UNIT 1: African Drumming

Listening,
5 WEEKS Rhythm Performing,
Composing

Aims: Keywords for this module:

Play and perform confidently in an  Rhythm
ensemble context, using instruments
musically, fluently and with  Beat
accuracy and expression.  Pulse
Compose; and extend and develop
musical ideas by drawing on a range  Africa
of musical structures.  Drumming
Use relevant notations appropriately
and accurately.
 Polyrhythm
Identify and use the interrelated  Djembe
dimensions of music expressively  Crotchet
and with increasing sophistication,
including use of musical devices.  Quaver
Listen to a wide range of music from  Semiquaver
great composers and musicians, with
discrimination.  Cannon
Develop a deepening understanding  Repetition
of the music that you perform and
listen, and its history.
 Syncopation

My Module Target: Compose a polyrhythm, in groups, using the Rhythm Grid

provided within. Start and end the piece with an improvised Call & Response.
Play your piece in the following structure:
C&R—Polyrhythm (16 beats)—C&R—Polyrhythm (16 beats)—C&R
Top Tips: keep one part steady crotchet beats & others simple, but syncopated!
Think of 3 ways you hope to achieve your target (they can be skills based, ensemble or
personal):
1. …………………………………………………………………………………………………………………

2. …………………………………………………………………………………………………………………

3. …………………………………………………………………………………………………………………
Learning Purposes:
1. Discuss African Drumming Workshop.
2. Evaluate key features of African Music.
3. Understand the context of African Drumming within African society.

Write A Review of What You Learnt In Your African Drumming Workshop….

Name Some Instruments You Used:

What I s A Djembe? Can You Draw A Picture & Label It?

…..

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Learning Purposes:
1. Define crotchet, quaver and semiquaver.
2. Engage with POLYRHYTHM
3. Maintain a repeating pattern in synthesis with your group.

Three key words to describe rhythm are written below. Discuss with a
partner and try to write definitions for each one below.

-Pulse is…………………………………………………………………………………………………

-Tempo means………………………………………………………………………………………..

-Beat describes……………………………………………………………………………………….

Do you notice anything similar about all three terms?

Can we, as a class, think of a suitable definition for rhythm?

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

Clap The Following Pattern: What do you notice?

X XX XX X

XXXX XX X X

XX X XX X

XXXX XX X X

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 These three different X symbols represent something. What do you think
that might be? Could you write your findings below?

-X …………………………………………….…………………………………………………………

-XX ……………….……………………………………………………………………………………..

-XXXX…………..……………………………………………………………………………………….

Do you notice anything similar about all three X symbols?

African performances use POLYRHYTHM. We will now split into four

groups and clap the pattern again, starting in a cannon.

What do you think polyrhythm is?...................................................................................

………………………………………………………………………………………………………………

Work with a partner and create your own rhythm grid, using the crotchet,
quaver and semiquaver symbols (X, XX and XXXX)
Perform in 10 minutes!

DIFFERENTIATION OPTIONS:
1. Keep it simple by using mainly X (crotchet beats) in each box.
2. Try adding a few XXXX (semiquaver patterns in).
3. Try to create your own polyrhythm by starting in CANNON.).

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 Learning Purposes:
1. Understand polyrhythm
2. Define syncopation.
3. Incorporate polyrhythm and syncopation to your own rhythm grid.
Let us begin by slowly clapping through each of the four lines below.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

X X X X X X X X X X X X X X X X

XX XX XX XX XX XX XX XX

X XXXX XX XXXX X XXXX XX X

XX X XX X XX X XXXX X XX X XX X XXXX X

What do you notice?

How does this rhythm grid show us, visually, what polyrhythm is?...................

………………………………………………………………………………………………………………......

Which is the easiest part?....................................Why?...........................................................

Which is the most important part?..................Why?...........................................................

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Which is the most difficult part?...............Why?...................................................................

What do you think SYNCOPATION means?........................................................................

You will be split into groups of 4. You must write your own Rhythm Grid.
Try to use syncopation and polyrhythm. You must use Call & Response
and improvisation, as part of the composition/performance. The rhythm
grid forms the main body of the piece.

This is to show that you can write polyrhythm and syncopation and then play
it, in addition to improvising your own rhythms!

Think very carefully about who you use for each part and make sure that
Part 1 is the backbone of the piece, with a simple repeating crotchet beat, just
like the example on page 5. This means you are DIFFERENTIATING your
own composition and is an important way of working towards your group’s
ability range. Why do you think this is?

Key: X=……………………..XX=………………………………..XXXX=……………………………….

TOP TIP: Use PENCIL! As you will want to refine and improve your work.
Remember the following structure for your performance:
C&R—Polyrhythm (16 beats)—C&R—Polyrhythm (16 beats)—C&R
Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

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Learning Purpose:
1. Maintain your part within an ensemble
2. Incorporate tempo/dynamics/timbre/texture when performing
3. Discuss the effectiveness of your own and other’s compositions.

You will have 30 minutes to rehearse, refine and improve you work before
we record each group. What do you need to make sure you remember
before we record?
Some Important Points To Remember When Recording:
 You must remain silent in the classroom.
 Be as confident as you are able when performing, so that it comes across well on
the MP3 clip.
 Respect and support each other to succeed.
 Ensure you are WELL RHEARSED and KNOW WHAT YOU ARE DOING within the
piece.
 Also, make sure that you have a clear structure and order sorted out for your
performance.
 Finally, enjoy it! This is your chance to highlight your hard work!

Assessment criteria
Level 5+
 Play the African piece confidently, following your rhythm grid, but using extended rhythms and call &
response
 Perform with expression making use of dynamics, phrasing, tempo
 Describe musical devices and features of African Drumming
 Explain how to refine and adapt your work and incorporate this into your ensemble playing.
Level 4a/b
 Play your African piece confidently, with an effective introduction, improvisation and ending.
 Use of call & response
 Perform with accuracy of rhythm and some use of syncopation
 Describe relevant facts about African Drumming
 Improve your working
 Read the rhythm grid confidently.
Level 4c/3a
 Play most of your African piece accurately, with some improvisation, include an introduction
 Identify some musical features of African Drumming
 Improve your working
 Read simple rhythm grid.

Quick notes on how the performance went:

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 Teachers’ Assessment Section Give a description of the task:

EFFORT
(Outstanding/Good/Satisfactory/Inadequate)

LEVEL ACHIEVED—
Performance.
Are you happy with your mark? Give reasons
Teacher’s Comment (WWW): for your answers:

Teacher’s Target (EBI):

What Went Well (celebrate your success):

Even Better If (a target to improve):

How Well Did You Work? How have you playing skills improved?

How Do You Plan To Achieve the Target Set By Your Teacher & Improve Your Skills
(look to the descriptors for ideas)?

Date I Achieved This Target: