Escolar Documentos
Profissional Documentos
Cultura Documentos
1.
2.
3.
4.
5.
6.
Objectives:
SWBAT explain the context and purpose of African Drumming.
SWBAT maintain a steady beat on the drum.
SWBAT play and speak simple rhythmic patterns on the drum.
SWBAT to perform drumming patterns and call-and-response songs of
Palago.
SWBAT to follow the cues of the lead drummer as the conductor of the
ensemble.
SWBAT to create and perform a dance to their recording of Palago.
National Standards:
1.1.8.B.1 Analyze the application of the elements of music in diverse
Western and non-Western musical works from different historical eras
using active listening and by reading and interpreting written scores.
1.2.8.A.3 Analyze the social, historical, and political impact of artists
on culture and the impact of culture on the arts.
1.3.8.B.1 Perform instrumental and vocal compositions using complex
standard and non-standard Western, non-Western, and avant-garde
notation.
1.3.8.B.4 Improvise music in a selected genre or style, using the
elements of music that are consistent with basic playing and/or singing
techniques in that genre or style.
1.4.8.A.1 Generate observational and emotional responses to diverse
culturally and historically specific works of dance, music, theatre, and
visual art.
Materials:
-Sufficient drums for class (preferably a mixture of small, medium, and large)
-1 cowbell, 2 two-tone bells, and shakers
-Recording of Palago
-Recording device and Mixcraft (or another sound editor)
-History PPT, Warm-Up PPT, and Palago PPT
-Rhythmic Pattern Posters (General and Palago)
a.
ex) Yum
b.
ex) Pizza
c.
d.
e.
ex) I like it
ex) Pepperoni
Summary
1. Question and Answer Review
a. Play me the pizza rhythm.
b. Play me rhythm number 5 (have students read the notation
rather than hear the word syllable pattern).
c. What is African Drumming used for?
i. Communication, rituals, and entertainment
d. Is African Drumming just percussion?
i. No! Singing and dancing too!
e. Who leads the African Drumming ensemble?
i. Master Drummer!
f. African Drumming is.
i. Polyrhythmic!
2. Instrument Clean-Up
a. Same single file line NEATLY put the drums away and come
back around to put your chairs away
Assessment:
Students will receive constant feedback through formative assessment and
receive a participation grade based on their engagement and contributions
to the class.
5.
6.
7.
Ensemble Work
Learn parts call and response
a. Small drum: Pepperoni pizza
b. Medium drum:
c. Large Drum: Rest - Lower drum(syncopation) [1 2 + 3 + 4]
d. Shaker: Down-Up-Down Up-Down-Up
Divide class evenly into parts
a. Put the parts together
b. Remember to keep the steady beat in your body while playing
your parts or they wont line up (address issues of this as they
arise)
Rotate parts
Split into groups of 4 1 SD, 1 MD, 1 LD, 1 S
a. Improvise new 4 beat patterns
i. Start with Small drums
ii. Add Medium
iii. Add Large
iv. Add Shaker
v. Rotate and repeat
1. Talk about complimentary parts: How does my part
fit well with my groupmates?
a. Incorporate silences to fit parts together
b. Work with group and agree on an ensemble piece [5 minutes]
i. Perform for class
ii. Discuss whether or not the parts work well together
Summary
years, and has spent years playing and studying in Ghana. He brought all of
his experiences back to share with us and now Im bringing it to you.
Music is deeply woven into the fabric of African life, as weve discussed in
previous classes. Palago is one of my favorite pieces because it has a fun,
upbeat groove that is a lot of fun to sing and dance to. Im going to play you
a clip of the MSU ensemble playing our version of Palago its only a short
excerpt. African Drumming pieces can last anywhere from 10 to 30 minutes
or more in reality. Look at the questions Ive outlined on the board and take
a listen.
4. Listening activity
a. Talk with your neighbor about the piece and your answers to the
questions
5. Introduce Lead Bell
The lead bell is the most important part in our ensemble because its our
timekeeper. Listen to what it sounds like.
a. Demonstrate lead bell
Was the part what you expected it to be? Did anyone think it was odd that
our timekeeper doesnt actually play the steady beat directly?
b. Students tap the steady beat while demonstrating the lead bell
6. Chant Lead Bell: Gre deh gi deh gi deh gre
Traditional African Drumming is learned aurally by listening and observing
your guide or teacher, so thats how were going to learn this piece to give
you an authentic experience. When it comes to learning the different
patterns and playing techniques used, they have specific syllables that tell
the students how and where to play the rhythms. For the bell it tells us the
rhythms, but the syllables themselves will become more important as we get
into the other parts. Theyre not necessarily nonsense syllables, so its
important to pay attention to them.
7. Clap Lead Bell
8. Add Chant with Clap
a. Are we playing all of the syllables that we chanted before?
Whos confused? Its alright! This is complicated stuff. Heres the difficult
concept about the lead bell it actually is playing two different rhythms
because traditional teachers view those two rhythms as interconnected
meaning you cant have one without the other. One is played on the
instrument themselves which syllables do we play on the bell?
b. Highlight syllables played on bell in different color to emphasize
c. Syllables left = Gre gi gi gre
i. What is this rhythm?
ii. Where do we play it? Watch me.
You play the steady beat in your body it has to be internalized. In African
Drumming it is a basic fact that in order to play any rhythm you must have a
perfect grasp of the beat.
9. Clap steady beat and move torso to beat
a. If students seem hesitant do feel weird? Its okay, but without
this inner pulse its going to be 100% harder to learn the other
parts. Remember our warm-up activity the other day? Jump on
in!
b. Switch between clapping the steady beat and clapping the bell
pattern
10.
Pat the syllables on legs
a. Gre both legs
b. Deh right
c. Gi left
d. Both right left right left right both
e. Reinforce steady beat and bell pattern
Now the tricky (but fun!) part about Palago is that is has a few coordinated
stops and starts. Its the best feeling in the world when a whole group of
people can be so connected to make this work but its hard work. Each
person needs to be fully engaged no autopilot.
11.
Introduce Pause Call
a. Sing call tell students that the lead drummer uses their voice to
make calls in the song.
b. Teach Response: Tokoro, oh down, Tokoro
i. All of the ensemble will say and play this part together on
whichever instrument they have.
c. Sing complete call and response a few times to solidify
This call is going to be really important as we learn more parts because not
every part comes in at the beginning of their pattern. Challenge accepted.
Luckily the lead bell does, so lets try it.
12.
Students clap lead bell while chanting (can chant: Gre deh deh
deh gre) and listen for pause call
a. Repeat as needed
b. Do we feel confident in our lead part?
13.
Learn Arm-Clap
a. Introduce as a part which everyone will be doing at some point in
our piece
b. Demonstrate and have students join when ready
c. What rhythm do we move to? The steady beat!
d. Students continue arm-clap while teacher adds bell part
e. How do the patterns fit together? Where do the claps happen?
Gre
f. Students figure out how clap comes back in after call work it
out with your neighbor. Think about what we said lines up in the
two parts
i. Pattern comes back in on one clap
ii. Put together will pause call
Summary
14.
Put lead bell and claps together every other person
a. Arm-Clap do motions
b. Lead Bell pat on legs
c. Once solid, switch
15.
Talk with your neighbor about what was challenging. Share with
class.
Assessment:
Performance assessment on whether or not students are able to play
patterns and participation grade.
c. ABCD
i. Rehearse entering after song
So we now know how to start our song and we know what happens in the
middle. What are we missing? There is also a song that signifies the end of
our song. Salam alaykum is means Peace be unto you in Islam, and is used
to end as a sending forth in piece gesture.
4. Learn Salam Alaykum call and response
a. Coordinate final hits on the drum with end of song
5. Review Form
a. Introduction
i. Everybody, Palo-alo, ABCD
b. Main section
i. 2 Pause Calls
c. Transition Eh ah eh
This is one that you just have to listen for. Its to signify the change for the
dancers so this will come in handy when we start dancing!
d. Repeat patterns until End Call
6. Record
a. Rotate around circle to give students a chance to play all
instruments and to get a large number of takes
7. Put instruments away
8. On a scale of 1-10, how do you think our performances went today?
Assessment:
Students will be assessed on their performance during class and will selfassess on their performance.
Lesson 8: Dance
Materials:
-Palago PPT
-Recording of Student Palago Performance
Process:
Warm-Up
1. Listen to Recording
a. Move to beat
b. Count how many measures of 4 happen between each pause as
you listen
2. Learn dance
a. Break it down into 2 measure sections
3. Students create sections of dance (in small groups)
a. Replace Right-Hand Turn
b. Replace 3-point turns
c. Demonstrate for class and vote on favorite moves
4. Learn eh ah eh transition
a. Move into two lines
5. Learn final line dance section
a. Have fun with it!
Summary
6. Perform entire dance
If time:
7. Half class plays lives instruments, while other half dances
8. Switch
Assessment:
Students will be assessed on their ability to perform the dance to the steady
beat and create their own sections through active class participation.
Extensions:
Have class teach song and/or dance to another class
Have volunteer students take over vocal calls
Final Assessment
A performance assessment along with formative assessment throughout the
unit will determine the final grade for students. The final performance will be
assessed by the following criteria:
Instrument patterns
Singing
Dancing
__/30
__/30
__/30
Participation
steady beat.
Student completes the
above tasks with
energy and a positive
attitude.
__/10
Total: ____/100