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STEP 1
Divide into four groups and discuss possible answers before writing down your answers. (Have a brainstorming session)
STEP 2
Which instruments form part of a symphonic orchestra? Write down those which you can recall with their characteristics.
STEP 3
Write down a few of the characteristics of these instruments with regard to their:
STEP 4
List the instruments which have the same characteristics.
STEP 5
The educator will explain the different instrument groups/families to you. LISTEN carefully!
STEP 6
Classify the instruments which you copied (also those which your educator told you about) according to the four groups (families). Is there any similarity to STEP 4?
| Strings | Woodwind | Brass | Percussion |
STEP 7
Each group researches one instrument group (strings, woodwinds, brass or percussion). This information must then be shared with the rest of the class.
STEP 8
Each learner in the group must now do individual research on one of the instruments from the instrument group which they researched in their group.
Use books, magazines, software like ENCARTA and the Internet!
(Each group represents a specific family. The final product is pasted or written in your learner journal.)
Your research must cover the following aspects:
STEP 9
Classify the instruments according to vocal parts of a choir: soprano, alto, tenor and bass
| Vocal Parts | Strings | Woodwind | Brass | ||||||
| Soprano | |||||||||
| Alto | |||||||||
| Tenor | |||||||||
| Bass | |||||||||
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STEP 1
Provide the following information on the map:
a) Indicate, on the map, where you would find north, south, east and west.
b) The Sahara serves as the division between two music cultures. North of the Sahara the music is based on the style of the Middle East. The area south of the Sahara (Sub-Sahara) is African music!
Indicate, on the map, where you would find the Sahara desert.
c) Indicate where you would find the following 20 countries:
(Only a few countries out of each region have been selected):
(i) West Africa: Mali, Nigeria, Benin, Ghana, Ivory Coast and Senegal.
(ii) Central Africa: Chad, Cameroon, Congo, Democratic Republic of Congo, Burundi.
(iii) East Africa: Uganda, Kenya, Tanzania.
(iv) Southern Africa: South Africa, Namibia, Botswana, Zambia, Zimbabwe and Malawi.
d) The instruments of Africa are predominantly determined by the geographical location of the regions of Africa. Which type of vegetation do you associate with each of the regions?
Identify the following regions and colour them according to the indicated colours:
- Tropical forests (green)
- Grasslands and scattered trees (purple)
- Savanna and shrubs (orange)
e) Complete the following by choosing the correct word:
Words from which to choose:
| calabash | animal horns | SouthernAfrica | plants | wood | West-Africa | East-Africa | animals | southern |
As the instruments of Africa are made out of natural products of _____________ and
____________________, the fauna and flora of the region play an important role.
In the regions of ______________ where trees are abundant, instruments made of
__________________________ are more common than in the grasslands in the
__________________________ parts of Africa, where there are fewer trees.
In ____________________________ where cows play an integral part in the culture
________________ are used as instruments, whereas the culture of the Khoi-San of
________________ is based on the nomadic collection of food. Music bows, made of
_______________________, are thus more common.
| xylophone | shakers | trumpets | drums | music bows | whistles | flutes |
| Tree trunks | |
| Calabashes | |
| Reeds | |
| Animal skins | |
| Animal horns | |
| Bamboo | |
| Dried legumes and fruit |
STEP 2
Write down all the instruments which you associate with music from Africa.
STEP 3
Write down the characteristics of these instruments with regard to construction (shape, material, etc) and the production of the sound.
STEP 4
List the instruments which have similar characteristics.
STEP 5
The educator will explain the various music groups to you. LISTEN carefully!
STEP 6
Classify the instruments which you have listed (also those which you have heard about now) according to the four groups (families). Are there any similarites to STEP 4?
Define the following:
Ideophone
Chordophone
Membranophone
Aerophone
How are the above-mentioned instruments classified?
a) Complete the following on theMBIRA (Im BEE rah)
b) Complete the following on the JEMBE (Djem-be - the “e” pronounced like in the word bed)
c) Complete the following on the UHADI (Oe HAA die)
| Learning Outcomes(LOs) |
| LO 2 |
| REFLECTINGThe learner will be able to reflect critically and creatively on artistic and cultural processes, products and styles in past and present contexts. |
| Assessment Standards(ASs) |
| We know this when the learner: |
| MUSIC |
| classifies African instruments in terms of ideophones, chordophones, membranophones, aerophones, and Western instruments according to strings, woodwind, brass and percussion; |
| discusses any of the following types of instrument in terms of the shape, materials used, type of sound, how it is played, what makes the sound: |
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This work is licensed by Siyavula Uploaders under a Creative Commons Attribution License (CC-BY 3.0), and is an Open Educational Resource.
Last edited by Siyavula Uploaders on May 10, 2009 1:34 pm GMT-5.
