Suzanne has taught all levels PK-graduate school and has a PhD in Instructional Systems Design. She currently teachers literacy courses to preservice and inservice teachers.
As a result of this lesson, students will be able to:
- define 'percussion'
- define 'body percussion'
- improvise body percussion to fit with a story
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
- The Foolish Tortoise by Richard Buckley (1 copy for read aloud)
- pictures of various percussion instruments
- videos of body percussion performers
- chart paper or whiteboard and markers
- percussion: instruments that create sound when they are hit, shaken or rubbed/scraped, such as the bass drum, xylophone, timpani, tambourine, maracas, snare drum and triangle
- body percussion: using the body to make sounds by stomping, clapping, snapping fingers and patting body parts such as the chest, feet or thighs
- Introduce the term 'percussion' to the students. Show some pictures of percussion instruments and, if possible, listen to recordings of percussion instruments.
- When students are familiar with the term 'percussion,' ask them what they think 'body percussion' might mean. Elicit the idea that, with body percussion, the students themselves become the instrument! Ensure students can define 'body percussion' before moving on.
- Show students several videos of body percussion performances so they can see how the sounds are being created.
- Ask students to take a few minutes and experiment with making sounds using only their bodies, similar to those they saw in the videos. Be sure to establish ground rules, such as:
- Be gentle and pat yourself lightly.
- Pat feet, thighs, stomach or chest only; do not pat other areas of the body.
- Create music using your own body only.
- In addition to patting, use stomping, clapping and snapping.
- Tell the students that you are going to use body percussion to make sounds in a pattern and the students should copy the sounds and pattern.
- Begin with single sounds, such as:
- Loudly clapping hands together
- Slapping your knees
- Snapping your fingers
- Tapping your toes on the floor
- Move to combinations of sounds, such as:
- Clapping loudly once, clapping quietly once, then stomping both feet
- Tapping your fingernails on the desk, tapping your palm with one finger, slapping one knee with one hand
- Flicking your index finger into the palm of the other hand, flicking your index finger against your thigh, tapping the backs of your hands together
- Have the students sit in a circle.
- Have one student make a sound using body percussion.
- The next student has to copy that sound, and so on, until it travels the whole way around the circle and back to the student who started it.
- Then the next student makes a different sound using body percussion and it travels around the whole circle.
- Repeat this until all the students have had a chance to start a sound.
- To make this more challenging for older students, instead of just imitating the first sound, the second student would add a sound to it, making two sounds. Then the third student would repeat the first two sounds and add a third sound, and so on. This quickly becomes very challenging! If a student messes up, just start the process over again with that student providing the first sound.
- Read aloud The Foolish Tortoise by Richard Buckley.
- Ask students to name the characters that were mentioned in the story. List these on a chart or whiteboard as they are mentioned.
- Assign each student to be one of the characters in the story. If you have more students than parts, add in the wind, the sun and the rain, and include more than one of each animal.
- Ask students to think about how they would sound if they are that character in the story. Give them a few minutes to practice making sounds portraying that character, using body percussion.
- Tell the students that you will read the story again, and when their character is mentioned, they should use body percussion to make the sound of their character.
- Read the story aloud slowly, giving each character time to perform when mentioned.
- Put students in groups of 2 or 3.
- Tell the students that they are going to plan and perform a short body percussion piece for the group, similar to those seen on the videos.
- Give the students 10 minutes to develop and rehearse their pieces.
- Have each group perform their body percussion pieces for the group.
- Make up symbols to go with certain movements. Put these on a chart for student reference. Use the symbols to write out body percussion rhythms that can be read like music. Challenge students to create their own rhythms.
- Read other children stories and have the students create body percussion music to accompany the action in the stories. This helps them relate tone and rhythm with word choice and story events.
To unlock this lesson you must be a Study.com Member.
Create your account
Register to view this lesson
Unlock Your Education
See for yourself why 30 million people use Study.com
Become a Study.com member and start learning now.Become a Member
Already a member? Log InBack