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      • a.

        Identify by sight and sound the percussion instruments.

      • b.

        Learn to use these instruments to accompany a recorded piece of music.

  • B.


    • 1.

      Posters of instrument families

    • 2.

      Posters of individual percussion instruments

    • 3.

      CD or tape player

    • 4.

      The percussion section to add to the string section of the orchestra section puzzle

    • 5.

      Available percussion instruments (such as: tambourine, wood block, claves, hand drum, triangle, finger cymbals, rhythm sticks, maracas, guiro, xylophone, etc.)

    • 6.

      Music examples: “Toccata for Percussion”, third movement, by Carlos Chavez, “Stars and Stripes Forever,” by John P. Sousa

  • C.

    Key Vocabulary

    • 1.

      Percussion instruments - instruments that you shake, or hit with hand, stick or mallet. They can be made of skin (timpani, snare drum), metal (triangle, cowbell, cymbals), or wood (maracas, xylophone, wood block, claves, guiro, etc.).

    • 2.

      Tuned percussion instruments - instruments of the percussion family that have several pitches. They are tuned similar to a piano.

    • 3.

      Untuned percussion instruments - instruments of the percussion family that have only one pitch.

    • 4.

      Drum sticks - usually wooden sticks that are tapered at one end, used to play percussion instruments.

    • 5.

      Mallet - a stick with a padded head at one end used to strike percussion instruments.

    • 6.

      Section - family group seated together in the orchestra

    • 7.

      Four- measure block - rhythm pattern for students to play (appendix)

  • D.


    • 1.

      Display posters of the instrument families.

    • 2.

      On the board put two four- measure blocks of rhythm.

    • 3.

      Review what a ‘family’ is.

    • 4.

      Review percussion instruments (timpani, snare drum, wood block, maracas, cymbals, triangle, tambourine, and xylophone) as learned in grade 2.

    • 5.

      Add percussion piece of orchestra seating puzzle. (Appendix A)

    • 6.

      Demonstrate the different percussion instruments: tuned and untuned.

    • 7.

      Review high pitch and low pitch by using different sizes of drums or bars of the xylophone.

    • 8.

      Distribute the available untuned instruments, one to each student, keeping duplicate instruments in a section.

    • 9.

      All practice together the four-measure blocks.

    • 10.

      Divide the class into two sections; each section will play one of the rhythm patterns separately, then each play its own pattern together.

    • 11.

      Play with the musical selection, “Stars and Stripes Forever.”

    • 12.

      Put the instruments under the chairs.

    • 13.

      Listen to “Toccata for Percussion,” third movement, by Carlos Chavez; point to the instrument picture when it is heard.

  • E.


    • 1.

      To collect instruments: Call the students forward by individual instruments. Ask them to show correct playing technique while walking to the front of the room. Have the class repeat the name of the instrument as it is place on the table. Assess using teacher observation.

The Music-Science Connection, Music (Gr. 3)

2002 Core Knowledge® Conference


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