Stick/mallet/hand control and position
- Play using a wider range of rudimental sticking patterns, including grace notes to enable clean performance of flams, drags and ruffs
- Develop an even single-stroke roll on the timpani, snare drum and tuned percussion or on djembes/other hand percussion
- Develop the buzz roll on the snaredrum
- Play even accents with both hands
- Move between different stick/hand heights within a pattern
- Maintain an appropriate instrument grip when playing handheld instruments
To introduce flams, ask learners to hold the sticks at the same height, striking the drum with them simultaneously; then hold one stick higher than the other and strike the drum using a similar action.
When playing flams, ensure that a clean sound is always produced (no buzzing). Be aware that the surface being played will affect the sound produced. Ensure that sticks do not move around the drum.
To introduce drags, ask learners to hold one stick higher than the other and play, allowing the lower stick to buzz as it strikes the drum.
With practice, the buzzed stroke of the drag should develop into a bounced double stroke.
For ruffs, encourage learners to develop the ability to play four quick notes to a slow, regular pulse, with a rest between each repetition. The tempo can be increased gradually.
Demonstrate the difference between flams, drags and ruffs. The speed at which basic rudiments are played should be gradually increased.
With flams, drags and ruffs, explain that each is the embellishment of a single beat.
Ask learners to play single strokes at the speed of two strokes per beat at 60 bpm, then four per beat, and finally eight per beat.
Eight strokes per beat at 60 bpm should be an acceptable single-stroke roll speed at this level.
Repeat the above exercise with both sticks at a low, medium or high height.
Ask learners to experiment playing a buzzed stroke by holding the sticks tightly and then more loosely to develop awareness of how this affects the sound produced.
The use of different stick heights will help to develop good control of dynamics. Ensure that the wrists remain relaxed.
Produce accents by lifting the stick higher prior to playing the stroke (idle hand high):
- playing semiquaver patterns with shifting accents
- playing accents in triplets and other odd-numbered groupings
- playing across two different surfaces
Make sure the upper arm and shoulder are not used to lift the stick higher. Give learners a musical example, e.g. ‘Wipeout’, to show how accents can be used to make music more exciting.
On the djembe, introduce closed sounds where one hand plays and the other rests on the djembe skin.
On the caixa, demonstrate Brazilian patterns with offbeat accents and then encourage students to play using their weaker hand for the accents.
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