2022 Texas Music Educators Association Convention

Simple Steps to
Successful
Beginning
Percussion

Kennan Wylie
Friday, February 11, 2022, 2:30pm
Stars at Night Ballroom 1-2
San Antonio Convention Center, San Antonio, TX
 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 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 band hall 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 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 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.

Instructor

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 when 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 percussionist.
Separate percussion meetings should have priority over other sectionals due to the aspect of their techniques,
problems with various instruments, and learning to organize their equipment. Maybe a private lesson 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 concern 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. The Game Plan
Every teacher needs an effective “game plan” for successful results. In percussion education, this plan will include
items such as:
• When to start snare drum?

• When to start keyboards?

• When to introduce rhythms?

• When to start rolls?

• When to introduce timpani?

• How many rudiments should be covered?

…and so many more decisions.

The best way to answer these questions is to determine what expectations you have for your percussionist by the
end of their first year. A successful game plan can help you achieve these expectations. The selection of curriculum
will also play a vital role in helping your students meet these goals.
I will share some of my first-year goals and the basic plan I used to help my students achieve these goals.

V. What to do - Year 1 beginning percussion

Snare Drum
• Basic understanding of grip, hand position, and stroke.

• Produce appropriate rebound stroke / controlled stroke (down, tap, up)

• Demonstrate 14 warmups that will cover essential techniques including singles, doubles, accents, flams,
paradiddles.

• Proficiently perform basic rhythms including quarter note/rest, half note/rest, whole note/rest, dotted notes, 8th
note/rest, 16th note/rest, 8th/16th note triplet while counting aloud, and foot tap

• Basic understanding of cut time / odd meter.

Keyboards
• Basic understanding of grip, hand position, and stroke.

• Produce appropriate stroke

• Understanding of all tetrachords / major scales

• Proficient keyboard identification – Low F up 2.5 octaves

• Proficient treble clef staff identification – Low F up 2.5 octaves

Timpani
• Basic bass clef identification

• Produce appropriate stroke

• Understanding of hand position, technique, beating area

• Knowledge of drum ranges / proficiently tune drum

Accessory Instruments
• Basic knowledge / technique for bass drum

• Basic knowledge / technique for crash cymbals and suspended cymbal

• Basic knowledge / technique for tambourine

• Basic knowledge / technique for triangle

Latin Percussion Instruments

• Basic knowledge / technique for bongos / congas

• Basic knowledge / technique for claves / maracas

• Basic knowledge / technique for guiro / cowbell

• Basic knowledge / technique for timbales

Drum set
• Basic knowledge of set-up

• Basic knowledge of foot technique for bass drum and hi hat

• Basic coordination skills for fundamental rock, jazz and latin patterns

VI. How to do it - Year 1 beginning percussion

Select a curriculum that will allow the best results to be achieved, not necessarily the quickest or easiest. Choose one
that feels comfortable to you. Select one that has flexibility and options for you to help you reach your desired goals.
Also keep in mind the musical value of the selected curriculum. Appropriate literature even at the beginning level
can greatly impact a young percussionist’s musicianship.

The “accountability” factor can also be another big key. In other words, once new concepts are taught/introduced they
should be included throughout the year. This tends to make the student more “accountable” about what they have
learned.

Another consideration is having beginning Percussion students perform a solo and/or ensemble for a performance.
What a great tool to continue their development in specific areas. Also, use any potential for beginner band music to
help teach accessory instruments as well as keyboard training. These types of opportunities are very useful and can
give students a “break” from their daily curriculum while still learning.

In closing, whatever “game plan” you design for your students, try to stick with it and give it time. Adjustment can be
made throughout the process or from year to year. Provide realistic goals that will benefit your percussionists as well
as your band program. Best of luck!

VII. When to do What - Year 1 beginning percussion

Consider sketching out a monthly plan with some weekly goals. This may take some time to develop the timing of
what works for you in your situation. For example, what might work for someone who sees their students five times a
week might not be the same for those who see their students three times a week. Adjustments will have to be made.
Here is a sample of Mr. Wylie's plan for the first semester (18 weeks) and second semester (18 weeks) of school.
Notice the graphs help illustrate the percentages.

All music examples included in this handout are from:

“Simple Steps to Successful Beginning Percussion”
 August
Keyboards
30%

Keyboard
• Basic music theory instruction – staff, clef,
Snare Drum
measure, bar lines, accidentals, naturals, sharps, flats, 70%
etc.
• Use MusicTheory.net to learn note recognition
and staff identification.
• Tape over any marked notes on the keys.

Ex. 1 – Step #2
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, Ex. 2 – Step #4
paradiddle / 8th note combinations. Introduction of
basic rhythm: quarter note/rest, half note/rest, whole
note/rest, 8th note/rest, dotted quarter note.

September to Mid-October
Keyboards
35%
Snare Drum
• Develop 16th note flow, using the same rebound
stroke. Snare Drum
65%
• Learn some basic 16th note rhythms: sse, ess, Ex. 3 – Step #7
ss rrrr, rrrr ss
• Introduction of dynamics (height system).

Ex. 4 – Step #2a

Keyboard
• Basic stroke/technique
• Tetrachords
• Start melodic reading (middle C, D, E, F, G) using Ex. 5 – Step #4a
only rhythms covered in August.
• Combine Tetrachords for major scale - add C and
F major scale.

Ex. 6 – Checkpoint A / A1

Ensemble
• Combine snare drum and keyboard exercises.
• Utilize “real” snare drum and mallet
instruments - marimba, xylo, vibes, etc.
• Start to discuss blend, balance, and other
ensemble issues.
 Mid-October to Mid-December
Concert Toms
5%
Timpani
15%
Snare Drum
40%

Keyboards
40%

Snare Drum
• Develop the double bounce (“Two for One Ex. 7 – Step #12
stroke”)
• Add 5, 7, 9, 13, and 17 stroke rolls.
• Introduce buzz roll
• No new rhythms during this period.

Ex. 8 – Checkpoint B1
Keyboard
• Add new notes B@b, E@b, and upper A@b.
• Add B@b and E@b major scales.
• Basic keyboard exercises.
• Add rolls.
• Add upper octave A, B@b, and C

Ex. 9 – Step #11 / #11a

Timpani
• Introduction of instrument, stroke, grip,
technique, etc.
• Basic exercises utilizing 2 and 3 drums.

Ex. 10 – Step #14 / #14a

Concert Toms
• How to set up, read notation.
• Reinforce buzz roll training.

Ex. 11 – Checkpoint C1

Ensemble
• Combine snare drum, keyboard, and timpani.
• Prepare concert music if necessary (add
accessories if applicable).
• More ensemble techniques - watching conductor,
etc.
 Mid-December to Mid-January
Accessories
10%
Timpani
10%

Snare Drum
50%
Keyboards
30%

Snare Drum
Ex. 12 – Step #15 / #15a
• Introduce the “controlled stroke” (tap stroke, up
stroke, etc.)
• Single hand accent exercises.
• Alternating hand accent exercises
• Develop the flam rudiments (flam paradiddle,
flam accent, flamacue, and flam tap
• No new rhythms during this period.

Ex. 13 – Step #16 / #16a

Ex. 14 – Step #17 / #17a

Accessory Instruments
• Crash cymbals, suspended cymbal
• Concert bass drum
• Triangle, wood block
• Tambourine

Ex. 15 – Step #18 / #18a

Ex. 16 – Step #18a

Ensemble
• Combine all learned instruments in musical
selections.

Keyboard
• Reinforce learned techniques.
• Add A@b and D@b major scales.
• Add chromatic scale.
 Mid-January to March
Accessories
Timpani 5%
5%

Snare Drum
45%

Keyboards
45%

Ex. 17 – Checkpoint D / D1

Rock-N-Roll
Hard Rock Tempo K. Wylie
stick click

Snare Drum R R L R R R L R L R R L R L R L R L R R L R R L R R R L R L R R R L R L R L R R R R

• Prepare snare drum solo for

performance 5 To Coda

• Lots of reading.
R L R L R L R L R L R L R R L R L R L R L R L R L R L R L R L R L R L R L R R L R L R L R R

R L L R R L R L R L R L L R R R L R R L L R R L R L R L R R L R R L R R L

14

R L R L R L R L R R L R L R L R L R R L R L R R L R L R R L R R L R R L R L R R L

Ex. 18 – Checkpoint D / D1
rim
18 Hunter’s Chorus Von Weber
arr. K. Wylie
R L R L L R L R L R L R L L R R L R L L R L R L R L R L R L R L R L
= 84–90

Keyboard
22 D.S. al Coda

• Prepare keyboard solo for 4

5
R L R L R B R L R L R L R L R L R L R B R L R L R L R L R L

performance
• Lots of reading
Coda
26

• All seven major scales, 2 octaves. 8

R L R
To Coda
L R L
9
R L R L R L R R L R L R L R L R L R L R L R L R L R L R L R L R L R L

Foot
29
12
14 Stomp

R L R L R L R R R L R L R L R L R L R L R R L R R L R L R L R R L R L R L R
cresc.

18
17

Ensemble 21
22

• Combination of both solos (with and

without audio file)
• Balance, blend, listening, melody, 26 Coda
accompaniment, etc.
25 D.S. al Coda

28

cresc.

32 (foot stomp)
 March through April
Latin Percussion Snare Drums
30% 30%

Keyboards
40%

Snare Drum Ex. 19 – Step #22

• Add more 16 note based rhythms to existing
th

package
• Introduction to 8th note and 16th note triplet.

Ex. 20 – Step #22a

Latin Percussion Instruments
• Bongos, cowbell, shakers, maracas
• Congas, claves
• Guiro, timbales
• Castanets

Ex. 21 – Checkpoint E1

Ensemble
• Fun tunes with Latin percussion instruments
and keyboards and snare drum.
• Start percussion ensemble piece.

Keyboard
• More reading
 End of April through May
Drum Set
10%
Snare Drum
New Accessories 30%
20%

Ex. 22 – Step #24

Keyboards
40%

Snare Drum
• “Cut-time” rhythm
Ex. 23 – Step #25
• “8” time reading (reinforce buzz rolls)

Ex. 24 – Step #23 / #23a

Accessory Instruments
• Ratchet, sleigh bells, wind chimes, whip crack
• Gongs, finger cymbals, crotales Ex. 25 – Step #23 / #23a

Ex. 26 – Step #24a

Ensemble
• Fun tunes with accessory instruments,
keyboards, and snare drum.
• Work on band music and percussion ensemble.

Ex. 27 – Step #25a

Drum set
• Introduction to drum set.
Ex. 28 – Step #25a
• Basic rock, jazz, and Latin beats.

Keyboard
• More reading