Day 1 - Body Percussion Lesson

Day 1 – Introduction to Body Percussion
Student Teacher Name: Brian Sevison Date: 12/2/2020
Lesson Topic and Grade: Introduction to Body Percussion, 6th Grade
PA Academic Standards (Benchmarks/Indicators) or National Standards of Music addressed

MU:Cr2.1.6a Select, organize, construct, and document personal musical ideas for arrangements and compositions
within AB or ABA form that demonstrate an effective beginning, middle, and ending, and convey expressive intent.
MU:Pr5.1.5a MU: Pr4.2.6c Identify how cultural and historical context inform performances.
MU:Pr5.1.6a Identify and apply teacher-provided criteria (such as correct interpretation of notation, technical
accuracy, originality, and interest) to rehearse, refine, and determine when a piece is ready to perform.
MU:Re9.1.6a Apply teacher-provided criteria to evaluate musical works or performances.

Instructional Objectives:
E.Q.: What is Body Percussion?
I can perform a Body Percussion Rhythm!
Students will learn what body percussion is as well as it origins, in addition to the main types and how to
do them.
Materials:
Laptop
Projector
iPad
PowerPoint
Opening/Introduction Activity
Teacher (T) opens by asking Students (S) if they have any previous experience of body percussion or
ever heard of that before. T lets S answer.
Learning Opportunities/Procedure:
T moves to the next slide and asks S if they know what body percussion is and lets S answer.
If S don’t know, T tells S it is the art of using the human body to make sound. T says our bodies become
the instrument.
T moves to the next slide and asks where body percussion comes from.
T explains to S that body percussion originated as a form of communication use by South African Gold
Miners which they used when they were unable to talk to each other in the gold mines. Then, they began
to turn it into a form of dance and since then it has grown into multiple forms of dancing.
T moves to the next slide and tells S that there are 4 main types of body percussion, 1. Snapping the
Fingers, 2. Clapping the Hands, 3. Patting the Chest or Thighs, 4. Stomping the Feet.
As T shares each type, T does each form for S to see.
Closing Activity
T tells S to stand up and to repeat the following body percussion after him. T does a few rhythms and S
repeat.
T then tells S that they are going to repeat the body percussion, but T is going to start the next pattern as
S are doing the first pattern. S must watch the new pattern while doing the current pattern.
Specific Differentiation Strategies:
Teacher provides the information both visually and auditory. In addition to learning about it, the students
are able to try it as a class and not feel pressured into performing in front of the entire class.
Assessment:
Teacher observes students using informal assessment as they are doing the body percussion. Teacher
looks to make sure the students are participating no matter if they are in person or virtual.
Reflection:
Throughout this lesson, there was a good opportunity for the students to learn about body percussion and
then to put into action what they learned, through the echoing of the body percussion portion of the
class.
Lesson Analysis
In the beginning of this lesson, I first asked the students if any of them were
familiar with body percussion. I wanted to gage if any of the students have a
background of body percussion, or if this was all new to them. With the exception
of a few students, this was a new topic to the students. This lesson also went into
the origin of body percussion and its origination as a way for South African gold
miners to communicate in the mines, as well as how it transitioned from a language
into the body percussion that what we know of today. I also cover the 4 main types
of body percussion, snapping, clapping, patting, and stomping, and demonstrated
each of them for the students. The students were then given the opportunity to try
out body percussion through echoing what I did. While that was occurring, I was
able to see the student’s ability to do body percussion as well as assess their
willingness to participate based on their participation, or the last thereof.
This lesson went occurred as planned. There were no changes done on the
fly which strayed from what I originally planned due to the nature of how I wrote
this lesson. During the lesson I monitored their learning based on their
comprehension of the echoing of the body percussion. With there being 5 different
patterns, which were done, the students all were able to comprehend the idea of
body percussion and demonstrate it as well. Moving into the next lesson, I wanted
to provide the student with more opportunity of doing body percussion. With it
being a new concept to them, actually doing it is the best way for the students to
get comfortable with the body percussion.

Day 1 - Body Percussion Lesson

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Day 1 - Body Percussion Lesson

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Day 1 – Introduction to Body Percussion

Student Teacher Name: Brian Sevison Date: 12/2/2020

Lesson Topic and Grade: Introduction to Body Percussion, 6th Grade

PA Academic Standards (Benchmarks/Indicators) or National Standards of Music addressed

MU:Re9.1.6a Apply teacher-provided criteria to evaluate musical works or performances.

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