Abigail Walton | Percussion

How I encourage retention, deep understanding, and accuracy… fast!

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Every percussion teacher has introduced a student to their first paradiddle. While some students pick it up quick, it is a challenging transition for others. I often find that younger students encounter one of the following common misconceptions while learning this skill, including…

• Double-timing the diddle, then pausing before switching hands (i.e. Par-a-diddle…(pause)…. par-a-diddle)
• Repeating only the RLRR measure, without switching to a LRLL measure (i.e. RLRR RLRR RLRR… the opposite problem may also occur!)
• Saying the correct pattern out loud while playing the incorrect pattern
• Tensing up for the “diddle” moment
• Accenting the “odd man out” note (i.e. rLrr lRll)

While in a private lesson setting, I may have the time to make corrections based on the student’s individual learning style, group learning does not offer the same advantage. Over the summer, I utilized some strategies that helped paradiddles stick quickly and with a variety of students, including…

• Color-coded note heads (my students enjoyed red for right and blue for left)
• “Fragmenting” the paradiddle into smaller patterns they have encountered before (R_RR L_LL and RLR_ LRL_)
• Establishing related terminology (e.g. diddle and rudiment)
• Clapping the rhythm before playing to reaffirm a steady beat
• Scaffolding the lesson (music educators know this term all too well!)

Suddenly, a challenging skill becomes a fun game! I love utilizing this lesson plan with my beginner students, especially in small groups. It helps me strike a balance between managing the full class and providing individual attention to each student. It also acts as a great launching point for other rudiments and skills. Finally, in breaking down the paradiddle into its fundamental parts, I encourage the students to utilize creativity and critical thinking, making their practice sessions much more efficient.

I’ve outlined my step-by-step process below, and please feel free to download my free follow-along worksheet for you and/or your students!

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Step-by-Step Paradiddle Lesson Plan

Approx. Time: 20min (but flexible)
Age Group: Elementary
Appropriate Settings: One-on-one lessons, group lessons, beginner percussion classes, “pull-out” lessons, take-home activity
Pre-requisites: Single strokes, double strokes, diddles

1. Begin with light warmup (I enjoy “8 on a hand” or similar)
2. If student is not already familiar, introduce the concept of rudiments
   • I find it helpful to equate this to how other instruments learn scales
   • Explain that these won’t only be learned in isolation, and will be later be helpful in their music!
3. Introduce the paradiddle
   • Play for them: slowed down and sped up
   • Encourage students to say the word out loud
   • Sample student questions for critical thinking:
     • Why do we think it is called a paradiddle?
     • When would this be helpful in our music?
4. Introduce paradiddle fragments #1 and #2 from the worksheet
   • Have students clap a steady beat while saying the patterns out loud
     • I.e., “Par-a-did, Par-a-did,” “RLR, LRL,” etc.
   • Transition the skill to the drum pad
     • Have students play while repeating the patterns out loud
5. Try the full paradiddle with color-coding!
   • First, clap a steady beat while saying the pattern out loud
   • Then, transition to the drum pad
   • If you are in a group setting, have them repeat this on loop while you check in with individual students around the room and make minor adjustments
6. Try the full paradiddle with no color-coding and no speaking!
7. If time remains, introduce “challenge mode”…
   • Try the paradiddle at different dynamics
   • Throw in random accents
   • Try speeding up & slowing down
   • And more!

Did this work for you? Reach out and let me know your thoughts. I would love to hear your own favorite beginner lesson strategies as well!