Standards Addressed:
Standard 2: Performing on instruments, alone and with others, a varied repertoire of music -
Perform expressively a varied repertoire of music representing diverse genres and styles
Standard 3: Improvising melodies, variations, and accompaniments - Improvise simple rhythmic
and melodic ostinato accompaniments
Standard 6: Listening to, analyzing, and describing music - Analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices
Standard 9: Understanding music in relation to history and culture - Identify and explain the
stylistic features of a given musical work that serve to define its aesthetic tradition and its historical
or cultural context
Instructional materials, resources, & technology: А Projector А Computer А Instruments А Powerpoint А Crossword puzzles (one for each student) А Card game А Paper А Pencils/Pens А Whiteboard Modifications/Accommodations needed: Students with physical disabilities could have a paraeducator or fellow student fill out their crossword for them and help them play the instruments. Students with learning disabilities would be asked questions that the teacher thought they would succeed at. Students who have behavioral disorders would be carefully monitored while playing the instruments. Students who cannot sit still for a while would be asked engaging questions to keep their attention. ииииииииииииииииииииииииииииииии 10 min. Anticipatory Set First we will introduce ourselves and the title of our lesson. African instruments are at the front of the classroom on a desk or somewhere where all of the students can see them. Show video of indigenous African tribe performing sacred ritual dance in authentic garb. Discuss with the students where they think this was from and why. What did they hear and see? Show video of K-State Jazz Ensemble performance. Ask where they think this performance is, who is performing it, and what led them to that conclusion. Compare and contrast the two examples. Introduce the topic of the lesson. Anticipated student difficulties: The students may not want to participate in the discussion, or not come up with any answers. Anticipated achievement goals: Get them interested in the topic by using something visual and aural and by asking engaging questions. ................................................................................................................................................................................... 20 min. Section #1 Show the powerpoint. 1. Review history of slave trade and African peoples in America 2. Review history of slavery, hymns, and music they may have heard pertaining to this part of American history 3. Categorize the sounds from African culture that were added to or mixed with other American peoples at the time (1780-1880) 4. Show them the instruments: finger piano, frog scrapers, agogo bells, bongo drums, rainsticks, and shakares a. Names (African and English if applicable) b. how they are played c. where they came from (tribe) d. how they affected American music. 5. Lead into discussion of ragtime, swing, jazz, soul, rock and roll, R & B, reggae, and rap. Go over performers they may have heard of or music they may have heard. Anticipated student difficulties: The students may get bored listening to the lecture and watching the powerpoint. The students may not know any of the artists or styles mentioned. Anticipated achievement goals: The students will make the connection between different genres and see the impact the African American culture has on them. They will experience real instruments from the culture. ................................................................................................................................................................................... 10 min. Section #2 Pass out instruments to students. Divide them into groups. Assign each group a short and easy riff. Go through each group individually and then altogether as a class. Have the students trade instruments and riffs. Anticipated student difficulties: The students may not want to play the instruments or may play them inappropriately. Anticipated achievement goals: The students will get hands-on experience with the instruments of the culture and learn some simple riffs. ................................................................................................................................................................. 10 min.Section #3 Hand out cross word puzzle and/or card game (similar to go fish) Ask students to write down two things they have learned. Anticipated student difficulties: The students might get bored filling out the crossword. They might not follow the gameуs instructions correctly. They might not remember two things. Anticipated achievement goals: The students will provide feedback showing that knowledge was retained. The student will use their knowledge to play the game and reinforce. иииииииииииииииииииииииииииииииииииииииииииии Plans for future student learning: The students could learn more about specific tribes of Africa. The students could learn more about a specific genre. The students could learn about music from another culture. The students could make their own African instruments. иииииииииииииииииииииииииииииииииииииииииииии