Y4. Lesson 20. Present orchestral percussion
Prior learning: None
Duration: 30 minutes
Materials: Woodblocks or claves
Keywords: Beat, rhythm, singing, chanting, partners, rhymes, circle games.
Difficulty: 
Prepare
Present
The percussion family of the orchestra
Practise
The orchestral percussion family is one of the orchestra's most diverse and dynamic sections. It consists of instruments that are struck, shaken, or scraped to produce sound. These instruments fall into two main categories: pitched (which can play specific notes) and unpitched (which generally provide rhythmic or special effects). Percussion instruments are used to add rhythm, colour, and texture to the music, and they often create dramatic effects in orchestral works
Melodic development
Students discover tuned percussion instruments that can play a melody.
- Start by reminding students that percussion is often thought of as providing rhythm, but some percussion instruments can also play melodies.
- Ask the class: “Did you know that some percussion instruments can also play the melody? How do you think percussionists create melodies?” This will spark curiosity and engagement.
- Explain that certain percussion instruments are pitched, meaning they can play different notes and are capable of developing melodies. Play the sound clips of the xylophone, glockenspiel, and vibraphone.
- Ask about the timbres of each instrument. How would students describe each one?
Rhythmic development
Students investigate percussion instruments played in an orchestra.
- Play the short video, which shows some orchestral percussion instruments in a beautiful opening piece of music.
- The music was composed by Richard Strauss in a piece called Also Sprach Zarathustra with Gimnazija Kranj with the Youth Symphony Orchestra.
- The music has a powerful rhythm played by the bass drum and timpani, as well as some crashes from the cymbals.
- Identify the percussion instruments and ask which other instruments can be seen and what family they belong to.
- Ask what the man in the black coat on the podium is doing.
- Ask how the music makes students feel - do they like or dislike it? What do they imagine when hearing this music?
Begin by asking students why an orchestra needs to have percussion instruments! Some discussion points are below:
- Rhythm and Pulse: The percussion section is the heartbeat of the orchestra, providing the rhythmic foundation that helps to drive the tempo and add energy to the music, making the audience feel connected and involved.
- Colour and Texture: Percussion instruments add distinct timbres that enrich the overall sound of the orchestra, from the shimmering effects of cymbals to the deep sound of the bass drum.
- Drama and Impact: Percussion's dramatic power often emphasises climactic moments and emotional intensity with its enormous range of dynamic possibilities.
Classroom activities
Students design and build their own percussion instruments.
- Read the instructions for creating percussion instruments using materials from home.
- This activity is not only creative but also fun.
- Discuss with students the types of percussion instruments they will make and divide the class into several groups.
- Each group will make one type of instrument for variety.
- Print the instructions for making the instruments and distribute a copy to each student for their chosen instrument.
- Ask students to take the instructions home and to build their instrument with the help of a parent or caregiver.
- The students should bring their instruments to the following learning period, where more fun will begin!
Listening
Students must discover which percussion instrument is playing in this short video.
- Play the video, a clip from Ravel's Bolero featuring Gimnazija Kranj with the Youth Symphony Orchestra.
- When finished, ask which percussion instrument is constantly playing [snare drum].
- Ask why the composer wanted this instrument to play throughout [a bolero is a special dance, and the snare drum keeps that rhythm]
- Ask what the other instrument that joins in with the snare at the beginning of the music [flute]
- Ask what orchestral family it belongs to [woodwind]
- Some string instruments join in and play a plucked sound. What is this technique called? [pizzicato].
- Ask students about their feelings when listening.
Visual learning
Students discover some orchestral percussion instruments.
- Project the images of orchestral percussion instruments.
- Ask which instruments can be found in the classroom and the orchestra.
- Ask how the musician can create a sound for each instrument.
- Which instrument has the loudest sound?
- Which has the softest sound?
Instruments
Students
Part work
Students practise melody and rhythm.
- Split the class into two groups. Teach that they must listen to the music from the other group as they play.
- Group 1 plays a simple melody on tuned percussion instruments such as a xylophone or glockenspiel. The melody could be familiar and easy, like a short part of "Twinkle, Twinkle, Little Star".
- Group 2, using shakers, drums, or handclaps, play an ostinato pattern.
- Both groups will simultaneously play on your command after securing their parts.
- Group 1 will play the melody, and Group 2 will keep the rhythm.
- Switch roles: After practising, switch the groups so every student can try both the melody and rhythm parts.
Assess
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV