© Drums for Schools Ltd. Teaching support and resources available from www.drumsforschools.com
Brazilian Samba – A KS2/3 Scheme of Work Resource An Overview and ten lesson plans that will take your class from first skills to first performance. Compiled by Richard McKerron with core content from Andy Gleadhill
At Drums for Schools we understand that teachers don’t just need a detailed resource book to help with the delivery of material unfamiliar to them, they also benefit from ‘Quick Reference’ lesson plans that will allow them to stay on track at a glance. The ten lesson plans and Overview document that we provide here are based upon content from ‘Andy Gleadhill’s African Drumming Book 1’ and act as an accompaniment to it. You can use this resource to teach African Drumming to your classes, but we recommend that you acquire a copy of the book in order to fully grasp the concepts and warm-up techniques for yourself.
Brazilian Samba – KS2 / KS3 Lesson Plans Overview Lesson
Content and Activities
Objectives
Lesson One
• •
To learn about the origins of Samba music. To learn about the instruments used in a Samba band.
•
Students will take part in a teacher led discussion about Brazil and Samba. They will learn correct basic techniques and take part in simple warm-up activities.
Lesson Two
•
•
•
To learn about the different sounds of each Samba instrument. To learn how to repeat a pattern accurately.
Students will consolidate techniques for performance and will take part in some simple warm-up activities including High and Low notes and Call and Response.
Lesson Three
• •
To begin to learn Tune One – Word Samba. To learn to play steady Samba beats as part of a Samba band.
• •
Students will engage in a range of warm-up techniques. Students will concentrate on playing steadily at different speeds, and explore Long and Short notes.
Lesson Four
• •
To begin to learn Tune One – Word Samba. To learn to play steady Samba beats as part of a Samba band.
• •
Students will engage in extensive warm-up techniques. Students will learn rhythms based on words and syllables, as well as understand the idea of ‘Arrival’.
Lesson Five
• • •
To learn more about Tune One – Word Samba. To learn how to link the different rhythms in Samba.
• •
Students will engage in extensive warm-up techniques. Students will identify how the different word rhythms of the piece fit together and learn all parts.
Key Musical Vocabulary: Samba, rhythm, drums, percussion, Arrival, Break, Long, Short, High, Low, steady, warm-up, Clave, 3/2, practice, practise, rehearsal, performance. All: Will be able to play as simple pulse over the top of the Samba rhythm.
Resources Required: Samba drums and other percussion, performance space, presentation screen with internet access and speakers.
Most: Will be able to perform a majority of the rhythms involved for most instruments.
Some: Will take a lead role in directing sections, solos and overall structure, assisting others.
© Drums for Schools Ltd. Teaching support and resources available from www.drumsforschools.com
Andy Gleadhill’s Brazilian Samba – Primary Lesson Plans Overview Lesson
Objectives
Content and Activities
Lesson Six
• •
To learn about the 3/2 Clave rhythm. To build up the rhythms which create Tune One – Word Samba.
• •
Students will engage in extensive warm-up techniques. Students will investigate the 3/2 Clave pattern and practise Tune One – Word Samba and its arrival.
Lesson Seven
•
To learn how to build up each section of Tune One – Word Samba and to learn about adding additional instruments into the Samba band.
• •
Students will engage in extensive warm-up techniques. Students will begin to fully construct the performance from the arrival to the main rhythms and breaks.
Lesson Eight
•
To learn about the structure of the performance of Tune One – Word Samba. To learn how each section of the band is highlighted.
• •
Students will engage in extensive warm-up techniques. Students will continue to practise the full structure as well as add in the solo sections for each instrument.
Lesson Nine
•
To learn how the full performance of Tune One – Word Samba is structured. To learn about the way a Samba band is led and conducted.
• •
Students will engage in extensive warm-up techniques. Students will collectively decide upon the full final structure for next week’s performance and rehearse accordingly.
To be able to play the entire performance ready piece of Tune One – Word Samba.
• •
Students will prepare the performance space for guests. Students will perform the piece as rehearsed and evaluate its success.
Lesson Ten
•
• • •
Key Musical Vocabulary: Samba, rhythm, drums, percussion, Arrival, Break, Long, Short, High, Low, steady, warm-up, Clave, 3/2, practice, practise, rehearsal, performance. All: Will be able to play as simple pulse over the top of the Samba rhythm.
Resources Required: Samba drums and other percussion, performance space, presentation screen with internet access and speakers
Most: Will be able to perform a majority of the rhythms involved for most instruments.
Some: Will take a lead role in directing sections, solos and overall structure, assisting others.
© Drums for Schools Ltd. Teaching support and resources available from www.drumsforschools.com
Brazilian Samba – KS2/3 Lesson Plans Lesson One – Quick Reference Objective • To learn about the origins of Samba music. • To learn about the instruments used in a Samba band.
Page Reference Andy Gleadhill’s Brazilian Samba Book.
Outcome • Students will understand how Samba evolved in Brazil. • Students will recognise different instruments used in a Samba band. Warm-up and Starter • Watch the first section of this video up to 00:42 to introduce the concept of samba music: https://www.bbc.co.uk/programmes/p011mtb2 • Talk about Brazil and the importance of Samba music. • Talk about Carnival and the role that Samba bands play. • Introduce the students to the instruments that they will be playing in their Samba band using this video: https://www.youtube.com/watch?v=XC0yHAw3-8w Main Activity • Explain the correct way to hold the drum sticks. • Explain the meaning of the letters R and L. Play the warmup exercises 1a, 1b and 1c from Chapter 7. • Ensure that the students concentrate and focus on maintaining a steady beat throughout.
Independent Work Play simple, four beat rhythms for the students to play straight back to you in a Call and Response style, and then ask them to work with a partner with one inventing a call for the other to respond to, then switching round.
Chapter 1: Introduction. Chapter 2: The Instruments of Samba.
Chapter 7: Warm-up Exercises; Holding the sticks and beaters. Chapter 7: Warm-up Exercises; Exercise 1, 1a, 1b and 1c. .
Chapter 8: Call and Response; A rhythm to repeat.
Performance & Plenary • Help the students play a performance of Exercise 4. • What went well? • What can be done better next time? • Ask the students to agree on what went well and what needs to be worked upon.
© Drums for Schools Ltd. Teaching support and resources available from www.drumsforschools.com
Brazilian Samba – KS2/3 Lesson Plans Lesson Two – Quick Reference
Page Reference
Objective • To learn about the different sounds of each Samba Andy Gleadhill’s Brazilian Samba instrument. • To learn how to repeat a pattern accurately after the Book. teacher. Outcome • Students will understand how to play High and Low sounds on the drums. • Students will recognise and repeat different rhythms. Warm-up and Starter • Listen to Mas Que Nada by Sergio Mendes Chapter 4: Basic Playing Techniques https://www.youtube.com/watch?v=R7GsuqCTnQc • Ask the students what they think the mood or atmosphere of the music is? How does it make them feel? • Carry out some physical warm-ups in time to the music: shake your arms and hands loosely by your side and roll your head around to relax the neck. • Play the music again and join in with singing the repeated refrain: “ô ariá raiô / Obá Obá Obá Main Activity • Explain the correct way to hold the drum sticks. • Explain the meaning of the letters H and L in the music. • Play the High and Low exercises on all instruments. • Play simple, four beat rhythms for the students to play straight back to you in a Call and Response style.
Independent Work Invent a call and response in pairs, focusing on getting the response ‘in time’ after the call.
Chapter 2: The Instruments of Samba. Chapter 4: Basic Playing Techniques. Chapter 7: Warm-up Exercises; Exercise 2, 2a, 2, 2c. Chapter 8: Call and Response; A rhythm to repeat.
Chapter 8: Call and Response; A rhythm to repeat.
Performance & Plenary • Help the students play a performance of Exercise 4. • What went well? • What can be done better next time? • Ask the students to agree on what went well and what needs to be worked on.
© Drums for Schools Ltd. Teaching support and resources available from www.drumsforschools.com
Brazilian Samba – KS2/3 Lesson Plans Lesson Three – Quick Reference Objective • To learn about the different sounds of each Samba instrument. • To learn how to repeat a pattern accurately after the teacher.
Page Reference Andy Gleadhill’s Brazilian Samba Book.
Outcome • Students will understand how to play Long and Short notes on the drums. • Students will recognise and repeat different rhythms. Warm-up and Starter • Students should become relaxed and “Ready to Play”. • Warm-up by practising playing steadily. • Warm-up by playing beats at different speeds.
Main Activity • Revise the correct way to hold the drum sticks. • Explain the meaning of the letters S and L in the music. • Play the Short and Long exercises on all the Samba instruments. • Play simple, four beat rhythms for the students to play straight back to you in a Call and Response style.
Chapter 7: Warm-up Exercises; Exercise 1, 1a, 1b, 1c, Exercise 2, 2a, 2b, 2c.
Chapter 7: Warm-up Exercises; Exercise 3, 3a, 3b, 3c, Exercise 4, 4a. Chapter 8: Call and Response; A rhythm to repeat
Independent Work Invent a call and response in pairs, focusing on making each rhythm as different as possible from the previous one.
Performance & Plenary • Help the students play a performance of Exercise 4. • What went well? • What can be done better next time? • Ask the students to agree on what went well and what needs to be worked on
© Drums for Schools Ltd. Teaching support and resources available from www.drumsforschools.com
Brazilian Samba – KS2/3 Lesson Plans Lesson Four – Quick Reference Objective • To begin to learn Tune One – Word Samba. • To learn to play steady Samba beats as part of a Samba band.
Page Reference Andy Gleadhill’s Brazilian Samba Book.
Outcome • Students will be able to recognise words and replicate them as rhythms. • Students will play together with good, steady beats in a Samba band. Warm-up and Starter • Listen to Fanfarra Cabua Le Le by Sergio Mendes and discuss how the piece uses a call and response structure: https://www.youtube.com/watch?v=HlV59UbrY-E • Ask the students what makes this call and response performance successful? (e.g. everyone playing precisely in time) • Get the students “ready to play”. • For the remaining lessons, students can warm up by going through all four warm-up exercises in Chapter 7. Main Activity • Begin to explain the words used in Tune One – Word Samba. • Play the rhythms created by the words. • Explain the Arrival and the Call and Response patterns. • Practise Samba Arrival One. • Begin to learn the Call and Response of ‘Eating Bananas – Gives You Energy’.
Independent Work Create your own call and response in groups, using word rhythms created by the students
Chapter 7: Warm-up Exercises; Exercise 1, 1a, 1b, 1c, Exercise 2, 2a, 2b, 2c, Exercise 3, 3a, 3b, 3c, Exercise 4, 4a.
Chapter 11: Creating a Performance; Introduction or Arrival. Chapter 12: Ten Tunes; Tune One – Word Samba Chapter 12; Samba Arrival One Chapter 8: Call and Response; Using words and phrases. Chapter 12; Samba Break One.
Performance & Plenary • Have each group perform their call and response word rhythm piece. • How does this compare to the call and response piece we listened to at the beginning of the lesson? • What would improve the performance to make it sound more ‘professional’?
© Drums for Schools Ltd. Teaching support and resources available from www.drumsforschools.com
Brazilian Samba – KS2/3 Lesson Plans Lesson Five – Quick Reference Objective • To learn more about Tune One – Word Samba. • To learn how to link the different rhythms in Samba.
Page Reference Andy Gleadhill’s Brazilian Samba Book.
Outcome • Students will understand more about the rhythms used in Samba. • Students will understand how the different rhythms tie together. Warm-up and Starter • Get the students “ready to play”. • Students can warm up by going through all four warm-up exercises in Chapter 7.
Chapter 7: Warm-up Exercises; Exercise 1, 1a, 1b, 1c, Exercise 2, 2a, 2b, 2c, Exercise 3, 3a, 3b, 3c, Exercise 4, 4a.
Main Activity • Explain all the rhythms used in Tune One – Word Samba. • Explain how the rhythms fit together and practise playing them together. • Make sure all the players learn all the rhythms in the piece. • Practise Samba Arrival One. • Continue to learn Samba Break One, ‘Eating Bananas – Gives You Energy’.
Chapter 12: Ten Tunes; Tune One – Word Samba. Chapter 12; Samba Arrival One Chapter 11; Creating a Performance. Drums for Schools MP3 Downloads. Chapter 8: Call and Response; Using words and phrases. Chapter 12; Samba Break One.
Independent Work Split the class into groups where each student is playing the same instrument. Appoint a leader, and have them rehearse their word rhythm from Word Samba. Performance & Plenary • Listen to each group play their rhythm. • What went well? • What can be done better next time? • Ask the students to agree on what went well and what needs to be worked upon.
© Drums for Schools Ltd. Teaching support and resources available from www.drumsforschools.com
Brazilian Samba – KS2/3 Lesson Plans Lesson Six – Quick Reference Objective • To learn about the 3/2 Clave rhythm. • To build up the rhythms which create Tune One – Word Samba.
Page Reference Andy Gleadhill’s Brazilian Samba Book.
Outcome • Students will understand how a 3/2 clave pattern is played. • Students will recognise the different rhythms that make up the Word Samba. Warm-up and Starter • Listen to and learn the chorus of One Note Samba: https://www.youtube.com/watch?v=e3XfucKbVss • Get the students “ready to play”. • Students can warm up by going through all four warm-up exercises in Chapter 7.
Chapter 7: Warm-up Exercises; Exercise 1, 1a, 1b, 1c, Exercise 2, 2a, 2b, 2c, Exercise 3, 3a, 3b, 3c, Exercise 4, 4a.
Main Activity • Explain how the 3/2 Clave rhythm is played. • Explain how the words ‘I Can Play Samba’ replicate the 3/2 Clave pattern. • Practise Samba Arrival One and Tune One – Word Samba. • Continue to learn Samba Break One, ‘Eating Bananas – Gives You Energy’.
Chapter 9: The Clave Explained. Chapter 12:Ten Tunes; Tune One – Word Samba. Chapter 12; Samba Arrival One. Chapter 8: Call and Response; Using words and phrases. Chapter 12; Samba Break One.
Independent Work Split the class into mini samba bands and have them practice Word Samba Performance & Plenary • Listen to each group’s performance of Word Samba • What went well? • What can be done better next time? • Ask the students to agree on what went well and what needs to be worked upon.
© Drums for Schools Ltd. Teaching support and resources available from www.drumsforschools.com
Brazilian Samba – KS2/3 Lesson Plans Lesson Seven – Quick Reference Objective • To learn how to build up each section of Tune One – Word Samba. • To learn about adding additional instruments into the Samba band. Outcome • Students will understand how to build up each section of the Word Samba. • Students will understand how to add additional instruments to the Samba band. Warm-up and Starter • Sing and move along to One Note Samba: https://www.youtube.com/watch?v=e3XfucKbVss • Students can warm up by going through all four warm-up exercises in Chapter 7.
Page Reference Andy Gleadhill’s Brazilian Samba Book.
Chapter 7: Warm-up Exercises; Exercise 1, 1a, 1b, 1c, Exercise 2, 2a, 2b, 2c, Exercise 3, 3a, 3b, 3c, Exercise 4, 4a.
Main Activity • Play Tune One – Word Samba, introducing each instrument one at a time. • Use this to structure and build up the Samba performance. • Practise going directly from Samba Arrival One to the Word Samba rhythm to Samba Break One and then straight back into the Word Samba rhythm again.
Chapter 12: Ten Tunes; Tune One – Word Samba. Chapter 12; Samba Arrival One. Chapter 12; Samba Break One. Chapter 11: Creating a Performance. Chapter 8: Call and Response; Using words and phrases. Chapter 12; Samba Break One.
Independent Work Students can independently rehearse the rhythms that they find most difficult in Word Samba. They can do this quietly by themselves or find a group to work with who are all struggling with the same rhythm.
Chapter 12; Samba Break One.
Performance & Plenary • Help the students begin to put together a performance of Tune One – Word Samba. • What went well? • What can be done better next time? • Ask the students to agree on what went well and what needs to be worked upon.
© Drums for Schools Ltd. Teaching support and resources available from www.drumsforschools.com
Brazilian Samba – KS2/3 Lesson Plans Lesson Eight – Quick Reference Objective • To learn about the structure of the performance of Tune One – Word Samba. • To learn how each section of the band is highlighted.
Page Reference Andy Gleadhill’s Brazilian Samba Book.
Outcome • Students will understand how a Samba is constructed. • Students will learn to play in a Solo section. Warm-up and Starter • Sing and move along to One Note Samba: https://www.youtube.com/watch?v=e3XfucKbVss and Mas Que Nada: https://www.youtube.com/watch?v=R7GsuqCTnQc • Get the students “ready to play”. • Students can warm up by going through all four warm-up exercises in Chapter 7.
Chapter 7: Warm-up Exercises; Exercise 1, 1a, 1b, 1c, Exercise 2, 2a, 2b, 2c, Exercise 3, 3a, 3b, 3c, Exercise 4, 4a.
Main Activity • Develop the structure of Tune One – Word Samba performance by clearly laying out Samba Arrival One followed by the main rhythm. • Practise moving in and out of each Solo section systematically. • Continue to learn the Call and Response of ‘Eating Bananas – Gives You Energy’.
Chapter 12: Ten Tunes; Tune One – Word Samba. Chapter 12; Samba Arrival One. Chapter 11: Creating a Performance. Drums for Schools MP3 Downloads.
Independent Work In small groups, use the rhythm ‘Eating bananas – gives you energy’ to create a melody that you can sing.
Chapter 8: Call and Response; Using words and phrases. Chapter 12; Samba Break One.
Performance & Plenary • Help the students to continue putting together a performance of Tune One – Word Samba. • What went well? • What can be done better next time? • Ask the students to agree on what went well and what needs to be worked upon.
© Drums for Schools Ltd. Teaching support and resources available from www.drumsforschools.com
Brazilian Samba – KS2/3 Lesson Plans Lesson Nine – Quick Reference Objective • To learn about the structure of the performance of Tune To learn how the full performance of Tune One – Word Samba is structured. • To learn about the way a Samba band is led and conducted. Outcome • Students will understand how the Word Samba performance will be played. • Students will be able to respond to instructions by the lead player. Warm-up and Starter • Watch this Samba performance and talk about what makes it successful:https://www.youtube.com/watch?v=9aasBPd9Qxg (Be aware that skimpy samba costumes are on display in this performance - this is entirely appropriate to the culture, however if you wish to avoid these you ca stop the video at 1:40) • Get the students “ready to play”. • Students can warm up by going through all four warm-up exercises in Chapter 7. Main Activity • Decide upon a full final structure for the public performance that will take place next week. • Practise the chosen structure. We suggest beginning with Samba Break One into Tune One – Word Samba, followed by cycling through the Solo parts using Samba Break One to announce each one. • Respond to the whistles from the lead player as they call the Samba band in and out of the Solo sections. • Continue to learn the Arrival and the Call and Response of ‘Eating Bananas – Gives You Energy’. Independent Work Students can rehearse their parts alone, in pairs, or in groups
Page Reference Andy Gleadhill’s Brazilian Samba Book.
Chapter 7: Warm-up Exercises; Exercise 1, 1a, 1b, 1c, Exercise 2, 2a, 2b, 2c, Exercise 3, 3a, 3b, 3c, Exercise 4, 4a.
Chapter 12: Ten Tunes; Tune One – Word Samba. Chapter 12; Samba Arrival One. Chapter 12; Samba Break One. Chapter 11: Creating a Performance. Drums for Schools MP3 Downloads. Chapter 8: Call and Response; Using words and phrases. Chapter 12; Samba Break One.
Chapter 8: Call and Response; Using words and phrases. Chapter 12; Samba Break One.
Performance & Plenary • Help the students to continue putting together a performance of Tune One – Word Samba. • Discuss what is needed for the performance next week. Plan out where people will sit and where performers will stand.
© Drums for Schools Ltd. Teaching support and resources available from www.drumsforschools.com
Brazilian Samba – KS2/3 Lesson Plans Lesson Ten – Quick Reference Objective To be able to play the entire performance ready piece of Tune One – Word Samba.
Page Reference Andy Gleadhill’s Brazilian Samba Book.
Outcome Students will be able to perform the entire Samba tune musically. Warm-up and Starter • Prepare the location ready for the performance. • Ahead of time the class could prepare the location by using traditional Brazilian flag colours to decorate the venue, or create a research board on the country. • Arrange audience seating. Main Activity • Students should be quiet and sat down “ready to perform”. • As practised, students should perform Tune One – Word Samba in its entirety following the agreed structure. • If the group are particularly confident they could speak and showcase their part within the group and briefly teach others what they have learned over the last few sessions • You could also teach the audience to sing along with the two songs you have learnt
Chapter 11: Creating a Performance.
Chapter 11: Creating a Performance.
Plenary • Watch the performance back if you are able to • Discuss with the students what went well? • What would they like to perform next time? • What would they do differently next time? • What can the students tell you about the music of Brazil?
© Drums for Schools Ltd. Teaching support and resources available from www.drumsforschools.com