OVERVIEW
This lesson is
the "warm up" to the African unit. The students will be introduced to
African drumming through a non-verbal, call and response environment.
The teacher will drum a rhythm and students will be lead to echo. Several
straight and non-syncopated rhythms will be introduced. After learning
that these rhythms are based in Africa, the students will become familiar
with the rhythms as methods of communication. After brainstorming ways
or reasons to communicate the students will then be asked to write their
full name out on a strip of paper and to mark the syllables. After learning
how to play the djembe the students will then put a rhythm to their
name according to how the syllables are heard. They will choose where
the bass, the tone, and the slap would sound correctly as when they
speak their name. Students will get to perform their name rhythm as
a solo on rhythm sticks, hand drums, and on the djembe. Students will
be able to identify the key roles of spirit and identity in African
culture
This continues
the next class period with drumming and dancing put to an African story.
Students will learn the method of using ostinati, the call and response
method, the role of the djali, and the way dancing, drumming, and storytelling
is integrated into everyday life.
Days three and
four will present a postmodern questioning on identity. Dahomey banners
will be shown as examples of how Africans show spirit by depicting the
identifying characteristics of each respective leader. A ditto entitled
"Who Am I?" will be distributed to the students. As a class, a discussion
will take place under the question "what makes you who you are?" African-American
musical examples will be compared to African styles and rhythms. The
students will be asked to choose themselves, a member of their family,
or their entire family. With the help of a graphic organizer, students
will brainstorm what strong traits the person they've chosen has and
also what symbols would characterize each trait. These ideas will then
be drawn onto a piece of cloth resembling a Dahomey banner.
Once each student
has successfully finished his/her own banner, they will then be instructed
to write a story reflecting the past three lessons in the style of an
African story.
ASSESSMENT
-
Improvise rhythms based on the syllables of their name
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Write how Africans use dance, song, drumming, and storytelling
as a part of their culture and identity
-
Play with the correct drumming techniques of Africa