Indian Education for All Name of Lesson: O Hal Lwe- Vocables Subject Area Focus: Music Grade Level: 5-8 th grade Prepared by: Hollie Sexton *Overview & Purpose/ Essential Questions Students will discuss how vocables in American Indian culture were used. Vocables had no direct translation but were meant to express a feeling, a dance or tell a story through the melody and sounds of the vowels. As a class Students will learn an American Indian Vocable song O Hal Lwe. After singing the song students will identify the use of the pentatonic scale as well as the Call and Response Structure. Then students Individually will Create their own expressive melody using vocables and the pentatonic scale. How can words not have a direct translation but still have meaning and how does this represent the Native American culture? How does this traditional song relate to other cultures? *Materials Multicultural Perspectives in Music Education song O Hal Lwe Stereo- Recordings of Indian Vocable songs-multicultural Perspectives in Music Education CD and Moving Within The Circle CD. Paper/Pencil Xylophones Hand drums/gathering drum *Time Required *IEFA Essential Understanding(s) *MT State Content Standard(s) 1 hour 1: There is great diversity among the 12 tribal nations of Montana in their language, cultures, histories and governments. Each Nation has a distinct and unique cultural heritage that contributes to modern Montana. 3: the ideologies of Native traditional beliefs and spirituality persist into modern day life as trivial cultures, traditions, and languages are still practiced by many American Indian people and are incorporated into how tribes govern and manage their affairs. National Standards for Music Education standard 1: Singing, alone and with others, a varied repertoire of music. Standard 2: Performing on instruments alone and with others, a varied repertoire of music. Standard 4: Composing and arranging music within specified guidelines Standard 6: Listening to, analyzing and describing music. Standard 9: Understanding music in relation to history and culture. *Background Information **1. Knowledge of the use of Vocables in American Indian music and culture. 2. Pentatonic scale and form of call and response. December 2007 page 1
*Primary Learner Results Additional Learner Results Technology Connection *Procedures Step 1 Description 1. Students should be able to demonstrate knowledge of vocables and their importance in American Indian culture. 2. Students will use their knowledge of the pentatonic scale and music as expression to create their own vocable melody. Students should also be able to identify the call and Response structure of the song and use this technique in writing their own song. Stereo for listening to vocable songs. Listening/Analyzing American Indian vocable songs. Description Recognize from prior knowledge how songs can be used as a vehicle of cultural expression. Discuss vocables and their use in American Indian Culture then and now. Play recordings/examples of American Indian songs with vocables. Have students briefly write/paint their reaction to the songs and what they feel the song is trying to express. Duration 10 minutes Step 2 Learn O Hal Lwe Description Teach the vocable Song O Hal Lwe. Emphasizing correct vowel sounds and accented notes. Teach the song, identifying the pentatonic scale and the use of Call and Response structure. Assign some students to play a drum part to accompany the song. Duration 10 minutes Step 3 Compose vocable melody Description Brainstorm a feeling or a story you would like to express in the melody. Using xylophones and the pentatonic scale have students create an 8 measure melody that represents an experience or tells a story. Instructing the students to use vocables to express the experience and not words. Guide students composing by having them write down their notes and vowel sounds they will use for the vocables. Duration 30 minutes Step 4 Perform Vocable melody Description Students will perform their vocable melody in front of class. While a student is performing the other students can analyze what they feel the song is expressing just as they did for the listening. Duration 10 minutes Extension 1. Students can add other American Indian instruments to their composition such as drums, rattles or flutes(recorders) Assessment Performance of O Hal Lwe Student personal composition. December 2007 page 2
Resources Book and CD: Multicultural Perspectives in Music Education. (1996). Reston, VA: Music Educators National Conference McCluskey, Murton.(2007). Your Guide to Understanding and Enjoying Pow Wows. Montana: Office Of Public Instruction Book and CD: Burton, Bryan. (1993). Moving Within the Circle. Danbury, CT: World Music Press. VOCABLE LESSON It is important when teaching Native American Music that you treat the music with respect. The vocable sounds should not be referred to as nonsense sounds or sounds that are funny. Discuss with the students before listening or singing how this is part of the Native American culture. Take time to point out similarities and differences in styles and forms of all styles of music. Refer to the book Multicultural Perspectives in Music Education Pg. 20 for pronunciation of the vocables. It is common for the vocable song title to describe the meaning of the song. For example, songs with the title: Bear Dance, Basket Dance, etc. These song meanings are meant to represent the dance that is performed while the song is being sung and the drums are being played. Other song titles such as Flag Song or Honor Song are meant to be sung while that particular event is taking place. The Flag Song is sung at the beginning of Pow wows when raising the tribal flag along with the American Flag. Honor Songs are sung when honoring a person. Almost all songs are handed down from generation to generation aurally. Most Native Americans learn the song from listening to the song over and over again. There are even times when singing around the drum that a person will improvise the words. This is because it is not about the exact words; it is more about having that main drum beat that plays along with the song. This use of improvisation is one of the influences Native American music had on Jazz and other American music. The title of the vocable song describes when the song should be sung and what the meaning of the song is. Students should understand that sometimes what the song is used for is where the meaning lies. The students should also understand that not all American Indian songs used vocables in songs. Many American Indian songs have English words and tell a story. It is important for the students to listen to both types of songs. I also recommend that the students listen to the different songs from all the Montana plains tribes and compare their differences. The vocable song in this lesson has a meaning that has been passed down to generations. O Hal Lwe refers to the mighty oak tree and compares the roles of women in their culture to the oak tree that brings forth new life (acorns) and provides shelter and protection as each new generation grows to maturity, thereby guaranteeing the survival of the people and their culture - Multicultural Perspectives in Music Education, Pg 21. In this particular song the women will dance while the men drum. Most songs are designated as either a Male dancing song or a Woman dancing song and some song will have both men and women dancing. An example of a song that both men and women would be dancing to would be the Flag Song or the Grand Entry. Whatever the dance or the song, it is tradition that the men are at the drum. At the drum there is usually a drum leader. This is sometimes whoever s drum it is or it can change as the song goes along. In this lesson, when students write their own song they should write the song with the idea that they are to express an event or feeling from their own life. Their song should be personal and not trying to represent the Indian culture but their culture. December 2007 page 3
At the end of the lesson students should form an understanding of Native American Music and what it means to their culture. They should feel a better connection to the culture and have a better understanding of other cultures and how they have influenced each other. Overall, a respect should be gained from their knowledge. December 2007 page 4
December 2007 page 5