Music - Irish Jesuit MissionsMusic Claire Keville for Irish Jesuit Mission Office Page 1 of 8 Development Education Lesson Plans Series Key Focus Area: Ethnic Music – African Drumming

Music

Claire Keville for Irish Jesuit Mission Office Page 1 of 8 Development Education Lesson Plans Series

Key Focus Area: Ethnic Music – African Drumming. An Introduction to World Music via Drumming, highlighting the relevant music/rhythmic terminology, importance of drumming in certain African cultures and care for the instruments.

Lesson Plan 1: Transition Year Music Class Duration: 1hr 20 mins

AIM/OBJECTIVES:

1. The students will understand the expectations for this class and will understand how to treat the instruments.

2. The students will learn how to beat time accurately/decisively and create their own rhythmic patterns in the classroom context. This may be done both in smaller groups and the larger group, so that the students can enjoy the creative process of group polyphonic drumming.

3. To give students a brief understanding/ overview of West African drumming so they can contextualise the experience. It obviously helps here if the teacher has been to Africa or has studied Ethnomusicology.

4. The teacher will lead rhythmic echo and call and response patterns that will be echoed by the students.

OUTCOMES:

1. That all students will be able to perform a polyrhythmic piece as a group by the end of the lesson. The weaker students will be helped along by the more advanced musicians resulting in an inclusive performance.

2. All students will be aware of the sounds, the significance and meaning of drumming in West African culture. In other words, they will have a greater understanding of this vibrant culture and will have developed better listening skills.

3. They will have learnt how to respect the instruments. They will have modelled the technique of moving the drums and know the care and handling involved with all the instruments.

4. They will have furthered their knowledge of rhythmic patterns and meters be able to use and understand how these directions work in a performance context.

LESSON PLAN:

1. I outline my intentions for the lesson to the students. They are introduced to West African drumming via various short clips on YouTube. I encourage feedback/thoughts and their initial response to the performances. Here they are encouraged to listen and echo rhythm patterns and to naturally add call and response patterns themselves. This may be done by clapping back, pounding their feet, using their hands on the desks or just singing back a response. This gives them a feeling of belonging to the culture and taking part in its ritual practices.

2. The teacher will show the students how to handle the drums, and other instruments that are to be used in class. They are reminded that this too, is an important part of the ritual of drumming.

3. The teacher will discuss the vocabulary with the students and together develop working definitions. At this point the rhythmic values may be pointed out on a poster or drawn up on the white board. Students are reminded of the different meters. For those who are not musically literate, simpler rhythmic patterns are highlighted and drawn. They may also use blank sheets of paper to write down new definitions or to create new patterns from the given material /rhythms on the board. Elements of numeracy may be reinforced here.

Ability: Suitable for Transition year programme where there is mixed ability – some advanced musicians with others who may not have done music at Junior Cert level.

Music


4. The teacher will lead rhythmic patterns that will be echoed by the students. These patterns will then lead into an active/creative call and response session.

5. Smaller groups are formed and each member is given a role – basic beat, syncopated ostinato pattern, non-syncopated ostinato, continuous quaver pattern etc. Again this will depend on the level of the students. Parts can be rotated within the group.

6. It is important here to make it fun – students should like what they are learning to perform or at least be open to learning it. They will be assisted in all parts of the lesson and the teacher will listen to and encourage feedback. The teacher will listen to each group in turn and pick out certain patterns to be used in the final group performance at the end of the class.

7. All students are brought together and are seated according to their parts. I will draw up the patterns to be used on the board. I will hear each part performed separately and then add other drumming parts line by line. Usually four drummers per part works well, making sure you have a strong drummer in each section.

CONCLUSION OF LESSON:

Class ends with a full performance of both the created and predetermined drumming patterns with full class participation. For homework students are asked to find out a little bit more on West African drumming and to find their own particular favourite clip on YouTube and this will be listened to at the beginning of the next practical class.

MATERIALS:

African drums or any percussion instrument. Computer – YouTube. Blank sheets, pencils. Photocopies of rhythms as a backup for the different levels.

PROCEDURES FOR ASSESSMENT:

1. Randomly select students throughout the lesson to answer questions.

2. Listen, watch and assist students as they rehearse, encouraging progress offering advice.

3. Challenge each student to reach their fullest potential.

4. Listen to feedback from the students.

5. Perform this piece again in the next practical class reinforcing the material learnt.

6. Give homework via research to be completed for the next class and question students on this.

REFLECTIONS AND REVISIONS:

I will ask myself the following questions after the lesson.

• Did the lesson run smoothly or are changes needed? Would I use this lesson plan again? What was good about the lesson and what areas could I improve on? Was I as a teacher inspiring, encouraging and dynamic enough? Did I need other resources or equipment?

• Were the length and the level of the activities appropriate for the group?

• Were all the students interested in the activity?

• How the lesson was for those students with special needs – was it inclusive enough for them? Do I need to consult with the resource teacher over any issues arising from the class? Certainly a gifted student could help those with special needs or indeed help the teacher rehearse the parts. Above all did they progress and did they learn the material set out in the goals and objectives?

Lesson Plan 1: Transition Year Music

Music


Lesson Plan 2: Transition Year Music Class Duration: 40 mins

AIM/OBJECTIVES:

1. To teach the students how to play/sing the Irish aria ‘I Dreamt I Dwelt in Marble halls’ by Michael W. Balfe with accompaniment and harmony.

2. To introduce students to the following musical definitions and theory as relevant to the song – Aria, Opera, Chromaticism, Ritardando and Rubato.

3. To encourage students to remember the characteristics of Irish Music – What makes a melody sound Irish?

4. Reinforcing the words for dynamics and the key of D as we follow the directions of the piece through performance.

OUTCOMES:

1. That all students will be able to perform this piece as a group by the end of the lesson. The weaker students will be helped along by the more advanced musicians resulting in an inclusive performance.

2. Those students will know the musical terms and theory associated with this piece of music and be able to use and understand how these directions work in a performance context.

3. That they will be aware of the melodic features that make this melody sound Irish even if it comes from an Opera and not from the living tradition of Irish Music.

LESSON PLAN:

1. I outline my intentions for the lesson to the students. They are introduced to the song/melody via various short clips on YouTube. As it is quite a popular song, some students may already be familiar with the air. Artists like Brian Kennedy, Enya or Anúna may be shown.

2. Students are given some new musical definitions – Aria, Opera, Ritardando and Rubato. They are written on the board and spelling noted. At this stage I will not dwell too much on any term as the latter two in particular will become apparent when we begin to play. However, I inform the pupils that the latter two directions make the rhythm of the melody more flexible.

3. Students are given their music sheet depending on their level, musical literacy and instrument/voice. Transposing instruments are given suitable music. Weaker students can be given some long held harmony notes/drone effect while more advanced players can read off a melody or a counter melody from the music. Traditional musicians are given a page with ABC notation and this combined with their heightened aural awareness will insure they learn the melody quickly. Harpists and guitarists are given the chords either to play as arpeggios and broken chords or to strum along depending on ability. Singers who do not play an instrument will be given the lyrics in order to sing the melody. It is important here to have competent musicians in each part to help the weaker students.

4. Students are first asked to name the key of the piece. They are then encouraged to play the scale of D and are reminded of the two sharps in this key. They will have studied the key of D at this point of the year. They are asked to point out any new notes they see in the melody that are not in the key and I tell them that this is called chromaticism. This word is written on the board and noted by students. Next they are asked to comment on the dynamic markings in the piece and they highlight them in the score. The question is then asked if they think the melody sounds Irish and if so what Irish characteristics are present. They will have studied a no. of key areas of Irish Music at this stage of the year.

Ability: Suitable for Transition year programme where there is mixed ability – some advanced musicians with others who may not have done music at Junior Cert level. Gender: Girls

Key Focus Area: Music Making – A Group performance of the melody/song‘I Dreamt I Dwelt in Marble Halls’

Music


5. After ensuring all the instruments are in tune, I play the first four bars of the melody a number of times getting the students to repeat after me. This continues with the next four bars until they are familiar with the melody. I leave the melody players to work as a group and I proceed around the classroom using the same format with the other parts. They are all given 5 minutes to practice their lines as I supervise their progress.

6. I then highlight the rhythm of the words with the singers so they know where to put the correct emphasis when singing the melody. They then join the melody section. It is important to note here that I will also include some vocal harmony if their musical ability allows it.

7. Any singer/musician having difficulty with their part will be encouraged to diddle or hum it first and then practice it on their instrument.

8. It is important here to make it fun – students should like what they are learning to perform or at least be open to learning it. They will be assisted in all parts of the lesson and I will listen to and encourage feedback.

9. I then bring all students together and have them seated according to their lines/parts. I will accompany them on piano; we will perform each line separately and then add the musicians and singers line by line until we get to the end of the piece isolating any bar where difficulty arises.

CONCLUSION OF LESSON: Class ends with a full performance of the piece with full class participation and I shall conduct them and accompany the students through the rubato/ ritardando bars. For homework students are asked to practice their lines for the next practical class. They are also asked to find out a little bit more on the composer of the piece and to find their own particular favourite version of the song/piece on YouTube and this will be listened to at the beginning of the next practical class.

MATERIALS:

Music instruments for students and a piano for the teacher. Computer – YouTube for different recordings of the song and website music for music teachers, CD player, copies, pencils. Photocopies of the music for the different levels/instruments and a copy of the lyrics.


1. Randomly select students throughout the lesson to answer questions.2. Listen, watch and assist students as they rehearse, encouraging progress offering advice.3. Challenge each student to reach their fullest potential.4. Listen to feedback from the students.5. Perform this piece again in the next practical class reinforcing the material learnt.6. Give homework to be completed for the next class and question students on this.




• Were the length and the level of the activities appropriate for the group?• Were all the students interested in the activity?• How the lesson was for those students with special needs – was it inclusive enough for them? Do I need to

consult with the resource teacher over any issues arising from the class? Certainly a gifted student could help those with special needs or indeed help the teacher rehearse the parts. Above all did they progress and did they learn the material set out in the goals and objectives?

Lesson Plan 2: Transition Year Music

Music


Key Focus Area: Exploring the Instruments of the Orchestra – New sounds, timbres and developing listening skills.

Lesson Plan 3: First Year Music Class Duration: 40 mins

AIM/OBJECTIVES:

1. To teach students knowledge about the orchestra and its seating arrangement.

2. To encourage students to identify orchestral instruments and their sounds.

3. To enable students to demonstrate their knowledge via the computer and internet.

The goals and objectives of this lesson can be met in either the computer lab or a one computer classroom. This lesson is designed to promote Core Curriculum Content and how it may overlap with other disciplines especially in relation to I.T.

OUTCOMES:

1. Students will gain knowledge about the orchestra and its seating arrangement.

2. Students will identify orchestral instruments and their sounds/timbre.

3. Students will demonstrate knowledge of the use of the computer and internet.

LESSON PLAN:

1. As the students arrive in class, there is orchestral music playing on CD/computer. The William Tell Overture by Rossini or Hoe down from Rodeo by Copland are suitable here as they form part of the Junior Cert curriculum. I outline my intentions for the lesson.

2. Brainstorming – They are asked some general questions ex- What is an Orchestra? Can you name any of the instruments in the Orchestra? How do you think these instruments might be divided or classified in the Orchestra? How many instruments in each section? What is the difference in pitch between a large instrument and a smaller one? The purpose of this is to make them realise that they know more about the orchestra than previously thought.

3. Images are shown of all instruments highlighting those that might be more unusual. The main emphasis here is to make them aware of the four different sections. They hear a short sound bite of each instrument either via CD or via web site. Britten’s guide to the instruments of the Orchestra is excellent here. They can also see visually on OHP/ Poster the seating arrangement of each section. Elements of numeracy and literacy (new words for new instruments) may be reinforced here.

4. Students will complete some of the worksheets www.musicfun.net.au. Other worksheets may be given as homework. Then using the worksheets as a learning tool, students will be guided to the computer(s) along with questionnaires and a pencil. As the students rediscover the various instruments and their sounds, they will be asked to complete questions regarding the four families of the orchestra. They are asked to comment on the timbre of each instrument and even state their favourite instrument.

Ability: Suitable for first years who have a good general musical knowledge and have some experience of music out-side of school.

http://www.musicfun.net.au

Music


STUDENT UNDERSTANDING:

At the end of class have students tell you at least 5 new things they have learned from this lesson. Replay an excerpt from The William Tell Overture and have students respond to general questions. Some worksheets may be used later for assessment.

Extensions: Students can reinforce their knowledge of musical instruments by making an Orchestra crossword puzzle using www.puzzle-maker.com

Students are encouraged to search for other websites about instruments and orchestras.

MATERIALS:

Computer(s) with internet access, CD of Microsoft Musical Instruments or Sibelius Instruments, CD of William Tell Overture, worksheets /questionnaire and pencil. www.musicfun.net.au


1. Randomly select students throughout the lesson to answer questions -find out their favourite instruments.

2. Listen, watch and assist students as they use the computer.

3. Challenge each student to reach their fullest potential.

4. Listen to feedback from the students.

5. Give homework/worksheets to be completed for the next class and question students on this.




• Were the length and the level of the activities appropriate for the group?

• Were all the students interested in the activity?

• How the lesson was for those students with special needs – was it inclusive enough for them? Do I need to consult with the resource teacher over any issues arising from the class? Certainly a gifted student could help those with special needs or indeed help the teacher rehearse the parts. Above all did they progress and did they learn the material set out in the goals and objectives?

Lesson Plan 3: First Year Music

http://www.puzzle-maker.com/

http://www.musicfun.net.au

Music


Lesson Plan 4: Music Class Duration: 40 mins

AIM/OBJECTIVES:

1. To help students experience the collective power of the human voice via group singing.

2. To equip the students with the skills to enable them to sing better.

3. That students will realise that singing exists in all cultures and while some people can sing better than others, one can improve one’s own voice through active engagement.

4. I will highlight elements of harmony and other music theory that arise through performance.

OUTCOMES:

1. That all students (even the shy/reticent ones) will be able to sing together as a group by the end of the lesson. The weaker students will be helped along by the more advanced musicians resulting in a solid, inclusive performance.

2. The students will know the musical terms and theory associated with singing these songs and will use and understand how these directions work in a performance context.

3. That they will have experienced the joy of singing together regardless of any cultural/social differences that may exist in the group. In short, they should feel happier and more fulfilled by the end of the lesson.

LESSON PLAN:

4. I outline my intentions for the lesson to the students. I remind students that there is no culture in the world that does not have singing.

5. I encourage everybody to stand up and I create a semi-circular space in the room away from the desks. This is vital to aid the final performance. We start with an exercise to shake out the shoulders and click the fingers at the same time. The purpose of this is to get the group to bond and realise that music can be fun. We then start some vocal warm up exercises – these can be scales or short pentatonic tunes just to gain confidence. Other breathing exercises follow to encourage them to find their voice and increase their vocal range.

6. They are introduced to the songs one by one. Undoubtedly they will already be familiar with the first two songs as they are known throughout the world. The words of each song can be displayed on the OHP.

7. When they gain confidence, I divide the class into two groups so they can experience harmony via the polyphonic texture created when two songs are sung together.

8. Students are given the following musical definitions – quodlibet, texture, polyphony, harmony pentatonic songs and range. They are written on the board and spelling noted. At this stage I will not dwell too much on any term as they will become apparent when we sing some more.

9. Students are taught the song “I will sing, sing sing” in unison and when I am satisfied that they know it well enough; I divide them into three groups. It is important here to have competent singers in each part to help the weaker students.

Ability: Mixed – Suitable for Transition year programme where there is mixed ability – some advanced musicians with others who may not have done music at Junior Cert level. May also be suitable for a first year music class where the teacher is trying to encourage classroom singing/music making. Gender: Boys and Girls

Key Focus Area: Learning to sing as a group in unison and in harmony via a quodlibet** /music mash up of the following well known songs. When the Saints go marchin’ in, Swing Low Sweet Chariot and I will sing, sing, and sing. The end result will actively demonstrate how music is an international language and can transcend cultural differences and divides.

Music


10. I may also give them the music of the mashup/ quodlibet as a handout or display the full score on the OHP.

11. Students are first asked to name the key of the songs. They are then encouraged to sing the scale of D using tonic sol-fa and are reminded of the two sharps in this key.

12. After this we sing each individual song as a round so they can experience the harmony within each song.

13. If needed, I highlight the rhythm of the words with the singers so that they know where to put the correct emphasis when singing the melody. We then sing all three songs as a three part quodlibet.

14. Any singer/musician having difficulty with their part will be encouraged to diddle or hum it first and then practice with the words.

15. It is important here to make it fun – students should like what they are learning to perform or at least be open to learning it. They will be assisted in all parts of the lesson and I will listen to and encourage feedback. Part of the fun here will be in mixing and matching the songs together and for each group to get to sing each song in a different order. It is very likely that they will gain in confidence as singers on each repetition.

CONCLUSION OF LESSON: Class ends with a full performance of the piece with full class participation and I shall conduct them and accompany the students through the different songs.For homework students are asked to find out a little bit more on the composer of each song and to find their own particular favourite version of any of the songs on YouTube and this may be listened to at the beginning of the next practical class. It is good to encourage them to listen to versions from other cultures - Other voices/ instruments /arrangements etc.

MATERIALS:

Any music instrument for the teacher – piano/keyboard or a tin-whistle to help students pitch the note before singing. Computer/OHP. Photocopies of the music for the different levels (some may not be able to read western music notation) and a copy of the lyrics.


1. Randomly select students throughout the lesson to answer questions.2. Listen, watch and assist students as they sing, encouraging progress offering advice.3. Challenge each student to reach their fullest potential.4. Listen to feedback from the students.5. Perform these songs again in the next practical class reinforcing the material learnt.6. If there are any exceptional singers, give them a moment to be heard as soloists during the lesson as

other members either listen or hum a gentle harmony in the background.



• Did the lesson run smoothly or are changes needed?• Would I use this lesson plan again? What was good about the lesson and what areas could I improve on?

Was I as a teacher inspiring, encouraging and dynamic enough?• Did I need other resources or equipment?• Were the length and the level of the activities appropriate for the group?• Were all the students interested in the activity?• How the lesson was for those students with special needs – was it inclusive enough for them? Do I need to

consult with the resource teacher over any issues arising from the class? Certainly a gifted student could help those with special needs or indeed help the teacher rehearse the parts. Above all did they progress and did they learn the material set out in the goals and objectives?

Lesson Plan 4: Music

** Quodlibet; Latin for “whatever you wish” from quod, “what” and libet, “pleases”) is a piece of music combining several different melodies, usually popular tunes, in counterpoint and often a light-hearted, humorous manner.

Documents

Music - Irish Jesuit MissionsMusic Claire Keville for Irish Jesuit Mission Office Page 1 of 8 Development Education Lesson Plans Series Key Focus Area: Ethnic Music – African Drumming