These are the Body Percussion routine worksheets the students used to create their Body Percussion Routine.
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Students reflected on their body percussion creation based on the following discussion questions.
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This is the rubric which the students were graded on. Their grade consisted of the creation and performance of their body percussion routine.
| Audio of Students Body Percussion 1 |
| Audio of Students Body Percussion 2 |
Assessment Commentary
Throughout this set of lesson plans, I used both informal and formal assessment. The first and second lesson consisted of the informal assessment while the students participated in doing the body percussion all together during the class, as well as during their time used to create their body percussion routine. While the students were doing the body percussion, I was watching to make sure the students were understanding what we were doing and were comfortable with everything. I was able to assess the students comprehension based on how the students were responding to the the instructions presented to them. The third lessons consisted primarily of formal assessment, from looking at their worksheet and video which they submitted. Overall, the grade they received for this was based on the rubric. With this being a creating and performing heavy series of lessons, their grade was based upon that and their willingness to participate in the lessons.
As the lessons occurred and information was presented, I wanted to make sure the students were comfortable with what they would be doing on their own. Due to that, I provided opportunities for them to learn the basis of body percussion first, and then introduce the other aspects of it. When it came to the creation of their body percussion routine, I specifically structured the lesson in a way where we would use the same rhythm they would be using to create a routine as a class. During that, we did one measure at a time and practiced our routine as we went, measure by measure. Through that, the student were able to see how they could go about writing their own body percussion routine. In terms of their performance, I provided detailed instructions as to what was expected of them. In addition, I also provided the student ample time to ask any questions which they had about what was expected of them during their performance as well as the creation of their routine.
My students were able to complete their learning objectives through the completion of the lessons. Throughout the lessons, the student gained good sense of what body percussion is through watching and assessing, creating, and performing it. I could tell that throughout the lessons, the students didn't think of it in terms of learning about it, but rather getting to experience it. There was an obvious shift in the students moods when they went from learning about it, to actually doing it. The students wanted to do the body percussion and I could see that through the excitement they had during the classes. That also came through in their performance of the routines which they created.
As the lessons occurred and information was presented, I wanted to make sure the students were comfortable with what they would be doing on their own. Due to that, I provided opportunities for them to learn the basis of body percussion first, and then introduce the other aspects of it. When it came to the creation of their body percussion routine, I specifically structured the lesson in a way where we would use the same rhythm they would be using to create a routine as a class. During that, we did one measure at a time and practiced our routine as we went, measure by measure. Through that, the student were able to see how they could go about writing their own body percussion routine. In terms of their performance, I provided detailed instructions as to what was expected of them. In addition, I also provided the student ample time to ask any questions which they had about what was expected of them during their performance as well as the creation of their routine.
My students were able to complete their learning objectives through the completion of the lessons. Throughout the lessons, the student gained good sense of what body percussion is through watching and assessing, creating, and performing it. I could tell that throughout the lessons, the students didn't think of it in terms of learning about it, but rather getting to experience it. There was an obvious shift in the students moods when they went from learning about it, to actually doing it. The students wanted to do the body percussion and I could see that through the excitement they had during the classes. That also came through in their performance of the routines which they created.
