Lesson 1 name: Rudimental Studies: Snare
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1 Lesson 1 name: Rudimental Studies: Snare Beginner Level 1. Overview: In this lesson, the goal and purpose is to attain a better understanding of Timing with regards to a metronome. *Goal: Single Stroke Roll Rudiment (Slow to as Fast as you can then back to Slow) Materials: Concert Snare Drum Sticks, Either a snare drum or drum pad, and Metronome. - Try to achieve this standing if possible. 2a. Rudiments: 2b. Excerpt: Instruction for Performance: You may choose any tempo between the ones listed. Try to stay just off center of the head for the entire excerpt. Moving to the edge is not the desired effect with dynamic control. Also, make sure you use full strokes at the designated forte measures and taps during piano. Play the excerpt tempo. [Your High School Name] 2011 pg. 1
2 (back) 3. Evaluation Rubric: Circle one then explain in the bottom bar what the student might missed and how can they work to either repeat the Lesson or accomplish the next Deficient / Unprepared Bronze Silver Gold Student is unable to perform the selected excerpt or does not have the requested materials to perform most of the rhythm but cannot stay clearly with the metronome the rhythm with a metronome but does not produce correct sound quality Students performs the excerpt with exceptional sound quality correctly with the metronome Comments: 4. The Extra Mile: Practice this at least 5 minutes a day on each stroke displayed. [Your High School Name] 2011 pg. 2
3 Lesson 1 name: Rudimental Studies: Snare Novice Level 1. Overview: In this lesson, the goal and purpose is to attain a better understanding of Timing with regards to a metronome. *Goal: Single Stroke Roll Rudiment (Slow to as Fast as you can then back to Slow) Materials: Concert Snare Drum Sticks, Either a snare drum or drum pad, and Metronome. - Try to achieve this standing if possible. 2a. Rudiments: 2b. Excerpt: Instruction for Performance: Student may choose any tempo between the ones listed. Try to stay just off center of the head for the entire excerpt. Moving to the edge is not the desired effect with dynamic control. [Your High School Name] 2011 pg. 3
4 (back) 3. Evaluation Rubric: Circle one then explain in the bottom bar what the student might missed and how can they work to either repeat the Lesson or accomplish the next Deficient / Unprepared Bronze Silver Gold Student is unable to perform the selected excerpt or does not have the requested materials to perform most of the rhythm but cannot stay clearly with the metronome the rhythm with a metronome but does not produce correct sound quality Students performs the excerpt with exceptional sound quality correctly with the metronome Comments: 4a. Musical Notation: 4b. The Extra Mile: [Your High School Name] 2011 pg. 4
5 Lesson 1 name: Rudimental Studies: Snare Intermediate Level 1. Overview: In this lesson, the goal and purpose is to attain a better understanding of Timing with regards to a metronome. *Goal: Single Stroke Four and Seven Rudiment (Slow to as Fast as you can then back to Slow) Students at this level should already be able to play a SINGLE STROKE ROLL. Materials: Concert Snare Drum Sticks, Either a snare drum or drum pad, and Metronome. - Try to achieve this standing if possible. 2a. Rudiments: 2b. Excerpt: Instruction for Performance: Student may choose any tempo between the ones listed. Try to stay just off center of the head for the entire excerpt. Moving to the edge is not the desired effect with dynamic control. The first 8 bars are intended to be at a full stroke volume but it can have whatever levels the instructor may choose. [Your High School Name] 2011 pg. 5
6 (back) 3. Evaluation Rubric: Circle one then explain in the bottom bar what the student might missed and how can they work to either repeat the Lesson or accomplish the next Deficient / Unprepared Bronze Silver Gold Student is unable to perform the selected excerpt or does not have the requested materials to perform most of the rhythm but cannot stay clearly with the metronome the rhythm with a metronome but does not produce correct sound quality Students performs the excerpt with exceptional sound quality correctly with the metronome Comments: 4a. Musical Notation: 4b. The Extra Mile: Sight Reading is introduced at a basic level. Fundamental Studies for Snare Drum by Garwood Whaley Any Etude from #28 - #42 [Your High School Name] 2011 pg. 6
7 Lesson 1 name: Rudimental Studies: Snare Advanced Level 1. Overview: In this lesson, the goal and purpose is to attain a better understanding of Timing with regards to a metronome. *Goal: Single Stroke Four and Seven Rudiment (Slow to as Fast as you can then back to Slow) Students at this level should already be able to play a SINGLE STROKE ROLL. Materials: Concert Snare Drum Sticks, Either a snare drum or drum pad, and Metronome. - Try to achieve this standing if possible. 2a. Rudiments 2b. Excerpt: Instruction for Performance: Perform the piece at the written tempo if you dare! Although [Your High School Name] 2011 pg. 7
8 (back) slower would be how to properly practice this piece. Do not slam the accented SINGLE STROKE 4 s. Rebound will be the answer on anything that feels to go by quickly. Reminder long crescendos mean more control needed on the gradual increase of volume. 3. Evaluation Rubric: Circle one then explain in the bottom bar what the student might missed and how can they work to either repeat the Lesson or accomplish the next Deficient / Unprepared Bronze Silver Gold Student is unable to perform the selected excerpt or does not have the requested materials to perform most of the rhythm but cannot stay clearly with the metronome the rhythm with a metronome but does not produce correct sound quality Students performs the excerpt with exceptional sound quality correctly with the metronome Comments: 4. The Extra Mile: [Your High School Name] 2011 pg. 8
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Course #: MU 18 Grade Level: 7 9 Course Name: Level of Difficulty: Beginning Average Prerequisites: Teacher recommendation/audition # of Credits: 2 Sem. 1 Credit provides an opportunity for students with
I) Blake - Introduction. For example, consider the following beat.
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