Global Percussion Journey

Overview

Unit Title: Percussion Playtime Adventure
Lesson Number: 7 of 9
Lesson Duration: 30 minutes
Year Level: Year 2 (Ages 7–8)
Class Size: 30 students
Curriculum Area: The Arts – Music
Australian Curriculum Links:

• ACAMUM083 – Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion.
• ACAMUM084 – Practise singing, playing instruments and improvising music, using elements of music including rhythm, pitch, dynamics, and structure, in a range of pieces, including music from the local community.

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Lesson Title

Exploring Cultural Percussion Instruments

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WALT – We Are Learning To:

• Identify and explore different percussion instruments from a range of cultures.
• Understand the cultural significance of selected percussion instruments.
• Use basic playing techniques to imitate world percussion rhythms.

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Success Criteria:

By the end of the lesson, students will be able to:

✅ Name at least two percussion instruments from other cultures
✅ Describe where those instruments come from and how they are used
✅ Demonstrate correct playing technique for at least one non-Western percussion instrument
✅ Respect instruments and cultures by listening and engaging thoughtfully

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Materials Required:

• A globe or large world map
• Visual aids/posters of instruments (e.g. djembe, taiko drum, bongos, tabla)
• Real or replica instruments for hands-on exploration (where possible)
• Audio samples of each instrument being played
• Interactive whiteboard or speaker system
• Whiteboard markers
• “My Cultural Percussion Passport” worksheet (for reflection)
• Stamps/stickers for ‘passport journey’
• Floor seating in semicircle for discussion and performance circle

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Lesson Sequence

1. Welcome Routine & Warm-Up (5 minutes)

• Greet students with teacher-led call-and-response clap rhythm (e.g. teacher claps ( \text{ta ta titi ta} ), students echo).
• Quick body percussion follow-the-leader game to get focused and energised.
• Brief recap: “Last week we made our own rhythms. Today, we’re going on a percussion journey around the world!”

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2. Whole-Class Discussion: Around the World (5 minutes)

• Display large world map.
• Teacher introduces the cultural journey by selecting three countries (e.g. Ghana, Japan, Cuba).
• At each point on the map, introduce:
  • The instrument (e.g. Djembe – Ghana; Taiko – Japan; Bongos – Cuba)
  • What it looks like
  • How it sounds (play audio sample)
  • Its cultural purpose (e.g. celebration, tradition, storytelling, ceremony)

Tip: Use storytelling format “Once upon a drum…” to engage children in the cultural background.

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3. Instrument Rotation Stations (15 minutes)

Divide students into 5 mixed-ability groups of 6 students each.

Station Round Robin (3 minutes per station):

• Station 1 – Djembe: Learn & practise bass and tone sounds.
• Station 2 – Taiko: Learn basic stance and group striking rhythm.
• Station 3 – Bongos: Explore high/low tones and hand movement.
• Station 4 – Listening corner: Match sounds with images (audio on loop; pictures of instruments)
• Station 5 – “Percussion Passport” worksheet: Draw your favourite instrument and write where it comes from.

Teacher and classroom assistant to float, guide technique, maintain respectful handling, and scaffold rhythm copying.

NOTE: Students rotate every 3 minutes with music or rhythm signal.

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4. Reflection and Sharing (5 minutes)

• Gather students back on the floor. Ask:

  • “Which instrument did you like best and why?”
  • "What did it sound or feel like?”
  • “How does music connect to people’s culture?”

• Invite 2–3 volunteers to ‘stamp’ their Percussion Passport on the map by placing a coloured dot sticker on the instrument's origin.

• Highlight how instruments reflect traditions and bring people together.

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Differentiation Strategies

For Diverse Learners:

• Use large, clear visuals with instrument names.
• Pair students strategically for peer modelling.
• Provide simplified rhythm patterns for EAL/D and supported learners.
• Allow extra time at reflective worksheet station.

For Students with Sensory Needs:

• Offer headphones for audio stations.
• Provide smaller hand percussion (e.g. shakers or small drums) as alternatives.

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Extension Activities for Advanced Learners

• Encourage layering rhythms (e.g. call and response within the group).
• Ask students to recount an imagined musical story from one of the countries.
• Allow curious learners to explore dynamics or tempo variation with their chosen instrument.

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Assessment Opportunities

• Formative: Observation of group work (engagement, technique, cultural attitudes).
• Student Voice: Pupil answers in reflection, participation in questions.
• Worksheet: Completion of percussion passport for understanding instrument, location, and cultural note.

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Teacher Reflection (Post-Lesson)

• Which cultural instruments generated the most interest and why?
• Were students mindful and respectful of cultural origins and techniques?
• Were any students emerging as rhythm leaders or particularly engaged with cultural context?

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Connection to Future Learning

Next lesson (Lesson 8 in the unit):
Title: “Creating Our Own Percussion Parade”
Students will select instruments (including cultural percussion) to design and rehearse a short performance in small groups.

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Notes

This lesson fosters intercultural understanding, aligns with the Australian Curriculum’s general capabilities (especially Intercultural Understanding and Critical & Creative Thinking), and embeds respect for diversity through active learning.

It also encourages teamwork, listening, and expression—key to the musical experience for Year 2.

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Optional Teacher Challenge 🌟

Invite local community members or parents from different cultural backgrounds to bring in percussion instruments or recordings in a future session.

Bring the unit to life by connecting students’ real-life cultural experiences to global sounds of percussion!