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Teacher’s Guide

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Disney’s World of Music DiscoveryDisney’s World of Music Discovery:: The Rhythm and Percussion Family The Rhythm and Percussion Family1.

MMThe Rhythm & Percussion Families

Students will discover the world of rhythm and percussion as they are introduced to the snare drum, bass drum, tom toms, cymbals, trap set, conga drum, timpani, piano, xylophone, and more. Vocabulary words to watch for include synthetic, mallet, tension, roll, snares, and tempo. Across-the-curriculum activities included in the expanded Teacher’s Guide are tied to National Music Standards and designed to help extend the video’s educational value.

The following National Music Standards are addressed in the activities: • Performing on instruments, alone and with others, a varied repertoire of music. • Improvising melodies, variations, and accompaniments. • Composing and arranging music within specified guidelines. • Listening to, analyzing, and describing music. • Evaluating music and music performances. • Understanding relationships between music, other arts, and disciplines outside the arts. • Understanding music in relation to history and culture.

PREVIEWING ACTIVITIESUse these warm-up exercises to strengthen the educational impact of Disney’s World of Music Discovery: The Rhythm & Percussion Families.

Activity #1. I Knew It!Activity #1. I Knew It!Before you show students the video, ask them what they already know about rhythm & percussion instruments and what they’d like to find out about them. Then, after you show the program, ask students what they learned and what they still want to find out. Keep track of their responses on a chart like the one shown below, and after each video in the series check to see if students’ questions have been answered.

Rhythm & Percussion Families: Chart of Knowledge


You may choose to do this activity as a group discussion (entering all student responses on a single large wall chart) or as an individual assignment (in which each student fills out his or her own chart). Either way, your students will discover that they already have a wealth of information about rhythm & percussion instruments, especially if you encourage them to think about popular musicians as they proceed.

Activity #2. Find the Hidden InfoActivity #2. Find the Hidden InfoGive each student the following instructions:As you watch Disney's World of Music Discovery: The Rhythm & Percussion Families, see if you can find the answers to the following questions. Jot your responses down using either words or quick sketches. 1. What are some everyday items that you could demonstrate rhythm and percussion with? 2. How are rhythm and percussion instruments held? 3. How do rhythm and percussion instruments produce sound? 4. What are the names of four rhythm and percussion instruments? 5. What makes rhythm and percussion instruments different from other types of instruments?

Activity #3. Vocabulary Activity #3. Vocabulary Ask students to take a few minutes to review the vocabulary words they’ll find in this video. You may want to do this as a cooperative class project, or you may want students to work individually to create a section in their notebooks for vocabulary words from each of the videos. Below is a sample vocabulary sheet.

The Rhythm & Percussion Families: Words to KnowThe Rhythm & Percussion Families: Words to KnowThe Rhythm & Percussion Families: Words to Know

Here are the words you’ll want to listen for in Disney’s World of Music Discovery: The Rhythm & Percussion Families. Before you watch the video, look over the list to see if you already know the music-related meaning of some of the words. When you find a word you know, write down what it means in the second column, next to “My idea.”


POST-VIEWING ACTIVITIESAfter your students have watched Disney’s World of Music Discovery: The Rhythm & Percussion Familiestape, use the following two games as challenging and fun-filled ways to reinforce the facts, key concepts, and vocabulary words that are presented in the video.

Activity #1. Musical SquaresActivity #1. Musical Squares

Musical Squares is a tic-tac-toe game in which 9 students serve as the “squares” and the class is divided into two teams: “X” and “O.”

Audience: Grades 4–6 Area: Music Length: One class period Materials: 9 sheets of 8 1/2” x 11” paper or posterboard with a large, dark “X” on one side and a large

“O” on the other. List of questions (see following). Purpose: Musical Squares reinforces information covered in the video.

To make the “live” tic-tac-toe board, select 9 students. • Have the first three students stand side-by-side in a row. • Have the next three students sit in chairs side-by-side in a row in front of the standing students. • Have the last three students sit on the floor side-by-side in a row in front of the chairs. • Give each of the 9 students a piece of paper or posterboard with a large “X” on one side and an “O” on the other side.Divide the rest of your class into two teams: “X” and “O.”

To play: • Use the list of questions provided below, or have each team of students make up questions and answers for the opposing team. Write the question on one side of a 3” x 5” card and the answer on the other. • Have the first team select a “square” (one of the 9 students) on the board. • Ask the selected student a question and wait for his or her response. (Do not indicate whether the answer was correct or incorrect.) • Have team members consult with one another to determine whether they think the answer given is correct or not. • If the team makes the right choice, it earns the square. Three “Xs” or “Os” in a row, diagonally, horizontally, or vertically, wins the round.

The Rhythm & Percussion Families: Questions and Answers for Musical Squares The Rhythm & Percussion Families: Questions and Answers for Musical Squares The Rhythm & Percussion Families: Questions and Answers for Musical Squares

1. True or False: Percussion instruments are the only instruments that you play by striking, shaking, or

rattling. (True.)

2. Percussion instruments can be divided into two groups: the melodic instruments and the _____________

instruments. (nonmelodic)


3. True or False: Animal skins were once used to cover drums. (True.)

4. True or False: The tighter the skin on a drum is stretched, the lower the pitch. (False. The tighter the

skin, the higher the pitch.)

5. True or False: Percussion instruments produce sound by vibrating. (True.)

6. The ______________ is the heartbeat of the band. (Bass drum.)

7. True or False: Percussion instruments are not played in an orchestra. (False.)

8. True or False: The first instruments you hear as a marching band draws near in a parade are the percussion

instruments. (True.)

9. The ______________ requires the player to use each limb of his or her body when performing. (Drum set.)

10. True or False: Large drums that can be pitched with a pedal are called timpani. (True.)

11. The only percussion instrument that can pack a concert hall for a solo performance is the

______________. (Piano.)

12. The most popular instrument in America next to the piano is the ____________________. (Guitar.)

13. Most modern guitars have 17 strings. True or False (False. They have six.)

14. On a xylophone, the shorter the bar, the _____________ the pitch. (Higher.)

15. True or False: A vibraphone has wooden bars. (False.)

16. True or False: Mallets are used to play the xylophone. (True.)

17. True or False: Percussion instruments are used in almost every style of music. (True.)

18. You play the maracas by striking them. (False. By shaking them.)

19. What is the most important instrument in rock and roll? (Guitar.)

20. True or False: The cow bell is part of the percussion family. (True.)

21. The bars on a glockenspiel are made out of _______________. (Metal.)

Activity #2. Crossword PuzzleActivity #2. Crossword Puzzle

Audience: Grades 4–6 Areas: Language Arts, Music Length: 10 minutes to 1 hour Materials: Copies of the crossword puzzle (see next page) for each student or team. Purpose: The crossword puzzle reinforces terminology and definitions used in the video.

Distribute the crossword puzzle and have students solve it. Most students will be familiar with the format. For those who aren’t, be certain to demonstrate both an “across” word and a “down” word.


THE RHYTHM & PERCUSSION FAMILIES: CROSSWORD

The Rhythm & Percussion Families: Solution to CrosswordThe Rhythm & Percussion Families: Solution to CrosswordThe Rhythm & Percussion Families: Solution to Crossword

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5 6

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11 12

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ACROSS

1. Another name for a drum set is a _____ set.

3. Round brass plates.

5. Bongo, conga, timbales and doumbek are kinds of _____.

7. German for bells.

8. A xylophone is made of graduated _____ bars that are hit with a mallet.

10. You shake this instru-ment to play it.

11. Has 88 keys.

12. Wire springs that rattle against the drum head when it is played.

DOWN

1. Instrument whose shape and name are the same.

2. Nicknamed the kettledrums.

4. Instruments that are struck or shaken.

6. Xylophones and vibra-phones are played with _____.

9. Largest drum used in marching bands is _____ drum.

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Activity #3. The Rhythm & Percussion Family in ContextActivity #3. The Rhythm & Percussion Family in Context Audience: Grades 1-3 Areas: Music Length: One class period Length: One class period

Materials: DVD with Bonus Features; The Rhythm & Percussion Family in Context chart Materials: DVD with Bonus Features; The Rhythm & Percussion Family in Context chart

Purpose: To demonstrate that air moving across a membrane produces vibration and sound. Purpose: To demonstrate that air moving across a membrane produces vibration and sound.

Description: Students will recognize the differences and similarities between each instrument family.

On the DVD, go to the Bonus Features menu. Watch the Rhythm & Percussion Family play Zip-A-Dee-Doo-Dah. Using knowledge gained from The Rhythm & Percussion Family, discuss as a class how Rhythm & Percussion The Rhythm & Percussion Family, discuss as a class how Rhythm & Percussion The Rhythm & Percussion Familyinstruments make sounds and which ones you saw used. Fill in the chart below for the Rhythm & Percussion Family. Then watch another instrument family play the same piece from the Bonus Features menu, and fi ll in another row. What is similar? What is different?

The Rhythm & Percussion Family in ContextInstrument family

What vibrates to make sound?

How are they played?

What are they made of?

How would you describe the sounds made? (e.g., pitch and intensity)

List 4 specifi c instruments in the family:

Rhythm & Percussion


EXTENDING-THE-LEARNING ACTIVITIES

Activity #1. Many Drums in OneActivity #1. Many Drums in One Audience: Grades 4 –6 Areas: Science, Music Length: One class period Length: One class period

Materials: Paper, tape Materials: Paper, tape

Purpose: To emphasize to students that drums, like the other instrumental families, produce sound by Purpose: To emphasize to students that drums, like the other instrumental families, produce sound by

making air vibrate, and that the sound's pitch is determined by the volume of air that vibrates. Description: Students will make a “slide drum”— a drum with adjustable air volume—and hear the pitch Description: Students will make a “slide drum”— a drum with adjustable air volume—and hear the pitch

change as the volume changes.

Discussion: Begin by discussing the way that sound is produced by all musical instruments: by causing air to vibrate. Ask students to state the relationship between the volume of air vibrating and the type of pitch produced (the larger the volume of air, the lower the pitch). Ask students if the same is true of drums. Explain to students that they will be doing an experiment to test thehypothesis that the greater the air volume in a drum, the lower its sound. To determine if volume really does affect pitch, they must first make a simple drum that has an adjustable volume.


Making the “Drum”: Students should work individually or in teams as they follow these directions: Use two sheets of paper. Roll one into a long cylinder, about 5 cm in diameter. Tape it so it keeps its shape. Roll the second piece of paper into a cylinder that will fit snugly inside the first cylinder, allowing it to slide in and out. Tape it so it keeps its shape. Slide the second cylinder part way into the first one. This is a simple drum.

Testing the Hypothesis: Hit the drum with a pencil to hear the simple, percussive sound it makes. Now, with a partner, hit the drum repeatedly as your partner holds it and slides one cylinder in and out of the other. What happens? (The pitch changes. It gets lower as the drum gets longer and higher as the drum gets shorter.) Ask your students to explain this. (The greater the volume of air, the lower the pitch.) Assessment: Check to see if students can find other examples of objects that have different pitches when struck with a pencil (boxes, trash cans, and so on). Can they predict the relative pitches of these objects before actually hearing what they sound like?

Follow-up: Point out that another way to change a drum's pitch is to change the tension of the surface of the drum. As an enrichment activity you might ask students to find out why this changes the pitch (because changing the tension changes the frequency of the vibration).

Activity #2. The Major Scale Rules!Activity #2. The Major Scale Rules! Audience: Grades 4–7 Areas: Math, Music Length: 2 class periods Materials: A piano or other instrument for playing major scales

Major Scale Ruler hand-out for each student (see illustration) Tape and scissors for each student Purpose: Students will learn that the formation of any major scale follows a function, or rule. They will be

able to name the notes in any major scale. Description: Your students will talk about functions, or rules, and their role in mathematics and music. In

particular, they will learn the rule for making a major scale in any key and will apply the rule using a special major scale ruler they will make in class.

Day 1: Demonstrating Functions • Have someone play for the class a major scale in any key (a piano is best, but any instrument will do.) Point out how it sounds like the do-re-mi song they have probably heard. • Now play major scales in other keys. Ask students what these scales have in common and how they are different. Your students will probably notice that while each scale starts on a different note, they all have a similar sound to them. Point out that a common function, or rule, is used to determine all the other notes in the scale. This common rule is why all the scales sound similar. • Play a math game called with the class. Explain that you have thought of a rule, or function, that you are going to apply to any number the class gives you, and they are to figure out what the rule is. The rule you will use is: multiply the given number by 2 and subtract 1. As students give you numbers, write the number on the board and then next to it, write the number you get by applying the rule. For example 2 and 3; 7 and 13; 20 and 39; 59 and 117. • After the class has figured out the rule, think of a different rule or let a student make up a rule and play the game again.


Day 2: Applying Functions• Explain to the class that the creation of a major scale also follows a function, or rule, and they are

going to begin learning the rule and how to apply it. Start out by writing all the notes on the board: A, A#, B, C, C#, D, D#, E, F, F#, G, and G#. Explain that this entire set of notes is called the chromatic scale, and that the distance between 2 notes is called a whole step. Also point out that a major scale contains only 8 of the notes from the chromatic scale and that there is a rule that can be used to determine which notes to use when creating a major scale. • Start on any note. This note will be the first note of your major scale. Then continue naming the other notes in your scale by moving the following intervals—whole step, whole step, half step, whole step, whole step, whole step, half step. For example, select the note A and apply the rule: The first note of the scale is A. Move a whole step to the next note on the scale, B; then another whole step to C#; a half step to D; a whole step to E; a whole step to F#; a whole step to G#; and a half step takes you back to A (an octave higher than the A you started on). You have just named the notes of the A Major Scale. A major scale is named by the note with which the scale begins. • To make simplify this process, have students make a “note line” (similar to a number line), and a special major scale ruler to “measure” the note line and name the note of any major scale. (See illustration on next page.) • Have students cut out the note strips and tape them together, carefully fitting strip number 2 on the end of strip number 1, and strip number 3 at the end of strip number 2. The result will be a series of chromatic scales that covers several octaves. • Have each student lay the note line across their desks and place the major scale ruler on the line so that the left-most arrow of the ruler is directly above the first A on the note line. This is the first note of the A Major scale. Then follow the index marks, or arrows, of the ruler to find the rest of the notes in the A Major scale. • Once students understand how to use the ruler, let them find the notes of other major scales. Can they find the major scale that doesn’t contain any sharp (#) notes?

Activity #3. “Seeing” Rhythm & PercussionActivity #3. “Seeing” Rhythm & Percussion

Audience: Grades 4–6 Areas: Art, Music, Language Arts Length: 15 minutes Materials: Art: A slide, color transparency, or print of The Bombardment of Fort McHenry, by J. Bower, or The Bombardment of Fort McHenry, by J. Bower, or The Bombardment of Fort McHenry any of the abstract works by Jackson Pollock. Music: Taped music Music: Taped music

“Galop,” from The Comedians, by Kabalevsky “Washington Post March,” by John Philip Sousa “Jamaican Rumba,” by Arthur Benjamin “Dance of the Sugar Plum Fairy,” from The Nutcracker, by Peter TchaikovskyThe Nutcracker, by Peter TchaikovskyThe Nutcracker “Fanfare for the Common Man,” by Aaron Copland “Three Dances for Two Amplified Prepared Pianos,” by John Cage Purpose: This activity asks students to connect visual images with sound (music), illustrating the link Purpose: This activity asks students to connect visual images with sound (music), illustrating the link

between both forms of communication.

Show students the artwork. Ask if they have ever seen this work. After first allowing students to discuss their reactions to and opinions about the painting, talk with them about the artist, providing a brief biographical sketch.


Have the students listen to the three musical pieces. As they listen, students should write down words that describe the music. Then ask them to use their words to help decide which piece of music best fits the painting. A word of caution: While you may believe that one musical piece is clearly the best match for a particular work of art (see suggestions below), some students may have valid reasons for selecting another song. Listen to their responses—there can be more than one right answer for this activity to be successful.

Using The Bombardment of Fort McHenry, by J. BowerThe Bombardment of Fort McHenry, by J. BowerThe Bombardment of Fort McHenryWhich piece of music fits the painting best and why? • “Galop,” from The Comedians, by Kabalevsky (fast, happy; sounds like "chase" music) • “Washington Post March,” by John Philip Sousa (uses lots of brass and percussion) Best Match • “Jamaican Rumba,” by Arthur Benjamin (Latin dance rhythms)

Using any of the abstract works by Jackson PollockWhich piece of music fits the painting best and why? • “Dance of the Sugar Plum Fairy,” from The Nutcracker, by Peter Tchaikovsky (light, delicate, dance music The Nutcracker, by Peter Tchaikovsky (light, delicate, dance music The Nutcracker with demonstrated order) • “Fanfare for the Common Man,” by Aaron Copland (majestic processional music) • “Three Dances for Two Amplified Prepared Pianos,” by John Cage (abstract, rhythmic; contains variety of musical “noises”) Best Match

Follow-up: To use this lesson to reinforce writing skills, have the students compose a paragraph at least three sentences long that states which musical piece best fits, illustrates, or sounds like the painting and why. The writing assignment can serve as an assessment of student understanding.

Variations: Choose other works of art in combination with musical selections; you may wish to vary the activity by playing one song and showing three works of visual art.

Activity #4. Responding to BrassActivity #4. Responding to Brass Audience: Grades 4–6 Areas: Music, Dance, Language Arts Length: One day to one week, depending upon performance component. Materials: Taped music: “Galop,” from The Comedians, by Kabalevsky (fast, "chase" music, melody played on xylophone) “Jamaican Rumba,” by Arthur Benjamin (Latin dance rhythms; mainly Latin percussion and marimba) “Dance of the Sugar Plum Fairy,” from The Nutcracker, by Peter Tchaikovsky (light, high, melody The Nutcracker, by Peter Tchaikovsky (light, high, melody The Nutcracker played on celeste; look for the excellent story about the celeste and Tchaikovsky) “Fanfare for the Common Man,” by Aaron Copland (very majestic; opening has timpani, gong,

and trumpets) Purpose: This activity encourages students to listen carefully, evaluate what they hear, and create a response that communicates their interpretation of the sounds.

Choose one or more musical selections for students to listen to. Write the names of the works and their composers on the board. After students have listened to the music, they will interpret it in a different creative format.


The Rhythm & Percussion Families: Scavenger Hunt ChartThe Rhythm & Percussion Families: Scavenger Hunt Chart

You will learn more about the rhythm & percussion families of instruments as you fill in each square of this chart. You can find answers to the questions by talking with your relatives and friends, looking in an encyclopedia, finding books and magazines about music, searching the Internet, or using other research tools. (Check with a librarian for more possibilities.) You may need to use additional sheets of paper to collect your information.


Activity #6. Famous and Not-So-Famous Rhythm & Percussion MusiciansActivity #6. Famous and Not-So-Famous Rhythm & Percussion Musicians

Audience: Grades 4–6 Areas: Music, Language Arts Length: One week Materials: Recording of Buddy Rich and a photo or other information Guest who plays drums Purpose: To make students aware of real people who play rhythm & percussion instruments. To help

students visualize themselves as musicians and inspire them to play rhythm and percussion instruments. Description: Students will become introduced to a famous percussion musician, Buddy Rich. After discussing

Rich’s life and listening to his music, your students will search for other famous rhythm &

percussion players. But they will also search for not-so-famous ones: friends, relatives, neighbors. Along the way, they’ll become aware that playing instruments is for everyday people, too— maybe even for each of them.How to: • Play a selection by Buddy Rich that contains a good deal of his solo drum work. Provide the class with a little background information about Rich and emphasize how famous he is. • If possible, find an ordinary person who plays the drums (another teacher, a former student, a relative) and invite that person to play for your class. • Have each student make a list of names of both famous and not-so-famous people who play a percussion instrument. Allow them to use any resource possible to find the names of famous people who play (encyclopedias, books, magazines, the Internet, collections of records, tapes, and so on). • Once students have identified an ordinary person who plays a percussion instrument, they should find out how and why that person began playing.

Follow-up: Assign students to write about the most interesting famous or not-so-famous person they found in their research and to answer these questions: How did that person learn to play or compose? Why did they decide to play the instrument? Do they compose their own music or do they compose for others? Do they still play the instrument or compose music?

QUICK IDEAS FOR THE RHYTHM & PERCUSSION FAMILIESQuick Idea #1Quick Idea #1As a class, discuss the many everyday sounds that are percussive in nature. Have each student name one percussive sound he or she could create in the classroom (tap pencil on desk or chair, tap your leg, hit the trash can, turn the pencil sharpener, click your tongue, and so on). Play a recording of any march song with a good beat and have students use their own percussion sound to "play along" on the beat.

Quick Idea #2Quick Idea #2Show students how the piano works: Take off the cover and front panel of a piano and let students see how a sound is produced when a key is played. Demonstrate what happens to the keyboard when the pedals are used. (Soft pedal moves the hammers closer to the strings; sustaining pedal moves the dampers away from the strings.)

Quick Idea #3Quick Idea #3Let students experience playing glasses of water. Fill glasses with various amounts of water to experiment with the differences in sound. Use eight glasses and try to get the right amounts of water to play a scale. Try playing “Twinkle, Twinkle Little Star” or “Jingle Bells.”


Quick Idea #4Quick Idea #4Have students invent and assemble their own percussion instruments. Make sure they come up with names for each one.

Related Music & Art Titles Available From Disney Related Music & Art Titles Available From Disney Call your Disney Educational representative at (800) 295-5010, for more information on the following Related Music & Art Titles Available From Disney Call your Disney Educational representative at (800) 295-5010, for more information on the following Related Music & Art Titles Available From Disney related titles:

Songs For Us Series The Band Concert Donald in Mathmagic Land Grand Canyon Little Toot The Old Mill Peter and the Wolf The Peter Tchaikovsky Story Songs for Us II The Sorcerer’s Apprentice A Symposium of Popular Songs Toot, Whistle, Plunk & Boom Willie, The Operatic Whale Fantasia 2000

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