Supplementary concepts: Use of different rhythm patterns by changing the metre and combining different beats and recognizing that when there the melody is varied there is a change in rhythm.
Two ideas in the Rhythm element,
Rhythm #18 and #19 will be explored so that students understand that accents may fall on beats that usually unaccented (syncopation) and that rhythm is created by combining beat, tempo, patterns, metre and duration.
Another element, Melody #12 will be developed so that the students know when a melody is changed that its rhythm is changed.
 The students will aurally identify syncopated beats in a song introduced from
Africa. Students will understand that African music have syncopation in many of its rhythms.
 The students will recognize syncopated rhythms in written music.
 Students will sing and drum songs from Africa by using rhythm, beat and ostinato beat. The student will understand that a change in rhythm and change in metre can change the melody.
 The students will use mini flash cards to create their own 4 measures containing one syncopation rhythm in the song. The student will perform composition on drum to the class.
 The students will listen to recording of African drum music and move around the room with instrument either playing the beat or an ostinato rhythm. The students will understand that combining beat, tempo and patterns creates rhythm.
(Approximately 30 students)
“A Ram Sam Sam”; “Dipidu”;
Recording - Sinte (#9) on Yamama, West African Dance Rhythms by Jason
Hann (3 minutes)

10 maracas, 5 shekere, 5 agogos, 10 cowbells, 15 drums, 60 rhythm sticks, CD player,
Mini flash cards with various combinations of rhythms of ti-ti, ta, ti ti-ka, tika ti, syn-co-pa in rhythmic notation. The syn-co-pa care will be a different colour from the other white cards.
Multicultural Music and Songs that Build an Appreciation of Diversity
Celebrating Diversity Through Music
Website for African songs, chants and games: http://www.canteach.ca/elementary/africasong.html
Website with free drum beats from Africa http://www.theholidayspot.com/kwanzaa/kwanzaa_music.htm
Drum Circle: A Guide to World Percussion by Chalo Educardo and Frank
Humor, Alfred Publishing (comes with CD)
Silver Burdett Music by Elizabeth Crook, Bennett Reimer and David S.
Walker, Silver Burdett Company, 1978.
Reference only:
Good pictures of different African instruments and Lesson plans
Multicultural Perspectives in Music Education, Volume One, 3 rd edition, edited by William Anderson and Patricia Shehan Campbell.
The Night before Christmas in Africa with a CD
Copyright © The Foster Family 2005
All Illustrations Copyright © Jean Christodoulou 2005
First published 2004, Vineyard International Publishing,
Cape Town - vip@vineyardbi.org ISBN: 0-620-3
Cultural Diversity in Music Education: Directions and Challenges for the 21st
Century, by Patricia Shehan Campbell
This is a story with an African musical instrument read by ODDS BODKIN
The Name of the Tree (Part 1 of 2) http://www.youtube.com/watch?v=j5-f3heo1hI

 Opening (5-6 minutes) – Remind children that this song originated from Morocco, Africa. Review of the song “Ram Sam Sam” using the voices and pitched percussion instruments. Have children first sing the song without playing. Sing again by having children do the body percussion such as hitting into hand or slapping their thigh only when the word “Ram” is sung. Sing entire song with students clapping rhythm. Then have half of the class add a pedal tone to the song either the note F or C marked on the music while the other half sings. Switch roles repeating same song. Have children move back to main area of music room.
Concept: Reinforces the use of accent in 4/4 metre with the use of pedal tones.
Reviews rhythm element against a steady beat with use of playing and singing. Also, without naming the idea, introduces that when the rhythm changed so did the melody.
 Motivation -Anticipatory Set (8 minutes): Call and Response. Let students know that this process is common in African drumming. Will introduce to the students the use of syncopation. Have children clap back new rhythm aurally (repeat 2 times). Use some rhythms that they know already to help with confidence and listening skills. Illustrate syncopation and how this is notated on the board and try rhythm again with students saying the “ti-ti, ta and shh” to the written notes. Hand out sticks and have children listen for your rhythm as teacher demonstrates (same as before) and have children repeat on rhythm sticks. Divide the group with one group playing the steady beat while the other group plays the syncopation then switch so all students try syncopation. Have students say ti-ti , ta and shh to the syncopated notes. Let students know the name of this new concept.
Syncopated Rhythm:
(Found in Drum Circle: A Guide to World Percussion)
Concept: Introduction to syncopation, written syncopation and oral use of syncopation using playing, reading and listening.


Students are given a piece of new music, “Dipidu” to explore without hearing the melody. Tell students it is a folk song from Uganda.
Students are to pair up with someone who has the same colour eyes as they have. Let students know that they will hand this in at the end of class.
Once in pairs, the students will examine their music making any comments about time signatures with particular reference to the beat, changes in rhythm either by notation or the use the vocabulary of titi or ta or any rhythm patterns or duration of the notes listing musical rhythmic names of notation and rhythmic syllable names. Students are to draw pictures on notes and mark this information in their music notebook that they share. The teacher can later ask for students to hand in this book for assessment. (Give Students 10 minutes for this activity) Note: For children with special needs, the teacher could make time for the student to talk about the music if there are any difficulties with writing skills.
Ask if anyone can spot the syncopation in the music. Hint for children is to look at the rests. Ask children to look for the similarity of rhythm we used at the beginning of class.
Have children say the words of the song with saying “shh” for the eighth rest.
Sing first note of song then have children sing back to you. Use call and response with teacher singing “Good Day” and the children singing
“Good-day to you.” Now use rote-note observation method to teach the whole song.
Invite students to go drums and one group will tap rhythm while other group sings song. Change roles. Bring to the student’s attention the change in metre and the change in the melody at this point. Explain how this can work together for a song.
Half of the class plays “Ram Sam Sam” with the use of the rhythm while the half sings. Reverse roles. Have children notice the melody changing as the rhythm changes.
Concept: Introduces playing with the syncopation. Children are shown about how a melody changes. Review of metre and the steady beat with use of singing, playing, and writing.

Hand out bags of mini flash cards to each student. Students will create their own composition using mini flash cards. First students will create 4 measures containing one

syncopation rhythm in their song. The student will perform their composition on the drum to the class. The teacher will videotape solo performance of student.
Concept: Reinforce concept of syncopation, rhythm changes using playing, reading, and composing.
(5 minutes)
1.
Students are invited to choose between two types of non-pitched instruments either the metal (Agogo or Cowbell) or the wooden
(Shekere or Maracas) so that there is even amount between the two groups. Let them know that they will have a chance to play both types.
2.
Ask children to stand still they see the teacher move from his/her space then they are allowed to move in any direction.
3.
Both groups will start on the beat then as the teacher jingles the bells, one group, metal instruments will first play the beat of the recorded music Sinte (#9) on Yamanma while the other group will play an ostinato rhythm during the recording.
4.
When the teacher rings the bells, the students will change instruments and play either the ostinato or the beat depending on previous action.
5.
Let children know that they can write two to three lines in their journal at quiet time after lunch on how they felt about this last experience in music class today.
Ostinato Rhythm to be played: (Review from Main Activity)
Note: In next lesson the teacher can use the same music but with the DVD showing the dance movements of Sinte.
The Sinte dance is from the Susu culture of coastal Guinea, danced all year round at various village gatherings.
Concept: This will be a good experience for the students to listen to more complicated rhythms then for them to be able to play the steady beat throughout gaining confidence in this skill. The element of syncopation will be reinforced with the use of the ostinato beat with the use of playing, listening and moving.

 Children are to hand in music notebooks with written information on new song. This would be used for a formal assessment.
 Video recording of student’s composition on a drumbeat.
 Aesthetic response in journal on their listening and drumming to the song “Sinte.”
 Children are invited to a listening center with other African music including vocal music. At this center there will be other music pertaining to the lessons in the Unit already explored such as French
Canadian repertoire.
 Previously in Social Studies, children were requested to put together a power point with the heritage of the French Canadians and explorers.
One step further to challenge other students would be to create a similar design with the country of Africa and the musical instruments that are originated from there.
 Children may want to create artwork in the medium of pastel expressing their experience with drumming. Once completed the pieces may work as a media backdrop to a performance in the class when the children play and sing some of their repertoire.