The Lewisville Independent School District

proudly presents the percussionists from

Briarhill Middle School

Downing Middle School
and
Lamar Middle School
Kennan Wylie, Instructor

Clinic

Simple Steps to
T eaching Successful
Beginning
Percussion

February 11, 2005

3:30pm - 4:45pm
Convention Center, Rm. 103
Texas Music Educators Association
San Antonio, Texas
 Simple Steps to Teaching Successful Beginning Percussion
I
SELECTING THE BEGINNING PERCUSSIONISTS
Everyone wants to play the DRUMS! Well, let the student know right off the bat that this is PERCUSSION
class and they will be responsible for learning ALL of the percussion instruments. The director may even wish
to name and show the student various percussion instruments. This may quickly eliminate the “drummer
only” syndrome. I would emphasize that the parent(s) be present to also hear your interview with their child.
While many band directors emphasize or require keyboard experience, I would strongly urge to use caution
in this area. Try to allow time during the screening process for some basic playing and observe the student's
coordination and rhythm.

II
CLASSROOM SETUP
An ideal situation would include the student each having a practice pad / drum and a bell kit along with sticks,
mallets, and metronome. The availability of “real” percussion instruments will vary from school to school.
Perhaps the band director will give the percussion class an occasional opportunity to practice in the bandhall
and have easy access to the instruments from time to time. The arrangement of instruments and students in the
classroom will vary depending on the particular instruction. I generally use a half-circle arrangement so the
kids can face me with their instrument. Perhaps try placing a snare drum (when engaged in snare instruction)
on one end and have the kids rotate around so that each student gets a chance to play on the “real” drum. This
can easily be done with a xylophone or marimba when studying keyboards.

III
GENERAL CONSIDERATIONS
Extra Percussion Time
It is not uncommon for the average percussionist to find themselves bored and unchallenged with the initial
stages of development. This is especially true where there is a heterogeneous music classroom approach. The
only way to avoid this situation is the addition of an extra meeting time (sectional) for training the young per-
cussionist. Separate percussion meetings should have priority over other sectionals due to the aspects of their
techniques, problems with various instruments, and learning to organize their equipment. Maybe a private les-
son teacher or qualified percussion teacher can come in occasionally and work the sectional.
Motivating the Young Percussionist
The biggest factor here is the director’s basic attitude toward the percussion section. The director can convey
a positive approach by doing simple things like scheduling percussion sectionals which conveys a sincere con-
cern for their contribution. Also, something as easy as referring to the students as “percussionists” and not
“drummers” helps establish a more professional relationship and atmosphere.
 IV
GOALS / OTHER FACTORS
It is essential that beginning percussion training include a healthy dose of snare drum and keyboard percus-
sion. Timpani, accessory instruments, and possibly some drumset should be included. The young percussion-
ists should have knowledge of proper technique (grip, stroke, etc.) on each instrument. A counting system
based on syllables must be stressed. Also, fundamental rhythmic and melodic reading must be achieved.
Ultimately, the student should attain percussion skills necessary for competent musical performance.

V
The “New Wave” Curriculum

What instrument do I start with? Why? When do I introduce other instruments?

What can I do to keep my students from being bored?

I will show you what we do with the Marcus H.S. cluster middle schools. Please keep in mind that there are
many options in deciding what’s best for your school. The days of teaching just snare drum and bells are well
gone. We use a more creative approach that teaches not only solid technical skills, but one that will develop
more musical skills as well as ensemble blend and balance. Please keep in mind that there are many options in
deciding what's best for your students.

August
Snare Drum
Concentrate only on the basic REBOUND stroke. We will
do this on the pad only. This legato stroke will be the most
universal stroke that we can apply to every percussion
instrument. 8 on a hand, paradiddle / 8th note combinations.
Introduction of basic rhythm: quarter note, half note, whole
note, eighth note, Quarter rest, half rest, whole rest, and
eighth rest.

Ex. 1 Ex. 2

Keyboard
- Basic music theory instruction - staff, clef, measure, bar lines, accidentals, naturals, sharps, flats, etc.
- Learn tetrachords (apply stroke technique).
 September to mid-October
Snare Drum
- Develop 16th note flow, using the same
rebound stroke. Learn some basic 16th note
rhythms.
- Introduction of dynamics, (height system).

Ex. 1A

Keyboard
- Start melodic reading (middle C, D, E, F,
G,) Using only rhythms covered in August.
- Tape over any marked notes on the keys. Ex. 2A
- Combine tetrachords for major scale – add
C and F major scale.
- Additional new notes (Bb, Eb, and A)

Ex. 3

Ensemble
- Combine snare drum and keyboard
exercises.
- Utilize “real” snare drum and mallet Ex. 3A
instruments - marimba, xylo, vibes, etc.
- Start to discuss blend, balance, and other
ensemble issues.

Ex. 4

Ex. 5
 Mid-October to Mid-December
Snare Drum
- Develop the double bounce ("two for on
stroke")
-Add the 5, 7, 9, 13, and 17 stroke roll.
- Introduce buzz roll.
- No new rhythms during this period.
Ex. 4A

Keyboard Ex. 5A
-Add new notes Gb,Ab, upper D and Eb
- Add Bb, Eb, and G major scales.
- Basic keyboard exercises.
- Add Rolls
- Add upper octave F, G, A, Bb, C

Ex. 6

Timpani
- Introduction of instrument, techniques, Ex. 6A
grip, stroke, etc.
- Basic exercises utilizing 2 and 3 three
drums.

Ex. 7

Ex. 7A
Concert Toms
- How to set up, read notation. Reinforce
buzz roll training.

Ex. 8

Ensemble
- Combine snare drum, keyboards, and tim-
pani. Ex. 8A
- Prepare concert music if necessary. (add
accessories if applicable here).
- More ensemble issues - watching conduc-
tor, etc.
 Mid-December to Mid-January
Snare Drum
- Introduce the “controlled stroke” (w/ tap
stroke, upstroke, etc.)
- Single hand accent exercises. Alternating
hand accent exercises.
- Develop the “flam rudiments”. Flam para-
diddle, flam accent, flamacue, flam tap. Ex. 9
- No new rhythms are added.

Ex. 9A
Keyboard, Timpani, Concert Toms
- Reinforce learned techniques.
- Add Ab and Db major scale. Add chromat-
Ex. 10
ic scale

Ex. 10A

Accessory Instruments
- Crash cymbals, suspended cymbal
- Concert bass drum Ex. 11
- Triangle, woodblock
- Tambourine
Ex. 11A

Ensemble
Ex. 12
- Combine all learned instruments in musi-
cal selections.

Ex. 12A

Ex. 13
 Mid-January to March

Snare Drum
- Prepare snare drum solo for performance
- Lots of reading.

Ex. 14

Keyboard
- Prepare keyboard solo for performance
- Lots of reading
- All seven major scales 2 octaves.

Ensemble
Ex. 14A
- Combination of both solos. (w/ and with-
out CD)
- Balance, blend, listening, melody, accom-
paniment, etc.
 March thru April
Snare Drum
- Add more 16th note based rhythms to
existing package.
- Introduction to 8th note and 16th note
triplet. Ex. 15

Ex. 15A
Keyboard
- More reading
Ex. 15B

Ex. 16
Latin Percussion Instruments
- Bongos, cowbell, shakers, maracas
Ex. 16A
- Congas, claves
- Guiro, timbales
- Castanets
Ex. 17

Ex. 17A

Ensemble
- Fun tunes w/ Latin percussion instruments
and keyboards and snare drum. Ex. 17B
- Start percussion ensemble piece.

Ex. 18 Ex. 19

Ex. 18A
Ex. 19A
 End of April thru May

Snare Drum
- “Cut-time” rhythm
- “8” time reading (reinforce buzz rolls)

Ex. 20

Ex. 20A

Keyboard
- More reading
Ex. 21

Ex. 21A

Accessory Instruments
- Whip crack, ratchet, sleigh bells, wind
chimes
- Gongs, finger cymbals, crotales Ex. 22

Ex. 22A

Drumset Ex. 22B

- Introduction to drumset
- Basic rock, jazz, and Latin beats

Ex. 23 Ex. 23A

Ensemble
- Fun tunes w/ accessory instruments and Ex. 24 Ex. 24A
keyboards and snare drum.
- Work on band music and percussion
ensemble.
 Additional Notes

All musical examples used for today's clinic are from

"Simple Steps to Successful Beginning Percussion" by Kennan Wylie.
For more info come by our TMEA Booth #9126
or visit our website at www.kwylie.com.

SPECIAL THANKS TO

Brook Mays Music Company - Printing and Duplication

Innovative Percussion

Robby Poole - editing assistance

Arjuna Contreras and Josh Jennings - Private Percussion Instructors

Briarhill M.S. Band Directors - Liz Grant, Jenny Zelayas

Downing M.S. Band Directors - Steve Smith, Will Skelton

Lamar M.S. Band Directors - Alan Hanna, Will Barfield

All of the Briarhill, Downing, and Lamar M.S. percussion Moms and Dads.

Special Acknowledgments to the L.I.S.D.

Dr. Jerry W. Roy, Superintendent

Dr. Danna Rothlisberger, Supervisor of Fine Arts
Mr. Kevin Rogers, Principal, Marcus High School
Mr. Mike Fields, Principal, Lamar Middle School
Mr. Ben Rambo, Downing Middle School
Mrs. Michelle Bryson, Briarhill Middle School
Mr. Rick Villareal, Head Band Director, Marcus High School
Ms. Amanda Drinkwater, Asst. Band Director, Marcus High School
Mr. Mike Brown, Asst. Band Director, Marcus High School