PULSE: A STOMP Odyssey (3-5)

Grades: 
3, 4, 5

Introduce students to “rhythms of life” around the world, including the rhythms of music and philanthropy. They use atlases and maps to find world locations. They create their own musical rhythms and reproduce the rhythms of others as an analogy for serial reciprocity.

Lesson Rating 
0
Duration 
PrintBefore Viewing – One 50 minute class period. After Viewing – One 50 minute class period
Objectives 

The learner will:

  • locate cities and countries on a world map of places mentioned in the movie Pulse: A Stomp Odyssey.
  • understand the Arts as a philanthropic act and/or as a recipient of philanthropy.
  • create a percussion instrument using “everyday” objects.
  • create and reproduce rhythm patterns.
Materials 
  • Buckets, cans, wooden spoons, any items that the students can use to make musical rhythms. Don’t forget their bodies and voices.
  • Large wall map
  • Classroom atlases
  • Map pins or other device for marking places on the map
  • Soundtrack from PULSE: A STOMP Odyssey if available (any percussion type music would work) 3x5 cards with the names of each place shown in the movie listed on the front (Granada, Spain, Kerala, India, Winchester, England, Sado Islands, Japan, Salvador Bahia, Brazil, Johannesburg, South Africa, North America- United Nations New York, NY; Red Rock Canyon, Arizona). See the Educator Guide at https://www.slsc.org/assets/pdfs/EG-Pulse.pdf for a complete listing of places shown in the movie.
Teacher Preparation 

Before viewing the movie check out the Educator Guide at https://www.slsc.org/assets/pdfs/EG-Pulse.pdf to find many teacher and student resources that can be used both before viewing and after viewing the movie.  The locations of the countries and areas seen in the movie are listed, as well as their longitudes and latitudes.  It is a good interactive site for the students to use after viewing the movie.  Samples of the movie sound track are also available on this site. 

 

There are several scenes in the movie that might appear “unusual” to the students because of the way the people are dressed or the way they sound.  Be sure that you discuss with the students that they should be sensitive to other cultures’ dress and communication styles.  The Kodo drummers usually wear only a “loin cloth” because playing these large drums (taiko) requires much strength and agility just like a runner or swimmer.  They wear very little so that they can move about easily.

Home Connection 

Students may share their “instruments” with family members and demonstrate the Copy Cat and Pass It On games.

Bibliography 

Instructions

Print
  1. Note: The video of PULSE: A STOMP Odyssey is available at Amazon.

    Anticipatory Set: As students enter the room, have percussion music playing in the background. Give the students time to “move to the beat.” After a few minutes have passed, lead them in a discussion of what they have heard. Questions may include the following: How did it make you feel? What were the instruments being played? Do any of you play an instrument that makes those sounds? Where do you think the musicians are from? Why? Lead students to discover that music, particularly percussion, can be played using almost any item as an instrument.

  2. Give each student a 3 x 5 card with the name of one part of ageographical matchwritten on it. (For example, write a city (Granada) on one card and the country (Spain) on another.)

  3. Allow the students time to find their geographic match. Have a large world map and/or atlases available for students to consult as they look for their matches.

  4. Depending on the size of the class, there might be two or three pairs of students with the same city and country. Have them all become one larger group and locate the place in an atlas. Once they have located the place in the atlas, have them put a marker on the world map.

  5. After all groups have finished, tell them that the movie that they are going to see is going to take place in all of the countries they marked on the map, and some places that aren’t marked on the map.

  6. Ask them to conjecture about how music might be different in Africa or Spain or the U.S. or any of the locations listed.

  7. Tell them that they are going to see a movie that explores the “rhythm of life” around the world. Remind them that music and dance are considered performing arts.Tell the students that when people perform for others it can be considered a philanthropic act, they are sharing their time and talent to enhance the common good. There are nonprofit organizations (organizations whose income is not used for the benefit or private gain of stockholders, directors, or any other persons with an interest in the company) that sponsor different types of performances like the one they’re going to see. A nonprofit organization named America Honda – Young Audiences sponsored the making of this movie. The organization is a nonprofit foundation for arts education

  8. Show the DVD Pulse: a Stomp Odyssey.

  9. After viewing the movie:

  10. Spend some time discussing the movie. Questions may include the following: What did you like about the movie? Is there anything you would like to know more about? How did a group do a certain rhythm? What was the one unifying idea or factor in the movie? Include in the discussion the concept of the “rhythm of life.” Bring into the discussion that all cultures have their own unique rhythms just like all cultures have their own unique philanthropic traditions – their own way of working together for the common good. Philanthropy is another “rhythm of life.” Remind them that sharing talents through the arts can be an act of philanthropy.

  11. Ask them to recall as many items as possible that were used to make musical rhythms (drums, sounds made with mouths, voices, bells, everyday objects, jewelry, shells). List these on chart paper to use as a reference when the students make their instruments.

  12. Tell the students that you are going to play a game making rhythms.Ask them if they have ever played “Copy Cat?” Have the students stand in a circle and listen while you clap out a simple rhythm. Begin by counting to four then clasp out a very simple rhythm. Ask the students to copy your rhythm. Continue playing this game until you feel most of the students have the idea.

  13. Students are going to make percussion instruments using everyday objects and create a rhythmic pattern to play on the instrument. Remind them that they may use their bodies to compliment the pattern played on the instruments. Tell the students to spend a few minutes choosing an item to use as an instrument.

  14. Using the instruments, play the “Copy Cat” game. Ask a student to be the leader and have students follow that student’s rhythm.

  15. For a more advanced version, clap out a rhythm and have one student add to the rhythm. Then have another add more, and have students continue to add to and repeat the original rhythm as far as possible. Do this several times until all students have had a chance to “Pass It On.”

  16. Explain to the students that when an act of kindness (philanthropy) is received and then “passed on” as another philanthropic act it is called “serial reciprocity.”

  17. As an act of philanthropy, have groups of students visit classrooms of younger student and teach them the “Copy Cat” game.

Cross Curriculum 

Students may perform musically for a group (at a retirement home or daycare) to share the gift of music and friendship.

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark E.1 Define philanthropy as the giving and sharing of time, talent, or treasure intended for the common good.
      2. Benchmark E.5 Define the terms "profit" and "not-for-profit."
  2. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark E.1 Describe one reason why a person might give or volunteer.