Teachers’ Notes NGfL Cymru GCaD
African drumming Patterns for Class Ensembles
Carol Thomas & Bethan Jones
Here we have 4 Class Ensembles based on simple African cyclical patterns using call and response, improvised tunes and ostinato using the pentatonic scale of G (G A B D E).
We’ve based the series on rhythms linked to fun words relating to Africa.
They progress in difficulty – the easiest ensemble being number 1.
Ensemble 1 = Countries of Africa,
Ensemble 2 = Cities of Africa,
Ensemble 3 = Rivers of Africa ,
Ensemble 4 = Mountains of Africa.
They could be used as discrete ensembles to be taught to a class, or if different groups within the class learn a different ensemble they could be put together as a class performance at the end of the project held together by a rhythmic chant by the whole class e.g.
Class chant – Rhythms of Africa, rhythms of Africa – Ensemble 1
Class chant – Rhythms of Africa, rhythms of Africa – Ensemble 2
Class chant – Rhythms of Africa, rhythms of Africa – Ensemble 3
Class chant – Rhythms of Africa, rhythms of Africa – Ensemble 4
The class could extend this by composing an introduction or ending.
Ensemble 1 – Countries of Africa,
1.Warm up games(see Power Point)
Activity 1
Introduction – today we’re going to put some of the African rhythms we’ve been learning about in an ensemble along. Of course we’ll need our steady heart beat to start with
12341234 (pupils clap this)
Activity 2
A selection of rhythms including the following 2 -
12341234
XXX X X
and then we’re going to introduce a call and response which is often used in African Music. That is when one word or sentence is chanted by one group
Activity 3
1 2 3 4 1234
Group 1How are you to day?
Group 2 We’refinethankyou.
Main part of lesson
1.. Establish a regular heart beat to a repeated count of 4. Teacher could keep this beat on a tambour.
12341234
Clap on the 1st beat of each group of 4
123412341234
XXX
2. Half of the class continue clapping the above pattern while the other half practice a vocal call using the word Ghana. Choose the appropriate rhythm card to match the word.
123412341234
XXX
GhanaGhana
3. Practise a suitable response with the whole class using the work Mozambique. Continue to clap the steady heart beat throughout.
12341234
XX
Mozambique
x xX
Divide the class into 2 halves, one to be the call and the other to be the response. Use interactive board to show pupils how they could follow the score on that.
4. Choose a pupil who has been clapping the first beat of the bar well to select a xylophone/ metalaphone or glocks remove the F and C bars from it leaving just the pentatonic notes from the key of G. Ask them to play a chord(2 notes together) on the first beat of the bar. They can follow the suggestion on the interactive score if they want to (i.e. the notes of D and A ) and use this interactive board as a guide.
Extension activities. The chord could be developed using different notes or introducing a melodic ostinato (e.g. alternative D and A ) if they wanted to later.
Practise the ensemble with the chord, call and response and regular beat using the interactive score if desired.
5. Choses a child to come to the Xylophone etc. and to chooses a repeatable stepping melody to fit with the word Ghana. Practise this over the established accompaniment (i.e. no. 4) Suggestions of the notes D and E are made on the interactive score
6. Choose a different child to compose a melodic answer to the call Ghana to fit into the words Mozambique with a repeatable stepping tune and practice above the chord and established accompaniment.Suggestions of the notes B A G are made on the interactive score
Extension activities. Pupils may wish to change/ improvise other melodies as they become confident. As long as the notes are within the pentatonic scale of G they’ll sound pleasant)
123412341234
XXX
GhanaGhana
Mozambique
x xX
DADADA
DEDE
BAG
Instruments can be used instead of the chants at the discretion of the teacher.
This ensemble could be practiced by the whole class with groups of pupils following each line of the score or in smaller groups.
Ensemble 2 Cities of Africa
Warm up games(see Power Point)
Activity 4
Use a selection of rhythms including the following 5 -
12341234
XXX
12341234
XXx xx x
12341234
XX
Main part of lesson
1.. Establish a regular heart beat to a repeated count of 4. Teacher could keep this beat on a tambour.
12341234
Clap on the 1st beat of each group of 4
123412341234
XXX
2. Half of the class continue clapping the above pattern while the other half practice a vocal call using the word Wagadoogoo. It’s the capital of Burkina Faso a small and very poor country in West Africa. It’s correct spelling is Ouagadougou but I’ve used phoenetic spelling here to help us. Choose the appropriate rhythm card to match the word.
123412341234
XXX
x x x xx x x x
Wa gadoo gooWa ga doogoo
3. Practise a suitable response with the whole class using the work Accra. Accra is the capital city of Ghana also in W. Africa.Continue to clap the steady heart beat throughout.
Divide the class into 2 halves, one to be the call and the other to be the response. Use interactive board to show pupils how they could follow the score on that.
123412341234 1
XXX
x x x xx x x x
Wa gadoo gooWa ga doogoo
XXX
AccraA ccra
4. Choose a pupil who has been clapping the first beat of the bar well to select a xylophone/ metalaphone or glocks remove the F and C bars from it leaving just the pentatonic notes from the key of G. Ask them to play a chord(2 notes together) on the first beat of the bar. They can follow the suggestion on the interactive score if they want to (i.e. the notes of D and A ) and use this interactive board as a guide.
Extension activities. The chord could be developed using different notes or introducing a melodic ostinato (e.g. alternative D and A ) if they wanted to later.
Practise the ensemble with the chord, call and response and regular beat using the interactive score if desired.
5. Choses a child to come to the Xylophone etc. and to chooses a repeatable stepping melody to fit with the word Wagadoogoo. Practise this over the established accompaniment.There are no suggestions on the interactive score as this will allow pupils to improvises their own melody here. It may be easier for them to stand next to the pupil using the rhythm for the word Wagadoogoo ( line 5 on score)
6. Choose a different child to compose a melodic answer to the call Wagadoogooto fit into the words Accra with a repeatable stepping tune and practice above the chord and established accompaniment.There are no suggestions on the interactive score as this will allow pupils to improvise their own melody here. It may be easier for them to stand next to the pupil using the rhythm for the word Accra . Line 6 on the interactive score.
Extension activities. Pupils may wish to change/ improvise other melodies as they become confident. As long as the notes are within the pentatonic scale of G they’ll sound pleasant)
Instruments can be used instead of the chants at the discretion of the teacher.
This ensemble could be practiced by the whole class with groups of pupils following each line of the score or in smaller groups.
Ensemble 3 Rivers of Africa
1.Warm up games(see Power Point)
Use a selection of rhythms including the following 3.
Activity 5
12341234
XX------
12341234
XXXXXx x
1234
x xx x
1.. Establish a regular heart beat to a repeated count of 4. Teacher could keep this beat on a tambour.
12341234
Clap on the 1st beat of each group of 4
123412341234
XXX
GrootGrootGroot
Introduce the vocal shout Groot on the 1st beat of each group of 4. It is an AfricanRiver.
2.Introduce a vocal chant Cua------nza to coincide with the Groot chant on the first beat of the bar
Divide the class into 2 and practice half of them chanting Groot while the others chant Cuanza.
123412341234
XXX
Cua------nzaCua------nza Cua------nza
GrootGrootGroot
Talk to them about how this can be represented on the interactive score and how the introduction of dynamics to the chant could improve it. E.g. starting quietly on Cua and building upo to loud on nza.
Extension introduce musical terms piano and ffortissimo
Practise the vocal chant above the steady beat.
3.Introduce the vocal pattern ManiaRiver
1234
XXXX
ManiaRiver
Divide the class into 3 main groups and practice 1 group chanting Groot, group 2 performing the rhythmic chant and group 3 Mania River Instruments e.g. the tambour can be used instead of the chant ManiaRiver once the rhythm has been established.
123412341234
GrootGrootGroot
XXXXXXXXXXXX
ManiaRiver ManiaRiverManiaRiver
Cua------nzaCua------nzaCua------nza
4. Introduce the call and response pattern to Limpopoo. Choose the appropriate rhythm card to match the word.
123412341234
XXX
Xx xX x x
Lim po poLim popo
5. Practise a suitable response with the whole class using the work Okavango. Choose the appropriate matching rhythm card.Continue to clap the steady heart beat throughout.
1234
x xx x
Ok ka van go
6. Divide the class into groups, one to be the call and the other to be the response. The teacher could be the steady beat(Groot). Use interactive board to show pupils how they could follow the score on that.
123412341234
XXX
Xx xX x x
Lim po poLim popo
1234
x xx x
Ok ka van go
7. Divide the class into 4 groups and using the score to help practice putting all of the groups together
The call and response (Limpopo – Okavango) and the vocal chant – Cuanza and the ManiaRiver rhythms and Groot.
7. Choose a pupil who has been chanting Groot in time to select a xylophone/ metalaphone or glocks remove the F and C bars from it leaving just the pentatonic notes from the key of G. Ask them to play a chord(2 notes together) on the first beat of the bar. They can follow the suggestion on the interactive score if they want to (i.e. the notes of D and E which is discordant but seems to fit in well as a drone to accompany Groot! ) and use this interactive board as a guide.
Extension activities. The chord could be developed using different notes or introducing a melodic ostinato (e.g. alternative D and A ) if they wanted to later.
Practise the ensemble with the chord, call and response and regular beat using the interactive score if desired.
5. Choses a child to come to the Xylophone etc. and to chooses a repeatable stepping melody to fit with the word Limpopo. Practise this over the established accompaniment. There are no suggestions on the interactive score as this will allow pupils to improvise their own melody here. It may be easier for them to stand next to the pupil using the rhythm for the word Limpopo
6. Choose a different child to compose a melodic answer to the call Limpopo to fit into the words Okavangowith a repeatable stepping tune and practice above the chord and established accompaniment.There are no suggestions on the interactive score as this will allow pupils to improvise their own melody here. It may be easier for them to stand next to the pupil using the rhythm for the word Okavango.
Extension activities. Pupils may wish to change/ improvise other melodies as they become confident. As long as the notes are within the pentatonic scale of G they’ll sound pleasant)
This ensemble could be practiced by the whole class with groups of pupils following each line of the score or in smaller groups.
Instruments can be used instead of the chants at the discretion of the teacher.
Ensemble 3 Rivers of Africa – Teaching notes. These follow the same pattern as those for Ensemble 1.
Ensemble 4 Mountains of Africa
1.Warm up games(see Power Point)
Use a selection of rhythms including the following 4.
Activity 6
12341234
XX------XX
12341234
XXXXx xx x
12341234
XX
1234
x xXXX
1. Establish a regular heart beat to a repeated count of 4. Teacher could keep this beat on a tambour.
12341234
Clap on the 1st beat of each group of 4
123412341234
XX
2. Introduce the contrasting rhythm
1234
XXXX
JebelMara
Practise in groups
Practise the vocal chant above the steady beat.
2.Introduce the vocal pattern/ call Amba farit
12341234
x xx x
Amba fa rit
Divide the class into 3 main groups and practice 1 group the rhythmic beat, group 2 performing the rhythmic chant and group 3
123412341234
XX
1234
XXXX
JebelMara
123412341234
x xx xx xx x
Amba fa ritAmba fa rit
4. Introduce the call and response pattern to Ambafarit of Hanang. Choose the appropriate rhythm card to match the word. Practise in groups, one to be the call and the other to be the response. The teacher could be the steady beat, and another groupo the jebel mara rhythm.. Use interactive board to show pupils how they could follow the score on that.
5. Divide the class into 4 groups and using the score to help practice putting all of the groups together
The call and response (Ambafarit - Hanang) and the vocal chant – Jebel Mara and the steady beat..
6. Introduce a differenrt call and response pattern to Kilimanjaro and MountOku.
7. Choose a pupil to select a xylophone/ metalaphone or glocks remove the F and C bars from it leaving just the pentatonic notes from the key of G. Ask them to play a chord(2 notes together) on the first beat of the bar. They can follow the suggestion on the interactive score if they want to (i.e. the notes of D and A and use this interactive board as a guide.
Extension activities. The chord could be developed using different notes or introducing a melodic ostinato (e.g. alternative D and A ) if they wanted to later.
Practise the ensemble with the chord, call and response and regular beat using the interactive score if desired.
5. Choses a child to come to the Xylophone etc. and to chooses a repeatable stepping melody to fit with the word Ambafarit . Practise this over the established accompaniment. There are no suggestions on the interactive score as this will allow pupils to improvise their own melody here. It may be easier for them to stand next to the pupil using the rhythm for the word Ambafarit.
6. Choose a different child to compose a melodic answer to the call Ambafarit to fit into the words Hanang with a repeatable stepping tune and practice above the chord and established accompaniment.There are no suggestions on the interactive score as this will allow pupils to improvise their own melody here. It may be easier for them to stand next to the pupil using the rhythm for the word Hanang.
Extension activities. Pupils may wish to change/ improvise other melodies as they become confident. As long as the notes are within the pentatonic scale of G they’ll sound pleasant)
This ensemble could be practiced by the whole class with groups of pupils following each line of the score or in smaller groups.
Instruments can be used instead of the chants at the discretion of the teacher.
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