Lesson Plan Overview: In Search of the Griot
Trio Da Kali: Tradition-Inspired Contemporary Malian Griot Music
Lesson Plan writer: Barbara Cardarelli, Waltham Public Schools
Context:
This is an overview of the high school mini-unit that will precede and accompany
the February 28, 2014 performance of the Trio Da Kali. From MusicUnitesUs,
“Trio Da Kali unites three outstanding musicians from the Mande culture
of Mali, who come from a long line of distinguished griots (specialist
hereditary musical artisans). Long-term collaborators, the artists come
together as a trio with the aim of bringing to the forefront neglected
repertoires and performance styles of the griots and celebrating
African continent’s finest, most subtle and sublime music. In so doing,
they bring a fresh, contemporary, creative twist to their musical art,
breathing new life back into this ancient music.” The unit is currently
planned to utilize three days of History class, plus one day of the
performance. There are several places where the unit can be
shortened. The lessons are for the teachers to use as written or
modify and arrange information in whatever way the teacher wants to
use it.
Objectives:
The overarching objectives for the mini-unit are as follows:
 To prepare students for the MUUS performance by giving them context
relating to the geography/traditions/culture of Mali
 To supplement the history curriculum based on MA History frameworks for
9th-12th History and Common Core Standards
 To help teachers by reinforcing the vocabulary and concepts already in
use
 To explore the history of Mali and that history can be shared orally
 Students will understand that history is more than places and dates
 Students will understand the role that music plays in the Malian culture
and tradition.
 Students will be able to define the term griot and their importance in the
past and present
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Daily objectives:
 Day 1- To give context to the performance by reviewing some of the
geography of Mali. Students will be able to complete a map of Mali by
labeling key places and physical features. Students will also interpret
country facts to write about the present state of Mali. Students will
understand who Sundiata is and how griots have told his story. They
will understand the griot’s role in West African society and their oral
tradition.
 Day 2- Students will read and interpret a primary source. What was
the purpose of creating the Journal? What does the creator do to get
her point across? Students will be able to apply analysis skills to a
primary source. Through the primary source, students will gain an
understanding of Malian traditions past and present.
 Day 3- Students will be able to view an online video and see the
visiting artist teach her daughter the skills of the griot. Students will be
introduced to the jembe and the kora, two other griot instruments all
being learned by children, passed down in an oral tradition. Students
will write 10 observations of the griots and their work.
 Day 4- Performance
Assessments:
Formative assessments are built into each lesson
Standards:
MA Curriculum Frameworks
World History I Learning Standards
WHI.18 Identify the locations and time periods of the empires of Ghana, Mali,
and Songhai.(H, G)
WHI.19 Describe important political and economic aspects of the African
empires. (H, E)
A. the economies of these empires (gold, salt, and slaves as commodities for
trade by
African kings)
B. leaders such as Sundiata and Mansa Musa
C. Timbuktu as a center of trade and learning
WHII.15 Identify major developments of African history in the 19th and early 20th
century. (H,E)
WHII.11 Describe the causes of 19th century European imperialism. (H,E)
Concepts and Skills, Grades 8-12
8. Interpret the past within its own historical context rather than in terms of
present-day norms and values. (H, E, C)
11. Using historical maps, locate the boundaries of the major empires of world
history at the height of their powers. (H, G)
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Common Core
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a
primary or secondary source; provide an accurate summary of how key events or
ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as
they are used in a text, including vocabulary describing political, social, or
economic aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same
topic in several primary and secondary sources.
CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant,
and sufficient facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained
research projects to answer a question (including a self-generated question) or
solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject
under investigation.
Lesson Plans:
Day 1
 Ask students about any pre-knowledge that they have about Mali. The
ancient kingdoms were studied in 7th and 8th grade history classes. Mali, at
one time, was a wealthy region. The ancient kingdoms of Ghana (9001100), Mali (1200-1450), and Songhai (1450-1590) became very wealthy
and powerful from the gold and salt trade. European wares, gold, ivory,
and enslaved peoples were also traded along the routes. Ideas,
inventions, and religion were spread along the trade routes.
 Hand out worksheet with map of West Africa, current facts and paragraph
to write. Students can use an atlas to complete the map.
 When students have completed the paragraph, ask volunteers to read
their paragraph.
Discussion:
What if you had to read your account of Mali aloud? How would your audience
respond? Are there a bunch of facts written? Would it be exciting and hold
everyone’s interest so they would want to hear more about Mali? If anyone read
their paragraph aloud, did it hold your interest?
Think about oral presentations that you’ve heard and have made an impression
on you? Has a friend ever related a story about an event at home or school?
Have they included lots of detail and imagery? Have they used figurative
language to make it intriguing?
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Information:
West Africa had no written language until the Muslim traders brought Arabic
writing to this area.
The villages relied on an oral historian called Griot or Jeli. The griot is a
storyteller, entertainer, and historian. The history was not told in lecture form, but
it was told to the villagers who were informally gathered around the campfire at
the end of the day. Music accompanied the stories.
One famous story was about Sundiata, a king of Mali. This story has become one
of the world’s greastest epic of oral tradition of the Mande, or Manding people,
who can trace their heritage to Sundiata.
This boring version was taken from Hands on Culture of West Africa by Kate
O’Halloran, “Mali: Griots and the Story of Sundiata.” Read to the class:
“Sundiata was born in the early 1200’s in Mali. He was one of twelve brothers
who were heirs to the throne of the kingdom of Kangaba. When Sumanguru,
ruler of a neighboring state, overran the kingdom, he killed all Sundiata’s
brothers. Sundiata was spared because he was frail and ill, unable to walk.
Sumanguru thought he could not be a threat. However, Sundiata lived to grow
strong, and eventually overthrew Sumanguru to become ruler of Mali. He died in
1255. “
Here is part of the story told by Djeli Mamakou Kouyate: (Jalis or Jeli means the
same as griot)
“Listen then, sons of Mali, children of the black people, listen to my word, for I am
going to tell you of Sundiata, the father of the Bright Country, of the savanna
land, the ancestor of those who draw the bow, the master of a hundred
vanquished kings.”
Ask the students if they can hear/feel the difference? The griot used descriptive
language, and details, while the first story was very factual. Is it easier for you to
remember facts for a test or lyrics to a song?
Ask students to give examples of this.
(If you want more information on this, see Sunjata, Gambian versions of the
Mande epic by Bamba Suso and Banna Kanuteh, edited by Lucy Duran and
Graham Furniss, with a new introduction and additional notes. London: Penguin
Classic. l999.)
Write the definitions of the vocabulary words Oral Tradition and Griot on the
board for the students to write on their paper.
Oral Tradition – tradition passed down by word of mouth (storytelling).
Griot – a storyteller of Mali who uses oral tradition to pass down Mali’s history to
future generations.
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Assignment: Have students give an oral history about a topic in History that
they are studying or have studied. They can write a factual paragraph, then a
griot’s version, and then share their stories with the class.
Day 2
 Run off about 8 sets of the following Journal, depending on how many
students you have. Judith Eissenberg is the director of MusicUnitesUs
and recently visited Mali. She met with the trio that will be performing for
the students. She had a chance to visit and experience Malian culture. Her
journal, “Mali Journal: In Search of the Griot” is informational, inspirational,
and insightful. The journal will be the primary source which the students
will use to complete the template, “In Search of the Griot.”
http://www.brandeis.edu/musicunitesus/residency/malijournal.html
 In a way, her journal is a story, full of imagery, implications, and inquiry.
Once the students read it, they will understand the meaning of the word
Griot.
 To complete the template, students will work in groups of 3 (teacher
discretion).
 Students will give 2 pieces of evidence from the journal for each topic on
the template. Evidence is a quote. Explanation is an analysis.
 Completed template will give the students a current view of Mali and the
importance of its traditions.
 Discuss with the students Mali today and have them share their evidence
with the class.
 Together, write a definition of griot. (Students will be adding to this
definition after viewing the video.
Day 3
 Students will view the first 27 minutes of the online video: Growing into
music: Da kali-the pledge to the art of the griot vol 1. This is a 2013 video
filmed on location in Mali and Guinea and directed by Lucy Duran. Her
biography, along with the trio’s, is found on the Brandeis MusicUnitesUs
site and I attached a copy of it at the end of the lesson. The first 27
minutes introduces us to Hawa Kasse Mady, the visiting female griot,
teaching her daughter, Rokia, to sing. We are introduced to the djembe
and the kora, two other griot instruments, all being learned by children,
passed down in an oral tradition.
 Run off the template, 10 Fascinating Fabulous Facts about Griots for
each student
 Have students complete the template, 10 Fascinating Fabulous Facts
about Griots
 At the end of the movie, have students add to the class definition of a
griot.
 Ask the students about their search for the griot!!
https://www.growingintomusic.co.uk/~electrj0/mali-and-guinea-music-of/filmsof-growing-into-music.html
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Day 1 Geography and Current facts
Geography
1. On the map of West Africa, locate and label the following:
Countries: Mali, Algeria, Ghana, Niger, Mauritania, Burkina Faso, Guinea,
Senegal, Gambia, Cote D’Ivoire, and Nigeria
Cities: Bamako, Timbuktu, Gao, Taoudenni, and Djenne
Physical Features and Bodies of Water: Sahara Desert, Sahel, Atlantic Ocean,
Gulf of Guinea, and the Niger River
2. The shaded area represents the Kingdom of Mali (1240-1450).
a. Which present countries were part of that kingdom?
b. What inference can you make about Mali’s climate? Explain.
c. For trade to flourish, what obstacle did the caravans have to cross?
d. Why do you think this region was important in the development of West African
civilization?
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Current Facts
Capital – Bamako
Colonial independence from France-1960
Languages spoken- French, Bambara, many others
Government – in transition after coup and insurgency
% population under15 – 48%
Literacy rate – male, 43% and female, 25%
Life expectancy – male, 52 and female, 56
Per capita GDP – $1,100 (this figure represents the value in U.S. dollars of all
goods and services produced within a country in one year divided by its
population and is a common way to measure a nation’s wealth. The U.S. GDP
per capita is $50,700.)
Question: What European country colonized Mali before its independence in
1960? Explain.
Assignment: Based on the current facts of Mali, write a short paragraph about
the country of Mali today.
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Vocabulary:
 Oral Tradition 
Griot -
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In Search of the Griot
Topic/Explantion
Meaning of griot
Evidence 1
Evidence 2
Physical surroundings
Role of Griot at
Weddings
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Topic/Explanation
Political problems in
Mali
Role of Women
Music/Instruments
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TEN FABULOUS FASCINATING FACTS ABOUT GRIOTS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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Bios for Dr. Lucy Durán (ethnomusicologist and residency curator/speaker) and
musicians of Trio Da Kali
Trio Da Kali at Brandeis University: Feb. 26 – March 1, 2014
Trio Da Kali: Tradition-inspired Contemporary Malian Griot Music
In partnership with the Aga Khan Music Initiative, MusicUnitesUS presents a weeklong residency
with Trio Da Kali. Join the Brandeis community in a series of events: informal open classes,
workshops, and performances with the visiting artists. Visiting residency curator and speaker,
ethnomusicologist Lucy Durán will introduce and guide us through an exploration of a contemporary
cultural expression with roots in the ancient tradition of musical story-telling and praise-singing.
Dr. Lucy Durán
BMus, MMus (London), PhD (London)
SOAS, Dept. of Music: Lecturer in African Music, Centre for Migration and Diaspora Studies
Lucy Durán (PhD SOAS) is a university lecturer specializing in West African music, and is based in the
Music Department of the School of Oriental and African Studies, University of London. She has
published widely: on Mali’s music, its women singers, and on the kora. She is also a broadcaster (she
was the regular presenter of BBC Radio 3’s leading world music program World Routes from 20002013).
Durán has a long professional involvement with the music industry, and has been at the forefront of
the promotion and dissemination of Malian music for the past 25 years. Her special interest is in
finding ways of creating a contemporary voice for Malian artists working within their own traditions.
She is also a music producer, and has produced many Malian artists including Grammy awardwinning kora player Toumani Diabaté, and the highly acclaimed Malian ngoni player Bassekou
Kouyaté. Two of her albums have received Grammy nominations.
Having devoted much of her professional life to balancing her broadcasting, recording, and academic
work, Durán argues for the need to forge better links and understanding between the media and
academia. Her film project Growing into Music, sponsored by a major grant from the Arts and
Humanities Research Council UK, explores through film the diverse methods of oral transmission of
music across generations in Mali, Cuba, India, Venezuela and Azerbaijan. Within this project, she has
filmed and directed two in-depth documentaries on Malian children learning music in griot families,
which can be seen on the Growing into Music website www.growingintomusic.co.uk
Durán is also privileged to be project advisor to the Aga Khan Music Initiative’s important work both
in Mali and with Malian music internationally.
TRIO DA KALI
Fodé Lassana Diabaté 22-key balafon
Hawa Kassé Mady Diabaté singer
Mamadou Kouyaté bass ngoni
Trio Da Kali unites three outstanding musicians from the Mande culture of Mali, who come from a
long line of distinguished griots (specialist hereditary musical artisans). Long-term collaborators, the
artists come together as a trio with the aim of bringing to the forefront neglected repertoires and
performance styles of the griots and celebrating African continent’s finest, most subtle, and sublime
music. In so doing, they bring a fresh, contemporary, creative twist to their musical art, breathing
new life back into this ancient music.
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An original combination of voice, bass ngoni, and balafon, the trio takes their name from one of the
oldest songs in the griot repertoire, an acapella praise song that recalls the role of the griots as
advisors to Mali’s pre-colonial rulers. “Da kali” means “to swear an oath” and represents the griots’
pledge to their art. Trio Da Kali present a performance that revolves around the soaring, rounded
vibrato voice of Hawa Kasse Mady (compared by some to Mahalia Jackson), who performs the songs
she grew up surrounded by in Kela, one of the most musical centres of the griot world. The
programme includes dazzling solo balafon pieces by the group’s leader Lassana Diabaté on the 22key balafon. Few can match his lyricism and virtuosity, and the resonant sound of the rosewood keys
of his balafon. Mamadou Kouyaté, the eldest son of ngoni maestro Bassekou Kouyaté, underpins the
music with punchy bass lines on a large ngoni, West Africa’s oldest string instrument.
Trio Da Kali and its connections with the West:
The Trio comprises two generations of musicians from some of the most important and innovative
musical families in the Mande world since independence. All have connections with various local
musical initiatives that have dealt with western influences as a means of confronting the need to
modernise.
Hawa Kasse Mady Diabate grew up in Kela, a small village considered the heart of the jeli tradition,
and was trained by her great-aunt, Sira Mory Diabate, Mali’s most celebrated female singer since
independence. She also learnt from her father, Kasse Mady Diabate (one of Mali’s most treasured
singers). He has been a major figure on the Malian music scene for four decades. He was recruited
from his village into Mali’s popular dance band “Los Maravillas de Mali” when they returned to Mali
after studying Cuban music for eight years in Havana. Because of Cultural Authenticity policies in the
early 70s, they were renamed “National Badema” (National family). Kasse Mady, with his deep
knowledge of Mande epic singing, was charged with bringing a more indigenous repertoire to the
group. He has passed this heritage on to his daughter. Most recently, Hawa’s father featured in the
Mali-Cuba collaboration, AfroCubism, which also included the musical director of Trio Da Kali - the
balafon player, Lassana Diabate - as well as the Bassekou Kouyate, the ngoni virtuoso. Bassekou is
the father of the youngest member of Trio Da Kali, the bass ngoni player Mamadou Kouyate.
Hawa Kasse Mady has only just begun to perform outside Mali, as a result of the Aga Khan Music
Initiative-sponsored collaboration with the Kronos Quartet. But locally, in Bamako where she lives,
she is much demand at the lively wedding parties that take place in the street and are an important
way for jelis to update and draw new audiences into their musical traditions
Mamadou Koutaté is a member of his father’s band, Ngoniba, who were nominated for a Grammy in
2009 and with three successful albums, tour the world. In his early 20s, Mamadou plays with many of
Mali’s top young musicians in Bamako, in hip-hop , reggae, and blues styles. This family has brought
the ancient instrument, the ngoni, into the 21st century, reconnecting it with the banjo and with blues.
Lassana Diabate is a virtuoso balafon player originally from Guinea who moved to Mali in his late
teens in the early 90s. He has been at the cusp of musical innovation in Mali since then, working with
Taj Mahal, Salif Keita, Toumani Diabate, Dee Dee Bridgwater, and many others.
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Works Cited
Websites
wiki.coe.jmu.edu/K507/admin/download.html?attachid=110557
http://www.brandeis.edu/musicunitesus

http://www.brandeis.edu/musicunitesus/residency/malijournal.html
https://www.growingintomusic.co.uk/~electrj0/mali-and-guinea-music-of/films-of-growing-intomusic.html
Map
Kingdoms and Empires[edit]
en.wikipedia.org
Books
Glencoe Geography: The World and Its People. New York, NY: Glencoe McGraw-Hill,
2002. Print.
Junior Scholastic 14 Oct. 2013: n. pag. Web.
O'Halloran, Kate. Hands-on Culture of West Africa. Portland, Me.: J. Weston Walch,
1997. Print.
Suso, Bamba, and Banna Kanuteh. Sunjata, Gambian Versions of the Mande Epic.
London: Penguin Classics, 1999. Print.
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