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My aim is to engage my 4th and 5th grade music students and increase their understanding of rhythm, patterns, and related mathematical concepts such as angles, fractions, division, and multiplication by providing them with bucket drums and sticks to use in my music class.

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Bring on the Beat with Buckets!

School:
Port Orange Elementary School 
Subject:
Music 
Teacher:
KRISTINA GORDON 
Students Impacted:
160 
Grade:
K-5 
Date:
September 3, 2019

Investor

Thank you to the following investor for funding this grant.

 

FUTURES - $239.36

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Goal

My aim is to engage my 4th and 5th grade music students and increase their understanding of rhythm, patterns, and related mathematical concepts such as angles, fractions, division, and multiplication by providing them with bucket drums and sticks to use in my music class. 

 

What will be done with my students

I will introduce my 4th and 5th grade students to bucket drumming beginning in January, 2020.

I will use popular music to engage the students and spark their interest in playing along with music that they know and enjoy.

I will teach different rhythm combinations to the students while showing them how to read and calculate various note values including half, quarter, eighth, sixteenth, dotted quarter and dotted eighth notes, as well as whole, half, quarter, and eighth rests.

Students will have opportunities to create and compose their own rhythmic patterns to accompany a popular song.

Students will have an opportunity to perform on bucket drums at our school Celebrate the Arts Night in May, 2020.

I will make connections to 4th and 5th grade math standards while instructing students using bucket drums. Our school improvement plan has identified a need to increase math achievement and to place increased focus on our lowest quartile students. Related standards include:
Math Standards:
MAFS.4.NF.2.3 – understand a fraction a/b with a> 1 as a sum of fractions 1/b
a. Understand addition and subtraction of fractions as joining and separating parts referring to the same
whole.
b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model.

MAFS.4.NF.1.1--Explain why a fraction π‘Ž 𝑏 is equivalent to a fraction 𝑛 Γ—π‘Ž 𝑛 ×𝑏 by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

MAFS.4.MD.3.5-Recognize angles as geometric shapes that are formed wherever two rays share a common end point and understand concepts of angle measurement.
a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the 1 circle. An angle that turns through of a circle is called a β€œone-degree angle,” and can be used to 360 measure angles.
b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
MAFS.4.OA.2.4 -Investigate factors and multiples.
a. Find all factor pairs for a whole number in the range 1–100
b. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number.

MAFS.5.NF.1.1- Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions denominator with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators

Music Standards:
MU.4.S.3.4 Play simple ostinati, by ear, using classroom instruments.
MU.4.S.3.5 Notate simple rhythmic phrases and extended pentatonic melodies
MU.4.H.3.1 Identify connections among music and other contexts, using correct music and
other relevant content-area vocabulary, and explore how learning in one academic area can
help with knowledge or skill acquisition in a different academic area.
MU.5.S.1.1 Improvise rhythmic and melodic phrases to create simple variations on familiar
melodies.
MU.5.S.1.2 Compose short vocal or instrumental pieces using a variety of sound sources.
MU.5.S.3.2 Play melodies and accompaniments, using proper instrumental technique, on
pitched and unpitched instruments.
MU.5.S.3.4 Play melodies and accompaniments, by ear, using classroom instruments.
MU.5.S.3.5 Notate rhythmic phrases and simple diatonic melodies using traditional
notation.

 

 

Benefits to my students

β€’ Research has shown that there is a connection between music instruction/instrument playing and mathematical achievement.
β€’ Integrating a high-interest activity like bucket drumming with math concepts such as fractions, angles, multiplication, and division will improve students’ understanding of these concepts.
β€’ Students will benefit by involving their bodies in feeling and playing various note values and rhythmic patterns.
β€’ Students will also benefit by learning how to discipline themselves as musicians and members of a collective group of players.
β€’ Students who may not feel confident as singers will benefit by finding another avenue to express themselves musically through bucket drumming.
 

 

Budget Narrative

The budget includes enough bucket drums and drumsticks to equip each 4th and 5th grade class with a bucket drum and set of sticks for every student in the music class (with a few extra on hand in case new students are added). Our largest 4th grade class already has 26 students enrolled. The budget also includes 2 instructional books with cd’s to aid the teacher and students in implementing this project successfully. 

 

Items

# Item Cost
1 30 pairs of drumsticks $44.97
2 30 5-gallon commercial buckets $119.40
3 The Bucket Book: A Junkyard Percussion Manual $29.99
4 Easy Bucket Drumming book w/ cd by Matthew Dane Peavoy $45.00
  Total: $239.36

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Special Thanks to Our Presenting Partners

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SunTrust Foundation

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New Smyrna Beach Board of Realtors

Mader Southeast

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