Eileen Morgan, Japanese Taiko Drumming, Performer and Instructor
Eileen Morgan, Japanese Taiko Drumming, Performer and Instructor

Eileen Morgan

Program 1The History and Significance of Taiko in Japanese Culture

Solo Artist Eileen Morgan

More in depth presentation of the history and use of Taiko drums in Japan and it‘s introduction and evolution in American culture. Leading questions facilitate audience question and answer, plus opportunity for larger group of students (50-150) to play the drums. All instruments and equipment provided from Eileen's large collection of instruments.

Program length: 45-60 minutes

Cost: $300 for one performance, $550 for 2 performances back to back.

Arizona Commission on the Arts Roster Artist since 2001.

See below for Arizona Educational Standards covered in program

 

Program 2: Instruments of Asia

Solo Artist Eileen Morgan: Introduction and Demonstration of the following instruments:

Korea: Changgo, Japan: Taiko (okedo, chu, shime), atarigani, chappa, binzasara, horagai, shinobue, shakuhachi.  China: bo, shaoluo, daoluo, bawu, Vietnam: wooden frogs.

This program shows the relationship of the instruments between the different countries and delves into how the instruments make their sounds.  Lots of audience participation with an opportunity for a small group of students (15-25) to play the Taiko drums.

All instruments and equipment provided from Eileen's large collection of instruments.

Program length: 45-60 minutes

Cost: $300 for one performance, $550 for 2 performances back to back.

Arizona Commission on the Arts Roster Artist since 2001.

See below for Arizona Educational Standards covered in program

 

Program 3Fushicho Daiko/Phoenix Taiko Drummers: The Power of Taiko:

A minimum of three performers presenting a dynamic and powerful ensemble performance. Background story and significance of various traditional songs, some dating back 1,000 years. Includes the various uses for Taiko drumming in Japan. Ensemble drumming allows for a more complex musical presentation. Audience question and answer and hands on opportunity for a small group of students (15-25)

Program length: 45-60 minutes

Cost: contact Eileen for a customized quote to fit your program and needs!

Arizona Commission on the Arts Roster Artist since 1997.

www.taikoaz.com for more information plus photos and videos.

www.facebook.com/taikoaz for up to the minute events and pics and videos

 

Variations: Performance for entire school or select classes, introduction workshop for multiple classes. Multiple workshops for select classes.

Costs vary based on final selections.

School and Community Residencies
one week to one month includes Arizona Core Curriculum Standards* culminating with an exciting performance by students and

After School enrichment programs
also includes Arizona Core Curriculum Standards*

Summer School and Arts Camps
an opportunity for intensive study by students

Lectures, Demonstrations and Hands On
great for Parks and Recreation programs,
hands on opportunity for everyone!

One hour performances
includes lecture/demonstration/hands on; perfect for Library enrichment series: entertaining and educational!

*over 100 Arizona Core Curriculum Standards met in Language Arts, Writing, Math, Social Studies, Physical Education and Music.

Taiko classes for beginners and up, children and adults

www.taikoaz.com

Arizona Core Curriculum Standards in Music General Music and Performing Ensembles,  as applied to Taiko Drumming:

General (classroom) Music Standards, Grade K - 8

Strand 1, Concept 2,
PO1: maintaining a steady beat as an individual, with a partner, in a group.
PO2 (grade 1): playing sounds that are loud/soft, fast/slow, high/low
PO2 (grade 6): playing by rote rhythmic patterns using sixteenth notes and syncopation in 2/4, ¾ and 4/4 time signatures.
PO3 (Kind.): echoing rhythm patterns.
PO3 (grade 2-4): playing with correct rhythmic duration quarter, eighth notes and rests, half notes, dotted half and dotted quarter notes.
PO4 (grades 6-8) playing with technical accuracy (e.g., posture, tone ,quality, breath control, mallet technique)

Strand 1, Concept 4,
PO1 (grade 3-4) creating a short song within specified guidelines choosing from a variety of sound sources.

Strand 1, Concept 5,
PO2 (Grade 1-2) identifying quarter, eighth notes and rests.

Strand 2, Concept 1,
PO1 (grade 1-2): using body movement to show variations in rhythm, pitch and tempo, showing musical pulse, patterns and phrasing through movement
PO1 (grade 4-6): identifying the use/function of music from various cultures correlating to grade level social studies curriculum (math, science, history)
PO2 (grade 5-7): explaining the nature of sound as vibration, describing the effect an instrument’s physical properties will have upon the sound, identifying and explaining the basic concepts behind the science of sound (e.g., sound as vibration, acoustics, resonance, intervals)

Strand 2, Concept 2,
PO1 (Kind.): discovering various uses of music in daily experiences (e.g., songs of celebration, seasons).
PO1 (grade3): identifying music from various genres and diverse cultures
PO2 (grades 4): applying appropriate movements to music from various cultures,
PO2 (grade 5): describing the cultural context and influences of music on daily life, culture politics, etc.
PO2 (grade 6): comparing and contrasting the influences of music in various cultures.
PO3 (grade 4): identifying the origins and development of instruments.
PO3 (grade 5): describing the origins and development of instruments.

Strand 2, Concept 3,
PO1 (grade 4): describing the roles and impact music plays in their lives and the lives of others.
PO1 (grade 5): reflecting on and discussing the roles and impact music plays in their lives and the lives of others
PO1 (grade 6): explaining personal reactions to musical experiences, and identifying which musical aspects evoke these reactions.
PO2 (grade 4-8): distinguishing music preferences (I like it because….) from music judgments (It is good because….) from cultural judgments (It is important because…).

Strand 3, Concept 1,
PO2 (grade 5-6) categorizing instruments as Western and non-Western, (and by family e.g., woodwinds, percussion, brass, strings, membranophones, idiophones.)
PO3 (Kind.): identifying music as fast or slow (tempo) and loud and soft (dynamics), high or low (pitch).
PO3 (grade 4): identifying musical examples by culture
PO4 (Kind.): identifying sounds as high and low
PO4 (grade1): recognizing patterns (e.g., rhythmic, melodic, dynamic, instrumental, tempo)
PO4 (grade 2): recognizing AB and ABA forms.
PO4 (grade 4): describing AB, ABA and rounds.

Strand 3, Concept 2,
PO1 (Kind. - 2): expressing personal reactions to a music performance through drawings (and words) (I like it because…)
PO1 (grade 3): discussing/explaining personal preferences for music (I liked it because vs. it is good because…)
PO1 (grade 4): distinguishing music preferences (I like it because…) from music judgments (It is good because) from cultural judgments (It is important because…).
PO1 (grade 5): using established criteria (e.g., dynamics, pronunciation) to evaluate performances and compositions.
PO1 (grade 6): creating and applying established criteria to evaluate performances and compositions.
PO2 (K-8): listening attentively while others perform and showing appropriate audience behavior for the context and style of music performed.

Performing Ensembles Standards: Band

Strand 1, Concept 1,
PO101, 201, 301: singing their own instrumental parts within an ensemble (using Japanese Kuchishoka {traditional voice music})
PO103, 203, 303: singing rhythmic patterns of different meters

Strand 1, Concept 2,
PO102, 202, 302: demonstrating proper care and maintenance of their instruments.
PO 104, 204, 304, 404: identifying and playing individually and with others the following notes and rest values while maintaining a stead beat: whole, half, quarter, eighth, dotted half, dotted quarter (sixteenths as well as other note and rest values encountered in the repertoire).
PO109, 209, 309: playing exercises/music from memory at appropriate level
PO114, 214: responding to basic conductor’s cues (e.g., tempo and dynamics, phrasing and expression)
PO116, 216, 316: playing together as an ensemble (e.g., tempo, balance, intonation, blend, expression)
PO117, 217, 317: playing by rote short rhythmic and or melodic patterns, and/or intervallic while maintaining a steady beat.
PO118, 218, 318: Moving in a synchronized manner with music (e.g., hand clapping, foot tapping, marching)
[PO119, 219, 319: additionally for percussionists: playing the appropriate percussion rudiments (e.g., long, 5 stroke, 7 stroke rolls, paradiddles, flams) - [Not traditional Japanese sticking techniques, can be used though]

Strand 1, Concept 4,
PO101: identifying how changing compositional elements of music (e.g., dynamics, tone color, tempo) can change the style and experience of the music.
PO201: manipulating compositional elements of music (e.g., dynamics, tone color, tempo) to change the style and experience of the music.
PO301: analyzing the compositional and stylistic elements that differentiate various music genres
PO102: creating short compositions for their own instrument, a minimum of 2 measures within teacher specified guidelines
PO202: creating short compositions for their own instrument, a minimum of 2 measures within teacher specified guidelines
PO302: creating short compositions for duet or small ensembles, a minimum if 8 measures within teacher specified guidelines

Strand 2, Concept 2,
PO101: investigation the origins and development of instruments/vocal music.
PO201: recognizing the origins and development of instruments/vocal music.
PO301: describing the origins and development of instruments/vocal music.
PO102, 202, 302: identifying and comparing a varied repertoire of music from diverse genres and music styles.
PO103, 203, 303: playing/singing a varied repertoire of music utilizing appropriate stylistic elements reflective of history and culture.
PO106, 206, 306: identifying various roles of music in daily experiences
PO208: identifying and discussing the roles/careers musicians play in various societies
PO308: identifying and discussing the roles/careers musicians play in various societies
And investigate opportunities for life long participation in music.

Strand 2, Concept 3,
PO101: explaining their musical preference for specific musical works and styles.
PO201: describing their preference for specific musical works and styles.
PO301: describing specific musical characteristics that influence their preference for specific musical works and styles.
PO103: identify the various ways that music conveys universal themes (e.g., contrast, conflict, emotion).
PO203, 303: describing the various ways that music conveys universal themes (e.g., contrast, conflict, emotion).
PO104: reflecting on the experience(s) of their performance and the performance of others.
PO204: describing the experience(s) of their performance and the performance of others.
PO304: analyzing the experience(s) of their performance and the performance of others.
PO105: Identifying and explaining music preferences (I like because…)
PO205: identifying, explaining, and distinguishing music preferences (I like it because…) from music judgments (It is good because…)
PO305: Distinguishing music preferences (I like it because…) from music judgments (It is good because…) from cultural judgments (It is important because…)

Strand 3, Concept 1,
PO101: listening to music from various cultures and genres
PO201: describing music from various cultures and genres
PO301: analyzing music from various cultures and genres

Strand 3, Concept 2,
PO102: using teacher specified criteria to evaluate a musical performance
PO103, 203, 303: showing respect for personal work and the work of others through appropriate critique
PO105: reflecting on the experience(s) of their performance and the performance of others.
PO205: describing the experience(s) of their performance and the performance of others.
PO305: analyzing the experience(s) of their performance and the performance of others.

 

Contact Me Today!

Eileen Morgan

Phone: 602-350-0343

morgantaiko@gmail.com

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powerful, dynamic, creative, joyful