Syllabus Design- DRUM SET 101

Keith Cozart Commented on group 4 DAN WARD and group 2 Leslie and Kimberly

Ray Harmon commented on Groups 2 and 5.

 

Drum Set 101-

A Social and Fun Beginning to the Basics

Syllabus Design

EDAC 635

Ball State University

Dr. Bo Chang

Group 3, Physical Learning

Keith Cozart, Ray Harmon, and Bill Slonaker

Introduction

Have you ever found yourself tapping out rhythms on your car steering wheel as you listen to your favorite song on the radio?  Have you ever dreamed of playing the drum set as seen in concert, on television or online?  Are you looking for new social settings to meet people in a fun and creative atmosphere?  This course can fulfill such dreams and interests.  

Drum Set 101 “A Social and Fun Beginning to the Basics” aims to inspire and invite participants into the active and exciting world of drums by introducing adult learners to simple drum set patterns and fills all within a relaxed, inviting and social atmosphere among people with similar interest.  The four session workshop supplies all necessary equipment, lunch and instruction all within the comforts of a locale community center.  At the conclusion, participants will be have ample information and resources necessary to continue learning and growing their drum set interests with the ultimate goal of being able to play a basic drum beat with fills.  

Drum Set 101 challenges the coordination of its’ participants in ways that support development of Muscle Memory which is a form of Physical Learning. Focusing on the experience of learning, Drum Set 101 encourages students to work on repetitive exercises so that along the road of mastery, muscle memory develops.  

Rationale:

The community center had contacted a local musician's union with questions, pertaining to an increase of interest in offering a music class. As this class would be considered a beginners class, it would be easy to set up, with little preparation and could be attended by virtually anyone; as per request by the center. The percussion patterns would be taught in an add on repetitious format, that gives the muscles in the body and the central nervous system practice, so the whole body system learns the movements and positions, without having to think about the movements involved.  The rationale for this activity was twofold.  

The first deals with Physical learning (Muscle memory/ Motor skills) with specific attention paid to the following:

·       The acquisition of skilled motor performance;

·       Shifts in task routines during the learning of a motor skill;

·       The effects of practice schedules on learning and performance;

·       Muscle memory and its’ independence from the nervous system.

Physical learning takes place when a learner carries out physical activities rather than listening to a lecture or watching demonstrations. Dorothy MacKeracher (2004,pp.141) identifies what is involved in physical learning as follows:

·       coordinating body movement and orienting the body in physical space ( balance);

·       using tools and resources effectively/efficiently;

·       improving muscular strength, flexibility, body-image and cardiovascular conditioning;

·       learning new or improving physical skills required for activities such as athletics, arts/crafts, music, home improvement, workplace tasks;

·       maintaining and improving eye-hand coordination;

·       adaptation of existing skills based on life changes such as aging, injury or disability.

According to the website: Play Drums Now, “The nature of drumming performance requires you to build muscle memory for patterns and material you plan to use while playing. Muscle memory basically means programming yourself like a computer/machine” (Randall, 2012).  The three steps mentioned on the website are:

1. Learn/ memorize a pattern carefully

2. Absorb the pattern into your muscles

3. Bring the pattern to life.

As this is a course for beginners, it will be a basis for learning a basic set of drum movements.

The success of the learner will depend on their commitment to practice the learned movements.

The second rationale for this activity is for the participants to meet and greet each other as a social event. It will bring a diverse group of people together for a few afternoons with the hopes to learn and create fellowship. The community center is a gender, religion, race, age and sexual orientation neutral space and frequented by learners that are from different from all different segments of the community, the environment for learning should be a comfortable and inviting space for productive learning to take place.  The instructor will work with the center staff to ensure that the lighting and temperature are both comfortable and the seating arrangement is set up in a semi-circle to promote optimal participant view and learning.

Seminar Outline and Syllabus

Seminar Location, Date and Time

           This seminar will meet on four consecutive Saturdays from 8:30 AM to 4:00 PM at the Community Center. The first Saturday meeting will be on October 31, 2015. The final date will be November 21, 2015. Students are expected to attend all four sessions to achieve the best outcome.

Seminar Objectives

1.        Learn the terminology of the drum set

2.        Learn and be able identify drum set sounds

3.        Learn the beat patterns with coordination, memorization and muscle memory

4.        Learn drum set fills

5.        Gain socialization of other students as well as playing in front of them

Seminar Format

           The seminar will be held in the main auditorium of the Community Center. A variety of instructional methods will be used. These methods will include lecture, power point presentations, video, audio tracks as well as hand on experience. The hands on experience will include using leg strap-on practice pads. Since this is also a social gathering experience nametags will be provided to facilitate this aspect of the class.

Facilitating Learning

           According to Mackeracher (2004) there are several aspects involved in physical learning. These include coordinating the body’s functions; orienting the body in physical space, including balance; using tools effectively; improving muscular strength and flexibility; learning new skills in activities for physical performance and improving fine-muscle control, particularly in relation to using tools. The concept of muscle memory in the physical learning environment is most readily taught by first discussing any terminology needed to be successful at the assigned task. Once the terminology is covered a demonstration of the task will then be provided both by video and by the instructors in the seminar. Once the learners have been shown what playing a drum set looks like, they will then begin to work on repetitive patterns to learn coordination. They will learn specific patterns and be expected to practice these patterns throughout the week until the next class time. This repetition will begin to establish the absorption of the patterns and slowly teach the muscle memory needed to be a successful drummer. Mackeracher (2004) states “Highly skilled physical performance has five characteristics: fluency of movement; speed of performance; smoothly automated physical actions; ability to do several different actions simultaneously and knowledge about when to use specific actions.” By learning to play the drum kit all five of these items will be enhanced.

Schedule

Saturday October 31, 2015 (Week One)

·       8:30 – 9:30 AM Check In/Social time with coffee/juice

·       9:30 – 10:00 Opening remarks and course introduction, Why drums?

·       10:00 – 10:15 AM Break

·       10:15 – 11:30 Drum terminology-parts of the Drum Set, identify equipment by name

·       11:30- 12:30 PM Lunch-provided

·       12:30 – 2:00 PM Grip and Stroke-How to hold and play with drum sticks

·       2:00 – 2:15 Break

·       2:15 – 3:10 PM Playing rhythms on one surface; weekly assignment, hand and stick exercises

·       3:15 – 4:00 PM Social time

Saturday November 7, 2015 (Week Two)

·       8:30 – 9:30 AM Check In/Social time with coffee/juice

·       9:30 – 10:00 Reflection on previous session’s items and assignment

·       10:00 – 10:15 AM Break

·       10:15 – 11:30 Time Patterns- basic styles (Rock and Jazz Drumming)

·       11:30- 12:30 PM Lunch-provided

·       12:30 – 2:00 PM Coordination Practice

o   Three Limbs (Bass and Snare Drums and Hi Hat)

·       2:00 – 2:15 Break

·       2:15 – 3:10 PM Coordination Practice- Four Limbs

o   Bass and Snare Drums, Ride Cymbal and Hi Hat

·       3:10 – 3:15 PM weekly assignment, Rock and Jazz time patterns

·       3:15 – 4:00 PM Social time

Saturday November 14, 2015 (Week Three)

·       8:30 – 9:30 AM Check In/Social time with coffee/juice

·       9:30 – 10:00 Reflection on previous session’s items and assignment

·       10:00 – 10:15 AM Break

·       10:15 – 11:30 Fills- What are they? Rock Fills-Jazz Fills

·       11:30- 12:30 PM Lunch-provided

·       12:30 – 2:00 PM Coordination Practice- Fills with hands only

·       2:00 – 2:15 Break

·       2:15 – 3:10 PM Coordination Practice- Fills including feet

·       3:10 – 3:15 PM weekly assignment, Create 2 Rock Fills and 2 Jazz Fills

·       3:15 – 4:00 PM Social time

Saturday November 21, 2015 (Week Four)

·       8:30 – 9:30 AM Check In/Social time with coffee/juice

·       9:30 – 10:00 Reflection on previous session’s items and assignment

·       10:00 – 10:15 AM Break

·       10:15 – 11:30 Four Bar Phrases-Three time patterns, plus one fill (3+1=4)

·       11:30- 12:30 PM Lunch-provided

·       12:30 – 2:00 PM Coordination Practice- time patterns and fills

·       2:00 – 2:15 Break

·       2:15 – 3:15 PM The Next Step-Resources, Private Instruction, Playing with other musicians

·       3:15 – 4:00 PM Social time

Assessment

Each learner will be given a comment sheet from the instructor on the four session classes. This sheet will provide positive feedback on the student’s progress. The sheet will also provide items needing more work and instructions on how best to achieve better results.

Reflection:

Highlights: The training setup will be given in a place not usually recognized as a “Learning Space”. It will take place at a community center, where any adult member of the community can attend. This training could possible be attended by learners from their 20’s to middle age or older.  It is setup to build fellowships as much as the physical act of learning to play the drums.

Process: John Dewey believed that human thought was spurred from interactions with their environment. His ideas were similar to those of Charles Darwin (SkyMark, 2015). The act of bringing together a diverse group of community members to mingle and offering them a common goal of achievement is our primary intent for the learning process. This aligns with Knowles assumption that adult learners direct their own learning. Knowles also believed the classroom should have a feeling of “Adultness”, which he thought meant one should “Feel accepted, respected, and supported”. (Merriam, 2001)

The other parts of the process involve the linking of mind & body and teach repetitive movements that the muscles will learn to remember. This is where Kolbs Experiential Learning cycle is recognizable (McLeod, 2010).

1.     Concrete Experience

·       Methods will include lecture, power point presentations, video, audio tracks.

2.     Reflective Observation

·       Learn and be able identify drum set sounds

3.     Abstract Conceptualization

·       Learn the beat patterns with coordination, memorization and muscle memory.

4.     Active Experimentation

·       Practices on and learns to play the drums. The desired muscle memory will be achieved in steps 3 & 4. After the motions are learned and practiced the muscles will remember the movements for long periods of time if not for one’s lifetime.  Musicians often do not play pieces of learned music for periods of time, but can play them nearly perfectly after years of not playing the piece. With practice these learners can have a lifetime of enjoyment playing the drums.

Table 3 – Syllabus Summary

Purposes	·       Fun hobby, dream fulfillment, physical activity, socialization, community building, experiential learning and muscle memory development.
Objectives	·       Bring adults together in a fun and interactive environment. ·       Spark new interest in music and physical learning (muscle memory). ·       Promote self directed learning after the completion of the workshops.
Rationale Ideas from Literature	·       Adults are self-directed learners. ·       Muscle memory requires repetition. ·       Adults benefit from designated reflections time during the learning process.
Rationale Features from practical cases	·       Kolb’s Learning Model can be practically applied to process learning. ·       Adult learners need a “safe place” to try new learning experiences, free from judgment and self-deflating failure. ·       Learning spaces can be atypical.  Set for visual connection is crucial to see all the parts of the drum set in motion.
Syllabus Highlights	·       Drum Set 101 is an introduction workshop series focused on adult learners in a group setting learning from each other and instructors. ·       Muscle Memory develops over time with practice and repetitions.  Repetition is necessary because drum set requires immediate responsive when performing music. ·       Experiential learning is at the core of what we do everyday from childhood through adulthood.  Drum Set 101 is Experiential Learning.

Table 2- Keith Cozart Literature Review

Physical Learning	Main Themes and Ideas	Application/Implications
The Acquisition of Skilled Motor Performance	Fast and slow experience-driven changes occur in primary motor cortex during learning process.	Skilled motor performance is acquired in several stages: “fast” learning, an initial, within-session improvement phase, followed by a period of consolidation of several hours duration, and then “slow” learning, consisting of delayed, incremental gains in performance emerging after continued practice.
A Shift in Task Routine During the Learning of a Motor Skill	Describes a transient phase during training on a movement sequence wherein, after an initial improvement in speed and decrease in variability, individual participants’ performance showed a significant increase in variability without change in mean performance speed.	Mindful attention paid to learning phases can result in more effective and efficient learning process in the acquisition of learning motor skills.
Practice Schedule Effects on Learning	Measuring the effects of block verses alternating practice schedules on skill building (tennis).	Manipulating practice routines in physical skill building has a larger effect on low-skilled learners verses that of high-skilled.  Block practice schedule showed increases post-testing performance.
Muscle Memory	Can muscles really drive behavior independently from the nervous system?	Understanding the nervous system and how repetitive movement may become separated from the system (ie. becomes muscle memory) shows evidence that such training can produce rhythmic muscle contractions independent from neuronal input; indicating that muscle memory may become much as the heart (muscle), involuntary.

Table 2- Ray Harmon Literature Review

Theme Title	Main Theme in Literature	Application of Theme
Environment	The physical environment has an impact on learning. Lighting, sound, technology and comfort of the learner all are important in the learning environment.	The learning environment setup should be considered as it will affect learners. Lighting, sound, technology and outside influence are a few of the items needing attention when setting up the learning environment.
Physical Memory-Procedural Memory	There are three phase to procedural memory; cognitive, associative and autonomous. As each phase is completed the learner gains more skill and muscle memory.	For skills using muscle memory, practice makes perfect. Learners will be frustrated at first but with practice will begin to gain self-confidence and master the skill.
Work Based Learning-Cooperative Education	Students are given an opportunity to take the hard and soft skills learned in the classroom and put them into practice at a work place in their chosen field.	Cooperative education has been around since the 80’s and should be incorporated into learning if possible. The skills learned on the job will go with the learned in their chosen path.

Table 1- Group Design/Plan

No.	Assignment	Due Date	Comments Due Date	Members Roles
1.	Topic Summary and Selection	9.6	9.13	·       Individual Work
2.	Group Plan	9.20	9.27	·       Keith- (Group Leader**), organizer of initial conversations, set-up blog, designed/posted table to blog, posted BB IM to course blog. ·       Bill- Topic Selection, Muscle memory, Phone conversation, BB IM, initial research, ·       Ray- Phone conversation, BB IM, cross over into other areas of learning brainstorm (experiential, motive and emotional learning) ·       WHOLE GROUP: Instant messaging via Black Board
3.	Literature Review	9.27	10.4	·       Individual Work
4.	Syllabus Design	10.25	11.1	·       Keith- (Group Leader**), Table, References and Introduction. ·       Bill- Rational and reflection ·       Ray- syllabus document editor and draft/design ·       WHOLE GROUP: Draft review, Instant messaging via Black Board, course design.
5.	Syllabus Evaluation	11.8	11.15	·       Keith- Students’ responses ·       Bill: (Group Leader), reflections ·       Ray- Evaluations and Table ·       WHOLE GROUP: Draft review, Instant messaging via Black Board.
6.	Final Demonstration	11.29/ 12.6	12.6	·       Keith: Demonstrations (Multimedia) ·       Bill: Group reflection ·       Ray: (Group Leader**), Summary ·       WHOLE GROUP: Draft review, Instant messaging via Black Board.

References

MacKeracher, D. (2004). Making sense of adult learning (2^nd ed.). Toronto, Canada: University of Toronto Press.

McLeod, S. (2010). Kolb Learning Styles. Retrieved from http://www.simplypsychology.org/learning-kolb.html

Merriam, S.B. (2001). Andragogy and Self-Directed Learning: Pillars Of Adult Learning Theory. In S. B. Merriam (Ed.), New Directions For Adult And Continuing Education (p. 13). San Francisco, Jossey-Bass.

Randall, A. (2012). Learn how to Play Drums and Percussion Now. Retrieved from http://www.playdrumsnow.com/how-to-practice/

SkyMark (2015).  Thinkers- John Dewey. Retrieved from www.skymark.com/resources/leaders/dewey.asp