Year 7West African Drumming

Music of the West Indies (History of Reggae)

Today’s Objectives:

• Know which of your hands is dominant

• Understand the context of West African Drumming and how djembes are made

• Be able to play three djembe techniques

• Homeworkcomplete questions in booklet

West African Drumming 1

How many West African countries can you name?

Today’s Objectives:

• Know which of your hands is dominant

• Understand the context of West African Drumming and how djembes are made

• Be able to play three djembe techniques

• Homeworkcomplete questions in booklet

West African Drumming 1

• The leader is the master drummer/ djembefola

• This music is used for dance and festivals

• Music is learned by listening, repeating, and through some non-classical notation

Today’s Objectives:

• Know which of your hands is dominant

• Understand the context of West African Drumming and how djembes are made

• Be able to play three djembe techniques

• Homeworkcomplete questions in booklet

West African Drumming 1

The djembe is the most iconic drum in West Africa. Watch this video and see how a djembe is made.

Today’s Objectives:

• Know which of your hands is dominant

• Understand the context of West African Drumming and how djembes are made

• Be able to play three djembe techniques

• Homeworkcomplete questions in booklet

West African Drumming 1

3 djembe techniques:

• Bass

• Tone

• Slap

• Start by using your dominant hand

• Is there a sound difference between tone, bass and slap?

• Teach the techniques to your partner

• Make sure you practise all three techniques at some point

Keep your thumbs out of the way!

Today’s Objectives:

• Know which of your hands is dominant

• Understand the context of West African Drumming and how djembes are made

• Be able to play three djembe techniques

• Homeworkcomplete questions in booklet

West African Drumming 1

3 djembe techniques:

• Bass

• Tone

• Slap

Djolé: from Sierra Leone

A celebration song during feasts eg. harvest, wedding, end of Ramadan

Easy: B B B T T T T

Hard: B T T B T T B S S S S

Today’s Objectives:

• Know which of your hands is dominant

• Understand the context of West African Drumming and how djembes are made

• Be able to play three djembe techniques

• Homeworkcomplete questions in booklet

West African Drumming 1

Djolé:

Laila i ko korobé, korobé, korobé, mami watoné, ayasico leleleko ayasico la i ko na, sico la i ko, wa wango sico la i ko, wa wango sico la i ko

COUNTRIES IN THE WEST INDIES

• THE ISLANDS OF THE BAHAMAS

• BARBADOS

• CUBA

• JAMAICA

• HAITI

• THE DOMINICAN REPUBLIC

• PUERTO RICO

• UNITED STATES VIRGIN ISLANDS

• LEEWARD ISLANDS (ANGUILLA, ST. MARTIN, SABA, ST. KITTS & NEVIS, ANTIGUA & BARBUDA)

• WINDWARD ISLANDS

(ST. LUCIA, DOMINICA, ST.

VINCENT

& GRENADINES, GRENADA, MAR

TINIQUE

• GUYANA

• SURINAME

• TRINIDAD & TOBAGO

Origins and features of reggae• ORIGINATED IN JAMAICA IN THE LATE 1960S

• DEEPLY LINKED TO RASTAFARI, AN AFROCENTRIC RELIGION

WHICH DEVELOPED IN JAMAICA IN THE 1930S, AIMING AT

PROMOTING PAN AFRICANISM.

• PROUD USE OF IYARIC/DREADTALK AND SLANG TO RECLAIM

LANGUAGE TAKEN DURING SLAVE TRADE EG:

• RUDE BOY, PICKNEY GAL, 'I' REPLACES 'ME',

RIDDIM, DREADS, WA GWAN...

• CALL AND RESPONSE

• BASS/LOWER FREQUENCIES OF SOUND EMPHASISED

• SLOWER TEMPO THAN ROCK STEADY

• OFFBEATS STILL USED

• OFTEN IN A MINOR KEY

RASTA COLOURS ARE RED, GOLD, GREEN AND BLACK

RED FOR

THE BLOOD

OF MATRYS

BLACK FOR

AFRICAN

SKIN

GOLD FOR

JAMAICA'S

WEALTH

GREEN FOR

THE EARTH

AND NATURE

THE HISTORY OF WINDRUSH GENERATION

• AFTER WORLD WAR II, MANY AFRICAN-CARIBBEAN PEOPLE WERE

ENCOURAGED BY UK GOVERNMENT TO MOVE TO UK

• THE SHIP HMT EMPIRE WINDRUSH BROUGHT 802 MIGRANTS TO

ENGLAND IN JUNE 1948

• THIS BECAME AN IMPORTANT MOMENT IN BRITISH

HISTORY, SYMBOLISING THE BEGINNING OF

BRITISH MULTICULTURAL SOCIETY

• MANY WERE SUBJECTED TO PREJUDICE, INTOLERANCE AND

EXTREME RACISM FROM SOME OF WHITE BRITISH SOCIETY

• IN THE 70S AND 80S, THERE WAS MASSIVE TURBULENCE IN

BRITISH SOCIETY: RECESSION CAUSED UNEMPLOYMENT WHICH

SERIOUSLY AFFECTED THE AFRICAN-CARIBBEAN COMMUNITY

• EVEN IN 2017, THE GOVERNMENT THREATENED CITIZENS WHO

ARRIVED BEFORE 1973 WITH DEPORTATION. THIS INCLUDED THE

WINDRUSH GENERATION AND CAUSED A HUGE SCANDAL.

BLUES SINGER MONA BAPTISE AND MEN IN UNIFORM ON THE

ARRIVAL OF HMT WINDRUSH JUNE 1948

MUSIC OF THE WINDRUSH GENERATIONWATCH THE VIDEO FROM 0:45

ALONG WITH MANY KEY WORKERS, RAF OR ARMY MEN, MUSICIANS ARRIVING IN THE UK BROUGHT MUSICAL TRADITIONS OF THE WEST INDIES TO BRITAIN

SEE THE FAMOUS LORD KITCHENER ARRIVING SINGING HIS ICONIC 'LONDON IS THE PLACE FOR ME' (WRITTEN BEFORE HE ARRIVED...)

LATER, LORD KITCHENER BECAME THE VOICE OF PREJUDICE FACED BY AFRICAN-CARRIBEAN MIGRANTS, FOR EXAMPLE HIS SONGS 'IF YOU'RE NOT WHITE YOU'RE BLACK' AND 'IF YOU'RE BROWN'

WANT TO HEAR MORE? HERE IS LONDON IS THE PLACE FOR ME BY LORD

KITCHENER

HTTPS://WWW.YOUTUBE.COM/WATCH?V=DGT21Q1AJUI

ORIGINS AND FEATURES OF 2 TONE

• THE TWO-TONE SOUND ORIGINATED AMONG YOUNG MUSICIANS

IN COVENTRY (IN THE WEST MIDLANDS OF ENGLAND) WHO GREW UP

HEARING 1960S JAMAICAN MUSIC.

• ITS NAME COMES FROM 2 TONE RECORDS, A LABEL FOUNDED

BY JERRY DAMMERS OF THE SPECIALS, AND REFERENCES A DESIRE

TO DIFUSE RACIAL TENSIONS IN THATCHER-ERA BRITAIN

• MANY TWO-TONE GROUPS, SUCH AS THE SPECIALS, THE

SELECTER, AND THE BEAT FEATURED A MIX OF BLACK, WHITE,

AND MULTIRACIAL PEOPLE

• THEY COMBINED INFLUENCES FROM SKA, REGGAE AND ROCKSTEA

DY WITH ELEMENTS OF PUNK ROCK AND NEW WAVE

• COMMON INSTRUMENTS INCLUDED DRUM KIT, BASS, MALE

SINGERS, A SMALL HORN SECTION OF TRUMPETS, TROMBONES AND

SAXOPHONES, ELECTRIC KEYBOARDS AND GUITARS

• IT INFLUENCED THE THIRD WAVE SKA AND SKA

PUNK MOVEMENTS

ALBUM COVER FEATURING "WALT JABSCO", A FICTIONAL

CHARACTER. HE INFLUENCED THE DESIGN OF THE EMOJI "MAN

IN BUSINESS SUIT LEVITATING"🕴

"GHOST TOWN" BY THE SPECIALS, 1981

INSPIRED BY URBAN DECAY, DEINDUSTRIALISATION, UNEMPLOYMENTAND VIOLENCE IN UK

IT HAS COME TO REPRESENT THE TIME OF RIOTS OCCURRING IN BRITISH CITIES

NOTICE IT IS IN A MINOR KEY TO MATCH THE POLITICAL TENSION AT THE TIME

THE VIDEO SHOWS THE BAND DRIVING AROUND LONDON FEATURING THE THAMES, ROTHERHITHE TUNNEL, SEMI-DERELICT AREAS OF EAST END LONDON AND THE FINANCIAL DISTRICT IN THE INNER CITY

WANT TO HEAR MORE? HERE IS A COVER OF THE ICONIC SKA TRACK "MESSAGE TO YOU RUDY" BY THE SPECIALS

HTTPS://WWW.YOUTUBE.COM/WATCH?V=CNTVEDBAGAW

Year 8The Blues

THE BLUES – SCHEME OF WORK FOR KS3 MUSIC

The BluesKey Stage 3 Music

16

THE BLUES – SCHEME OF WORK FOR KS3 MUSIC

Where did the Blues originate?•Blues originates from the work songs of Black slaves working on

plantations in the Southern American states;

•The musicians were non-professionals singing for their own pleasure in time with their work;

•Singing was extremely important to these people, as it was one of the few pleasures they could enjoy requiring nothing but their own voice;

•These group work songs provided Blues with one of its most distinctive elements – call and response.

17

W. C. Handy, the ‘Father of the Blues’

What sort of thing do you think the slaves might have sung about in their songs?

The Slave Trade

From AFricA…

It is estimated that 15 million Africans were transported to the Americas between 1540 and 1850. To maximize their profits slave merchants carried as many slaves as was physically possible on their ships.

… TO THE PLANTATIONCrops grown on plantations such as tobacco, rice, sugar cane and cotton were labour intensive. Slaves were in the fields from sunrise to sunset and at harvest time they did an eighteen hour day. Women worked the same hours as the men and pregnant women were expected to continue until their child was born.

PunishmentThe main method used to control the behaviour of slaves was whipping.The number of lashes depended on the seriousness of the offence. The average number of lashes on one plantation was recorded at 39. There are records of up to 200 lashes being given to a runaway slave.

Work Songs and Field HollersWork songs originated from African farming songs. They might have been used to remind slaves of home, make comments about their masters, or to raise morale.

A common feature of slave songs was call and response, which came from African farming songs. These became spirituals, which developed into gospel and blues.

Field hollers were shouts, calls or moans which were used to represent different groups of slaves or to help slaves find each other.

instruments

Cigar box guitars

Washboard

Wash Tub Bass

Jugs

THE BLUES – SCHEME OF WORK FOR KS3 MUSIC

Characteristics of The Blues• What are the key musical features of Blues music?

• Use a three line verse structure, with the first line repeated (AAB);

• Singers improvised the words;

• Most songs have four beats in a bar;

• Use blue notes in the melody;

• Based on the 12 bar blues progression.

24

Bessie Smith, the ‘Empress of the Blues’

What do you think the keywords highlighted in blue might mean?

Year 9Music and Identity

Race, Disenfranchised Youth, LGBT+, Social Status

Year 9 Overview

Term 1A (Music and Identity)

Lesson 1 – RnB

Lesson 2 – Guitar and Bass

Lesson 3 – Punk

Lesson 4 – Drums

Lesson 5 – Disco

Lesson 6 – Voice and Piano

Lesson 7 – Hip-hop

Term 1B (Band Project)

Lesson 1 – Band practise

Lesson 2 – Band practise

Lesson 3 – Band practise

Lesson 4 – Band practise

Lesson 5 – Mock performance

Lesson 6 – Band practise

Lesson 7 – Performance

Lesson 8 – Written Exam

Today’s Objectives

Know the features 1950s RnB

Understandhow identity is explored in RnB

Be able toperform Johnny B Goode

Homework complete questions on RnB in booklet

Context:

• A time of redefining identity

• War is over, rationing is over! Post war baby boom…

• Teenagers got jobs and bought their independence: cars, radios/records, phones in bedrooms, clothes (match music)

• Music is cheap to buy/listen to for the first time ever

• Blues, Jazz and Gospel combined with USA Folk and UK Skiffleto make a music with for everyone (regardless of race)

• Charts were combined (no longer segregated ‘white’ or ‘black’)

• The birth of the angry, insolent teenager (James Dean)

Understand how identity is explored in RnB

Today’s Objectives

Know the features 1950s RnB

Understandhow identity is explored in RnB

Be able toperform Johnny B Goode

Homework complete questions on RnB in booklet

Understand how identity is explored in punk

Today’s Objectives

Know the features 1970s Punk

Understand how identity is explored in punk

Be able toperform ‘London Calling’

Homework N/A

(Give books in to teacher today)

Context:

• 1976 UK, Jubilee time, country in political disarray

• Ripped clothes, spikey hair, zips, safety pins

• Independent labels rather than record labels and ‘fanzines’

• Identity discovered but widely misunderstood and disliked

• Sex Pistols, Buzzcocks, The Damned, Ramones, The Runaways, Siouxie and the Banshees

Understand how identity is explored in punk

Today’s Objectives

Know the features 1970s Punk

Understand how identity is explored in punk

Be able toperform ‘London Calling’

Homework N/A

(Give books in to teacher today)

The Sex Pistols

TV Debut

What elements of punk can you hear and see in this video?

What do you think the reaction was?

How would you have felt if you were watching this as a teenager in 1970s?

disclaimer

Understand how identity is explored in disco

Today’s Objectives

Know the features 1970s/80s Disco

Understand how identity is explored in disco

Be able toperform ‘The Hustle’

Homeworkcomplete questions on Disco in booklet

Context:• 1970s/80s UK and America (later Europe and South

America)

• War in Vietnam was over, the age of ‘give peace

a chance’ was too

• Celebration of identity on the dance floor,

frequented by mainly black and/or gay men

• Women took a lead role in music, becoming

‘gay icons’

• People no longer wanted to be judged by race,

gender or sexuality – do you think this was the case?

Understand how identity is explored in disco

Today’s Objectives

Know the features 1970s/80s Disco

Understand how identity is explored in disco

Be able toperform ‘The Hustle’

Homeworkcomplete questions on Disco in booklet

Context:• Homophobia was still rife in both continents

• Disco Demolition Night 1979, 50,000 people watched a crate of disco records blown up, now seen an act of both racism and homophobia

• Organisers were lightly penalised with a ‘disorderly conduct’ charge

• This was called the ‘Disco Sucks’ movement, accusing men of being ‘effeminate’ and the women as ‘uncompanionable’

Be able to perform ‘The Hustle’Today’s

Objectives

Know the features 1970s/80s Disco

Understand how identity is explored in disco

Be able toperform ‘The Hustle’

Homeworkcomplete questions on Disco in booklet

• Dancing is a key part of the disco culture – what features of the music make this easy and enjoyable to dance to?

• How does dance reinforce the idea of identity in the 70s/80s?

Understand how identity is explored in 2010s hip-hop

How does hip-hop explore identity?

What identity is often discussed?

Think, pair, share

Today’s Objectives

Know the features of 2010s hip hop

Understand how identity is explored in hip-hop

Be able tocompose and perform a vocal hook

Homework N/A

(Give books in to teacher today)

Understand how identity is explored in 2010s hip-hop

How does hip-hop explore identity?

What identity is often discussed?

• Lyrics discuss elements of hip-hop (Djing, MC’ing, Breakdance and Graffiti) – a celebration of the culture

• Explores hardship faced due to political climate, race, background, cultural origins

• Influenced by and samples styles pioneered by Black-Americans e.g. Funk, disco, rhythm and blues, reggae, jazz, Gospel, the blues

Today’s Objectives

Know the features of 2010s hip hop

Understand how identity is explored in hip-hop

Be able tocompose and perform a vocal hook

Homework N/A

(Give books in to teacher today)

KS4Latin America, European Folk Traditions

Context

• Music in Latin America is widely influenced by colourful and exotic carnivals and a range of dance styles.

• Carnivals may include fanfarras, featuring brass instruments associated with fanfare, and almost always a samba band.

• The samba band features bass drums known as surdo, tenor drums known as repiniques, smaller drums known as tamborim and timbales and the distinctive sound of the agogô bells.

The orchestral music of BélaBartók

& Zoltán Kodály

Béla Bartók - 1881-1945

Zoltán Kodály – 1882 - 1967

AOS: Western classical tradition since 1910

Béla Bartók was a Hungarian composer, pianist and ethnomusicologist. He travelled across central Europe collecting folk music and published nearly 2000 traditional tunes. He went on to compose and arrange many original works based on these traditional melodies, developing a style which fused folk elements with highly developed techniques of art music.

Advances in recording technology led to a more complete documentation of ethnic music than had earlier been possible. Composers, instead of trying to smooth out the irregularities of folk music to make them fit the rules of traditional Western European art music, came to respect their uniqueness and drew inspiration from these folk styles to expand the tonal and rhythmic vocabulary.

Bartók in a 1907 recording Slovakian folksongs on an acoustic cylinder machine in a remote Hungarian village.

Zoltán Kodály was another Hungarian composer who collected and integrated Hungarian folk melodies into his music. In 1905 Kodály met fellow composer Bartók whom he took under his wing and introduced him to some of the methods involved in folk song collecting. The two became lifelong friends and champions of each other's music.

Kodály’s largest influence has been in music education. He sought to make music serve the people by creating a method of music education using a moveable-do solfege system with songs and games which have been adopted in many European countries and North America.

The Story of British folk music(Focussing on Rhythm and Metre)

• Not studied in depth on previous specifications• Folk music is often combined with dance, so these are

usually dance as well as musical forms. •jig - a lively dance in compound time (usually 6/8 or 9/8) •reel - also lively, but in simple time (usually 2/4 or 4/4) •hornpipe - usually in simple time (often 4/4), but uses swing rhythms •polkas and waltzes - usually for paired dancing (2/4 and 3/4) •ceili (Ireland) or ceilidh (Scotland) - lively social dance events using folk music

• Folk music is passed on through oral tradition • Often accompanies social events, (such as dances or

weddings), social gatherings (such as the pub or tavern) or as part of work songs (such as sea shanties).

• Time signature changes were common as they were more enjoyable for dancing to

• Irregular tempo and hemiola are common.KQ: what do we mean by folk music?

KS5History of Music all around the world…

5000 years ago in the middle east

• In Ancient Egypt: Everyone sings while they work

• Music accompanies love songs, religious celebrations, building activities and festivals

• In Mesopotamia (near modern day Jerusalem), Sumerian orchestras use lyres, reeds and silver flutes…and the music was a bit gloomy!

• Meanwhile in Babylon, music is used to accompany funerals. They were the first to write down music and also came up with the 60 minute hour, 24 hour day and 7 day week. But the music was still pretty sad.

3000 years ago…still in the middle east• 1000 BC, the Hebrew Court. King David is

the greatest composer and poet around, and so casually has a choir of 300 accompanied by harps, lyres and 100 trumpets to play religious songs

• 300 years later, the Hebrew Kingdom of Israel disappears and is replaced by prophets accompanied by drums and citharas

• Meanwhile in Greece, music is an key part of culture and is the birth of Western Music. With the god Apollo being the patron of music, we here pan pipes, lyres, drums and horns. Sometimes used to march to war, in theatre, and sometimes used to seduce a partner…the idea of the ‘muse’ comes into play and the word ‘music’ is born

African fields

• The green and prosperous continent begins its own traditions

• Drumming, singing and dancing are a key part to any celebration

• This culture has stood the test of time and is still apparent in many African countries

• Key instruments are xylophones, djembes, drums, and tone-producing instruments such as the mbira (thumb piano)

Ancient India

• India has one of the oldest musical and religious traditions

• Original instruments suggest a variety of stringed instruments, early dohls and flutes

• Three main principles remained fundamental:

• Establishing the Shadja as the defining note of the

scale or grama

• Two princples of consonance: the ever-present and

unchanging Avinashi (अविनाशी) and Ailopi (अविलोपी) a

natural consonance between notes

• Musical modes known as ragas

Asian culture

• Asia is a big continent with many different musical traditions

• North East – the pentatonic scale was very popular in China and Japan, with singing, flutes, cymbals, gongs and string instruments being the weapons of choice

• South East – Javanese and Balinese Gamelan forms a sacred and secular instrument, ensemble and style with two main scales (Pelog and Slendro) Pelog sounds like pentatonic which Debussy also liked…

• South West – Indian classical music has it’s own vast and complex traditions, using Rags (scales) and Tals (rhythms). Drones/pedals, mixolydian scale and melismatic singing became remarkably popular in Europe in later years

The Russian outcast• High strung, closeted homosexual and extremely

passionate Tchaikovsky is rejected from The Five but becomes one of the most famous composers ever so its not all bad.

• He loved Europe and ‘Westernised’ Russian music. His exquisite works are famous for his use of melody

• His music employs a ‘poised’ Classical form reminiscent of Mozart (his favourite composer). Other compositions, use of folk song the Five, other works employ a personal musical idiom that facilitated intense emotional expression.

• Although his work was usually well received, he suffered lifelong depression and tried to take his own life by walking into the Moscow River but develops pneumonia which eventually kills him.

• His notable works are the ballets Swan Lake, Sleeping Beauty and the Nut Cracker, the last of his 6 symphonies, and his operas ‘Eugene Onegin’ and ‘The Queen of Spades’