Percussion Discussion

Transcription

theatre ● dance ● music ● ballet ● visual arts
2014-2015 Season
Arts Access
School Time Program
Percussion Discussion
presented by: Ken Bergmann
March 17, 19 and 20, 2015 | 10:45 a.m.
Lesher Theatre
at the Lesher Center for the Arts
Presenting
Field Trip
Sponsor:
Education
Sponsor:
Welcome
Dear Teachers,
We have created the following study
guide to help make your students’ theater
experience as meaningful as possible. For
many, it will be their first time viewing
a live theatrical production. We have
learned that when teachers discuss the
upcoming arts performance with their
students before and after the production,
the experience is more significant and
long-lasting. Our study guide provides
pre and post performance discussion
topics, as well as related activity sheets.
These are just suggestions, so please feel
free to create your own activities and
areas for discussion. We hope you and
your class enjoy the show!
The Diablo Regional Arts Association (DRAA) enriches
the lives of thousands of East Bay residents every
year by supporting programs at Walnut Creek’s
Lesher Center for the Arts (LCA). Through wellestablished business and community partnerships,
fundraising and marketing expertise, we help arts
organizations present professional-level theater,
music and dance performances, visual arts
exhibitions, and family events.
Over the years, the Arts Access School Time
Program has offered students and children in the
community the opportunity to experience highquality live performances and visual arts exhibits.
These programs engage students in the artistic
process, cultivating an appreciation for the arts by
combining education and entertainment which
together help to make the arts a vital part of our
schools and community. Our program offers funding
for low-income schools, making the arts programs
accessible to as many students as possible. Together
with corporate, foundation and individual partners,
the DRAA is able to make these opportunities
possible.
This year’s Arts Access School Time Program would not be possible without the generous support of
Target - Presenting Field Trip Sponsor, Wells Fargo - Education Sponsor, along with our other season
sponsors including The Hewlett Foundation, Dean & Margaret Lesher Foundation, the Thomas J. Long
Foundation and all the individual donors who support this program.
Table of Contents
Welcome & Program Overview..........................................................................................................2
Preparing Your Students for a Field Trip to the Lesher Center for the Arts......................................3
Theatre Etiquette Guide.......................................................................................................................4
About the Producer..............................................................................................................................5
About the Performance.......................................................................................................................5
About the Art Form...............................................................................................................................7
Educational Activities...........................................................................................................................9
Study Guide Resources.......................................................................................................................18
Content Standards.........................................................................................................................19-20
1601 Civic Drive ● Walnut Creek CA ● 94596 ● 925.295.1470 ● www.draa.org
P. 2
Preparing Your Students for a Field Trip to the
Lesher Center for the Arts
Drop-off and Pick-Up:
Buses should drop off at the Lesher Center for the Arts by pulling directly up to
the curb in front of the theatre on Civic Drive or Locust Street in the designated
loading zones, utilizing space efficiently so that the other buses can unload/
load at the same time. As soon as students and chaperones have off-loaded
safely, buses need to depart and find parking near the LCA to wait until the
end of the performance. NO bus parking is available at the Lesher Center for
the Arts. Loading zones are ONLY for loading and unloading.
Ticket Information:
Tickets are held by the DRAA and distributed to your group on the day of performance by a DRAA staff
member who will be positioned in the area outside the front of the entrance to the theatre. Look for
the brightly colored balloons!!
Tickets should be distributed to each student prior to entering the theatre. Every attendee must have
a ticket in hand before entering the theatre.
All tickets are “GENERAL SEATING”, with no reserved seating available. If you have any special seating
needs, please notify the DRAA prior to your performance so we can make the necessary arrangements.
The Auditorium and Seating:
The Lesher Center for the Arts features three distinct theatres providing a space tailored for every show
and audience.
The Hofmann Theatre seats 785 patrons and is the largest of the three theatres in the Lesher Center for the Arts. It features a spacious main floor and a
balcony featuring four sets of box seating areas. The theatre is used for largescale productions including musicals, operas, ballets, symphonies and larger
corporate functions.
The Lesher Theatre seats 297 patrons and provides a more intimate space for
mid-sized productions including musicals and plays.
The Knight Stage seats 133 patrons and is a black-box theatre featuring a
space tailored for smaller, more intimate productions and events. Seats can
be added or removed as necessary.
Lighting and Music
The amount of lighting and music in the theatre will vary from time to time as the play or performance
progresses. There may be times where it is almost completely dark. We are aware that this can be an
exciting experience for some children and the level of energy can increase along with their excitement. Music can also be used to create different impressions or communicate certain moods during
the performance which encourages audience participation and spirit.
P. 3
At the Performance
The live theatre performance is not pre-recorded with mistakes edited out. This makes it more exciting
for an audience. Student’s thoughtful attention and responses have a real effect and contribute to the
quality of the experience. The audience gives energy to the performers who use that energy to give
life to the performance!
Theatre Etiquette Guide
Going to a play is a special experience, one that can be remembered for a long time. Everyone in the
audience has been looking forward to seeing the performance.
There is a big difference in going to a theatre and to a movie. The actors are performing for you live
onstage, and they can see and hear what goes on in the audience just as you can see and hear them.
So, one behaves a little differently than when you are at the movies or at home watching TV.
Some things to remember:
•Stay with your group at all times.
•Lights will dim just before a performance, and then go dark. Show your knowledge by sitting calmly.
•No talking or whispering during the performance.
•Laughter at appropriate times only.
•Keep body movements to a minimum. You can’t get up and move around during the performance.
•Please use the bathroom or get a drink before seating for performance or at intermission ONLY.
•Show appreciation by clapping. The actors love to hear applause. This shows how much you enjoyed the performance.
•Don’t leave your seat until the performers have taken their curtain call at the end. When the performance ends, wait patiently to exit.
•Be polite and attentive. Everyone in the theater is sharing the same experience and space.
•No taking of pictures or video recording during performance is allowed.
•TURN OFF ALL cell phones, pagers, beepers, alarms, anything that can disturb the production, actors and the audience members during the performance.
P. 4
About the Producer
Ken Bergmann is a mix of accomplished educator and professional musician. A native Californian, he
spent his childhood summers traveling the back roads of rural Mississippi with his grandfather where he
learned the importance of family, fishin’ and fun.
As an actor, he has performed the title role in Andrew Lloyd Webber’s Jesus Christ Superstar, Zach in
A Chorus Line, Harold Hill in The Music Man and most recently as Grady in Zelda’s Momma’s Cookin’.
Best known for his musicianship, he has performed throughout the world including the Theatre de la
Ville in Paris, Royal Albert Hall in London, the Concertgebouw in Amsterdam, Symphony Hall in Toronto
and Minneapolis, as well as New York and Berlin. His musical talent has been featured on ABC’s 20/20,
NBC’s Entertainment Tonight, and CBS’s Evening Magazine. A an award winning musical director, he
has conducted 42nd Street, The Sound of Music, West Side Story, Into the Woods and has percussed in
over 60 musical productions including Sweeney Todd, Godspell, and Cabaret.
When he’s not banging out the beats in his unique way, Mr. Bergmann heads to the mountains to fulfill
his passion for snow skiing. He is an active member of the National Ski Patrol at Sugar Bowl Ski Resort
and loves the beautiful landscape and nature of the Sierras. He currently resides in Northern California.
About the Performance
Guiding Questions:
1. What is the performance about?
2. What are some main ideas in Percussion Discussion?
3. How does Percussion Discussion use California State Standards across the
curriculum to your classroom?
What is the performance about?
Percussion Discussion is a one-man show featuring percussionist Ken Bergmann.
All the material is presented in a humorous theatrical environment. The hourlong show features instruments from around the globe, a Brazilian Samba,
an inside look at drumming, beaters, techniques and instrumentation. The
show features Swing, Latin, Jazz, Rap and Rock music as well as the ragtime music of Scott Joplin and the Baroque music of J.S. Bach. The show
concludes with a unique solo performance that uses unconventional
techniques, electronics and playing surfaces. Percussion Discussion was
first performed in 1993 and the show now visits 70 different locales per year,
presenting 124 performances.
Students learn about the incredible variety of percussion instruments with over twenty
instruments demonstrated throughout the performance. They will learn the cultural origins of the instruments from Africa, South America, Turkey and more! Percussion Discussion is a lively, inspirational
performance. Children will enjoy learning with fun and laughter and have active participation during
the performance. Children leave with an awareness of cultural diversity, the desire to experiment with
sound, and the desire to become musically active.
P. 5
What are some “main ideas” in Percussion Discussion?
•Percuss means to “strike” something (not just on drums).
•Music (and instruments) is a universal language.
•Practice and dedication can make your dreams come true.
How does Percussion Discussion incorporate California State Standards across
the curriculum to your classroom?
Science and History
Percussion Discussion uses an electronic drum to demonstrate the computer age’s effect on music.
Tapping the drum the performer can create a full scale rock concert complete with screaming fans or
an aerial dog fight between Snoopy and the Red Baron. The silicon micro processor is responsible for
these astounding effects.
Direct a classroom discussion towards musical instruments and technology.
•Which instruments use a micro chip? Which do not? Ask them what kind of instruments their favorite
musical group uses. In most cases the answer will be predominated by groups using electronics
complete with sophisticated microchips.
•Go back 100 years to the invention of sound recording. How did that affect music? (You no longer
had to go to live concerts and you could enjoy music at home without actually learning to play an
instrument.)
•How about the invention of metal? (You could make a trumpet out of brass and dump the conch
shell.) The invention of tools? Summarize the discussion by relating scientific development with historical events.
Cultural Diversity
This activity may fit in well with your Social Studies curriculum.
•Display a map of the world and choose two distant regions with a geographic barrier such as an
ocean, desert or mountain range.
•Ask students about the inhabitants of each location. How are they different and why? You may
need to point out some difference such as language, food, dress, and customs. Some students
may point out the effect of geographic isolation and environmental resources as a factor in the
creation of diversity.
•Discuss with students the effect that the Jet Age, Communications Age and Internet Age has had
on cultural diversity.
•Explain how individual cultures are meshing with each other to form a conglomerate of cultural and
musical materials. Going out to eat is a great example that most kids can relate to.
“So what’ll
you choose? McDonalds’s, Taco Bell, Chinese, Italian, Tai, Continental, Cajun?” Just as our food is
a culinary melting pot, so is the music around us.
P. 6
Artistic
We all have rhythm and music inside us. This activity lets your class explore their musical ability.
•Ask your students to come up with a simple pattern they can clap, stomp, or sing, such as “Clap,
Clap, Clap, Rest.” Have the whole class do the pattern repeatedly.
•Now choose another pattern that is different from the first, but equally simple. “Clap, Rest, Clap, Clap”.
•Allow one group to try the new pattern while everyone else continues the old pattern. Now choose
a third pattern, “Stomp, Stomp, Rest, Stomp” continue building patterns as long as possible. An infectious groove will develop.
•This idea of community drumming” and the infectious groove it creates is a common feature of
many African, Native American and Caribbean religious ceremonies. These original ceremonies
are the root of much of our popular music.
About the Art Form
Guiding Questions:
1. What kind of performance will this be?
2. What elements of this performance will you experience?
3. What are some terms that are used in theater production that we use in
everyday speech?
What kind of performance will this be?
Discuss with your students the differences and types of theater productions and
performances (play, musical, ballet, etc.).
Percussion Discussion is a live, one-man show performance. It is based on Mr.
Bergmann’s knowledge and performance of music. His delivery is humorous
and educational in a friendly theater atmosphere. It is also interactive with the
audience which is rarely found in other every day plays and musical performances.
What elements of this performance will you experience?
Explain to the students that a theater performance is different from any other multi-media outlet (concerts, movies, bands, video games, etc). Below are things to expect while experiencing a LIVE performance.
•Theater is a live performance with actors performed before a live audience. It can take place in a
setting as simple as your school auditorium, or in a space large enough to seat thousands of people.
•Theater has many purposes – to entertain, to educate, to affect social change.
•Mr. Bergmann interacts and allows questions from the audience so they can relate to something
he’s presented and build a personal experience during the performance.
P. 7
Elements of producing a play can include live actors, dialogue/language, characters, music, dance,
singing, lighting, setting, costumes, sound effects, and many different career opportunities for theatrical production. Some examples include:
Choreographer: the person who designs or plans the movements, the development, or details of a
dance.
Composer: a musician who writes the music for performance.
Designers: the artists who create and plan the designs for a production.
Director: the person responsible for the interpretive aspects of a stage production; the person who
supervises the integration of all the elements, as acting, staging, and lighting.
Musical director: the person who is responsible for rehearsal and performance of all music in the play.
Playwright: the person who creates (writes) the script for a play or stage production.
Producer: the person who provides the general supervision of a production and is responsible for raising money, hiring technicians and artists, etc.
Stage manager: an assistant to the director of a play, in overall charge backstage during the actual
performances.
Public relations/business director: the people who advertise and publicize the production and have
oversight for royalties, press releases, photos, public service announcements, ticket sales, box office
management, house management and even ushering.
Technicians: skilled theater artists, working prior to the production to create the sets, costumes, props,
special effects, lights, sound, and make up for a production.
Stage Crew: skilled theater technicians who work during the performance to ensure that all elements
of the production appear on stage as planned by the director and designers (lights, sound, costumes, make up, props, and special effects).
What are some basic terms that are used in theater production?
The following is a list of theatrical terms to introduce your students to some basic parts of a theatre
performance.
Act: a major division of a play. Acts may be further divided into scenes; may be used to indicate a
change in time or place.
Auditorium : the part of the theatre in which the audience sits. Also known as the House.
Curtain Call: taking a bow in front of the audience at the end of a show. Usually abbreviated to “curtain”.
Fade: sound and lighting term: to increase (fade up), decrease (fade down) or eliminate (fade out)
gradually the brightness of a lantern or the volume of a sound.
House: the place where the audience sits to enjoy the performance on stage.
Improvisation: the act of composing and performing during the play without previous preparation.
One-Man Show: A person who does or manages just about everything. The actor or artist responsible
for the entire performance or exhibit, or the musician who plays every instrument in the group.
Scene: a part of a play that constitutes a unit of development or action, as a passage between
certain characters.
Seating: orchestra, mezzanine, balcony, box seating, loge.
Wings: “In the Wings” is an expression from the theater, referring to the areas on the sides of the stage
hidden from the audience.
P. 8
Educational Activities
Before the Performance Ideas
•Discussion Question: Have you ever seen live theatre before? What do you think makes a good
performance?
•Review and discuss the Vocabulary list below.
•Talk about Ken Bergmann, the artist (see “About the Producer”).
•Familiarize students with percussion instruments and the cultural origins of instruments (Africa, South
America, Turkey for example).
•Discuss and show pictures of drums, cymbals, timpani and bells.
•Bring in books about different kinds of instruments and music.
Percussion Discussion Vocabulary:
Percussion: the striking of a musical instrument to produce tones; the act of percussion; the section of
an orchestra or band comprising the percussion instruments.
Rhythm: the pattern of regular or irregular pulses caused in music by the occurrence
of strong and weak melodic and harmonic beats; a particular form of this: duple
rhythm; triple rhythm.
Drums: a musical percussion instrument consisting of a hollow, usually cylindrical, body covered at one or both ends with a tightly stretched membrane, or head, which is struck with the hand, a stick, or a pair of sticks, and
typically produces a booming, tapping, or hollow sound.
Swing: the act, manner, or progression of swinging; movement in alternate
directions or in a particular direction; a moving of the body with a free, swaying motion, as in walking.
Latin: denoting or pertaining to those peoples, as the Italians, French, Spanish, Portuguese, etc., using languages derived from Latin, esp. the peoples of Central and South America: a
meeting of the Latin republics.
Jazz: music originating in New Orleans around the beginning of the 20th century and subsequently
developing through various increasingly complex styles, generally marked by intricate, propulsive
rhythms, polyphonic ensemble playing, improvisatory, virtuosic solos, melodic freedom, and a harmonic idiom ranging from simple diatonicism through chromaticism to atonality.
Rap: a style of popular music, developed in the late 1970s, in which an insistent, recurring beat pattern provides the background and counterpoint for rapid, slangy, and often boastful rhyming patter
glibly intoned by a vocalist or vocalists.
Rock: a genre of popular music originating in the 1950s; a blend of black rhythm-and-blues with white
country-and-western; “rock is a generic term for the range of styles that evolved out of rock’n’roll”
J.S.Bach: Johann Sebastian Bach as a German composer and organist whose sacred and secular
works for choir, orchestra, and solo instruments drew together the strands of the Baroque period and
brought it to its ultimate maturity.
Baroque: of or pertaining to the musical period following the Renaissance, extending roughly from
1600 to 1750.
After the Performance Ideas
P. 9
•Discuss your favorite part of the performance and what you learned.
•Inform and discuss how percussion is related to science.
•Discuss the importance of “practice makes perfect”.
•What occupations or jobs would be necessary to produce this performance?
•How is “live” theatre different than watching television or movies?
•What are some things that live theatre can accomplish that movies and television cannot? What
are some of its limitations?
•Play the Hot and Cold Game: Hide an item in the room (such as something you can use to percuss). Choose a student to be “it”. Now choose a musical concept such as fast and slow (Tempo).
Clap your hands together slowly if “it” is far away from the hidden item. Speed up the clapping as
they get closer to the item. Once they get the idea have the whole class participate in the clapping. You can play this game with other musical concepts such as Dynamics (soft and loud), and
Pitch (high and low sounds on the piano) follow up the game by playing a recording and have
students count how many dynamic changes they hear, how many tempo changes they hear, or
how many tone color (Instrument sound) changes they hear.
•Percussion Discussion Word Search (template attached).
Other Activities Ideas…
Artistic Expression
•Using visual art supplies (i.e.: boxes, feathers, glitter, clay, colored paper, etc), design your own instrument and start percussing!
•Have students draw, paint or color their favorite part.
•Create a map or diorama of the stage performance.
•Creative Dramatics
•Have your students act out their own made up story. Use different things around the classroom to
percuss.
•Students can act out their favorite part of the performance.
•Have students write their own dialogue of a life lesson they learned. Act it out with a partner or
group.
Creative Writing
•Write a thank you note to the sponsors (DRAA-template attached).
•Write a thank you note to the performer, Mr. Bergmannn(templates attached, depending on grade
level).
•Writing Prompt: Be a Critic - Have students pretend they work for a newspaper and write a review
of the one-man show. What did they think the performance was going to be about? What were
thoughts after they saw it? How was it educational? Did they learn the meaning of percussion?
What was their favorite part? What did they learn? Would you recommend this show to a friend?
Would you see it again with your family?
P. 10
•Write about creating your own percussion instrument (template attached).
•Write a persuasive essay to your parents convincing them you want to start playing an instrument.
(template attached).
•Write an acrostic poem about the Percussion. Begin each line with a word or phrase that starts with
the letter on that line (template attached).
P. 11
_
_______
________
_______
______
D
Dear Diab
blo Region
nal Arts Associati
A
ion,
_______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________ _________________, _________________ _______________________(date) Dear Mr. Bergmann, I am (how old are you?)_________ and in the ________ grade at (school name?) __________________ _____________________________________________________________________________________. I came to see you on stage at Percussion Discussion at the Lesher Center for the Arts on (date) ____________ ____________________! I thought the Percussion Discussion performance was (how did it make you feel and why?)_______________________________________________________________ ______________________________________________________________________________________
____________________________________________________________________________________. My favorite part of the show was__________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________. I really liked your performance because (what was it that made you like them?)_____________________ ______________________________________________________________________________________
________________. The music sounded like (what did you hear?)_______________________________ _____________________________________________________________________________________ _______________________________________. Something else that I really loved about the performance was___________________________________________________________________________________ _____________________________________________________________________________________ . I would like to come back to the Lesher Center for the Arts and see (what is a play that you think is fun?) ______________________________________________________________________________________. _________________________, _________________________ Name: ______________________ Date: _________________ Percussion Discussion
Directions: Create your own percussion instrument. What would it look like and how would it work? Write a few sentences about your unique instrument. _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________ Name: ______________________ Date: _________________ Percussion Discussion Persuasive Writing
Directions: Write a persuasive essay to your parents convincing them you want to start playing a new instrument. ___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________ ___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________ Percussion Discussion Acrostic Poem
Directions: Write an acrostic poem about what percussion is. Begin each line with a word or phrase that
starts with the letter on that line.
P___________________________________________________________
E___________________________________________________________
R___________________________________________________________
C
___________________________________________________________
U ___________________________________________________________
S
___________________________________________________________
S___________________________________________________________
I
___________________________________________________________
O___________________________________________________________
N___________________________________________________________
Performance Word Search
S
E
S SE
E DH
S TT
D DZ
T ED
D EI
E A
R
E O
R YR
Y TF
T HA
H RQ
R NW
N NO
N ET
E B
Z
Z R
Y YE
E EI
I ID
P PQ
Q QS
Q QR
E EE
H P
H
T V
O TS
P OL
P
E
H
TA
ZO
DA
IF
AO
OE
P
RU
FV
AU
QX
WD
ON
TI
BO
RN
H
EI
IM
DR
QI
SN
RZ
ES
PR
N
VT
SH
L
A
O
A
N
F
J
S
O
P
E
L
P
E
U
F
V
I
U
P
X
N
D
L
O
N
R
I
I
O
B
N
G
H
W
I
T
M
H
R
Z
I
K
M
N
H
Z
B
S
Q
R
L
N
S
T
B
H
N
J
S
K
P
F
T
L
G
E
B
F
O
I
E
P
R
N
B
L
A
O
R
O
R
Q
I
U
B
E
G
A
W
D
T
A
H
U
Z
S
K
N
A
M
O
H
D
B
D
Q
D
L
H
S
K
B
K N O A E
F Z N S R
NT OE ASE AO TB
ZG NB SXR ZY NM
EB SE AFT XP II
BO XA ZGN AI EC
EE FU XQI IN NM
AR GR ADE SF NO
U Q I N U B
B U E D A
R D S N H X
UA EW DEA SR OY
WR ER SEO TM AE
RO ER TTA CE AH
RQ TF CDA ID UL
FU DW IMU FP CH
WE MM FBC FA VR
MA BE FSV VI SA
E S V S M P
D T S N Q
T S N Q L I
OA TO OTO OB OD
MU OM TOD TI DH
AS NA NND NA DT
ZN EZ IEL IZ LZ
RA ER SED SO DE
LO OL KOE KF EE
FD GF HGE HU EP
H B L S E R
D H B L S
E E U F X H
PD NE YEC UN FW
LH SP ONK YD CF
K L S O K
O
Y
PE
IE
NE
FO
US
HN
L
RR
MR
ET
DT
PN
AR
IO
MC
LK
A
BC
IT
AR
ZA
OP
FE
UX
EW
X
XG
NM
D
B
M
IT
CA
MS
OA
BA
XZ
A
YT
EE
HR
LT
HT
RF
AN
PT
IL
A
DT
HI
TN
ZJ
ER
EE
PK
RE
Y
HK
WC
F
E
E
E
N
O
A
F
S
M
N
F
L
N
R
G
R
I
T
A
T
S
N
A
N
R
T
O
O
C
S
K
B
A
O
C
D
T
I
R
E
A
F
U
P
B
E
A
X
F
W
I
X
B
G
N
M
T
A
BS
SA
KA
SZ
SA
PT
L
E
E
OR
VT
ET
EF
TN
IT
LL
T
A
I
ST
NI
ON
SJ
IR
EE
IK
E
E
S
QY
NK
C
N B E Y S
A S I Y G
EF YK SKE LN MO
IM YS GIS RO FE
KF LS MLF EL OK
IN RP FVO EM LE
LG EL OTI EW RK
VI EE LTN GX QN
T E R X G I
A O C G E
T G Q I S R
CS GV EGM TI ON
GA TE OMO EN BU
MN EE BML UX RI
MT UT RET TS SN
EO TI SSS SU UC
SS SL UVC CR GE
VB CT GST XC LP
S X L N K W
O I N N A
N N A M G R
YD MS VYU MN VO
RI TN HRG TI HD
GE HO MGA HW MV
NF RS HNX RS HW
PU OI TPT OX TG
DB EE YDO EH YD
EA SI HEB SR HE
V A R N A O
F E V A R
H E N A S Y
NI ES IHB EW NT
CB BQ CNP EA IU
N N C B C
E
S
FA
OO
IS
NP
XE
IS
V
MD
OC
LO
TN
SI
CR
TP
NW
MF
E
UM
GO
AE
XS
TR
OW
BE
NA
O
AT
BW
P
N
O
L
R
M
B
R
W
P
X
E
G
D
S
E
I
D
N
N
X
S
S
B
O
U
E
R
C
C
M
K
J
G
B
N
I
I
N
W
E
S
J
R
X
J
H
E
R
R
A
T
S
C
W
T
A
O
E
FK
JE
HK
XN
WI
ER
T
N
A
CU
FI
XN
EC
PE
BP
IW
R
R
F
FO
ND
LV
AW
EG
CD
WE
B
O
X
RY
KT
U
A R F F
O B J C
FS VR AHB F
CP RP SXN R
FE AE EWN G
RS TD TEC M
GV NE TTT T
MD SD JAF D
T M O I
C N C X
D S A B
XO SS TFF E
EN NB PXO O
OI WO GET E
ER QE IPB N
NP RC MBP I
IW MM AIC S
SF MJ DRX K
K M Z H
E B F X
X H D E
SM FI FFL S
NO ON DNI N
RE FE ALA R
CS OJ JAW C
SR RR TEB S
TW EJ RCT T
OE TE UWU O
A X F B
A R B A
G W X Z
NO LT DXE G
AT NC SRA N W T K A
Directions: Find the following hidden words:
Directions: Find theaudience
following hidden words:
fun
percussion
rhythm
percussion
theater
rhythm
Latin
theater
rap
Latin
Bach
rap
percuss
Bach
unique
percuss
unique
drums
audience
swing
drums
performance
swing
rock
performance
vibration
rock
Bergmann
vibration
participation
Bergmann
participation
discussion
fun
instrument
discussion
jazz
instrument
awesome
jazz
baroque
sound awesome
baroque
sound
V
R
A
T
N
S
M
S
S
N
W
Q
R
M
M
M
H
F
O
F
O
R
E
T
X
W
L
N
A
S
E
T
T
J
O
A
T
P
G
I
M
A
D
Z
D
F
D
A
J
T
R
U
F
X
D
S
B
N
N
C
T
F
I
B
F
O
T
B
P
C
X
H
E
L
I
A
W
B
T
U
B
Z
E
A Additional Resources
RESOURCES for this study guide (and other materials to use as references) include:
Websites
•California Content Standards http://www.cde.ca.gov/be/st/ss/index.asp
•Dictionary for Vocabulary http://www.yourdictionary.com/
•Percussion Discussion Home Page http://www.percussiondiscussion.com/
•Making Instruments with Recycled Materials http://makingmulticulturalmusic.wordpress.com/
•Rhythm
Lesson
Ideas
http://voices.yahoo.com/free-lesson-plans-5-rhythm-lessons-music-class-
room-5472125.html?cat=33
Websites-Classroom Games Incorporating Music
•Games for the Elementary Classroom http://www.kmea.org/CONFeRENCE/handouts/2012/Evans.pdf
•Tools for Educators (free online music worksheet and game maker) http://www.toolsforeducators.
com/music.php
•Learning Games for Kids http://www.learninggamesforkids.com/art_and_music_games.html
•Music Tech Teacher (site with lots of games/quiz games over just about anything music)
•SFS Kids (this site has interactive areas and games about the orchestra)
Books
•101 More Music Games for Children: More Fun and Learning with Rhythm and Song (SmartFun Activity Books) (Paperback) by Jerry Storms (Author), Jos Hoenen (Illustrator)
•Jungle Drums (Hardcover) by Graeme Base (Author)
•Jamari’s Drum by Eboni Bynum, Roland Jackson, and Baba Wague Diakite
•In the Time of the Drums by Kim Seigelson and Brian Pinkney
Videos
•Drumming For Kids (2004) Video: Drumming for Kids
http://www.amazon.com/DVD-Drumming-For-Kids-Sam-Zucchini/dp/B00067WSXE/ref=sr_1_3?ie=U
TF8&qid=1359516956&sr=8-3&keywords=children%27s+drumming+videos
•World Music Drumming by Will Schmid Video: World Music Drumming
http://www.amazon.com/World-Music-Drumming-Will-Schmid/dp/B00005YOT3/ref=sr_1_12?ie=UTF
8&qid=1359517441&sr=8-12&keywords=children%27s+drumming+videos
P. 18
Content Standards
California Department of Education Curriculum Development Resources
The Visual and Performing Arts Content Standards for California Public Schools, Prekindergarten
Through Grade Twelve, represents a strong consensus on the skills, knowledge, and abilities in dance,
music, theatre, and the visual arts that all students should be able to master at specific grade levels,
prekindergarten through grade twelve, in California public schools.
(The standards listed below are based on the existing California Visual Arts State Standards)
DANCE
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information through the Language and Skills
Unique to Dance
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Dance
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Dance
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments about Works of Dance
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject
Areas and to Careers
MUSIC
Unique to Music
Creating, Performing, and Participating in Music
Understanding the Historical Contributions and Cultural Dimensions of Music
Responding to, Analyzing, and Making Judgments about Works of Music
Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject
Areas and to Careers
THEATRE
Unique to Theatre
Creating, Performing, and Participating in Theatre
Understanding the Historical Contributions and Cultural Dimensions of Theatre
P. 19
THEATRE (continued)
Responding to, Analyzing, and Critiquing Theatrical Experiences
Connecting and Applying What Is Learned in Theatre, Film/Video, and Electronic Media to Other
Art Forms and Subject Areas and to Careers
VISUAL ARTS
Unique to the Visual Arts
Creating, Performing, and Participating in the Visual Arts
Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
Responding to, Analyzing, and Making Judgments about Works in the Visual Arts
Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas
and to Careers
The CA CCSS for ELA/Literacy help build creativity and innovation, critical thinking and problem
solving, collaboration, and communication. They set another bold precedent to improve the
academic achievement of California’s students. The standards develop the foundation for creative
and purposeful expression in language—fulfilling California’s vision that all students graduate from
our public school system as lifelong learners and have the skills and knowledge necessary to be
ready to assume their position in our global economy.
(This study guide offers suggestions across the curriculum and is aligned with Common Core ELA
Standards. For your specific K-12 grade level, please refer to CA Content Standards).
About DRAA and the Arts Access School Time Program
The Diablo Regional Arts Association (DRAA) enriches the lives of thousands of East Bay residents
every year by supporting programs at Walnut Creek’s Lesher Center for the Arts (LCA). Through wellestablished business and community partnerships, fundraising and marketing expertise, we help
arts organizations present professional-level theater, music and dance performances, visual arts
exhibitions, and family events.
Over the years, the Arts Access School Time Program has offered students and children in the
community the opportunity to experience high-quality live performances and visual arts exhibits.
These programs engage students in the artistic process, cultivating an appreciation for the arts by
combining education and entertainment which together help to make the arts a vital part of our
schools and community. Many of these programs offer funding for low-income schools, making the
arts programs accessible to as many students as possible. Together with corporate, foundation and
individual partners, the DRAA is able to make these opportunities possible.
Thank you to our AASTP Sponsors
The Arts Access School Time Program would not be possible without the generous support of
Target – Presenting Field Trip Sponsor, Wells Fargo - Education Sponsor, along with our other season
sponsors including The Hewlett Foundation, The Dean & Margaret Lesher Foundation, and the
Thomas J. Long Foundation and all the individual donors who support this program.
P. 20

Percussion Discussion

Transcription

Similar documents

STEVEN SATER Music by DUNCAN SHEIK

TradBeats Borders Book festival

Touch

The Art of Ageing

View Sample PDF - IRMA

The Emperor`s New Clothes

Scanned Document

Hansel and Gretel

Ducky Camp 2016 Northville

Ryan O`Gara Nigel Plaskitt

Movie Mural Info