Take Orff with Bucket Drumming, Part 3 - Handout

Transcript

1. © Welcome to Music - Susie Davies-Splitter & Phil Splitter www.welcometomusic.net pg. 1 Website: Facebook: YouTube: Take Orff with Webinar notes Presented by Susie Davies-Splitter (M.Ed.) & Audrey Klein (B.Ed.) Bucket Drumming Part 3
2. Equipment, Goals, Body/Brain Connection Games with body percussion, drumming & improvisation The Orff Schulwerk approach Bucket Drumming Notation The Groove - body percussion & drumming African piece – Agahu - Call and Response African instruments - Shekere (African shaker) & Gankokwe (African bell) Bucket drum sounds - Sogo/bass, Kidi/rim & sides of bucket drum Dance steps Links to bucket Drumming videos Webinar Goals www.welcometomusic.net pg. 2 © Welcome to Music - Susie Davies-Splitter & Phil Splitter Website: Facebook: YouTube: Part 2 Goals 'Dirt, Garbage, Trash' chant with body percussion (BP), drumming & improvisation using 'Orff' media and techniques Latin Batucada Samba - 'Makumba' with BP, dance, percussion instruments and buckets Part 1 Part 3 Goals Taiko Drumming with BP, choreography then on buckets Bucket Drumming Groove - composition, performance and assessment Links to the curriculum Example of rubric and reporting GLP Reflections
3. •Teach all rhythms through body percussion •Stand and march on the spot while playing and saying (in time names) any pattern on any part of the body. •Continue without saying the time names out aloud and then move around the room, maintaining the patterns. Starting out with Taiko Drumming © Welcome to Music www.welcometomusic.net pg. 3 © Susie Davies-Splitter & Phil Splitter © written & arranged Audrey Klein Teaching the rhythms One aspect of Taiko that is unique is the choreography embedded in each piece. This offers an opportunity for students to engage in choreographing a piece, when they have more experience. Choreography On every “ta”, play with arms extended forwards, both sticks landing together in the centre of your up-turned bucket, or just one hand a time, depending on what comes next in the following beat. E.g. if a “ta” is followed by a rest, both hands can play in the centre. If “ta” is followed by more rhythms, perhaps one hand only will work better. On every rest, raise one or both arms, depending what comes in the following beat. You can raise arms straight up, straight forward or out to the side - as you choose. Bass/Centre of bucket – ta’s Sides of the bucket - ti’s Rim of the bucket - tim-ka’s & ka-tim’s Rests - raise arms up Bucket Drumming
4. Taiko/Bucket Drumming Parts © Welcome to Music www.welcometomusic.net pg. 4 © Susie Davies-Splitter & Phil Splitter Bass/Centre - Ta - one beat Sides - Ti's - half a beat each Rim - Ka-tim Rim - Tim-ka Rests (silence) - raise arms up Za - one beat rest Si - half beat rest Tim - 3/4 beat Ka - 1/4 beat Legend This part holds it all together Quarter note Eighth note
5. Taiko Drumming continued © Welcome to Music www.welcometomusic.net pg. 5 © Susie Davies-Splitter & Phil Splitter Further Notes All students should learn all parts, but can, ultimately, self-select the part they feel most comfortable to play. Part 4 is simple and unchanging, as it forms the basis of the piece and is usually played on the Taiko that has the most distinctive timbre so it is easy for the group to follow. If you are using buckets, however, when it comes time to put all of the parts together, you might play it on a djembe, to provide a different timbre for the students to follow. You might also consider discussing how you would like to put the whole pice together - i.e. which parts come in when etc. This is a very engaging process for your students. My school Taiko ensemble was made up of volunteer students from Year 3 only. My experience was that they found the discipline of the style, as well as the opportunity to make suggestions, very exciting - so much so that they were willing to give up an entire lunchtime for rehearsals! Here are a few YouTube clips to give you an idea of how the choreographed movements can enhance the rhythms played: Clip 1 Clip 2 Clip 3 For those of you wanting to explore Taiko more, I studied with Wadaiko Rindo at St Philips Anglican Church Hall – 144-148 Hoddle Street, Abbotsford, Melbourne YouTube Clips & further info
6. www.welcometomusic.net pg. 6 © Welcome to Music - Susie Davies-Splitter & Phil Splitter Website: Facebook: YouTube: Bucket Drumming Groove With a partner, compose your own groove (4 bar rhythm) using bucket drumming notation on 5 lines as below. Use only ta's, ti ti's and za's (this can be a Z). Repeat the 1st bar x 3 and add a different rhythm for the last bar. Use round or cross note heads and add the time signature, repeat markings and whole bar rest for any bars with complete silence Write the drum sounds such as rim or sticks above each line Rehearse with small buckets and pencils as drum sticks Perform - play it through at least twice in front of the class Work with 2 others who will film your performance and then you will film theirs. Students provide feedback to each group Students self-assess themselves using the rubric after their performance Composition & Performance Assessment
7. Explore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns (ACAMUM088) Develop technical and expressive skills in singing and playing instruments with understanding of rhythm, pitch and form in a range of pieces, including in music from the community (ACAMUM089) Rehearse and perform music including music they have composed by improvising, sourcing and arranging ideas and making decisions to engage an audience (ACAMUM090) To notate and play a bucket drumming composition with confidence. I can keep a steady beat and tempo during the performance to support my partner I can perform a bucket drumming rhythm without mistake and with confidence I can notate a rhythm to create a musical composition Grade 5/6 Content Descriptors & Achievement Standard Learning Intention: Success Criteria: www.welcometomusic.net pg. 7 © Welcome to Music - Susie Davies-Splitter & Phil Splitter Website: Facebook: YouTube: Links to the Australian Curriculum - The Arts Example of Rubric & Reporting With thanks to Emily Butler for this rubric
8. As learnt from Mary Knysh - Rhythmic Connections/Music for Wellness and Music for People G – Grateful What are you grateful for from this class? L – Learned What’s one thing you have learnt about yourself or the group? P – Practice What’s one thing you can you put into practice? How can you practice at home? -Air drumming or use a small plastic container with sticks, pencils or cling wrap rolls, fit balls, bucket and sticks www.welcometomusic.net pg. 8 © Welcome to Music - Susie Davies-Splitter & Phil Splitter Website: Facebook: YouTube: Reflections