2.2 Creating Drums

Written By Bob Habersat
 
Vimeo Video with Clickable Chapters
VIDEO CHAPTERS
 
 

  • Description:
    Students will program their own drum patterns using Soundtrap's patterns sequencer by following the rules for a drum groove.

    Musical Objectives:
    Understand the recipe to make a one-bar drum pattern.

    Technical Objectives:
    Create a region that is one bar in length.
    Move loop braces and enable cycle mode.
    Use the pattern beatmaker to create a drum pattern.

  • Prep:
    Practice using the sequencer to create your own drum patterns following the guidelines in 2.2. Try to copy drum patterns of songs that you like to develop dexterity using the tool. Prepare some drum patterns with errors in them form some of the connection activities.
    Copy the template for 2.2 to your Soundtrap account and create an assignment. Share the assignment URL with your students through your LMS.

    Materials:
    2.2 Project Rubric
    2.2 Enrichment Template
    Half Time Enrichment Page

  • As a Class:

    • Watch the top video and discuss the recipe for a basic drum pattern.

    • Complete some of the connection activities to build confidence and understanding of the material.

    • Watch the longer step videos and create a drum pattern together using the teacher’s device connected to a projector.

    Individual:

    • Instruct students to copy and paste the assignment URL from their LMS to open up the Soundtrap Assignment on their own devices.

    • Have students watch the short step videos to create their own drum pattern.

    • Remind students to check their work by viewing the checklist.

    • When students are done, they can show each other their grooves and/or create new grooves by watching the new grooves video that is password-protected (password: 88tg88tg).

  • LINK TO RUBRIC
    Informal Assessment:

    • Check for understanding by asking questions during the class viewing of the step videos.

    • Walk around the room while students are completing the individual portion of their projects and check to see if they understand the technical objectives, such as creating a region, enabling cycle mode, creating a drum track, and/or entering events in the pattern beatmaker.

    Formal Assessment:

    • The completed drum patterns can be graded by the instructor against the rubric. Students can also present their drum grooves to each other in small groups or to the entire class.

  • Guided Groove Listening:

    • Play songs at different tempos and have students do the following:

      • Count the beat.

      • Stomp on beat one.

      • Clap on beats 2 and 4.

      • “Ts” a hi-hat part.

    Large Group Drum Machine:

    • Write a drum pattern on the board and have the class perform it by assigning different sections of the group to stomp the kick, clap the snare, and “ts” the hi-hats. Have the groups switch roles and apply the drum grooves to different recordings.

    Sequencer Battleship:

    • This activity helps build confidence in reading the pattern beatmaker sequencer in Soundtrap.

    • Have students open up the pattern beatmaker on their devices and instruct them to draw in 1x3 (sub), 1x4 (cruiser), and 1x5 (battle) “ships” horizontally or vertically in the sequencer area. Put them in pairs and have them take turns guessing different locations using the following descriptive language: the snare on the e of beat 4. When a student has guessed a subdivision that has an opponent's ship in it, they say "hit." If they guess a subdivision that does not have an opponent’s ship in it, they say "miss." The first opponent to sink the other’s ships wins.

  • Enrichment:

    • If students have an understanding of the material and you would like them to access the enrichment page, enter the password 88tg88tg.

    • Have students create more drum patterns and learn how to change the tempo and sound of the grooves using the unlocked sidebar videos.

    • Instruct students to open up the drum, bass, and melody template to apply their drum skills to a drumless template.

    • The enrichment page covers how to create half-time drum grooves. Students who want to create a half-time groove should watch the lesson videos. They can present these grooves to the class, their small groups, or individually for their grade.

    Remediation:

    • If students are having trouble with the technical or musical elements of the lesson, partner them up with students who have a firm grasp of the topic. You can also pre-make the snare and hi-hat lines for them to limit their choices. A kick attack on beat one can also be added to further this concept.

  • It is possible that students will want to fill the grid when they see the pattern beatmaker for the first time. To get ahead of this tendency, preface that the sequencer is a tool that many hip-hop and pop producers use. By making connections to the tool being a part of the real-world tools used by industry pros, students will respect the use of the tool. When looking at students' work while they are making their grooves individually, highlight drum patterns that have been created and play them out loud for the class. Showcasing work during the creation process will build confidence in those being highlighted and remind those that are still working what the expectations are.

  • Core Arts Standards

    1. Creating:

      • Anchor Standard 1 (Generate and conceptualize artistic ideas and work): Students understand the recipe to make a one-bar drum pattern.

      • Anchor Standard 2 (Organize and develop artistic ideas and work): Create a region that is one bar in length.

      • Anchor Standard 3 (Refine and complete artistic work): Use the pattern beatmaker to create a drum pattern.

    2. Performing:

      • Anchor Standard 4 (Select, analyze, and interpret artistic work for presentation): Discuss and create drum patterns together as a class using a projector.

    3. Responding:

      • Anchor Standard 7 (Perceive and analyze artistic work): Students check their work by viewing a checklist.

      • Anchor Standard 8 (Interpret intent and meaning in artistic work): Present their drum grooves to peers or the class.

    4. Connecting:

      • Anchor Standard 11 (Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding): Connect their drum patterns to broader contexts and real-world tools used by industry pros.

    Technology Literacy Standards

    1. Empowered Learner (ISTE Standard 1):

      • Use Elements Looper and other music production tools to control their learning and track progress.

    2. Creative Communicator (ISTE Standard 6):

      • Experiment with muting instrument tracks and use the filter pad to alter sounds, presenting their work digitally.

    Career Readiness

    • Music Production: Skills in creating and arranging drum patterns.

    • Sound Engineering: Understanding technical aspects of creating a drum pattern.

    • Broadcasting and DJing: Ability to create and analyze drum patterns for performances.

    • Multimedia Production: Integrating drum patterns into various multimedia projects.

 
Bob Habersat
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3.1 Chord Basics