Submitted by Tami Mangusso, Aurora, Colorado
Idea posted August 17, 2005
I used to color code Boomwhacker® notation, but I found that students don't really need it. I just put the music on transparencies, and we read from that. I do write the letter names under the notes.
Also, when my classes play Boomwhackers®, I break them into groups. Each group is assigned a phrase (measures) to play. I don't do the traditional way of the student with the E tube playing all the Es in the song. I had problems with students saying, "It's not fair that so-and-so gets to play more." Those who get put on a Boomwhacker® that isn't used much end up losing interest. Then they don't play when they're supposed to because they're mad that they don't get to play as much as others. I find that putting them into groups keeps everyone engaged, and no one falls asleep.
Here's an example of how the grouping works using the song "Boom!" from Music K-8, Vol. 14, No. 5.
I divide the class into four groups of four students.
- Group 1 plays: m3, m5, m7, m9, m11 (two students on the E tube for counts 1 - 3 and two students on E and D tube for count 4 +)
- Group 2 plays: m4, m6, m8, m10, m12 (two students on E tube for counts 1 - 3 and two students on G and A for counts + 4 +)
- Group 3 plays: m13, m15, m17, m19 (two students on A tube and two students on B tube)
- Group 4 plays: m14, m16, m18 (two students on C tube and two students on C' tube)
Putting the students into small groups of four makes it easier for them to work as a team. I've been amazed at how my students have been working together to get their part right. Some of the groups came up with ostinatos to help them play their part. Group 1 came up with "I want more candy," and Group 2 came up with "I want gum and chocolate."