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    FLP10003 Zimbabwe Mbira

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    tazzorro
    This document provides a lesson plan for teaching students about Zimbabwean music and culture through the mbira instrument. The lesson introduces students to the history and playing of the mbira, explores how music reflected social changes in Zimbabwe, examines children's culture through stories and games, and concludes with a project arranging and performing African national anthems. The goal is for students to gain an understanding of Zimbabwean musical traditions and how they relate to history, language, values and identity.

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    FLP10003 Zimbabwe Mbira

    Uploaded by

    tazzorro
    362 views6 pages
    This document provides a lesson plan for teaching students about Zimbabwean music and culture through the mbira instrument. The lesson introduces students to the history and playing of the mbira, explores how music reflected social changes in Zimbabwe, examines children's culture through stories and games, and concludes with a project arranging and performing African national anthems. The goal is for students to gain an understanding of Zimbabwean musical traditions and how they relate to history, language, values and identity.

    Original Description:

    Zimbawe music for mbira by Smithsonian Folkways

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    This document provides a lesson plan for teaching students about Zimbabwean music and culture through the mbira instrument. The lesson introduces students to the history and playing of the mbira, explores how music reflected social changes in Zimbabwe, examines children's culture through stories and games, and concludes with a project arranging and performing African national anthems. The goal is for students to gain an understanding of Zimbabwean musical traditions and how they relate to history, language, values and identity.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    362 views6 pages

    FLP10003 Zimbabwe Mbira

    Uploaded by

    tazzorro
    This document provides a lesson plan for teaching students about Zimbabwean music and culture through the mbira instrument. The lesson introduces students to the history and playing of the mbira, explores how music reflected social changes in Zimbabwe, examines children's culture through stories and games, and concludes with a project arranging and performing African national anthems. The goal is for students to gain an understanding of Zimbabwean musical traditions and how they relate to history, language, values and identity.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
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    The document discusses a lesson plan about Zimbabwean music and culture, focusing on the mbira instrument and how music has been used for social movements.

    The mbira is a type of thumb piano or lamellophone originally from Zimbabwe. It is made from wood and metal keys that are plucked to make sound. Songs demonstrate different techniques for playing the mbira.

    Music was used during Zimbabwe's liberation movements, called Chimurenga, to inspire resistance and protest colonial rule. Songs from this era discussed themes of freedom and unity.

    Mbiras, Marimbas, and You:

    Zimbabwean Music for the General Music Classroom


    A Smithsonian Folkways Lesson
    Designed by: Sarah J. Bartolome
    University of Washington
    Summary:
    Learn to play and compose music with the mbira. Explore the use of the instrument in
    Zimbabwe to understand the relation of music to history and culture and its ability to
    incite social change. Lesson includes notations, historical background, and recordings
    and images from Smithsonian Folkways.
    Suggested Grade Levels: 3-5, 6-8, 9-12
    Country: Zimbabwe
    Region: Africa
    Culture Group: African
    Genre: Mbiri
    Instruments: Mbiras, bass, alto, and soprano xylophone
    Language: Shona
    Co-Curricular Areas: Social Studies
    National Standards: 1, 2, 4, 5, 6, 8, 9
    Prerequisites: None
    Objectives
    History of Rhodesia/Zimbabwe
    Understanding music as an index of social change
    Life and work of Zimbabwean musicians
    Basic knowledge of language, geography, values, and musical culture of
    Zimbabwe
    Materials:
    Rungano rgwe rombe
    http://www.folkways.si.edu/robin-magiriri/rungano-rgwerombe/track/smithsonian
    mbira recording, also images of mbira players
    Zimbige
    http://www.folkways.si.edu/tawagaza-sibanda/zimbige/track/smithsonian
    mbira recording, also images of mbira players

    Chemtengure
    http://www.folkways.si.edu/lora-chiorah-dye-andsukutai/chemtengure/world/music/track/smithsonian
    Nyoka Musango
    http://www.folkways.si.edu/lora-chiorah-dye-and-sukutai/nyokamusango/world/music/track/smithsonian
    Mwari Komborera I Africa
    http://www.folkways.si.edu/lora-chiorah-dye-and-sukutai/mwari-komborera-iafrica/world/music/track/smithsonian
    Nkosi Sikeleli Afrika (National Anthem of South Africa)
    http://www.folkways.si.edu/nkosi-sikeleli-afrika-lord-bless-africa/amandlaawethu-strength-is-ours-medley/historical-song-struggle-protestworld/music/track/smithsonian
    Berliner, P.F. (1978). The Soul Of Mbira: Music and Traditions of the Shona
    People of Zimbabwe. Chicago: University of Chicago Press.
    Berliner, P. (1980). John Kunaka, mbira maker. African Arts, 14(1), 61-67+88.
    Tracey, H. (1968). The lion on the path and other African stories. New York:
    Frederick A. Praeger, Inc.
    Adzinha, A.K., Maraire, D. & Tucker, J.C. (1986). Let your voice be heard!
    Danbury, CT: World Music Press.
    Maps of Zimbabwe and Southern Africa
    Pictures of varying types of Mbiras, from SFW, internet, Berliner books, liner
    notes

    Lesson Segments:
    1. An Introduction to the Mbira (National Standards 2, 5, 6, 8, 9)
    2. Music and Social Change in Zimbabwe: The Cimurenga Songs (National
    Standards 4, 6, 8, 9)
    3. Childrens Culture in Zimbabwe (National Standards 1, 2, 4, 5, 6, 8, 9)
    4. An Integrative, Performance-Based Extension Project for Choirs
    God Bless Africa: An African Anthem (National Standards 1, 5, 6, 8, 9)
    1. An Introduction to the Mbira
    a. Play Rungano rgwe rombe or Zimbige :
    i.
    Rungano rgwe rombe
    http://www.folkways.si.edu/robin-magiriri/rungano-rgwerombe/track/smithsonian
    ii.
    Zimbige
    http://www.folkways.si.edu/tawagazasibanda/zimbige/track/smithsonian
    iii.
    Ask students the following questions before the first listen:
    1. What instruments are being played?
    2. What might those instruments be made of?
    3.
    How might they be played?

    iv.

    b.

    c.

    d.
    e.

    Ask students the following questions and listen again:


    1. What do you notice about the form of the piece being played?
    2. What do you notice about the phrasing of the selection?
    3. Are there any unusual features, particularly regarding use of
    scale
    or intonation?
    Zimbabwe and the Mbira
    i.
    Show maps of Southern Africa and Zimbabwe as an introduction to the
    unit.
    ii.
    Show pictures of varying types of mbiras; (Images can be found on the
    SFW website and also in The Soul of Mbira by Paul Berliner)
    iii.
    Brief discussion of parts of mbira: keys, gourd resonator, something to
    create buzzing, tuning (For a brief introduction to mbira construction
    see Berliner, 1978, 9-11)
    iv.
    Distribute pictures of Mbiras to small groups of students
    v.
    Have the students note:
    1. The name of the mbira
    2. What it appears to be made of
    3. How many keys it has and how they are organized into rows
    4. What is acting as a resonator
    5. What is used to create the buzzing quality of the mbira
    vi.
    Have each group briefly present their findings
    vii.
    If you have an mbira or two, pass them around for student to see, feel,
    experiment
    Playing the music of the Mbira
    i.
    Listen to Chemutengure (SFW recording/Transcriptions)
    http://www.folkways.si.edu/lora-chiorah-dye-andsukutai/chemtengure/world/music/track/smithsonian
    Read liner notes together
    ii.
    Transfer to Orff instruments (see accompanying transcriptions)
    1. Read rhythms of each part separately
    2. Divide class into two parts and clap rhythms together
    3. Demonstrate each part on Orff instruments
    4. Select students to play parts, first separately and then
    together
    iii.
    Play and explore Chemutengure Variations I, II, III (opportunity to
    discuss the concept of Variation in music!)
    Optional Biographical Reading
    i.
    John Kunaka, Mbira Maker, by Paul Berliner
    ii.
    Opportunity for written assignment
    Mbira Making in the Classroom. (Source: Wiseman and Langstaff, 1979,
    Making Music, p 53)
    i.
    Each student or pair will need seven tongue depressors and two large,
    black and silver binding clips (the big ones used to clip larger stacks of
    paper)
    ii.
    Instruct students to clamp two tongue depressors across the other five,
    arranging them so they protrude at different lengths

    iii.
    iv.
    v.

    Experiment with the sounds created and adjust the protruding


    depressors to adjust the pitch
    Opportunity for short compositions for self-constructed instruments
    Also, opportunity to integrate an art project; see Wiseman and
    Langstaff for more complicated homemade mbira designs

    Assessment: Can the students explain and play the mbira?


    2. Music and Social Change in Zimbabwe: The Chimurenga
    a. A Brief History of Zimbabwe: Colonization through Independence
    i.
    Read Music as an Index of Socio-political Change in Zimbabwe
    together (included at back of unit)
    ii.
    Explore time-line
    b. Listening Examples
    i. Safarini in Transit: Nyoka Musango (SFW Recording)
    1. http://www.folkways.si.edu/lora-chiorah-dye-andsukutai/nyoka-musango/world/music/track/smithsonian
    2. Identify Instruments
    3. Discussion of evolution of Mbira music: similar style, song of
    Thomas Mapfumo, played by marimba ensemble
    ii.
    Opportunity for Arranging: Advanced students might arrange Nyoka
    Musango for Orff Ensemble
    Assessment: Can students discuss social change in Zimbabwe?
    3. Childrens Culture in Zimbabwe
    a. Stories and transmission of culture
    i.
    Read or recall favorite Greek myths or Aesops Fables
    ii.
    Discuss the story as a vehicle for the transmission of cultural values to
    children
    iii.
    The Shona Story-Song: The Lion on the Path
    1. Read the Foreword to Hugh Traceys The Lion on the Path
    2. Teach students the sung portion of the Story Song The Lion
    on the Path (Tracey, 1968, p2-3)
    3. Teacher tells story, students perform song at appropriate
    moments in the story (encourage students to use appropriate
    dramatic voices: tired voice as the man grows weary, a high
    squeaky voice for the rabbit)
    4. Develop story into a dramatic re-telling using students as the
    actors
    5. Add in Orff accompaniment on the Mbira part (see
    transcription)
    iv.
    Opportunity for the creation of a new story song based on the
    transmission of current, American values (i.e. say no to drugs, stay in
    school, respect your parents and teachers). Alternatively, students
    might adapt favorite myths or fables into the story song format.

    Students can compose a brief musical theme to be interjected into the


    drama at varying points.
    b. A Shona Hand-Clapping Game: Sorida, from Adzinha, A.K., Maraire, D. &
    Tucker, J.C. (1986). Let your voice be heard! Danbury, CT: World Music
    Press, p. 9.
    i.
    Teach students the basic clapping movements, without a partner
    1. Clap hands, swoop up and out, and clap again
    2. From a clapping position, extend the right hand with the
    back of the hand facing out; alternate extending and clapping
    3. Approximate clapping a partners hands, crossing over with
    the right and then the left and then clapping hands together
    (R, L, Clap)
    ii.
    Sing the song and have students count the number of times you sing
    the whole word sorida (4)
    iii.
    Sing again and have them count the number of times you sing just
    rida (8)
    iv.
    Sing again and count the number of times you sing da-da-da (4)
    v.
    Work out the pattern on the board
    vi.
    Perform song
    vii.
    Add clapping motions alone
    viii.
    Create concentric circles of partners
    ix.
    Work through clapping patterns with the partner
    x.
    Sing and clap
    xi.
    Move the outside circle one partner to the left and play again
    Assessment: Can the students complete the hand-clapping game? Do they understand
    the childrens cultural tradition of Zimbabwe?
    4. An Integrative, Performance-Based Extension Project for Choirs
    God Bless Africa: An African Anthem
    a. Zimbabwe: Mwari Komborera Africa
    i.
    Listen to SFW selection
    http://www.folkways.si.edu/lora-chiorah-dye-and-sukutai/mwarikomborera-i-africa/world/music/track/smithsonian
    ii.
    Learn melody and Shona lyric (see transcription)
    iii.
    Discuss English translation
    iv.
    Learn and perform with Orff accompaniment (see transcription)
    b. South Africa: Nkosi Sikelele Afrika
    i.
    Listen to SFW selection
    http://www.folkways.si.edu/nkosi-sikeleli-afrika-lord-blessafrica/amandla-awethu-strength-is-ours-medley/historical-songstruggle-protest-world/music/track/smithsonian
    ii.
    Learn melody and Xhosa lyric
    iii.
    Read through Sesotho and Afrikaans verses
    iv.
    Discuss English translation

    v.

    c.
    d.

    e.
    f.

    Discuss the role of language in unifying a nation that does not all speak
    the same language
    vi.
    Compare English translations of Zimbabwe and South African
    versions: similarities of theme, differences between themes
    Repeat sequence for Tanzanian and Zambian version of the anthem
    i.
    Continue to compare themes of freedom, liberty, unity, religion
    Performance Opportunities
    i.
    Choral Arrangements: Consider performing one of the choral
    arrangements included in the resource list. It may be possible to
    incorporate one or more of the languages discussed in class into the
    South African arrangements available.
    Consider performing the Unison and Orff accompaniment arrangement
    provided here (see transcription). Makes a nice pairing with a full choral
    arrangement.
    An opportunity to integrate some of the historical and cultural information
    covered in class into performances. Teach the audience in the following ways:
    i.
    Consider having students prepare program notes detailing the history
    of this African Anthem, its role in the promotion of African
    Nationalism, its use in many countries, in different languages.
    ii.
    Consider having students introduce the piece, its historical and cultural
    context, and identify the languages and verses being performed.
    iii.
    Consider having students explain the use of Orff accompaniment to
    approximate the traditional Zimbabwe instrument, the Mbira.
    Students could also prepare a brief demonstration/presentation on the
    Mbira

    Assessment: Can the students sing the tine with Orff accompaniment?
    Extensions:
    Walt Hampton books, Hot marimba and Marimba Mojo, Collections of
    Zimbabwean-style music for Orff Instruments
    Consider bringing in culture bearers from the community: a local marimba
    ensemble, an mbira player, a visiting artist from Zimbabwe, a musician originally
    from Zimbabwe, or a person who has studied or lived in Zimbabwe.
    Opportunities for in-depth discussion about South Africa, colonization,
    apartheid, issues of race and oppression
    Parallels in political theater (See extended reading list for readings on the nature
    and role of political theater in Zimbabwe.)

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