*Communicate better with their fellow students and others by having learned:
-how to listen to others,
-respect for the need of others to have their own musical and personal space,
-the importance of leaving spaces (silence) for the others to drum or play melodic rhythm (speak),
-how to lead and how to follow (solo and back-up).
-students discover and develop their talents and become filled with sense of self confidence based on competence.
*Understand and demonstrate the value and techniques of cooperative teamwork.
*Demonstrate techniques for playing various types of drums and other percussion equipment.
*Sing songs with percussion instruments.
*Improvise new drumming ensemble patterns which are complementary to those played by other students.
*Create (which a small group of fellow students) new drum ensembles and Orff instrumentation (circles) in the style of various traditions.
*Listen actively and critically to various styles of music which include percussion and melody.
While listening, students will:
-echo drum and singing patterns played by others,
-identify the type of instruments being played,
-recognize and identify the probable culture from which the music comes,
-open up to a sense of timing through repetition of patterns which rely on the strong pulse.
*Understand and place greater value on the peoples and musical cultures of Africa will:
-describe the way drumming is done in at least two contrasting taditions,
-discuss how traditional drumming may be the same or different from contemporary styles cultures,
-have greater respect for the people represented by the traditions studied.
*Understand how music reflects similar cultural themes and patterns found in art, dance, literature, social patterns, work, etc. of the cultures studied.

Drum ensemble project- will begin with a demonstration by the World Music Drumming curricula, this particular project is a multiple-class process.
The first class will include a demonstration of the process and product, as well as allow for some time for groups to be established and cooperative work to begin.
Three to four additional class periods will be allowed for students to create, practice, and perform their work before we begin the drum unit.
The ensembles will consist of multiple timbres 10",12", and 14" tubanos, bells and shakers.
1. Model small group interaction and improvisation.
2. Students will work together to create layers of complementary rhythms.
3. Rhythms will be assigned. Ultimately the goal is for the students to create their own patterns.
4. At the conclusion of the project, students self-evaluate their group, using the rubric as a grading scale, and perform for each other.

Each student or group of students will arrange a drum ensemble piece using the tools that they learned these 30 days. The projects are due on the assigned dates and the ensembles will be performed on the following date. The ensemble must include the following instruments; bass,medium and high tubanos and cowbell. The same goes for the Orff instruments; bass, alto ,and soprano. Each ensemble should have at least 5-6 instrumental players. (That means you are going to add on 1 or 2 instruments.) Compose a 2-8 measure pattern and be able to perform the ensemble with (2-4)repeats. Remember if you have questions about your ensemble please see me. Have Fun composing.

Grade E= Students must be able to play their ensemble with no mistakes.
Each student must be able to play their rhythm pattern created by the group with no mistakes.
Plays the instrument using the correct technique.
Student must be able to write his or her own rhythm the worksheet.
Students work good as a group.
Grade M= Same as the A criteria but the group had some difficulties.
Grade A= Same as the A criteria but the group had over half the requirements incorrect.
Grade B= Students did not meet requirements.