compositions
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Introduction
5 mins
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Using the rhythms explored in the whole class djembe lesson in Week 2, introduce students to a variety of ways to notate these rhythms on the whiteboard.
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Rhythmic notation activity
15 mins
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In groups of 2–3, students use the notation system shared on the whiteboard or a system developed on their own to notate one of the discussed rhythms in their music workbooks.
Teacher moves around the room discussing the notation system groups have used.
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Small group djembe rehearsal
10 mins
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Using class djembes or their own constructed djembes, students rehearse the rhythm their group has notated.
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Performance spotlight
15 mins
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Those groups who wish to perform can do so.
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Assessment
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Class observation/Teacher checklist
Student workbooks – notation samples
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Student workbooks
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Week 4: Lesson 4
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Guest musician
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Introductions
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Dr. Leif Sundstrup, Conductor of the Darwin Symphony Orchestra (DSO), presents notation, compositional tools (Sibelius), and modelling positive and constructive feedback
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5 mins
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Sample notation system
A sample of percussion notation used in orchestra is presented.
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Sample notation
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15 mins
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Example of compositional application (Sibelius)
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Presenting original composition (DSO) performance – James Bond theme.
Demonstrates adding and deleting notes, mute, solo, and change of rhythmic timing of notes by drag and drop technique.
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Discuss feedback
10 mins
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Present conductor strategies for positive and constructive feedback. Student activity – students responding to directions and feedback.
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Whole group performance
10 mins
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Students perform Ibo (Polyrhythm) for guest and receive feedback, as well as respond to their own performance.
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Assessment
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Class observation/Teacher checklist
Student discussion and questions for guest
Giving and receiving feedback – teacher observation
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Teacher checklist
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Week 5: Lesson 5A Excursion
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ICT excursion
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5A Excursion
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Excursion to Teaching and Learning with ICT – Bring Your Own Class Program
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120 mins
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See Lesson Plan (2 hours) BYOC 6 Broome excursion
Students explore ICT applications to make and respond to music (2 bar ostinatos).
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BYOC handout
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Assessment
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Class observation/Teacher checklist
Student workbooks (notation samples)
Checklists: Audacity and Sampler
Student workbooks – notations
Recorded ostinatos (formative assessment)
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Teacher checklist
Audacity and Sampler checklists
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Lesson 5B Class based
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Notating ostinatos and recording final sample
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Introduction
5 mins
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In-class extension of ICT excursion, presented by Bill Wade of Teaching and Learning with ICT – Department of Education and Child services (DECS).
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Notating
25 mins
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Students notate a final ostinato composition.
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BYOC handout
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Recording stations x 4
25 mins
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Four recording stations are set up using laptop computers and the same recording application (Audacity) from Field Excursion.
Demonstrate using a click track and cutting/editing (teacher-led).
Final sample of the ostinato is recorded either individually or ensemble.
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Laptops
Audacity application
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Assessment
5 mins
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Class observation/Teacher checklist
Student workbooks (notation samples)
Checklists: Audacity (completed)
Recorded ostinatos (summative assessment)
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Teacher checklist
Student workbooks
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Week 6: Lesson 6
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Sharing individual compositions
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Final performance and presentation of composed ostinatos
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Introduction/Organisation
5 mins
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Reinforce guidelines for feedback, and assure that feeling nervous about performing is OK.
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Final performances
30 mins
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Individual or ensemble presentation of compositions (making).
Practise positive and constructive feedback (responding).
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Student reflections
10 mins
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Students complete reflection rubric noting positive feedback/constructive criticism and how it felt to receive feedback (responding).
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Reflection rubric
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Assessment
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Collect final student work samples (notebooks and recordings)
Collect reflection rubrics
Teacher observation and checklist
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Work samples
Reflection rubrics
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