Unit Outline

Level Grade 4/5 Music

Subject/Topic: Introduction to West African Drumming

Description/ This unit seeks to explore participatory music practices through the use of West
Summary/ African drumming traditions. Students will learn technique and performance
Overview: practices for the djembe, tublano, gankogui and axatse, as well as the cultural
history associated with these instruments. In this unit, students will develop their
ability to recognise and replicate rhythms, to sing traditional songs, to perform as
an individual and as a group, and to explore tone and sound properties.

Length & 12 Lessons (Bi-weekly) for 6 weeks, 30 minutes each

# of Lessons

LEARNING OUTCOMES

General Learning Performance is an active process involving the development and application of
Expectations musical skills, knowledge and perceptions.

Through the elementary music program, students will develop:

- Awareness and appreciation of a variety of music, including music of the
many cultures represented in Canada
- Insights into music through meaningful musical activities
- Musical skills and knowledge

Specific Learner Rhythm:

Expectations - Beats may be grouped in 4s.
- Metre changes may occur within a piece of music.
- Duration concepts are extended to include sixteenth notes
- Duration concepts are extended to include dotted notes and
combinations of patterns.
- Accents may fall on beats that are usually unaccented (syncopation).
- Rhythm is created by combining beat, tempo, patterns, metre and
duration.

Form:
- Improvisation is part of many forms of music.
- Repetition and contrast give unity and variety to form in music.

Playing Instruments:
- Echo rhythm patterns
- Play simple rhythm patterns
 Implicit/ Instrument care, participatory music practices, collaboration, leadership
Non-Curricular
Outcomes

SEQUENCE OF LESSONS (3-4 lines per)

LESSON 1: Introductory lesson: this lesson will serve to introduce myself to the students,
and to learn their names and the music they enjoy listening to. While this will
likely take up a large portion of the lesson time, we will also take time to
introduce the new unit, the instruments they will be using, and potentially watch
some videos of performances.

LESSON 2: In this lesson, we will explore some of the cultural background of West African
drumming, how drums are constructed, and its purpose/role in different cultures.
We will then introduce how to hold and treat the tublano and djembe, and how
to perform key tones on these instruments (Goon/Doon, Go/Do). Practice call &
response using these different tones, and end the class with the “rainstorm”
performance activity.

LESSON 3: We will begin this class by reviewing the tones learned in the previous class,
trying to leave as much of the recall in the hands of the students. After this, we
will practice call & response with key rhythm patterns on the drum, using text to
remind and reinforce these patterns. In addition to these patterns, I will also
introduce the start and stop cues of performance. To conclude the class, we will
play an elimination round of “Simon Says.”

LESSON 4: In this class, we will begin to learn our first ensemble piece, the traditional
Ghanaian folk song “Kebe Mama.” Students will practice singing and performing
in various roles for this arrangement, replicating patterns learned in previous
classes and exploring new simple rhythms. We will build up to a full ensemble,
gradually adding in new parts as the song lyrics and melody are learned.

LESSON 5: Starting with a discussion of the rhythmic characteristics of words, we will

explore how some of the patterns we have already been using follow speech
patterns. In small groups of 2 or 3, students will be given some time to develop
their own short rhythmic pattern using a phrase or sentence.

LESSON 6: This class will explore “found sound” percussion through the use of Phil Collins’
Trashin’ the Camp. This class incorporates elements of singing, drama, and
percussion, while also thinking creatively about what the possibilities of
instrumentation and music are.

LESSON 7: This class introduces the concept and basic skills of improvisation and its relation
to form. Students will be given specific parameters in which to improvise, these
guidelines providing a more comfortable environment in which to explore
improvisation. These concepts will be tied into the drumming practices and
techniques explored in this unit thus far.
LESSON 8: In this class, we will learn the lyrics and tune of a traditional Ghanaian percussion
ensemble song, “Zaminamina Akwaboah.” We will examine the correct
pronunciation, text translation, and melody of the song. We will also explore new
rhythm patterns associated with this song.

LESSON 9: Incorporate song and percussion elements together, alternate roles of singing
and performing if needed to allow students to focus on individual roles while
hearing the interactions of song and instruments. This may be challenging for
some students, so provide alternate modes of participation as required.

LESSON 10: Flex learning block: students choose the direction of the class by choosing one
area that needs growth and one area that they excel in. This class will address
student concerns/questions, as well as allowing them the opportunity to
participate in an activity they feel confident in. This block could provide time to
gather more student observations for the “leadership/participation” assessment.

LESSON 11: This class serves largely as a rehearsal for the following lessons’s final
performance: during this time, we will decide performance roles, instrument
assignments, and rehearse the various rhythmic elements being included.

LESSON 12: In the final class, students will hold a mini performance of the material they
learned in this unit after a brief warm-up and rehearsal. In the final portion of the
class, students will fill out a final performance and unit reflection.

REQUIRED RESOURCES

- Classroom set of instruments, including: djembes, tubanos, gankogui, axatse

- “African Drumming” resource book (Senator Buchanan Elementary School)
- YouTube videos and other demonstration videos
- Spotify/music streaming services

FORMS OF ASSESSMENT

Lessons 2 & 3: Tone demonstration: can students create the correct sounds/use the correct
physical gesture to perform the sound? (Diagnostic)

Lesson 5: Rhythm creation groups: translating the rhythmic properties of speech into
performable patterns. (Summative)

Lesson 8: Song group singback: small groups take turns singing the lyrics to the song
being performed, while assessed for confidence and accuracy. (Formative)

Lessons 3-9: Leadership/Participation role: students will take turns taking a leadership role in
performance, through active participation or by initiating and concluding
performance using the given cues (Summative)

Lesson 12 Final Performance and Individual unit reflection (Summative)

 CULMINATING ASSESSMENT TOOL

- Final Performance of skills learned

- If available, invite the student’s homeroom teacher to watch their performance.
- Record the performance as well to assess individual performance.
- For the remainder of the class, have students write/fill out a reflection about their final
performance and skills learned in the unit.

CONSIDERATIONS FOR DIFFERENTIATION

- Performance flexibility: Students who have anxiety performing in individual or small group
contexts can find time to meet with me on one on to fulfill any needed assessments
- Literacy challenges: for those who have trouble reading and writing, read questions out loud
amd try to provide questions that do require a lot of writing in the final reflection portion of the
unit performance, or allow verbal responses
- Environment modifications: provide noise-cancelling headphones for students who are sensitive
to noise, create seating plans for drumming circles
- Instrument selections: for students who struggle with some of the more complex rhythms on
the tublano or djembe, provide alternative ways to participate such as keeping the pulse or
performing simpler patterns on other instruments such as gankogui or axaste