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Year 7 African Music

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Danny Smyth

on 20 April 2016

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Transcript of Year 7 African Music

Year 7
4= You compose a piece of African music that uses
call and response, monorhythm. and polyrhythm.

4+ You add ostinatos to your composition by
using the pentatonic scale.

5- Your piece uses contrasting dynamics, timbres or tempos.

5= You pay close attention to the structure by repeating
ideas or developing them when they are repeated.
Assessment levels

Learning Outcome
In this project you will:

- Play African instruments
- Improvise rhythms
- Compose a piece of music in groups

West African Music

A wooden keyed percussion instrument and part of the same family as the xylophone and glockenspiel. It is played with two padded sticks.

A goblet-shaped drum made from wood and animal skin and played with the hands.
West African Instruments
Watch this video.

Which continent or country
does the music come from?

What kinds of instruments can you hear?

Can you describe what they're playing?

Learning Outcome
Understand how to compose and perform an effective call and response.
All of you can: respond to a master drummer at the correct time.

Master drummer Call and response
Djembe
Some of you can:
compose interesting rhythms of different lengths.
Most of you can: compose a call and response in a group and perform it accurately.

Djembe
Balofon
Hand-held percussion made from wood or dried fruit. They have beads or seeds inside or on a net on the outside of the instrument.
The doundoun is a large wooden barrel covered by animal skin at each end and used as a bass drum. The kenkeni is a higher pitched drum.
Shakers
Kenkeni and Doundoun
Understand how to compose and perform effective monorhythms and polyrhythms.
Layers
Monorhythm Repetition
Polyrhythms
Ostinato
Keywords
Keywords
Some of you can: compose a polyrhythm.
Most of you can: compose a monorhythm.
All of you can: perform a monorhythm and polyrhythm accurately.

Extension: perform
your piece accurately.
Understand how to use the conventions of West African music to compose an effective piece of music.
Tempo
Dynamics
Timbre
Learning Outcome
All learners can: compose a piece of music that uses call and response and monorhythm.
Most learners can: compose a piece that uses polyrhythms.
Some learners can: compose a piece that also uses interesting timbre and dynamics.
Extension: compose a piece that also uses a change of tempo.
Example of an African Music Composition
Pentatonic scale
C D E G A
Play these notes on your xylophone.
Try to write a melody using these notes.
Starter
Extension
Learning Outcome
Understand the pentatonic scale and use it to create effective ostinatos.
Pentatonic
Polyphony
Keywords
Some of you can: compose a two bar ostinato.
Most of you can: play your ostinato as a polyrhythm with your partner.
All of you can: compose a short ostinato using the pentatonic scale.
Extension: use harmony in your ostinato.
Keywords
Learning Outcome
Understand how to use the conventions of West African music to compose and perform an effective piece of music.
All of you can: compose a piece of music that uses call and response, monorhythm and polyrhythm (3a).
Most of you can: use interesting rhythms. You also compose short ostinatos using the notes of the pentatonic scale (4c - 4b).
Extension: use different tempos.
You also use harmony in your ostinatos (5c).
Tempo
Dynamics
Timbre
Petatonic
Ostinato
Some of you can: use different timbres and dynamics. You also compose two bar ostinatos (4a).
Keywords
Example of an African music Composition
Call and Response
Monorhythm and Polyrhythm
Composition
Pentatonic Scales
Composition 2
Hey Ungua
(Swahili welcome song)
Leader:
Hey hey ungua
Group:
Hey hey ungua


x3

Leader:
Ungua, ungua
Group:
Ungua, ungua
Kye kye kule
(Ghanaian children's song)
Leader:
Kye kye kule
Group:
Kye kye kule
Leader:
Kye kye kofinsa
Group:
Kye kye kofinsa
Leader:
Kofi sa langa
Group:
Kofi sa langa
Leader:
Kaka shi langa
Group:
Kaka shi langa
Leader:
Kum adende
Group:
Kum adende
Hey!

Singing in Africa
Group 1 and 2:
Singing in Africa, we are singing in Africa.
Group 3:
Singing together in Africa, we are singing together in Africa.
Group Work Competition
Your group will receive marks for your group work as below:
50 marks for behaviour (10 will be taken away for each incident)
50 marks for working independently (10 will be taken away each time you ask the teacher for help)
Extra marks for teamwork (10 marks for each member of the group participating well). 50 marks maximum
Extra marks for reaching success criteria (All of you will =20, Most of you will = 30, Some of you will = 40, Extension = 50)
At the end of the lesson, each winning group member will receive achievement points.

At the end of the project, each winning group member will receive a prize.
Does this composition use:
- call and response -monorhythm
- polyrhythm
- the pentatonic scale?
Does it have interesting rhythms?
Does it use different:
- timbre (sounds of the drum)
- dynamics
-tempo?
Competition Results
The winning groups will receive 5 Vivos each. The runners up will receive one Vivo each.
8BR
8LK
8MA
8DE
8LO
8PA
Winners:
Zara, BJ, Danie, Maryam, Hamdi
390/400
Runners up:
Memoonah, Ikrah, Arsh, Zaineb,
Kaynnat, Liam S., Auves, Parmod, Saqlain, Cody,
Sulaiman, Aman, Nitin, Murtaza - 360/400
Winners:
Anjali, Yashika, Zakia, Iqrah,
Lucy, Alysha, Jake, Asheesh, Smaranda,
Balgiis, Yamine
Runners up:
Marlon, Arif, Salem, Cameron,
Adam, Humza, Simirit, Mahamed, Mustafa,
Hasan
Winners:
Rimsa K., Rimsha R., Crystal, Mia,
Starr, Charlotte, Sumaira - 510/600
Runners up:
Aaron, Danyaal, Eduard - 490/600
Winners:
Komal, Pavan, Mya, Zakiya, Sasanthi,
Avhis, Eesaa, Fizan, Fiaz - 190/200
Runners up:
Burhan, Mahad, Hanzala, Aisha,
Usman, Pavanvir, Lee, Danyaal, Keem, Luke, Che,
Umair, Munty, Jorven
Winners:
Teihya, Akifah, Khajra,
Fatou, Sohil, Hashim, Danyaal - 350/400

Winners:
Brooke, Rebecca, Dajarn, Adam, Elijah
- 360/400
Runners up:
Jay, Shahzaib, Rehman, Hasan, Azhan, Muda, Adnan, Ayub
Example of an assessment sheet
What Went Well
Next Steps
Musical skills
Team
working skills
Independent
learning skills
I have reached a level 4c because I can keep to my part. I also had loud, quiet, fast and slow parts
To get a level 4b I need to stay in time with other people and have a clear ending to my piece.
I am good at listening to
other people in my group.
I need to lead rehearsals better.
I can ask others in my group
for help.
I need to show others in the
group how to complete their
work.
Full transcript