Drum Intermediate School 2017-2018 Student Handbook

Total Page:16

File Type:pdf, Size:1020Kb

Drum Intermediate School 2017-2018 Student Handbook Drum Intermediate School 2017-2018 Student Handbook Drum Intermediate Phone Numbers Main Office 253-566-5660 Fax 253-566-5663 Attendance 253-566-5660 Administration Mrs. Maile Lau Carr Principal Ext. 5051 [email protected] Mr. Steve Hagen Asst. Principal Ext. 5052 [email protected] Counselors Mrs. Amy Bishop Last Names A-L Ext. 5049 [email protected] Mrs. Bethany Haywood Last Names M-Z Ext. 5040 [email protected] Tami Kamalu School Psychologist [email protected] Secretaries Mrs. Sharon Folker Office Coordinator Ext. 5053 [email protected] Mrs. Janet Anderson Secretary/Attendance Ext. 5050 [email protected] Health Room Mrs. Michele Hawley Nurse Ext. 5049 [email protected] Drum Intermediate Staff Email Addresses Name Email Name Email Ash, Karen [email protected] Morgan, Tracy [email protected] Bosworth, Brian [email protected] Muneshige, Julia [email protected] Brennan-Aguon, Tina [email protected] Nixon, Laura [email protected] Carpenter, Anne [email protected] Parretta, Judy [email protected] Caswell, Erin [email protected] Payne, John [email protected] Culver, Kathy [email protected] Przekwas, Michael [email protected] Eklund, Karly [email protected] Roscoe, Jacci [email protected] Fisher, Gregory [email protected] Russell, Jessica [email protected] Flamoe, Kelley [email protected] Schmidt, Aundrea [email protected] Garner, Tippi [email protected] Schmidt, Heidi [email protected] Geoghegan, Kelli [email protected] Scott, Stephanie [email protected] Lail, Anna [email protected] Smith, Patty [email protected] Larson, Adrienne [email protected] Stricherz, Amy [email protected] Le, David [email protected] Vandeberg, Angie [email protected] McFarlan, Tim [email protected] Walworth-Horn, H [email protected] Miller, Michael [email protected] Wong, Trevor [email protected] Mills, Carolyn Yang, Katie [email protected] [email protected] Moore, Lori [email protected] Yarbrough, Angie [email protected] Bell Schedules Regular Schedule Early Release 8:45-8:50 Period 1 (Homeroom) 8:45-8:50 Period 1 (Homeroom) 8:50-9:15 Period 2 8:52-9:32 Period 2 9:15-9:40 Period 3 9:40-10:05 Period 4 9:34-10:14 Period 3 10:05-10:30 Period 5 10:16-10:56 Period 4 10:30-11:00 Period 6 (5th Lunch/Recess) 10:58-11:38 Period 5 11:00-11:30 Period 7 (6th Lunch/Recess) th 11:30-12:00 Period 8 (7th Lunch/Recess) 11:40-12:20 Period 6 (5 Lunch/Recess) 12:00-12:25 Period 9 12:22-1:02 Period 7 (6th Lunch/Recess) 12:25-12:50 Period 10 1:04-1:44 Period 8 (7th Lunch/Recess) 12:50-1:00 Period 11 (Homeroom) 1:46-2:26 Period 9 Two Hour Late Start 2:28-3:08 Period 10 10:45-11:00 Period 1 (Homeroom) 11:00-11:25 Period 2 3:10-3:15 Period 11 (Homeroom) 11:25-11:50 Period 3 11:50-12:15 Period 4 12:15-12:40 Period 5 th 12:40-1:10 Period 6 (5 Lunch/Recess) 1:10-1:40 Period 7 (6th Lunch/Recess) 1:40-2:10 Period 8 (7th Lunch/Recess) 2:10-2:35 Period 9 2:35-3:00 Period 10 3:00-3:15 Period 11 Drum Mission In a safe, civil, and caring environment, our Drum Intermediate School mission is to develop respectful, responsible, lifelong learners. School Safety A safe school is the responsibility of every Drum student, teacher, parent, and community member. Staff members and administrators supervise classrooms and common areas throughout the day to ensure that students are safe, and video cameras are in place around campus to increase safety. In addition, we ask all students to report any behaviors, rumors, actions, or comments that they feel may be a threat to school safety to a staff member immediately. If we all work together, our campus will continue to be a very safe place. The University Place School District strives to provide students with a safe and civil learning environment. The Drum Staff works with students to provide a safe place for learning with adults and students interacting in a civil manner. School Rules This handbook contains many school rules. All Drum students are expected to know, understand and follow all school rules, policies and procedures. These rules and policies are in place so that all students are safe, and feel safe, every day. All rules and policies are supported by district policy and state and federal laws. Please review these rules carefully. Be aware that students who violate rules will face consequences for their actions. We are hopeful that all of you will follow the school rules and avoid such consequences by being safe, respectful and responsible. Emergency Procedures A plan has been developed which will insure the maximum efficiency and safety for evacuating the building during fires or any real emergency. Procedures are posted in each classroom. Teachers will discuss these instructions with students, and we will perform several fire, earthquake and intruder drills throughout the year. Any drills for emergencies are to be taken seriously. Students are expected to maintain classroom conduct throughout the entire drill and to become informed of the exit route for each of the classrooms. In the event of a real emergency, it is very important that students listen carefully to the directions of staff members, stay off cell phones and follow all directions and emergency procedures. The critical thing for parents to remember is that students must be released to parents in an organized fashion so we can maintain accountability. Teachers have been instructed not to release students to parents from the classroom unless authorized by the office. In an emergency, always work through the office to collect your child. Student Personal Safety & Security While the school will take all reasonable measures to insure the safety and security of students, there are measures that each student must do to help us keep everyone protected. Students must always be supervised while on campus. This means that students are not allowed in classrooms or parts of the school without staff supervision. Students must report any suspicious activity and/or any reports of planned violence or weapons on campus to school authorities immediately. Students must never arrive at school early or hang around late after school, especially if alone. Never get into a car with strangers for a ride home or rumored emergency. General Information School Hours and Schedule: Cafeteria Opens for Breakfast 8:15 a.m. Classroom Doors Open 8:35 a.m. Tardy Bell 8:45 a.m. 5th grade Lunch 11:40 a.m. – 12:20 p.m. 6th grade Lunch 12:22 p.m. – 1:02 p.m. 7th grade Lunch 1:04 p.m. – 1:44 p.m. School Dismissal 3:15 p.m. The Drum Office is open to students and parents from 8:00 a.m. to 4:30 p.m. Monday-Thursday, and 8:00 a.m. to 4:00 pm Friday. Classes are in session from 8:45 a.m. to 3:15 p.m.. Students should not arrive at school before 8:15 am since there is no formal supervision prior to this time. The morning entry bell rings at 8:35 a.m. and students must be in their classrooms and seated no later than 8:45 a.m. Classes dismiss each day at 3:15 p.m. Students must leave campus by 3:25 p.m. unless participating in an adult-supervised activity. Students are not allowed to loiter on campus without supervision. Students who stay for after-school activities must be picked up by 4:15 or take the activity bus home. Buses operate Mondays, Tuesdays, and Thursdays. District Visitor Policy We welcome parents, guardians, and community members who have business with the school during normal school hours. ALL visitors including UPSD District personnel are required to sign in and out in the school office. This is clearly posted on all school doors. All visitors to the school must have a visitor badge or an employee badge. Students may not bring visitors to school. Parents are welcome to visit classrooms when prior arrangements have been made with the classroom teacher. Classes cannot be interrupted for situations other than emergencies. This is to minimize the disruption to the classroom learning environment. If your child forgets homework, lunch, musical instrument, etc., please drop them off in the office and we will make sure the student gets them. Messages will be delivered to classrooms by the office staff at lunch and prior to dismissal at 3:15. Classroom and Office Telephones Students may use the telephones in the classroom at the discretion of the classroom teacher. Students may also use the office phone. However, making changes for after school activities should be done prior to coming to school. The office is equipped with a messaging system that includes voice mail. Parents may call and leave messages before or after normal office hours at (253) 566-5660. Telephone calls will not be routed to classrooms, a message will be taken and delivered at a time which will not interrupt the learning process. School Supplies and Materials Classroom supply lists will be provided by your child's classroom teacher. Our school website has the complete list posted: www.upsd.wednet.edu Textbooks and Library Books Students are expected to return all textbooks and library books in good condition.
Recommended publications
  • The Percussion Family 1 Table of Contents
    THE CLEVELAND ORCHESTRA WHAT IS AN ORCHESTRA? Student Learning Lab for The Percussion Family 1 Table of Contents PART 1: Let’s Meet the Percussion Family ...................... 3 PART 2: Let’s Listen to Nagoya Marimbas ...................... 6 PART 3: Music Learning Lab ................................................ 8 2 PART 1: Let’s Meet the Percussion Family An orchestra consists of musicians organized by instrument “family” groups. The four instrument families are: strings, woodwinds, brass and percussion. Today we are going to explore the percussion family. Get your tapping fingers and toes ready! The percussion family includes all of the instruments that are “struck” in some way. We have no official records of when humans first used percussion instruments, but from ancient times, drums have been used for tribal dances and for communications of all kinds. Today, there are more instruments in the percussion family than in any other. They can be grouped into two types: 1. Percussion instruments that make just one pitch. These include: Snare drum, bass drum, cymbals, tambourine, triangle, wood block, gong, maracas and castanets Triangle Castanets Tambourine Snare Drum Wood Block Gong Maracas Bass Drum Cymbals 3 2. Percussion instruments that play different pitches, even a melody. These include: Kettle drums (also called timpani), the xylophone (and marimba), orchestra bells, the celesta and the piano Piano Celesta Orchestra Bells Xylophone Kettle Drum How percussion instruments work There are several ways to get a percussion instrument to make a sound. You can strike some percussion instruments with a stick or mallet (snare drum, bass drum, kettle drum, triangle, xylophone); or with your hand (tambourine).
    [Show full text]
  • African Drumming in Drum Circles by Robert J
    African Drumming in Drum Circles By Robert J. Damm Although there is a clear distinction between African drum ensembles that learn a repertoire of traditional dance rhythms of West Africa and a drum circle that plays primarily freestyle, in-the-moment music, there are times when it might be valuable to share African drumming concepts in a drum circle. In his 2011 Percussive Notes article “Interactive Drumming: Using the power of rhythm to unite and inspire,” Kalani defined drum circles, drum ensembles, and drum classes. Drum circles are “improvisational experiences, aimed at having fun in an inclusive setting. They don’t require of the participants any specific musical knowledge or skills, and the music is co-created in the moment. The main idea is that anyone is free to join and express himself or herself in any way that positively contributes to the music.” By contrast, drum classes are “a means to learn musical skills. The goal is to develop one’s drumming skills in order to enhance one’s enjoyment and appreciation of music. Students often start with classes and then move on to join ensembles, thereby further developing their skills.” Drum ensembles are “often organized around specific musical genres, such as contemporary or folkloric music of a specific culture” (Kalani, p. 72). Robert Damm: It may be beneficial for a drum circle facilitator to introduce elements of African music for the sake of enhancing the musical skills, cultural knowledge, and social experience of the participants. PERCUSSIVE NOTES 8 JULY 2017 PERCUSSIVE NOTES 9 JULY 2017 cknowledging these distinctions, it may be beneficial for a drum circle facilitator to introduce elements of African music (culturally specific rhythms, processes, and concepts) for the sake of enhancing the musi- cal skills, cultural knowledge, and social experience Aof the participants in a drum circle.
    [Show full text]
  • Basic Snare Drum Tuning
    Basic Snare Drum Tuning by Tom Freer Please follow these simple and basic instructions for tuning and adjusting your Pearl snare drum. In order for you to get and maintain the best possible sound out of your instrument, it will be important to save this sheet so that you can "tune up" the drum as the heads become broken in, and replace heads when necessary. YOU WILL NEED THE FOLLOWING TOOLS TO PROCEED: 1. DRUM KEY 2. RULER STEP ONE: Loosen the top head completely. Place the drum on a flat surface and unscrew all the tension rods so that there is no tension on the top head. You don't need to take them out, just loosen them all the way. Next, begin to tighten down each rod just until they touch the counter hoop (or rim) WITHOUT PULLING IT DOWN. Just screw the tension rod down until it just touches. Go across the drum and do the same to the opposite tension rod and repeat, always working across the drum head in opposites, this keeps the head very even. When all the tension rods are seated and just touching the counter hoop, take your ruler and beginning with the tension rod directly beside the strainer, measure the distance from underneath the counter hoop to the top of the lug. Repeat this process with the lug directly across the drum and repeat until all measurements are the same. Remember we are not concerned with how tight the head is right now, just how even the tension is. Now that the head is evenly tensioned, bring the top head up to pitch.
    [Show full text]
  • 2006 Adams Timpani and Mallet Catalog
    Adams Soft Cases & Accessories Trust the safety of your prized instruments to the feature 8 soft bags sets, the 4.3 octave marimbas bags feature company that knows them best, Adams. Each cover 6 soft bag sets, and the 4.0 or 3.5 octave xylophone bags and bag is designed to fit perfectly and securely to feature 3 soft bags sets. These bags are the perfect ensure years of service. Our Marimba soft bags instrument compliment and enable the performer to protect compliment the unique breakdown design of all Adams their instrument during transport. Voyager Frames. The 5.0 and 4.6 octave marimba bags Timpani and Mallet Instruments Long Timpani Cover Short Timpani Cover PM-100 Timpani Key MLBK Chime Mallet Universal Timpani Soft Bag Marimba Soft Bags Product and specifications are subject to change without notice. ©Copyright 2006. Printed in the U.S. Adams Percussion Instruments are proudly distributed in the U.S. by Pearl Corporation. For more information contact any Pearl Educational Percussion Dealer, or write to Pearl Corporation, 549 Metroplex Drive, Nashville, TN 37211. Adams Percussion Instruments can also be found on the web at www.pearldrum.com ITEM # ADM106 THE SOUND OF QUALITY Philharmonic Light Timpani Cloyd Duff Model Dresden Style Original Berlin Style Philharmonic Light Timpani Philharmonic Light Timpani dams Philharmonic Light Timpani represent the ultimate expression of quality in timpani sound and design. Two he classic European style of the Adams Frame, in combination with the latest computer aided machine technology, distinct models are available, distinguished by a choice between our original Berlin style pedal, or our Cloyd results in timpani frame construction that is unmatched in precision, quality and attention to detail.
    [Show full text]
  • Instrument: Tabla, Classical Kettledrums for Meditation Country
    ROOTS OF RHYTHM - CHAPTER 14: THE TABLA FROM INDIA Instrument: Tabla, classical kettledrums for meditation Country: India Flag: The flag has three equal horizontal bands with saffron, a subdued orange, on the top, white in the middle, and green at the bottom. A blue chakra (sha-krah) or 24-spoked wheel is centered in the white band. Size and Population: The country has an area of 179,744 square miles with 1,858,243 square miles of land surface and 196,500 square miles of water. India has 4375 miles of coastline and is slightly more than one- third the size of the US. The population of India is estimated at 1,220,800,359 as of July 2013; ranked 2nd in the world. Geography and Climate: India’s landscape contains great variety including a desert, tropical forests, lowlands, mighty rivers, fertile plains and the world’s highest mountain ranges, the Himalayas. With the enormous wall of the Himalayas on the north, the triangular-shaped subcontinent of India borders the Bay of Bengal to the east, the Arabian Sea to the west, and the India Ocean to the south. From the Chinese border on the north, India extends 2000 miles to its southern tip, where the island nation of Sri Lanka is located. Going northeast of the Himalaya mountain range, India’s borders constrict to a small channel that passes between Nepal, Tibet, Bangladesh, and Bhutan, then spreads out again to meet Burma in an area called the “eastern triangle.” India’s western border is with Pakistan. India has three main land regions: the Himalaya, the Northern Plains, and the Deccan or Southern Plateau.
    [Show full text]
  • Reason Drum Kits Operation Manual
    REASON DRUM KITS OPERATION MANUAL The information in this document is subject to change without notice and does not represent a commitment on the part of Propellerhead Software AB. The software described herein is subject to a License Agreement and may not be copied to any other media except as specifically allowed in the License Agreement. No part of this publication may be copied, reproduced or otherwise transmitted or recorded, for any purpose, without prior written permission by Propellerhead Software AB. ©2019 Propellerhead Software and its licensors. All specifications subject to change without notice. Reason, Reason Intro, Reason Lite and Rack Extension are trademarks of Propellerhead Software. All other commercial symbols are protected trademarks and trade names of their respective holders. All rights reserved. Reason Drum Kits Introduction The Reason Drum Kits instrument is a Rack Extension version of the mighty popular Reason Drum Kits ReFill. Anyone with experience in professional studio work will tell you that recording drums is the most difficult and demanding part of any project. Hands down. Drum recording is a craft which takes decades to learn, yet never gets any easier. It's exhausting. It's expensive. It can make or break an entire production. Due to these challenging demands, the means for capturing the ultimate drum sound have always been out of reach for everyone except those who never get cold sweats from the tick tock of the studio clock. Until now. We took care of the hard part, and the result is Reason Drum Kits - a powerful and versatile drum tool that tears down the last barrier between the virtual studio workspace and the real drum recording studio, and closes the quality gap between “merely” professional and world class! Be the drummer - and the engineer! Traditionally, the structure of computer based drum tools has been dictated by the anatomy of the drum kit.
    [Show full text]
  • Basic Snare Drum Technique by Thom Hannum
    Basic Snare Drum Technique By Thom Hannum There are a number of effective methods for learning basic snare drum technique. So be open to suggestions and seek a teacher to help guide you through the fundamentals. Below are some guidelines to get you started. Have fun! Stand Assembly and Instrument Position 1. Spread the base of the stand far enough to create a stable platform. 2. Insert the top into the base of the stand. 3. Place the drum into the basket while avoiding contact with the snare strainer. 4. The drum should be at about waist level and slightly angled for your comfort. 5. Tighten all stand wing nuts. Step 1 Step 2 Step 3 Step 4 Step 5 Tuning and Stick Selection Now it’s time to tune the drum for the best possible sound. I recommend following the steps outlined in Tom Freer’s Pearl article, Basic Snare Drum Tuning, which can be found at Pearl’s website (www.pearldrum.com). Have your teacher help select snare sticks that work for you. Something equivalent to a 2B or a 5B usually works fine. The balance point is 1/3 of the way up from the butt end of the stick. Grip the stick near this point for the best response and bounce. Grip Guidelines and Posture Learning to hold the sticks properly is essential for improving technique. Use the photos as a guide and make sure to memorize the feel of the following guidelines: #1 Fulcrum (thumb and first two fingers), #2 Finger contact (comfortably wrap all fingers around the stick; not too tight), #3 Bead placement (as close together as possible for an even sound) and then striking area (center of the drum head), #4 Wrist motion (down position and up position).
    [Show full text]
  • Triangle & Tambourine
    ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ 1 Triangle & 2001 Tambourine Rich Holly NASHVILLE NOVEMBER 14–17 ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Playing percussion accessories may be some of the most gratifying performance experiences you will have. Why? Because you can be creative! Although there are time-honored traditions on how to play these instru- ments, in the last 30+ years we have seen and heard several variations on playing techniques and available sounds. Percussionists from around the world, in classical, pop, jazz, studio, and world music settings have been discovering and utilizing these other techniques with great success. It is important that you know and understand the basic playing techniques and available sounds first. These will serve you quite well in concert band, wind ensemble, and orchestral settings. Many of you will have the opportunity to play percussion in a jazz ensemble or perhaps in a band of your own. That’s where these performance variations will really come into play. These variations are based on the performance techniques of similar instruments from cultures around the world, and today’s orchestral players are finding many of these quite useful, too. The most important thing is to have fun! Try these only as a starting point – there is no limit to the use of your own creativity. Triangle When holding the triangle in a clip in the standard fashion, it is possible and often desirable to muffle the sound of the triangle with the heel and/or the fingers of the hand that is holding the clip. The following ex- ample is one way to attain a useful pattern using this technique.
    [Show full text]
  • Choosing a Drum Set for Worship
    Choosing a Drum Set for Worship We hope this guide will help you find the right drum set and drum hardware that fits your playing style and needs. Whether it is an affordable starter set or a sophisticated, arena-worthy acoustic or electronic kit, this guide will help you identify the right combination of gear to match your budget and percussion skills. You will learn about the elements that go into making drums and cymbals, and what to consider when shopping for drums. Before choosing a drum set, you need to be familiar with the components that go into it, these include: The Snare Drum, the Bass Drum, one or more Mounted Toms and a Floor Tom. The two other essential components that complete a full drum set, Cymbals and Hardware. We have also included a section on how to reduce acoustic drum volume, a microphone alternative, and a section on electronic drums. If you are unfamiliar with any of the terms used here, please see the Glossary of Terms at the end of this document. Enjoy! Parts of the Drum Set ANATOMY OF A DRUM TOP (BATTER) HEAD: The most basic component of a drum, the head is a round membrane made of a synthetic material usually mylar, that is stretched across the shell, with varying degrees of tension. HOOP: The drum hoop is usually made of either cast or stamped metal, although some drummers prefer wood hoops. Hoops are constructed with a flange shaped to hold the head on the shell for tensioning. TENSION ROD: These mount through holes in the hoop and thread into the lug to maintain the desired tension.
    [Show full text]
  • The Percussion Family
    The Percussion Family The percussion family is the largest family in the orchestra. Percussion instruments include any instrument that makes a sound when it is hit, shaken, or scraped. It's not easy to be a percussionist because it takes a lot of practice to hit an instrument with the right amount of strength, in the right place and at the right time. Some percussion instruments are tuned and can sound different notes, like the xylophone, timpani or piano, and some are untuned with no definite pitch, like the bass drum, cymbals or castanets. Percussion instruments keep the rhythm, make special sounds and add excitement and color. Unlike most of the other players in the orchestra, a percussionist will usually play many different instruments in one piece of music. The most common percussion instruments in the orchestra include the timpani, xylophone, cymbals, triangle, snare drum, bass drum, tambourine, maracas, gongs, chimes, celesta, and piano. The piano is a percussion instrument. You play it by hitting its 88 black and white keys with your fingers, which suggests it belongs in the percussion family. The piano has the largest range of any instrument in the orchestra. It is a tuned instrument, and you can play many notes at once using both your hands. Within the orchestra the piano usually supports the harmony, but it has another role as a solo instrument (an instrument that plays by itself), playing both melody and harmony. Timpani look like big polished bowls or upside-down teakettles, which is why they're also called kettledrums. They are big copper pots with drumheads made of calfskin or plastic stretched over their tops.
    [Show full text]
  • TC 1-19.30 Percussion Techniques
    TC 1-19.30 Percussion Techniques JULY 2018 DISTRIBUTION RESTRICTION: Approved for public release: distribution is unlimited. Headquarters, Department of the Army This publication is available at the Army Publishing Directorate site (https://armypubs.army.mil), and the Central Army Registry site (https://atiam.train.army.mil/catalog/dashboard) *TC 1-19.30 (TC 12-43) Training Circular Headquarters No. 1-19.30 Department of the Army Washington, DC, 25 July 2018 Percussion Techniques Contents Page PREFACE................................................................................................................... vii INTRODUCTION ......................................................................................................... xi Chapter 1 BASIC PRINCIPLES OF PERCUSSION PLAYING ................................................. 1-1 History ........................................................................................................................ 1-1 Definitions .................................................................................................................. 1-1 Total Percussionist .................................................................................................... 1-1 General Rules for Percussion Performance .............................................................. 1-2 Chapter 2 SNARE DRUM .......................................................................................................... 2-1 Snare Drum: Physical Composition and Construction .............................................
    [Show full text]
  • Metabolic Demands of Heavy Metal Drumming
    fa International Journal of Kinesiology & Sports Science ISSN 2202-946X Vol. 4 No. 3; July 2016 Australian International Academic Centre, Australia Flourishing Creativity & Literacy Metabolic Demands of Heavy Metal Drumming Bryan Romero Center for Sport Performance and Exercise Physiology Lab, Department of Kinesiology, California State University, Fullerton 800 N. State College Blvd., Fullerton, CA 92834-6870, USA E-mail: [email protected] Jared W. Coburn (Corresponding author) Center for Sport Performance and Exercise Physiology Lab, Department of Kinesiology, California State University, Fullerton 800 N. State College Blvd., Fullerton, CA 92834-6870, USA E-mail: [email protected] Lee E. Brown Center for Sport Performance and Exercise Physiology Lab, Department of Kinesiology, California State University, Fullerton 800 N. State College Blvd., Fullerton, CA 92834-6870, USA E-mail: [email protected] Andrew J. Galpin Center for Sport Performance and Exercise Physiology Lab, Department of Kinesiology, California State University, Fullerton 800 N. State College Blvd., Fullerton, CA 92834-6870, USA E-mail: [email protected] Received: 01-05- 2016 Accepted: 28-06- 2016 Published: 31-07- 2016 doi:10.7575/aiac.ijkss.v.4n.3p.32 URL: http://dx.doi.org/10.7575/aiac.ijkss.v.4n.3p.32 Abstract Background: The drum set involves dynamic movement of all four limbs. Motor control studies have been done on drum set playing, yet not much is known about the physiological responses to this activity. Even less is known about heavy metal drumming. Aims: The purpose of this study was to determine metabolic responses and demands of heavy metal drumming. Methods: Five semi-professional male drummers (mean ± SD age = 27.4 ± 2.6 y, height = 177.2 ± 3.8 cm, body mass = 85.1 ± 17.8 kg) performed four prescribed and four self-selected heavy metal songs.
    [Show full text]