Notes

This is part of a series of lessons using hula hoops as a prop, for movement, drumming, improvisation and building teamwork. There activities focus on phrases, rhythmic perception, and listening skills. The rhythm is adapted from the Rhythmische Ubung by Keetman, number 20.

Process

Game 1—Phrases

• Everyone has a hula hoop to stand in.
• Stand inside your hula hoop (that is “home)
• Listen to the drum pattern (played on Tubano).
• When the drum plays you are invited to walk around your hoop.
• When the rhythm is over, step back into your hoop.
• Try again and find the ending of the patterns as a signal to step into the hoop.
• Can you step into the hoop at that last strike?
• The rhythm is repeated (played twice). Listen to the rhythm again. It is twice as long.
• Can you anticipate the end of the longer pattern to step into your hoop? Is it easier or
• harder to do?
• At the repeat, there will be a 4-tap signal (accented) indicating the repetition of the
• pattern.
• Walk away from the drum and when you hear that signal, start returning to your hoop.
• Find a pathway away from your hoop. Where will you go and how will you find you
• way back “home.”
• This time, find a new hoop to return to (like going to Orlando and starting in one theme
• park, but then moving to a new one!).
• Clap on those 4-tap signal to return to the hoops.
• Invite a student to play the drum emphasizing the 4-tap signal. The rhythm might change
• a bit.
• Walk to the steady beat to and from the hoops.

Game 2—Listening/Cooperation

• Listen again to the rhythm (Rhythmische Ubung #20)
• After the rhythm is played, you will hear a signal for how many feet should step in a
• hoop.
• Rhythm….signal…go to a hoop
• How will you solve the problem of three feet in a circle?
• How will you solve the problem of 5 or more feet in the hoop? (The group in the video
• only had 6 class members).
• Cooperate with the others in the group to find a solution to this challenge.
• A student leads the rhythm
• A new student plays a tambourine to decide “how many feet” go into a hoop
• Add other instruments to accompany the basic rhythm (for instance, a guiro or
• woodblock).

Discussion/Extensions

• Other pieces from the Orff Schulwerk, the Rhythmische Ubung could be used for this
• activity.
• With a larger group, a recorder might improvise a melody to accompany the rhythm.
• Though not ideal, a recording could play and stop (at a phrase) and then have the teacher
• or a student could signal how many feet should step in a hoop.
• The rhythm could be played as an improvised or composed melody.
• The class could create their own rhythm for this activity (or beat box a rhythm). This
• could be created with speech or rhythmic building blocks.
• A hand drum might lead this activity rather than a tubano.
• Rather than clapping on the 4 sounds, the group could play their drums (the group
• eventually did this).
• Walking around the room could include keeping a beat on the drums or choreographing a
• dance as the class walks with the drum.
• The original rhythm could be explored on temple blocks or with the sound gestures
• suggested by Keetman (right and left laps).