Small Percussions Unit for Division I

Children love to experiment with small percussion instruments, and they can be a great way to enhance any performance. But how do we incorporate the use of them into daily classroom activities? Here is a mini unit on exploring an assortment of small percussion instruments in a variety of ways, leading up to students creating their very own instrument!

Materials Required

·      Shakers

·      Rhythm Sticks

·      Sand blocks

·      Bell Bracelets

·      Wooden Spoons

·      Materials for Shaker Experiment (see below)

Rules and Expectations

With any introduction to instruments, students need to understand when it is ok to use the instrument and when and how to listen to instruction. However you choose to set it up, stick to a routine!

1.     Discuss the concept of instruments similar to a tool: just like a hammer, there is a specific purpose for that tool and a particular way we use it. This is the same for any instrument.

2.     Hand out small shakers.

3.     Have students practice following the phrases:

a.     “Ready.” = Pick up your instrument

b.     “Hands free, eyes on me.” = Putting the instrument down and listening

c.      “5 6 7 8.” = Lead in to play

d.     “Aaand stop.” = Stop

Shakers

Egg shakers are the best to use, but any type of shaker will due. If you do not have enough for the whole class, pass out enough for half of them.

1.     Bring students into a circle, sitting close.

2.     Pass out the shakers one-by-one around the circle.

3.     When all students have a shaker, practice the rules and expectations.

4.     Go through a “follow me” activity where students mimic the teacher shaking the shaker, such as:

a.     Tap shaker into the palm of your hand

b.     “Rub” shaker on the floor

c.      Shake high in the air

d.     Rub shaker on arm

e.     Hold shaker horizontally in both hands and shake

f.      Shake “out and in” – hold arm straight out in front, then bring it back in

g.     Make circles in the air with the shaker

h.     Shake up and down

i.       Shake side to side

j.       Shake shaker behind your back

k.     Rub shaker on your tummy

l.       Salsa shake

5.     The next game is called “Shake and Pass” with an emphasis on “pass”.

6.     Practice passing one egg shaker back and forth with a partner, demonstrating that in this game we don’t toss or throw the egg shakers.

7.     Then, to the tune of “Are You Sleeping?” or “Frere Jacques” sing the words:

Shake and pass it,

Shake and pass it,

All around,

All around,

Shake and pass it,

Shake and pass it,

Don’t let it touch the ground,

Don’t let it touch the ground!

8.     Once students are familiar with the melody, have students face a partner again. Begin by passing one egg back and forth with their partner to the beat of the song. Then add the other egg!

9.     Move students back into a large circle and have them place their shaker behind their back.

10. Adding a couple of shakers at a time, try to have students pass the eggs around the entire circle, making sure they pass on the word “pass” and to the beat.

11. As more shakers get involved, students will need to pay attention to using both of their hands.

12. For fun, increase the tempo of the song!

Rhythm Sticks

1.     Bring students into a circle, sitting close.

2.     Pass out the sticks by pair around the circle. Each student should have a smooth stick and a rippled stick. I encourage students to hold the smooth stick in their dominant hand so they may run it along the rippled stick.

3.     When all students have a pair of sticks, practice the rules and expectations.

4.     Go through a “follow me” activity where students mimic the teacher using the sticks, such as:

a.     Tap the beat against the sticks

b.     Tap on the floor

c.      Create a variety of rhythms using taps and strokes

5.     Sing “This is the Way We Tap Our Sticks” to the tune of “Here We Go ‘Round the Mulberry Bush”. Tap sticks to the beat while singing:

This is the way we tap our sticks,

Tap our sticks, tap our sticks

This is the way we tap our sticks,

So early in the morning.

Other Verses:

This is the way we scrape our sticks….

This is way we tap them soft…

This is the way we scrape them soft…

This is the way we tap the floor…

6.     Create a rain storm sound composition with this story:

One day I was sitting in my house. It was very quiet. All of a sudden, I heard some light raindrops on my roof. They sounded like this:

(Tap very lightly and slowly. Have children join in)

After a while the rain got a little heavier.

(Tap a bit louder and faster)

And then a little heavier and then it turned into a rainstorm!

(Tap very fast for a while)

And then it stopped.

(Lay sticks on the floor)

When the students know this activity well, have them take turns leading it.

7.     Combine different rhythms

a.     Have students develop some creative rhythms and see how well they can play the rhythm repeatedly while another group begins a new rhythm.

8.     Bonus! Try combining groups of students using shakers as the beat and students making rhythms with the sticks.

Sand Blocks

Sand blocks are very simple instruments, and make a delightful sound! I simply taught the students the song “Brush Your Teeth” by Raffi and used the sand blocks during the teeth brushing section.

1.     Teach the song for memorization by looking at rhyming words. Each verse has a word that rhymes with a number. List words on the board students think of that rhyme with the number, then at the end reveal the actual word for the song. You can always rewrite the song as well!

2.     This is also a great opportunity to practice learning how to snap the beat to the song as they sing. Most students needed instruction on how to snap.

3.     Practice the brushing rhythm without the song.

4.     Add the song, snapping and sand blocks together. Because we were short on instruments, students alternated instrument and voice, passing the instrument to their neighbor at the start of each new verse.

5.     Bonus! Add shakers and/or sticks when they are comfortable!

6.     Bonus! Try having students take turns acting out walking around the room dramatically. Those with sand blocks have to move them each time the person takes a step.

Bells at the Circus

It’s circus time! Put on some lively music. I found a children’s instrumental circus mix on YouTube. It will get loud, so stick to your routines! Between each activity, pause the instrument to do a quieter act, such as balancing or lion taming. Try these amazing bells feats:

1.     Juggling

a.     Give each child a bell bracelet.

b.     With hands close together, gently toss bells from one hand to the other.

c.      Gradually increase the distance between your hands.

d.     If students are ready, try tossing bells up.

2.     Spinning Plates

a.     Spin the bell bracelet on your finger.

b.     Try moving your hand up and down while spinning.

c.      Try moving your hand out to arm’s length and back while spinning.

3.     Bells Tightrope Challenge

a.     Put a long strip of masking tape on the floor to be the tightrope.

b.     Put the bell bracelet on top of your head and try to walk along the tightrope without the bells falling off. Add a broom stick for a balancing rod for added effect!

c.      Each student takes a turn. When they get to the end, have the group call out “oohs” and “aahs” for fun.

Performance Day

Students can take a class to partner up or make small groups and put on a small performance. They may choose one instrument each, considering which one will keep the beat and which one can develop a rhythm. After some practice and exploration, students can share their creations with the class.

Shaker Experiment

Materials Required:

·      Shaker Experiment handout

·      Rice

·      Popcorn seeds

·      Big beads

·      Small beads

·      Pebbles

·      Sunflower seeds

·      Plastic Easter eggs

·      Tape

·      Paper maché supplies – this can be the real deal or white glue mixed with water

·      Acrylic paint

·      Paint supplies

1.     Students will be excited to hear they are making their own shaker!

2.     Set out each type of filler material ahead of time. Also use each material to fill 2 eggs: one with a lot of the materials and one with a little.

3.     Discuss with students the concept of a Science experiment and making a hypothesis, observations and coming to a conclusion. This experiment is necessary in deciding what the best material will be to fill their own shaker with (and also great Science assessment for their homeroom teacher).

4.     Have students observe the 6 materials they will be experimenting with. They can look at the raw materials, touch them, but not the shakers!

5.     They can then create a hypothesis for which material will make the best sound.

6.     Break out the pre-filled shakers and have them make their observations and sketches of their experiment.

7.     They can complete their conclusion by deciding which material was the best for them.

8.     Have students fill their egg shaker with their desired material.

9.     Students then tape off the seal of the egg and begin adding paper maché. A couple of layers should do.

10. When the paper maché is dry, students can prime their egg with white acrylic, then paint their egg in any design or pattern of their choice!

11. What you and the class choose to do with the shakers once they are complete is up to you!