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Copy of Bucket Music: A fun (and affordable!) way to teach rhythm in your classroom

A teacher's guide to Bucket Music in the classroom

Susan Moffet

on 17 January 2013

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Transcript of Copy of Bucket Music: A fun (and affordable!) way to teach rhythm in your classroom

Bucket Music A fun (and affordable!) way to teach rhythm in your classroom Buckets in Performance 1) Supplies: You can incorporate bucket music with as few as 3 buckets, and can build up to as many as you need for your class or ensemble.

Buckets: to get a range of sound, try to obtain buckets in a variety of sizes.
Soprano size - a small hard plastic tub about 8-9" in diameter will work for higher tones.
Alto Size - a standard bucket from Home Depot will work best, 12"x15". You can pick these up for about four dollars each.
Bass size - the largest bucket will be a standard plastic 20 Gallon garbage bin. You can pick these up for twelve-fifteen dollars each.

Sticks: The recommended size for drumsticks are 5A or 5B. For added sound the wider base of the stick can be used for striking the drum. How to get started in your classroom There are two books that are great for starting up ensembles in your school, and several websites that students can explore for inspiration and community connections.

Standard drumming books can also be used to teach drumming patterns and proper timing.

Once you get started, creative possibilities are endless! Resources Bucket Drumming leaves the door wide open for activities and assignments to foster student growth as musicians, composers, improvisors and creative beings.

Assignments and Activities can be created for several goals:
Solo/group performance
Solo/group composition
Learning/demonstrating accurate rhythmic notation
Incorporation of sound and film recording
Curriculum Connections One of the greatest things about Bucket Drumming is its natural ability to engage students in the creative process. Through well-planned assignments and questioning, you can take your students through the following steps:
1. Challenge and Inspire 5. Produce Preliminary Work
2. Imagine and Generate 6. Revising and Refining
3. Plan and Focus 7. Present, Perform and Share
4. Explore and Experiment 8. Reflect and Evaluate Assignments and Activities The
Bucket Drumming
Book This book offers a comprehensive set-up guide to starting up a
bucket program in your school. The first half of the book looks at the rationale behind bucket music, by-step guide to setting This website has a wide variety of videos and articles advocating bucket drumming, offering tips on technique, and following Street Drummers who make a living off bucket music making. www.bucketbeats.com by: David Lowe This book has rhythms for all ability levels, including special needs students so that you can cater your program to your students' needs. There are a variety of warm-up and technique activities to get you started, and over 30 bucket pieces to learn for performance. This resource comes with an accompaniment CD that has tracks in a variety of percussive styles, including latin, jazz and funk. While not a new concept, bringing buckets into the music classroom is a way to make all students feel like successful musicians. They are instantly engaged with the sounds they are producing, will learn rhythms quickly and easily, and increase their confidence in performance and creative composition.
The great thing about bucket drumming is that it is cheap, easy to start, and gives students a skill that they can reproduce anywhere. Bucket Drumming: $32.00 + tax
www.dsldrums.com Assessment and Evaluation
-rhythm- learning to read notation and learn by ear
-counting- have the students count along with the rhythms with Kodaly syllables, or 1+ 2+ counts
-tempo- students will have a tendency to speed up, this will train them to keep a steady pace
-ear training- through call and response activities, small and large groups, students develop their listening skills.
-dynamics and articulation- students will learn to make their performances pop with accents and dynamic changes.
-memorization- for greater concentration, coordination, and performance options, students should memorize their parts.
-creativity- students can be given the opportunity to easily write and perform their own rhythmic compositions. Skills and the second half is an illustrated, step- up the program in your classroom. There are a wealth of warm-up activities to get accustomed to bucket placement, stick position, the tones of the bucket, and how to read the score. Once the class is ready, there are several 2 and 3 part pieces to learn and perform. Learning to the Beat of a Different Drum Bucket Music By: Olivier Cutz Creative Thinking Jen Hunt, OCT
Music Teacher
Brampton Centennial Secondary School The critical thinking process is integral to studying and understanding music, and to making its importance relevant to students' lives.
Through well-composed questioning, students will explore music through several aspects:
1. Initial Reaction
2. Analysis and Interpretation
3. Consideration of cultural context
4. Expression of aesthetic judgment
5. Ongoing Reflection Critical Thinking Process Creative Thinking can involve some or all of the steps
above, and includes ongoing feedback from peers and the teacher. Respond knowledgeably and sensitively to their own and others' work.
Make connections to their own experiences and other musical works.
Interpret how the elements of music contribute to meaning.
develop, share, and justify a personal point of view about music
demonstrate an awareness and appreciation of music
demonstrate appreciation appropriately as audience members

Adapted from The Ontario Curriculum - The Arts, 2010 The Critical Thinking Process will enable students to:
A1 - The Creative Process: when performing notated and/or improvised music and composing and/or arranging music
A2 - The Elements of Music: in notated, improvised and arranging music
A3 - Techniques and Technologies: use a range of techniques and technological tools Applications in the Classroom:
A1 - Students can compose their own bucket performances, using a variety of notation styles; students can arrange bucket accompaniment to existing popular pieces for performance.
A2 - Review or learn the elements through practice, and apply to their own compositions
A3 - Record performances for analysis, feedback and evaluation. A. Creating and Performing B1 - The Critical Analysis Process: use when responding to, analysing, reflecting on and interpreting music
B2 - Music and Society: demonstrate understanding of social and cultural influences on and effects of traditional, commercial, and art music.
B3 - Skills and Personal Growth: demonstrate an understanding of how performing, creating and critically analysing music has affected their skills and personal development.
B4 - Connections Beyond the Classroom: opportunities for continued engagement in music. B. Reflecting, Responding and Analyzing Applications in the Classroom:
B1 - have students fill out response sheets when listening to performances of classmates, and as self-reflection.
B2 - explore websites such as Youtube to discover how Bucket Drumming has been used in various performance opportunities.
B3 - Have students keep a portfolio of compositions or recordings, and have them reflect on their progress at various points throughout the semester.
B4 - Have students brainstorm other ways that their bucket/rhythmic/compositional skills can be used in musical pursuits. C1 - Theory and Terminology: demonstrate an understanding of music theory notation and the elements, and applying correct terminology to them.
C2 - Characteristics and Development of Musical Forms: demonstrate and understanding of the development, function, and characteristics of various forms of music.
C3 - Conventions and Responsible Practices: demonstrate an understanding of conventions and responsible practices related to music. C. Foundations Applications in the Classroom:
C1 - Have the students engage in several compositional activities, with criteria including proper notation and elements.
C2 - group the students in numbered groups from 2-5. Give each student in the group an instruction sheet to write 8 measures of music, and repeat a specific person's part at certain times. The end result will be differing forms: AB, ABA, ABACA, etc
C3 - on each day that you set up to perform, have one or two students explain proper bucket placement and stick holding. Have them brainstorm reasons why proper form is important to both their performance and their overall health. Assessment FOR Learning: Bucket drumming will include a great deal of ongoing, immediate feedback from the teacher. Opportunities can be created for students to receive written feedback on compositions and written reflections.

Assessment AS Learning: Teachers create assignments and activities in which students can engage in creative composition and improvisation, editing and revising their work after reflection, and creating portfolios to track personal progress.

performance practice: timing, coordination
creative composition
compositional form
Rhythm and notation
Application of The Elements of Music
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