Year 4 Lesson Plan

West African Drumming and Building Ensemble Skills

Teacher: Aria Tonini Observer: Prague British School

Date: 13th February, 2017 Lesson: Year 4, interview observation

WEST AFRICAN DRUMMING: Observer Preface

Whilst the majority of this term has been spent on rehearsing and preparing for our KS2 musical, we will
now be starting to work on our ensemble, listening, and rhythmic skills. As well as learning idiomatic
playing techniques, students will learn about the history, geography, and context of music from West
Africa. We will work on their understanding of notation, and practice good performance skills, as
outlined by the standards of the National Curriculum. The students will have another opportunity for
DIRT (dedicated, improvement and reflection time). Students will engage in a dialogue with the
teacher, enhance and improve work and internalize assessment criteria.

By the end of the lesson students will:

Learning Objective 1 Understand various rhythmic devices used in West African Drumming
Ensembles and understand the historical context behind them
Progressing will demonstrate key devices such as call and response and following signals
Expected will define / explain these devices
Excelling will demonstrate and analyse the impact of these devices
Learning Objective 2 Progress in their understanding of notation of quarter notes, quarter
rests, eighth notes, and eighth rests
All students will articulate a target in relation to achievable (yet equally challenging) assessment
criteria
Learning Objective 3 Have contributed to the rehearsal process by focusing on an area that
needs improvement, and practice ensemble skills such as listening and responding to cues.
Progressing will respond to input/modelled examples from group members and teacher
Expected will actively work to improve based on target set with minimal prompting from
group/teacher
Excelling - will work to support weaker members of the group, as well as actively contributing
to the creative process and working to achieve their own target
Learning Objective 4 Understand the process of rhythmic layering within African Drumming
Music

S Focus on the creative process, respecting others beliefs and opinions M working independently,
responsibility to group community S taking on a role within community, cooperating, finding
solutions to problem. C applying knowledge gained (re: authentic performance practice) and applying
to composition

Literacy Promoting good standard of written/spoken English, encourage correct spelling of key
terminology, invite (and praise) articulate verbal communication
Numeracy Rhythmic coordination; improving ability to subdivide, rationalise numbers in real time.

Lesson outline

Short start
Students will sit by the predetermined seating arrangement, allowing for students with weaker
abilities to sit next to and in between higher ability students.
Students will discover the 3 basic tones and how to hold the drum
We will play an echo exercise with a rhythmic drone as accompaniment. This will give the
students the chance to explore their techniques and develop their tone techniques.
Progressing students will be encouraged to feedback on simple/well-rehearsed answers
More able students to answer more difficult questions and quickly synthesize the information learned. If
exercise goes well, invite students to lead the exercise.
 Year 4 Lesson Plan
West African Drumming and Building Ensemble Skills

Teacher: Aria Tonini Observer: Prague British School

Date: 13th February, 2017 Lesson: Year 4, interview observation

Main learning activities

1) Introduction (LO3): During the introduction activity, students will have the chance to repeat 4
beat, and 8 beat phrases using only physical and visual clues. This allows to students to practice
their solo skills and listening skills. Where necessary, less able students have been given more
prompts with where they might find opportunities for success in relation to this task. Students
will also reflect on whether or not they achieved a formal target and have access to the
relevant criteria in order to judge this properly. Targets are related to assessment criteria which
are differentiated by level.

2) Ani Sogo Ma (LO1): After the introduction activity, a very brief lesson on the historical context
will be presented at the smart board. Invite students to give their previous background
knowledge about the origin of the drum. Target questions for less able students to still find
success/ explore investigative questioning. I will explain the historical context of the King of the
Mali Empire, and teach them a call for The King is coming or Ani Sogo Ma.

3) The King is Coming Echo Game (LO1, LO3): Now students will play another echo activity, this
time, I will ask each student to echo a rhythm individually. If I play the King is Coming rhythm,
all students must repeat it, regardless of whether or not it is their turn. After the whole class
echoes, we will continue down the line individually. This task (with a focus on LO1) is a teacher-
led workshop which aims to improve students understanding of musical structure, ensure that
they can respond to musical devices and (more able) articulate the purpose/merit of particular
devices. Success will be measured on the quality of performance (visual/aural assessment) +
targeted questioning will help to extend and include all students.

4) Lets All Play Our Drum (LO3): Students will now play Lets all play our drum game. After a
brief introduction, this game will help students respond to musical cues, and get them listening
and internalizing beat. Physical cues will be given to students who need additional assistance.

5) Lunch Box (LO2, LO3): Now, we will add pneumonic devices to playing, to allow students to
access the notation of these rhythms. I will introduce a lunch box of rhythms. (See below).
Pictures will be included to help trigger recognition in students with weaker English abilities.
Students will be asked to deconstruct a rhythm by themselves.

6) Pass the Rhythm (LO3, LO4): To introduce the textural concept of layering in West African
Music, we will play Pass the Rhythm. Ask students to internalize the beat, and play in time
consecutively using our lunch box rhythms.. If successful, we can add another rhythm, and have
two going at one time, allowing students to practice playing and listening at the same time.

7) Improvisation Game (LO3): After teaching a simple rhythmic ostinato, students will be able to
access improvisation and composition. During the clapping of the ostinato, individually,
students will be able to play anything they want and experience improvisation.

Plenary
At the beginning of the lesson, students will be given a self-assessment worksheet. During the lesson,
students will respond to their earlier target(s) commenting on what went well / how it could be
improved. This memo type exercise keeps the learning focused, and the teacher/student dialogue
concise but on-going. At the end of the lesson, students will refer back to the self-assessment
worksheet and fill out column 2, and assess how much they have improved.
 Year 4 Lesson Plan
West African Drumming and Building Ensemble Skills

POST LESSON REFLECTION

What went well? The tasks were clearly divided, and had a good balance between teacher led and
student exploration activities. As evidenced below by the learning objective self-assessment sheets,
many students saw their own growth throughout the lesson. Students were engaged and showed
enthusiasm for the lesson.

What would I change? Compared to my usual lessons with these students, today seemed low energy. It
was brought to my attention after this lesson that their form teachers had taken them to a 1 hour KS2
Musical rehearsal prior to my class. I definitely think this contributed to the lack of energy from
students. Upon reflection, I should have given them a brain break away from music before jumping right
into my lesson to regain energy. Additionally, I could have allowed for more playing time with students.
Upon watching this video back, there are many missed opportunities where I could have praised
students more and capitalised on their success. If I had more time there were several points where I
would have gone into student exploration more (i.e: what is the drum made of, deconstructing rhythms,
fixing ensemble errors, etc).