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.
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: __________________________________________
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
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: __________________________________________
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
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: __________________________________________
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.
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
Common Core Standard Connectors
Teacher Program Guide
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.
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: __________________________________________
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
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: __________________________________________
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
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: __________________________________________
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.
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: __________________________________________
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
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
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