Friday, October 10, 2014

Drum Circle (Greater Than, Less Than)

Drum Circle (estimating values, greater than or less than, numbers to 1,000)    
·        Ask for volunteers to name the seven continents. Tell them that you have instruments from three of the continents. Introduce the instruments and ask them to guess which continent it is from. Brainstorm other instruments and their origins. Point out the continents and places on a globe and on a map as you go. Include discussion of at least one instrument that the students would associate with their own home. (In a subsequent lesson the student could listen to excerpts of music from around the world and also identify origins of map and globe.)
·        Invite the students to select an instrument in an orderly manner or hand out the instruments. If the latter, you can group the instruments (djembes on one side of the room, etc.).
·        Give time to explore the instruments. For example, “explore the sounds your instrument can make for five,” then raise your hand lowering one finger at a time until zero, at which time they should stop. Practice the procedure until they get it right. Encourage them to explore loud sounds AND soft sounds.
·       Play four-count patterns and have the students echo.
·       Introduce a pattern for the students to repeat over and over. Use the expanding ball to have them play louder or softer.
·       Switch instruments in an orderly manner and give them five to explore again.
·        Introduce new patterns and invite students to come up and be the conductor using the expandable ball.
·       Switch instruments and give them five to explore again.
·       Repeat a pattern over and over using the expanding ball.
·       Draw a vertical line on the board and label it the hundreds to 1,000.
·       Explain that the fully expanded ball is 1,000 and the smallest ball is 1.
·       Repeat a pattern over and over using pointing at the vertical line to have them play louder or softer.
·       Call on a student to name a three-digit number and place it in the appropriate place on the line. Call on additional students to do the same.
·       Guessing Game: Show a student a three-digit number, but make sure no one else sees it. Have the student play a pattern over and over at that volume. Let the rest of the class guess what the number is. Whoever is closest gets to be “it” the next time.

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