Adam Miller

Student Teaching – Doug Lane

Block 3 Student Impact Project – Lesson Plans

2.24.20 – Lesson 1 – Rolls

Objective:
 Learn the proper notation and procedure for executing a 5-stroke and 7-
stroke roll
Procedure:
 8:20-8:50 – Pre-test
 8:50-9:00 – Fill in board
o Have students draw the notation and identify the rolls
 9:00-9:05
o Discuss roll skeleton and how it works
 Play 8th notes RLR, then simply add a double stroke with each
stick
o Demonstrate and have students try on their own
 9:05-End of class – Roll practice w/ metronome
Assessment:
 At the end of class, students can properly identify and execute different types
of rolls
2.25.20 – Lesson 2 – Paradiddles

Objective:
 Learn proper sticking and procedure for executing paradiddles, double
paradiddles, and paradiddle-diddles.
Procedure
8:20 - 8:35 : Review quiz stuff
o fill in board, roll, diddle, flam, drag
o what are they/what do they look like
 8:35 - 8:40 : quick roll review
o Identify and play through
 8:40 - end : paradiddle focus
 no skeleton, these are pretty straight forward
o single paradiddle
 review sticking (RLRRLRLL), start slow, progressively get faster
o double paradiddle
 review sticking (RLRLRRLRLRLL), start slow, progressively get
faster
o paradiddle diddle
 review sticking (RLRRLL, LRLLRR), start slow, progressively get
faster (right first, then left)
Assessment:
 Adam Miller
Student Teaching – Doug Lane
 Students can properly identify different types of paradiddles and execute
proper sticking for these paradiddles.

2.26.20 – Lesson 3 – Flams and Drags

Objective:
 Learn proper notation and how to execute flam and drag rudiments

Procedure:
*B start with quiz make-up (put random answers/don't fill in what you edon't know),
please take in the practice room or somewhere else so we don't give everything
away
 8:20 - 8:35 : Review quiz stuff
o fill in board, roll, diddle, flam, drag
o what are they/what do they look like
 8:35 - 8:40 : quick paradiddle review
o Review sticking, start slow, progressively get faster, repeat for
different paradiddle rudiment
 8:40 - end : flams and drags
 These aren’t too hard, we’ve done these before.
o Identify and write proper notation (w/sticking) for both rudiments
o Learn flam first
 Put right stick higher than left, drop them both at the same time
on the drum. Left stick will hit first and create a perfect flam.
Repeat but switch hands
o Learn drag
 Flams and drags are almost identical – EXCEPT, the first stick
that hits creates a buzz and hits multiple times. *zzzzKA*
o Allow students to practice on their own and go back and forth between
flams and drags
Assessment:
 Students can properly identify notation, and execute procedure, for flams and
drags.