Y4. Lesson 22. Cultural music
Prior learning: None
Duration: 30 minutes
Materials: Woodblocks or claves
Keywords: Beat, rhythm, singing, chanting, partners, rhymes, circle games.
Difficulty: 
Prepare
Present
Cultural music
Practise
Cultural Identity and Heritage. Music is vital for expressing cultural values and traditions. It helps people celebrate their roots, share stories, and connect with their community. For students, understanding this role fosters respect for diversity and a deeper connection to their heritage.
Melodic development
Students listen to music from different cultures.
- The first track introduces music from Saudi Arabia. Ask students what instruments they think are being used. Can they hear a melody? How do they feel about the rhythm? What emotions does the music evoke?
- The second track features the erhu, a two-stringed bowed instrument from China. Is this instrument plucked, bowed, or struck? How does its sound affect their mood?
- The third track presents an ensemble of Indian instruments. Is there a melody? What are their thoughts on the rhythm? How does the music make them feel?
- The fourth track showcases the Japanese koto, a six-foot-long instrument with thirteen strings over moveable bridges. Is this instrument plucked, bowed, or struck? How does its sound influence their emotions?
Rhythmic development
Students
Play the video. When finished, ask students some questions:
- How do you think the asalato might sound when you play it?
- Can you think of any musical instruments that don't need electricity to make sound?
- What rhythms or beats could you create with the asalato?
- If you could use the asalato in a song, what kind of music would you add it to?
- How do you think children in different parts of the world make music without electronic instruments?
- Can you clap or tap out a rhythm that you think would match the sound of the asalato?
Creative movement
Students express themselves through dance.
- Play the reggae track. Ask students to notice the laid-back, syncopated rhythm and steady bassline typical of reggae music.
- What do they hear in the rhythm? How does the music make them feel? Reggae often has a relaxed, "groovy" feel—does it make them want to sway or bounce?
- Teach simple, relaxed dance movements like gentle swaying, side-to-side stepping, or slow arm waves. Emphasise the groove and encourage students to keep their movements loose and relaxed. Have students dance to the track, focusing on feeling the beat in their bodies and moving in a fluid, relaxed way.
- Play the modern African music track, incorporating traditional rhythms with contemporary elements (e.g., Afrobeats, Afro-pop).
- How is the rhythm different from reggae? Is it faster or more upbeat? What kind of instruments or beats stand out?
- Explore basic African-inspired movements like stomping, hip swaying, or arm movements. You can include fast footwork or jumping in place to match the upbeat energy of modern African music. Let students dance to the music, focusing on big, expressive movements. Encourage students to use their whole body, moving energetically to match the dynamic rhythm.
- Play the Irish jig track, focusing on the lively, quick-paced rhythm. What feelings does this rhythm evoke? The jig has a fast, playful energy—does it make students want to jump or skip?
- Teach basic Irish dance steps like hopping, fast footwork, or skipping in time with the beat. Encourage students to keep their movements light and quick.
- Have students dance to the Irish jig, focusing on staying in rhythm with the quick tempo. They can use both individual footwork and partner/group skipping patterns.
- Play the South American track, such as salsa, cumbia, or merengue. Encourage students to listen for the rhythmic, energetic pulse often found in Latin American music. How does this rhythm compare to the others? Does it make them want to move quickly, slowly, or both? How do the layers of rhythm influence their desire to dance?
- Explore basic Latin dance movements, such as side-to-side salsa steps, hip movements, or a simple cumbia or merengue step. Have students dance to the track, emphasising rhythm and flow. Encourage students to move in time with the energetic Latin beats, using their hips and feet to feel the rhythm.
Listening
Students listen to three presenters discussing music from their culture.
- In the first video, Dr. John Davis discusses music's essential role in his Indigenous culture. He explains that music isn't just for entertainment; it is deeply embedded in his people's cultural practices, traditions, and spiritual life. Music is used in ceremonies and storytelling to connect with the land and ancestors.
- Class Discussion: After watching the video, ask students:
- What did you learn about how music is used in Dr. Davis' Indigenous culture?
- Why is music more than just entertainment in his community?
- How does music connect people to their history and land?
- The second video introduces how sounds from everyday life in Ghana inspire music creation. The presenter explains that in his village, the rhythms of daily tasks—like pounding grain, the sound of animals, and natural sounds—often influence the rhythms and melodies in their music.
- Class Discussion: After the video, discuss with students:
- How do sounds in the environment influence the music in the presenter’s village?
- What examples of sounds in our environment could inspire music?
- The third video features the presenter introducing raga, a traditional musical form in India. The raga uses a specific set of notes to create a mood or atmosphere, and several instruments are featured, including the sitar, harmonium, tabla, and violin. These instruments combine to create a sound that is very different from the typical Western music most students may be familiar with.
- Class Discussion: After viewing, ask:
- What did you notice about the instruments used in the raga?
- Why does this music sound different compared to what we usually hear?
Visual learning
Students discover musicians from different cultures.
Graphic 1: Musicians from South Korea
- Instruments: Discuss the traditional Korean instruments visible in the image, such as the haegeum (a two-stringed bowed instrument) and possibly a daegeum (a large bamboo flute).
- Discussion:
- Ask students whether the instruments they see are plucked, bowed, or blown. The haegeum is bowed, and the daegeum is blown.
- Discuss how these instruments produce different sounds and their role in traditional Korean music, often used in court and folk performances.
- Ask: What mood do you think this type of music creates?
Graphic 2: Musicians from Saudi Arabia
- Instruments: Explore traditional Saudi Arabian instruments such as the oud (a pear-shaped stringed instrument that is plucked) and ney (a type of flute that is blown). Sometimes drums like the darbuka are also used.
- Discussion:
- Identify whether the instruments in the image are plucked, bowed, or blown. The oud is plucked, and the nay is blown.
- Ask students: What purpose might these musicians be playing for? (Possible answers include religious ceremonies, wedding entertainment, or traditional gatherings.)
- Discuss how these instruments contribute to the rich soundscapes of traditional Arabic music, particularly in genres like maqam.
Graphic 3: Musicians from South Africa
- Instruments: Talk about the types of instruments often seen in South African music, such as djembes (drums), mbiras (thumb pianos), and other percussion instruments.
- Discussion:
- Ask students what types of instruments they see and how they might be played (mostly through striking or plucking).
- Discuss the role of rhythm in South African music and its use in social and communal events, from celebrations to religious ceremonies.
Graphic 4: Musicians from India
- Instruments: Identify classical Indian instruments like the sitar (a plucked string instrument), tabla (a pair of hand drums), harmonium (a small, hand-pumped organ), and possibly a bansuri (a bamboo flute).
- Discussion:
- Discuss whether these instruments are plucked, bowed, or blown. The sitar is plucked, the tabla is struck, and the bansuri is blown.
- Ask the students: Why does this music sound so different from what we usually hear?
- Explore the various settings where this music might be performed, from religious ceremonies to festivals.
Instruments
Students
Part work
Students will play two different rhythms simultaneously to develop ensemble skills, rhythmic independence, and a deeper understanding of how rhythms can interact.
- Divide the Class into two Groups. Group 1 will play Rhythm A. Group 2 will play Rhythm B. Teach the Rhythms Separately:
- Rhythm A (for Group 1) could be a simple pattern, such as:
crotchets (ta, ta, ta, ta) - Rhythm B (for Group 2) could be more complex, such as tika-ti, tika-ti or ti-tika, ti-tika.
- Have each group practice their rhythm independently until they feel confident playing it steadily.
- Once each group has mastered its rhythm, bring them together to play simultaneously. Emphasise staying focused on one group's rhythm while listening to the other group's rhythm.
- Group 1 could use hand drums or body percussion like clapping.
- Group 2 could use shakers or another form of body percussion, like patting their laps.
- After playing, ask the students how it felt to play their rhythm while listening to another group's rhythm. Discuss how different rhythms can complement each other.
Extension
- You can increase complexity by changing the rhythms or adding new instruments. This approach develops ensemble awareness and rhythmic independence, allowing students to experience multiple rhythms working together.
Assess
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV