Stage: 2 Unit Overview This unit of work for primary classes is designed for teachers who do not have a lot of musical experience but who are prepared to try their hand. The approach is Orff based, in that there is experiment with sound that leads to creativity. This series of lessons can be adapted for classes from Years 3 6. The lessons are designed to be short so that teachers can use twenty minute or ten minute transitions, or can use several lesson ideas together. The Global Education Project NSW acknowledges the contribution of this lesson by Anne Power and Sarah Powell of the Orff Schulwerk Association of NSW. Boy drumming. Source: Wikimedia Commons
KLA: Music Stage: 2 Topic: Songs of Country: Indonesia Duration: 1 2 hours Interdependence and globalisation Identity and cultural diversity Global education learning emphases Social justice and human rights Global education outcomes Develop a sense of shared identity with others as a member of a community locally, nationally, globally Identify factors that contribute to a personal and cultural identity Identify aspects of their own identity and the similarity to others Develop an understanding of diversity of cultures Peace building and conflict resolution Sustainable futures NSW Creative Arts K 6 Syllabus Outcomes MUS2.1 Sings, plays and moves to a range of music, demonstrating a basic knowledge of musical concepts. MUS3.1 Sings, plays and moves to a range of music, individually and in groups, demonstrating a knowledge of musical concepts. MUS2.2 Improvises musical phrases, organises sounds and explains reasons for choices. NSW Creative Arts K 6 Syllabus Musical concepts Duration Performing (singing, playing and moving) to music that has a regular beat. Structure Recognising small sections within a piece of music Repertoire Experiencing music from around the world: Instrumental music inventing body percussion activities to perform as an accompaniment to instrumental music Student compositions performing, listening to and discussing their own compositions Movement practising simple actions, body percussion sounds such as clapping, clicking and stamping, or patterned movements and dance steps to enhance rhythmic skill and understanding
The lessons Learning the body percussion 1. Watch Keith Terry body percussion body music on http://www.youtube.com/watch?v=foajth1joto The first 1 50 of this DVD clip show rhythmic blocks of 3 sounds, 5 sounds, and 7 sounds. Notice that the video mirrors what viewers do. 2. Have everyone stand so that they have some space around them. Practise 3 sounds and 7 sounds. Practise them in a pattern of 3+3+7. Make this the body percussion to which you will add other sounds. 3. This is what that would look like as a body percussion score.
Learning the song 1. Watch the two guitars perform and sing Kampung Nan Jauh Di Mato on http://gratismp3x.com/download lagukampung nan jauh di mato nugie free mp3 2. As you watch the first 45 (one whole 4 line verse), encourage the class to join in the first line of the words. Next try to join in the last line of the words. Next try the first two lines. Next try the whole of the verse. 3. Move on to the second verse, and gradually build up to singing the whole of two verses. 4. There is a bridge section and then a return to the verse again. Gradually build to singing the whole of the song. 5. This is what the song melody looks like (see next page).
Understanding the song 1. Ask the students if they know of any traditional children songs that reflect a love for the country in which they are sung. 2. Discuss: What values and attitudes are reflected in those songs? 3. Look at the translation provided in this blog entry: http://indonesiainmypocket.wordpress.com/2014/09/27/kampuang nan jauh di mato west sumatrantraditional song/ 4. Discuss the values and attitudes apparent in the song and compare with those raised in discussion two. 5. Discuss: What do you imagine West Sumatra to look like? What would life be like living there? 6. Investigate those questions using the internet. 7. Discuss the findings. Putting the body percussion with the song 1. Divide the class in half and go through the body percussion pattern to revise it and consolidate the memory. Explain that one pattern of 3+3+ 7 is the length of one line of the verse. Set the body percussion half of the class going by letting them start with two patterns of 3+3+7 on their own and then bring in the song. 2. Now swap the halves of the class so that the singers now do the body percussion and the body percussionists now sing. 3. Now have everyone sing and do the body percussion at the same time. Which effect do you like best? Putting instruments with the song and body percussion 1. Mirroring your class sitting down, pat your thighs in this pattern (note that t means top of thigh and s means side of thigh and p means knee bone): R t L t L t R t R t L t L t R s R s L t L t R s R s L t R s p L t L t 2. Remember that, as you mirror the students they will play L R R etc 3. If you have xylophones or any barred instruments, set the notes up as D, E, F sharp, A and B. This is the pentatonic scale (5 note scale). And add a D sharp. 4. Now transfer what you prepared on patting your thighs: play A for R t, D for L t,e for R s, D sharp for R p and play the whole 8 bar pattern. 5. With guitars, the chords are A D D A A D D Em Em D.D Em Em 6. D. Em Cm D. D. 7. Now divide the class into three: instrumentalists, singers and body percussionists to put this accompaniment with the song and body percussion.
Creating a non melodic percussion part 1. Divide the class into small groups of about four students and invite them to create a rhythm to complement the song, instrumental and body percussion. If you have instruments such as egg shakers or maraccas, claves, hand drums or bongos, they would be ideal. The new parts could be the length of half a verse (4 bars). When the groups have decided on their rhythms, use these between verses. 2. Look at the music of the song that you have been singing now for about four sessions. Can you find the parts where the verse melody is repeated? Can you find the different part (the bridge)? 3. Now there are several different elements that have been learned and created: a. The body percussion b. The song c. The instrumental parts d. The created rhythms (you probably have five or six of these). 4. Work out a structure with the class for a polished performance what should start, what should come back several times, what should finish. Map this on the board, play and enjoy. A Kolintangset, Sulawasi. Source: Wikimedia Commons
Other songs about the country of Indonesia 1. Listen and watch Rajuan Pulau Kelapa on http://www.youtube.com/watch?v=e68ddulf7bi 2. As a class, discuss the images in the song. How do they suggest pride in country? 3. What instruments do you notice playing in this music? 4. Listen and watch Bengawan Solo on http://www.youtube.com/watch?v=nzxu8fo6f44 5. This song about the river Solo has different images. Why do you think the images of a temple and of people looking up to a mountain are included here? What do they add to your understanding of the song? 6. If you were putting images to a video clip of an Australian song about country, what would you choose? 7. The gamelan orchestra is a centuries old tradition in Indonesia. The instruments are played with small metal hammers. Listen and watch the Gabor Dance Performance on http://www.youtube.com/watch?v=qr9bjn4javm 8. This music is led by a drummers seated on the floor. It is closely connected with dance traditions. List all the features of the dance that you notice in this clip. Pay attention to: The hands The eyes The way the upper body is held (arms and elbows) The knees and the kneeling part of the dance The flowers An Indonesian gamelan orchestra. Source: Wikimedia Commons