Class:

EDUC 2500 D
Boomer
Date:
Tuesday, March 19, 2013
Percussion
Time:
3:45 4:00

Instructor: Scott
Topic: Body
Location: L1170G

Topic: Body Percussion Grade 6 Drama

Desired Results:
General Outcome: To acquire knowledge of self and others that result from
reflecting on dramatic play.
Specific Outcome: Students will develop sensory awareness to sharpen
observations of people, of situations, and of the environment.
Learning Objectives:
Students will:

Demonstrate listening and sensory awareness through rhythmic percussion.

Materials:

Time

3:453:49

3:493:57

Markers

Content/Description
Introduction
Grade 6s, clap twice if you can hear me.
Very good. See how everybody is listening
right now?
Awesome, now what does it mean to
listen?
Who thinks they are a really good listener
and share with us why?
Grade 6, I want you to stand up beside
your desk. Make sure that you are arms
length away from anybody. This does not
mean hit somebody if you are close to
them.
Procedures/Activities
1. Does somebody think they have a really loud clap?
2. (To the same student) How do you shape your hands
to make that noise? (Rephrase the definition for clarity
to the students: Its like you are making a cup out of
your hand so that if poured water onto your hand,
there would be a little pool ready for a rubber ducky.)
3. Everybody pretend that you have two little
rubber duckies and make one float in each hand.
4. Using the same shape of your hands, clap twice if you

Strategy/
Assessment
Behaviour/
following
instructions
Check for
understanding
Definitions
Experiences
Behaviour/
following
instructions

Participation
Definition

Imagination
Behaviour/

can hear me.

5. Good, now I am going to use my body to make a
rhythm and you will repeat it back to me. (Each
rhythm will be broken down to each body part and
then put together to make a looping rhythm.
Comment if the class is not keeping the same rhythm
or speeding up to keep them in unison (KEYWORD:
Listening)
a. Rhythm of 3 (Clap; chest; chest)
b. Rhythm of 5 (Clap; chest; chest; thigh; thigh)
c. (Optional with regards to time) Rhythm of 7
(Clap; chest; chest; thigh; thigh; rear; rear)
d. (Optional with regards to time) Rhythm of 9
(Clap; chest; chest; thigh; thigh; rear; rear;
stomp; stomp)
6. Lets try combining rhythm 3 and rhythm 5. (Repeat
with 5 and 3)
7. Does anybody want to try either a 3,5 rhythm
or a 5,3 rhythm by themselves?
8. (Sponge)Everybody stand where you are and I
am going to split the class into two groups.
(Walk down the middle of the students and direct
them to either side)
9. (Sponge) This side of the room will clap rhythm
3 and then 5 while this side of the room will clap
rhythm 5 and then 3. Try to listen to the
opposite group and see when the rhythms line
up.
10.
Everybody pretend that the ducks are in
the pools of your hands and carefully, without
spilling any water or dropping the ducks, walk
back to your desks.
3:574:00

Closure
Does it sound better when we are
listening to each other? (Yes)
What did everybody hear when we were
using percussion as a group? Together or
not
When did the rhythms line up? The first
three beats in the patterns. (Get 2 confident
students to demonstrate the two patterns
Why do people use their bodies to make
noise? Communication; celebration; applause;
dance; etc
Why is listening important in drama?
Next time, we will add a rhythm of 7 and
maybe even 9 as well as combining more

following
instructions

Behavioural/
following
instructions
Synthesis
Assessment
Synthesis

Synthesis

Instruction/Creati
vity

Review and
Analysis

rhythms together. Maybe more than one

rhythm at once. Then we will have to
listen even more.

Assessment of Student Understanding: Body Percussion