Body Percussion Webquest


You go to a concert to see a band that you love, you have been dying to go to this concert! Right before the intermission, you notice a group has come on stage to do a performance before the break. They begin to start... slapping themselves and clapping? You aren't really sure what it is, but it looks and sounds really cool! Later you look up more performances of the group, and you learn they are body percussionists. You decide you want to grab some friends and make a group all on your own! But first you need to learn a bit more about it...


Hello class! This units webquest will be about body percussion. What is body percussion? Where does it come from? These are the kind of questions we will research and answer during this webquest. Each student will become experts in their research role and teach the other members of their group what they've become the expert in. The research roles are the history of body percussion, different types of rhythms, and different ways to create the body percussion “sound”. The bandmates detailed in the instruction are you and your group members.

At the end of researching, your group will collaborate and create your very own percussion beat using groove pizza. Your beat can be anything you want it to be, but it must have at least four or more different rhythms in it to get full points for the assignment. 

After you create your main beat, you will then use that beat and convert it into body percussion! So if you use three different sounds at the same time, every member of your group will be reading their own "line" of percussion music! Be as creative as you like, and extra points will be given if you choose to notate your body percussion beat into musical notation. Happy questing!


Please look for your role to see your individual process.

History of body percussion:

1. Read this article on the history of body percussion, note the origins:

2. Read this article about the group "Step Afrika!":…


Different types of rhythms and body percussion technique:

1. Watch this Ted-Ed video on how to visualize rhythm (this is similar to what you will be doing in groove pizza!):


2. Watch this video on basic rhythmic notation: 

How to create the body percussion sound:

1. Watch this TedTalk on body percussion, and note how she teaches the audience about it. 

2. Watch this video on different body percussion examples, notice the technique they use! 


After each person has followed the steps for their role, follow the next steps as a group.

3. Discuss with your group what you learned from your videos/articles.

4. After you understand what you partners learned, go to

5. Create your groozepizza beat, try to incorporate different rhythms into it (long, short, rests, etc).

6. After creating your beats, put your groovepizza beat to body percussion! Use this as a basis, it doesn't have to be an exact replica. Be creative! Add dynamics, a steady beat, and different rhythms.

7. Practice your performance and be ready to show the class your awesome creation!

8. For extra points, write your body percussion performance beat as musical notation.


Teacher Name: Ms. Briggs

Student Name:     ________________________________________








Student's performance indicates regular and sustained practice during class, with great attention to areas of difficulty.

Student's performance indicates regular practice during class with some attention to areas of difficulty.

Student’s performance indicates some practice during class, but with little attention to areas of difficulty.

Student's performance indicates there is very little practice during class.


The beat is secure and does not detract from the overall performance. Four or more types of rhythms are used.

The beat is secure and does not detract from the overall performance. Three different types of rhythms are used.

The beat is somewhat erratic. Rhythm problems occasionally detract from the overall performance. Two or less different types of rhythms are used.

The beat is usually erratic, and rhythms are seldom accurate detracting significantly from the overall performance. Two or less different types of rhythms are used.


Correct technique is used. Palms are open. Hands/feet are used to create a clear and crisp sound.

Correct technique is usually used. Palms are sometimes open and sometimes closed or turned the wrong direction. Hand/feet mostly produce clear and crisp sounds.

Correct technique is sometimes used. Usually palms are in the incorrect position and the hands/feet do not create clear sounds.

Correct technique is rarely used. Incorrect technique distracts from quality of the performance. Correct palm technique is not used.


There is dynamic contrast in the performance.

There is some dynamic contrast, but there could be more difference between them.

There is little dynamic contrast.

There is no dynamic contrast.

Attention in Class

Student is focused and attentive throughout class and follows directions to the best of his/her ability.

Student is usually focused and attentive during class.

Student is sometimes focused and attentive during class but is easily distracted by others.

Student is rarely focused and attentive during class.


After the webquest, conclude your KWLS chart with what you learned and what you still want to know. Using what you know now about body percussion, how can it be utilized in a classroom band setting? How would it be beneficial for certain kinds of music?