Japanese Drumming and Dance Taikoza · Japanese Drumming and Dance Taikoza Taikoza introduces...

Japanese Drumming and Dance

Taikoza

Taikoza introduces students to the rich festival traditions of Japan. Accompanied by thunderous taiko drums and

Japanese flutes, students take a journey through different regions of Japan as they explore traditional folk song and

dance.

Contact Young Audiences for more information on this and other programs at 410-837-7577 or yamd.org

Young Audiences/Arts for Learning | 2600 N. Howard St., Suite 1300 | Baltimore, MD 21218

Teacher Program Guide

Assembly Date: __________________________________________

Assembly Time: __________________________________________

For Students in: __________________________________________

Please pass along the attached teacher program guide to all participating classrooms.

Setup Requirements

Stage: 20 feet wide and at least 12 feet deep; however, the group is flexible

2 microphones: 1 high stand and 1 low, if possible

Artist Arrival Time

30 minutes prior to performance

Suggested Introduction

“Ladies and gentlemen, boys and girls, let’s give a warm welcome to Taikoza presenting… Japanese Drumming and Dance!”

Inclement Weather

DON’T WORRY! Artists will follow school closings/delays, and will work with you to reschedule the performance if

necessary.

Young Audiences Contact Number

410-837-7577

After Hours / Emergency Number

Call 410-837-7577 and follow the prompts to be connected with a staff member on call.




Assembly Date: __________________________________________

Assembly Time: __________________________________________

For Students in: __________________________________________

Artist Bio

This Japanese taiko drum group has dazzled audiences worldwide with its electrifying

performances since 1995. “Taiko” means big drum, and Taikoza draws from Japan’s

rich tradition of music and performance and is inspired by the many festivals and

rhythms of Japan. “Beginnings,” Taikoza’s first album, was nominated for a 2004 Just

Plain Folks Music Award. Taikoza has appeared on ESPN at the Sumo Tournament

held at Madison Square Garden and has toured internationally. You can also hear

Taikoza in the Nintendo game “Red Steel.”

Inside this guide:

Artist Bio

Program Description

Maryland State Curriculum Connectors

Core Curriculum Connectors

Background Information

Vocabulary

List of Resources

Post-Performance Activities

Discussion Questions




Assembly Date: __________________________________________

Assembly Time: __________________________________________

For Students in: __________________________________________

Program Description

Taikoza introduces students to the rich festival traditions of Japan. Accompanied by thunderous taiko drums and Japanese

flutes, students take a journey through different regions of Japan as they explore traditional folk song and dance.

“What we appreciated the most was your ability to communicate with each student. We cannot say enough as to how

much you and your artists did such a wonderful job. Many thanks for the beauty you bring to education.”

Regina, PS 171 Patrick Henry, New York




Assembly Date: __________________________________________

Assembly Time: __________________________________________

For Students in: __________________________________________

Maryland State Curriculum Connectors

Fine Arts Content Standards in MUSIC 2.0 Historical, Cultural, and Social Context:

Students will demonstrate an understanding of music as an essential aspect of history and human experience.

1. Develop the ability to recognize music as a form of individual and cultural expression through experiencing music as

both personal and societal expression.

CCSS.ELA-Literacy.CCRA.R.7

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in

words.



Common Core Standard Connectors


Assembly Date: __________________________________________

Assembly Time: __________________________________________

For Students in: __________________________________________

Background Information

This group personifies power, grace, pulse, and driving rhythms. The electrifying aural and visual display consists of

three drummers and a dancer. The huge Taiko drums were originally used in Japan to purify and drive away evil spirits

and today they keep audiences glued to their seats. Taikoza draws from Japan’s rich tradition of musical performance to

create a new sound using a variety of instruments. The combination of drums, shakuhachi, and fue (both bamboo flutes)

is a rare and unforgettable treat for American ears.




Assembly Date: __________________________________________

Assembly Time: __________________________________________

For Students in: __________________________________________

Vocabulary

Arigato – Thank you

Bachi – Japanese word for Taiko drum sticks

Bon Odori – summer festival involving dances

Fue – horizontal bamboo flute

Kimono – Japanese costume worn by men and women

Happi – a shorter coat worn nowadays for festivals (Taikoza members wear them)

Konnichiwa – Hello (daytime greeting)

Matsuri – Japanese word for festival; can happen in any season but is usually a dedication to gods to thank them for a good year

Ohayo – Good morning

Ongaku – music in Japanese, each character that forms the word, meaning sound and enjoyment/fun

Shakuhachi – name of the long 5-hole vertical end blown bamboo flute

Taiko – Japanese barrel shaped drums

Tokyo – capital of Japan




Assembly Date: __________________________________________

Assembly Time: __________________________________________

For Students in: __________________________________________

List of Resources

CDs

Soh Daiko – Taiko Drum Ensemble

Japanese Taiko – Joji Hirota and the Taiko Drummers

BOOKS

Simple Flutes: A Guide to Flute Making and Playing by Mark Shepard

MOVIES

“The Last Samurai”

WEBSITES

www.marcolienhard.com

www.taiko.com

www.taikodrum.com

www.taikorus.com




Assembly Date: __________________________________________

Assembly Time: __________________________________________

For Students in: __________________________________________

Post-Performance Activities

Use the Vocabulary Resource Sheet to define and discuss key concepts from the program.

Taiko music is frequently played at Japanese festivals or “matsuris.” Research other customs and traditions of

“matsuris,” and choose a Japanese festival to have in class.

Have students create a vocal symphony. Each student chooses a sound or melody to repeat, and other students will

attempt to harmonize.

How are different cultures expressed through rhythm?

Why do you think there are similarities in the instruments and rhythms from around the world?

How are drums and other percussion instruments used in our culture today? Compare and contrast their use in our

culture today with their historical use in other cultures.




Assembly Date: __________________________________________

Assembly Time: __________________________________________

For Students in: __________________________________________

Classroom Discussion Questions

Vocabulary Resource Sheet

Taikoza’s “Japanese Drumming and Dance”

Taiko – __________________________________________________________________________

Matsuri – ________________________________________________________________________

Bachi – __________________________________________________________________________

Shakuhachi – _____________________________________________________________________

Fue – ____________________________________________________________________________

Tokyo – __________________________________________________________________________

Ongaku – _______________________________________________________________________

Kimono – _________________________________________________________________________

Bon Odori – _____________________________________________________________________

Ohayo – _________________________________________________________________________

Konnichiwa – ____________________________________________________________________

Sayonara – ______________________________________________________________________

Arigato – ________________________________________________________________________

Name: __________________________________________

Date: __________________________________________

Lesson Title: Build A Drum

Artist’s Name: Taikoza

Teacher’s Name:

School:

Grade: Fine Arts Standard (from Maryland State Standards) Standard 2.0 Historical, Cultural, and Social Context Students will demonstrate an understanding of music as an essential aspect of history and human experience. 2. Become acquainted with the roles of music in the lives of people Objective

1. Listen to and describe musical examples that represent styles and traditions from various historical periods and world cultures

Integrated Content Area:

CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

Lesson Objective: 1. Students will develop their abilities as creators and performers of music. 2. Students will further their understanding of music by studying musicians, composers, their work and the role of music in cultures and societies. 3. Students will examine and engage in a process for creating instruments. 4. Students will explore individual artistic vision within an international context. Introduction/ Motivation The teacher asks students to look at their chosen style of drumming. Then asks the students to narrow down their research to pick one type of drum to focus on. The teacher introduces the students to the project. Their task is to build their own drum based on the knowledge from their research on their own drum. The drum must be similar but does not have to be a replica. *Optional: The teacher can provide a medium for the skin/head of the drum (watercolour tape) if the students need guidance.

Sample Lesson Plan

YOUNG AUDIENCES OF MARYLAND

http://www.corestandards.org/ELA-Literacy/RST/6-8/3/

Modeling: The teachers and students work together to dissect this drum design. They must figure out how the drum creates sound, how that is affected by its design, and its materials. Guided Practice: The first task is for students to submit a plan of how they plan to construct their drum, what materials they are going to use and a rough drawing of their vision for their drum. This will be submitted to the teacher.

Independent Practice: Students will build their drums; this will take a few class periods and some trial and error. Students will need to use their drums in class, so they must be functional.

Assessment/Closer: Once the students have completed their project they will review their original proposal and write a reflection based on the proposal and their process. This reflection should include: _ How their plans changed? What changed? _ What was positive about the experience? _ Ask them to identify one problem they encountered and how they overcame/solved that problem.

Vocabulary Reference vocabulary from the Taikoza performance. See teacher guide.

Materials Varies, depending on students and type of drum. Students need access to computers/resources

Resources Teachers may choose to use: “Percussion Instrument Making Notes” by Dr. Craig Woodson from www.worlddrumming.net “Making a Drum” by International House of Blues Foundation from www.ihobf.org/learning/drums.asp

http://www.worlddrumming.net/

Japanese Drumming and Dance Taikoza · Japanese Drumming and Dance Taikoza Taikoza introduces...

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