World Music Unit Angela Yingling 7 th Grade General Music National Standards: 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising melodies, variations, and accompaniments. 6. Listening to, analyzing, and describing music. 9. Understanding music in relation to history and culture. Ohio Academic Content Standards: 7.1CE. Recognize, identify and demonstrate form in world music (e.g., Western and non-western) and popular music. 7.3CE. Recognize and identify historical and cultural contexts (e.g., time and place of a music event) that have influenced music. 7.3PR. Improvise, compose and arrange music. 7.4RE. Explain how and why people use and respond to music. Concepts: world music (Africa, Latin America, Brazil, America), world percussion, steady beat, ensemble playing, call and response, cultural influences on music Lesson One Objectives: Students will be able to describe what happened in regards to slavery during the African diaspora and European colonization during the 15 th -19 th centuries. Students will be able to describe why music in the Western hemisphere has strong African roots. Students will be able to identify at least three ways that music was used by African slaves. Students will be able to demonstrate 4 different tones that can be produced by clapping. Students will be able to perform a 4-part clapping ensemble. Students will demonstrate their knowledge of call and response form by performing a hambone piece. Materials: computer, Google Presentation, African instruments: Kroboto, Dondo-talking drum, Apentemma, Axatse, Atoke
1. Attendance (2 minutes) 2. Introduce topic. (2 minutes) I have a bunch of different looking instruments up here with me. Can anyone guess where they are from? (Answer: Africa) This week, we are going to spend some time looking at music from different cultures around the world. We are going to start with Africa. Can anyone guess why? (Answer: most music traces back to Africa and has strong African roots.) 3. Discuss the history of Africa and its native people. (5 minutes) 15 th -19 th Century-European colonization o Renaissance was beginning, race of exploration (Christopher Columbus), power o Portuguese, Spanish, Dutch, French, Belgian, and British o New World o Slaves used for labor in colonized regions of the New World o Africa diaspora 4. Discuss the music of African slaves and how it spread to other regions. (10 minutes) African slaves shipped to New World of the Caribbean and Americas Brought traditions with them-stories, dancing, music/songs o Keeping the music and rhythms of their homeland alive o That is why there are such strong African roots in the music of the Western hemisphere (spirituals-->gospel, blues, jazz, R&B, R&R, soul) Music was used to: o convey hidden codes Wade in the Water (play the itunes clip) Follow the Drinking Gourd o help boost morale/happiness o pass time while working o pray to God Instruments: o Made out of whatever they could find o Clapping/body percussion 5. Teach a hand clap ensemble piece. (10 minutes) Show the ensemble piece on the board Teach each line to the entire class. Divide the class into 4 groups and practice/perform the excerpt. 6. Teach the Hambone. (11 minutes) Describe Call and Response Discuss how slaves in the United States weren t allowed to use drums, so that used body percussion to accompany songs and dances.
Go over the response parts (same as the last two bars of previous piece) Demonstrate the call and have students respond. Choose students to take turns being the caller while the rest of the class responds. In case of extra time, put it together with the CD accompaniment. (CD 8-16) Lesson Two Objectives: Students will be able to name at least 3 African instruments. Students will be able to demonstrate correct technique for playing the Kroboto, Talking Drum, Apentemma, Axetse, and Atoke. Students will be able to perform an ostinato pattern that could be used in Highlife music. Materials: computer, Google Presentation, student worksheet, Kroboto, Talking Drum, Apentemma, Axetse, and Atoke 1. Attendance (2 minutes) 2. Tell students to start bringing in boxes (pizza boxes, shoe boxes, any box) and something that you can hit it with (fork/spoon, drum sticks, pencils, anything!) (2 minutes) 3. Review yesterday s lesson. (3 minutes) Call and Response African Diaspora Clapping Ensembles 4. Discuss the instruments and music of Africa. (15 minutes) Hand out the student worksheet. Follow the Google Presentation Demonstrate how to play each instrument. Discuss African Highlife o Play the itunes piece Bere Bote 5. Learn and play a Highlife Ensemble (18 minutes) Use page D-13 in Making Music by Silver-Burdett Lesson Three
Objectives: Students will be able to name identify at least 3 instruments used in a steel band. Students will be able to demonstrate correct technique for playing the bongos, guiro, maracas, and cow bell. Students will be able to perform an ostinato pattern that could be used in Highlife music. Students will be able to describe what calypso music sounds like. Materials: computer, Google Presentation, Bongos, guiro, cow bell, maracas 1. Attendance (2 minutes) 2. Review from the previous day. (3 minutes) African instruments African Highlife 3. Introduce new region of music: Caribbean (2 minutes) From this point on, refer to the World Music Unit Google Presentation Point out where the Caribbean is on the map. 4. Tamboo Bamboo (4 minutes) Watch the YouTube video Tamboo Bamboo posted by Vincent T Joachim Discuss the origins (as explained in the video) 5. The Steel Pan (4 minutes) Tamboo Bamboo evolved into steel drum bands Made out of old oil barrels Tuning 6. Panorama/Carnival (4 minutes) Pre-Lenten celebration Watch YouTube Exodus Steel Orchestra Panorama Semi Final 2013 7. Calypso music (5 minutes) Bomb tunes: Listen to YouTube Invaders Steel Orchestra: Beethoven s Fifth Lyrics are usually about political or social issues that catch peoples attention. Parodies Listen to Lord Kitchener 8. Instruments of the Engine Room (6 minutes) Refer to the Google Presentation 9. Learn and Perform the Calypso Ensemble (10 minutes) Lesson Four
Objectives: Students will be able to identify the name for drum in Japan. (Taiko) Students will be able to name at least 3 ways that Taiko drums are used in Japan. Students will be able to identify the name of a Taiko drum ensemble. (Kumi- Daiko) Students will be able to identify at least 3 components of Kum-Daiko drumming. Students will be able to name at least 5 different genres of music. Students will be able to identify what genre a piece or song is when listening to it. Materials: computer, Google Presentation, Spotify 1. Attendance (2 minutes) 2. Introduce topic of the day. (2 minutes) We are going to move to the other side of the world and discuss a type of drumming that is from Japan called Taiko Drumming. Has anyone ever seen a Taiko drumming group? Beijing Olympic opening ceremony? 3. Japanese Taiko Drumming (10 minutes) Refer to Google Presentation Just like we have the word drum and Africans have the word ngoma, Japan has a word that is used to describe any type of drum. It is called a taiko. Discuss the mythological story that goes along with taiko drums. o Goddess of Light is treated mean by brother. o Goddess of Light retreats into a cave. o No light o Everyone trying to cheer her up. o Elder and wise Goddess stomps on a barrel and created rhythms o Other Gods and Goddess like it and start making a commotion. o Goddess of Light comes out. Yippee! The end. Discuss the uses of taiko drums. Discuss Kumi-Daiko drumming. o Watch YouTube video of Kodo Kumi-Daiko group. Discuss the 3 sizes of the drums. 4. Student Activity: Naming music genres. (5 minutes) As a class, we are going to make a list of as many music genres that we can brainstorm. Raise your hand if you think you know one. 5. Student Activity: Listening to a piece/song and identifying the genre. (20 minutes) Display the pre-made narrowed-down music genre list on the board.
Lesson Five Everyone get out a piece of paper, put your name and period at the top. Then, number it from 1-30. Once you do that, copy down of to the side the list of music genres that I have on the board. I am going to play you excerpts of pieces and you need to write down what genre you think the piece is from. Play each excerpt. Offer bonus points for some of the pieces if students can identify extra information such as composer, artist, specific genre within a genre, etc. 6. Remind students to bring in a box and something to hit it with for Friday s class. Objectives: Students will be able to identify at least 3 instruments used by the Blue Man Group. Students will make their own homemade instruments out of whatever materials that brought to class (boxes/objects to strike the box with). Students will be able to notate a 3-part rhythm loop within their activity group. Students will perform their composed 3-part rhythm loops on their homemade instruments in front of the class. Materials: computer, Google Presentation, boxes, objects to strike a box with, student activity sheets 1. Attendance (2 minutes) 2. Introduce the topic for the day. (2 minutes) We have a fun day ahead of us today. This past week, we have looked at music from around the world, especially drumming from areas including Africa, the Caribbean, and Japan. Today, we are going to bring it back to the United States and look at a popular drumming group from the US. How many of you have ever heard of the Blue Man Group? 3. Blue Man Group (3 minutes) Refer to Google Presentation Discuss some of the different instruments used in the Blue Man Group. Watch or listen to an excerpt from the Blue Man Group. 4. Student Activity: Box Drumming (33 minutes) We saw how successful the Blue Man Group has been just by simply using random objects and turning them into instruments. Today, we are going to do the same thing.
You are going to get into groups of 3 and compose our own rhythm loops that you will then perform on your boxes for the class. Each person in your group will have their own rhythm. Each rhythm is only 2 measures long. If there are 4 beats in each measure, how many beats are going to be in the entire loop? (Answer: 8 beats) Each group will have a worksheet to notate your rhythms on. Review how many beats each note/rest is. (Refer to Google Presentation) Be creative! Come up with unique ways to play your instrument. Perhaps you can make more than one sound on your instrument. Show them an example of a completed worksheet. Split them into groups of 3. Choose the groups for them. Save at least 10 minutes at the end of class for students to perform their drumming compositions.
Name: Period: The Music of Africa 1. The is a 21-stringed harp that is a popular instrument in African music. 2. What is the general African term for drum? 3. The Kroboto drum is played with: A. your hands B. 2 sticks C. 1 stick and 1 hand D. your feet 4. An Axatse (rattle) is made out of a dried with a net attached to it. 5. What is an Atoke Bell made out of? 6. The Talking Drum originated from: A. the Ewe tribe B. the Ashanti tribe C. the Yoruba tribe D. the Incan tribe 7. The Apentemma drum is played with and. 8. African Highlife is a type of: A. Work music B. Lullaby C. Spiritual music D. Dance music