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PED 2140B - Arts Lesson Plan: West African Drumming

Names: Katrina Bourque Alison !amer "#elsea Kat$


%ra&e: 5
'u()ect: Arts (Music Strand)
Pro*ince: Ontario
+ime Nee&e&: 1 hour
,oca(ular-: rhythm, beat, tempo, form, dynamics
Learning .()ecti*es/.utcomes:
Students will
engage in traditional West African drumming in order to learn about and deelop an
appreciation for music from different countries!cultures
learn about musical concepts (i"e"# rhythm, tempo, and tone) in a hands$on way
"urriculum E01ectations: 2usic 'tran&
Oerall %&pectation# 'y the end of (rade 5, students will
)1" )reating and *erforming# apply the creatie process to create and perform music
for a ariety of purposes, using the elements and techni+ues of music
Specific %&pectation# 'y the end of (rade 5, students will
)1"1 sing and!or play, in tune, from musical notation, unison and two$part music with
accompaniments, from a wide ariety of cultures, styles, and historical periods
)1", apply the elements of music when singing and!or playing, composing, and
arranging music to create a specific effect
Bac3groun& Kno4le&ge:
-his is an introductory lesson to a music unit on West African drumming, singing, and
dancing" Students are not e&pected to hae any bac.ground in this area"
2aterials 5equire&:
'aobab /outh *erformers )0 (-rac. 1# Tuwe Tuwe)
)0 player
)hart paper and mar.ers
Optional# drums, bells, rattles
Descri1tion of Acti*it-:
2ae the students form a circle with their chairs or sit in circle formation on the carpet"
%&plain to them that you will be playing them a song and that you want them to listen as
we will discuss what the music ma.es them thin. of afterwards" *lay Tuwe Tuwe (-rac.
1 on )0), then as. the students to describe what they heard and to share any reactions or
thoughts" -he music is +uite different from the ma3ority of the music students in )anada
will li.ely hae encountered" -hus, the students might thin. it sounds strange or funny,
but these reactions can be built on to start e&ploring both the differences and similarities
of music from different cultures (i"e"# 4/es, the music does sound strange, because it5s not
what we5re used to, but perhaps there are ways in which it is similar to the music we are
more accustomed to 6" 7hythm is important, the music brings people together, etc") As
part of the discussion, e&plain the bac.ground of the music 8 that it is a children5s song
from (hana and that children sing it as a type of communal hand$clapping game"
-each Tuwe Tuwe to the students" Start with the words, which can be written on chart
paper so that students who are more isually inclined hae a point of reference, and the
melody" Once the students hae sung through it a couple of times, hae them stand in a
circle and teach them the actions that go along with the song (see Appendi& for lyrics and
actions)"
-ell the students that we5re now going to learn a traditional West African drumming piece
called (ahu" %&plain that there is drumming, dancing and singing inoled in the piece,
but that today we5re going to focus on learning the two main drumming parts"
Model the first rhythm (the 49OO: at me; rhythm) for the students using %nglish words"
2ae them 3oin in using only their oices" <ocus on the importance of emphasi=ing the
word 49OO:; and whispering the words 4at me;" -his will help when we add in the
actual drumming" Model the drumming for the students, drumming with your hands on
your thighs, unless you hae actual drums aailable" 2ae the students 3oin in and
practice a few times" (See Appendi& for the drumming patterns taught in this lesson")
Model the second rhythm 8 4>5M 07?MM>@( you see; 8 and hae the students 3oin in
ocally" Again, focus on the contrast between the loud and soft words" Model the
drumming and hae the students 3oin in" <ocus on ma.ing sure that the students are using
the correct hands for the different drum stro.es and are e&aggerating the dynamic
contrasts between them"
Split the class into two groups and try putting the two rhythms together" (et the 49OO:
at me; group going first, then add in the 4>5M 07?MM>@( you see; group" (ie
suggestions for improement (i"e"# try not to speed up, e&plaining how the rhythms fit
together 8 the words should come out as 49oo. >5m drumming, 9oo. >5m drumming;,
etc")"
>f time permits, e&plain that (ahu, as most drumming pieces, is a call and response piece"
One big drum plays the calls, which the smaller drums respond to throughout the piece"
-each the call (4Who5s got a drum beatA;) and response (4> 0O;) to the students"
>f the students do well with all this, the teacher can hae them try the combined rhythms
once more, this time adding in the bell and!or rattle parts, so that the students can hear
what the piece sounds li.e as a whole"
Assessment:
Anecdotal notes about students5 participation and effort"
Obserational assessment of ability to follow instruction regarding dynamics"
E0tension Acti*it-:
-he students can get into groups and create their own drumming pieces, branching off of
the rhythms we learned in the lesson"
Accommo&ations:
As this lesson is hands$on, it should be naturally engaging for students with behaior
issues such as A020" >t has elements that are appropriate for auditory, isual and
tactile!.inetic learners and will hopefully engage the ma3ority of the students in any class
due to its uni+ue and interactie nature"
Some students may be reluctant to clap hands with the person ne&t to them during Tuwe
Tuwe" -o reduce discomfort, encourage these students to simply clap their own hands
instead" >f it is only one student, he!she may be more comfortable clapping hands with
the teacher, so they could be moed to be standing ne&t to the teacher"
<or a hearing impaired student, if he!she has an <M system, be sure to wear the headset
while teaching and hold it up to the )0 player when you play the clip from the )0" Also,
position the student strategically in the circle so that he!she may see the teacher5s mouth
while tal.ing (to facilitate lip reading, if need be)"
Print an& We(sites 5eferences:
Ontario )urriculum (rades 1$B# -he Arts ,CCD
Gahu sheet music (not necessary, but would be useful throughout the rest of the
unit when you start teaching the class the ocal songs that go with the drumming)
'elf-5eflection:
Appendi&
+u4e +u4e
(@"'" -here are arious ersions of the lyrics for this songE any can be used, but
those found below match the ersion on the 'aobab /outh *erformers )0)
-uwe -uwe
'edama -uwe -uwe
-uwe -uwe
'edama -uwe -uwe
Abosoda Amadawale
-uwe -uwe
Abosoda Amadawale
-uwe -uwe 'om 'om
-uwe -uwe 'om 'om
Actions#
Starting on the ery first beat (the first 4-uwe;) you clap hands with the person on
one side of you for two beats (ie# 1 , F 4-uwe -uwe; F clap clap)" On beat G, you
swing your arms down, then up again on beat 1, as you turn to clap hands with the
person on your other side on the ne&t beats 1 and ," -his same action continues
until you reach the 4'om 'om; section in which you sha.e your hips bac. and
forth, which the students thin. is absolutely hilarious and loe to doH
%a#u
1" Words# 9OO: at me 9OO: at me 9OO: at me
'eats# 4 1 2 6 4 1
2ands# 7 9 9 7 9 9 7 9 9
0ynamics# loud soft soft loud soft soft loud soft soft
," Words# >5M 07?MM>@( you see >5M 07?MM>@( you see
'eats# 1 2 6 4
2ands# 7 7 9 7 9 7 7 9 7 9
0ynamics# loud loud soft loud soft loud loud soft loud soft
G" )all# Who5s got a drum beatA
7esponse# > 0OH (7ight, 9eft 8 both loud)
)all# Who5s got a drum beatA
7esponse# > 0OH (7ight, 9eft 8 both loud)
%eryone# > do, > do, > do, > do, > do, > do, etc" (7ight, left 8 9oud, soft)