Class: Senior Secondary School 2 (SS2 / SSS 2)
Term: 3rd Term
Week: 11
Age: 16 years
Duration: 45 minutes
Subject: Music
Curriculum Theme: African Music
Previous Lesson: Western Musical Instruments: Meaning, Woodwind and Brass.
Topic: African musical instruments e.g. idiophone, membranophones.
Subject Matter: Meaning of African instrument families (classification by how sound is produced), historical background of idiophones and membranophones, types of idiophones, types of membranophones, identifying idiophones and membranophones with examples.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

Define African musical instrument families based on how sound is produced.
Explain the historical background of idiophones and membranophones.
Identify and list various types of idiophones with examples.
Identify and list various types of membranophones with examples.

Affective Domain:

Appreciate the cultural significance and diversity of African musical instruments.
Show interest in learning more about traditional African music.

Psychomotor Domain:

Classify given African musical instruments into idiophones and membranophones.
Demonstrate the ability to distinguish between different instruments by their sound production method.

Participate actively in group discussions about African musical instruments.
Collaborate with peers in identifying and classifying instruments.

Reference Materials

The following resources were used in planning this lesson:

Senior Secondary Schools Education Curriculum
State Unified Scheme of Work
New Oxford Secondary Music for Senior Secondary Schools Book 2

Instructional Materials

The teacher will teach this lesson with the aid of:

Pictures or samples of idiophones and membranophones
Charts showing classifications of African musical instruments
Audio examples of various African instruments

Rationale for the Lesson

This lesson helps pupils understand how African musical instruments are classified based on their sound production. Knowing these classifications enables pupils to better appreciate the rich cultural heritage and diversity of African music, connecting them to their traditional roots and the science of sound.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of musical instruments and some exposure to African music.

Lesson Content/Board Summary

African Musical Instruments

Introduction to African Musical Instruments

African musical instruments are integral to the culture, traditions, and daily life of many communities across the continent. They are used in ceremonies, festivals, storytelling, and as a means of communication. These instruments are often classified based on how they produce sound.

Classification of African Musical Instruments

African musical instruments are broadly classified into four main families based on the Hornbostel-Sachs system, which categorizes instruments by their primary sound-producing medium. These families are:

Idiophones: Instruments that produce sound primarily by the vibration of the instrument itself, without the use of membranes or strings.
Membranophones: Instruments that produce sound primarily by the vibration of a stretched membrane.
Chordophones: Instruments that produce sound by the vibration of stretched strings.
Aerophones: Instruments that produce sound primarily by causing a body of air to vibrate, usually inside the instrument itself.

Idiophones

Idiophones are self-sounding instruments where the entire body of the instrument vibrates to produce sound. They are among the oldest and most widespread types of instruments in Africa.

Historical Background: Idiophones have a long history in Africa, dating back thousands of years. Early forms were simple objects like stones, sticks, or gourds used for rhythmic purposes. Over time, they evolved into complex instruments with specific tunings and designs, playing vital roles in rituals, dances, and social gatherings.

Types and Examples of Idiophones:

Rattles: Made from gourds, baskets, or shells containing seeds or pebbles (e.g., Sekere, Maracas).
Bells: Usually made of metal, struck to produce sound (e.g., Ogene, Gankogui).
Gongs: Large, flat, circular metal plates struck with a mallet.
Xylophones: Wooden bars of varying lengths struck with mallets, often mounted over resonant gourds (e.g., Balafon, Amadinda).
Slit Drums: Hollowed wooden logs with slits cut into the top, struck with sticks (e.g., Ekwe).
Thumb Pianos (Sanzas/Mbira): Small wooden boards with metal or bamboo keys plucked with the thumbs (e.g., Mbira, Kalimba).
Clappers: Two pieces of wood or metal struck together.

Membranophones

Membranophones are instruments that produce sound through the vibration of a stretched membrane (animal skin or synthetic material) when struck, rubbed, or vibrated by air.

Historical Background: Drums are central to African music and culture, with a history spanning millennia. They have been used for communication, ceremonies, warfare, and entertainment. The earliest drums were likely simple hollowed logs with animal skins stretched over them. Over time, different shapes, sizes, and tuning methods developed across various ethnic groups.

Types and Examples of Membranophones:

Talking Drums: Drums with an hourglass shape, capable of imitating the pitch and intonation of human speech (e.g., Gangan, Dundun).
Bata Drums: A set of three or more double-headed drums used in Yoruba religious ceremonies.
Djembe: A goblet-shaped drum from West Africa, known for its wide range of tones.
Konga Drums: Tall, narrow, single-headed drums, usually played in sets.
Frame Drums: Drums with a relatively shallow shell, where the drumhead is stretched over a frame (e.g., Tambourine without jingles).
Water Drums: Drums where the membrane is placed over a calabash or pot containing water, producing a unique resonant sound.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and initiates a brief discussion about the importance of music in African culture, asking pupils to name any African musical instruments they know.
Pupils’ Activity: Pupils respond to the teacher’s greeting and share names of instruments they are familiar with.
Learning Point: Pupils are engaged and their prior knowledge is activated.

Step 2: Meaning of African Instrument Families

Time: 5 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher explains the general concept of classifying musical instruments based on how they produce sound, introducing the terms idiophones and membranophones as two main families.
Pupils’ Activity: Pupils listen attentively and take notes on the definitions.
Learning Point: Pupils understand the basis for instrument classification.

Step 3: Historical Background of Idiophones

Time: 5 minutes
Teaching Skill: Narration/Elucidation
Teacher’s Activity: The teacher explains the historical background of idiophones, highlighting their ancient origins and cultural significance in various African societies.
Pupils’ Activity: Pupils listen and note down key historical facts.
Learning Point: Pupils gain insight into the historical context of idiophones.

Step 4: Types of Idiophones

Time: 10 minutes
Teaching Skill: Demonstration/Identification
Teacher’s Activity: The teacher shows pictures or actual samples of various idiophones such as rattles, bells, gongs, xylophones, slit drums, and thumb pianos, explaining how each produces sound and providing common examples.
Pupils’ Activity: Pupils observe the instruments, identify them, and note down their names and examples.
Learning Point: Pupils can identify and differentiate various idiophones.

Step 5: Historical Background of Membranophones

Time: 5 minutes
Teaching Skill: Narration/Elucidation
Teacher’s Activity: The teacher explains the historical background of membranophones, emphasizing the central role of drums in African communication, ceremonies, and entertainment.
Pupils’ Activity: Pupils listen and note down the historical significance of membranophones.
Learning Point: Pupils understand the historical importance of membranophones in Africa.

Step 6: Types of Membranophones

Time: 5 minutes
Teaching Skill: Demonstration/Identification
Teacher’s Activity: The teacher shows pictures or plays audio examples of various membranophones like talking drums, bata drums, djembe, and conga drums, explaining their characteristics and sound production.
Pupils’ Activity: Pupils observe, listen, identify the instruments, and note their names and examples.
Learning Point: Pupils can identify and differentiate various membranophones.

Step 7: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

How are African musical instruments primarily classified?
What are idiophones? Give three examples.
What are membranophones? Give three examples.
Briefly explain the historical significance of drums in African culture.

Pupils’ Activity: Pupils answer orally and in writing.
Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 5 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the key learning points about the classification, history, and types of idiophones and membranophones. The teacher then gives pupils an assignment to draw and label three idiophones and three membranophones.
Pupils’ Activity: Pupils listen to the summary and copy down the assignment.
Learning Point: The lesson is reinforced and pupils are given further practice.

Lesson Keywords

Idiophones – Musical instruments that produce sound primarily by the vibration of the instrument itself.
Membranophones – Musical instruments that produce sound primarily by the vibration of a stretched membrane.
Classification – The systematic arrangement of musical instruments into groups based on shared characteristics.
African Instruments – Musical tools native to or commonly used in Africa.
Drums – Percussion instruments that produce sound by striking a stretched membrane.
Xylophones – Percussion instruments consisting of a set of tuned wooden bars.

Differentiation

For pupils who grasp concepts quickly, the teacher can ask them to research other African instrument families (chordophones and aerophones) and present their findings. For those needing more support, the teacher will provide simplified diagrams and additional verbal explanations, focusing on identifying just one or two examples for each instrument family.

Note for teachers using this lesson plan

Teachers should ensure they have clear pictures, actual instruments, or quality audio/video clips to effectively demonstrate the different types of idiophones and membranophones. Encouraging active participation and allowing pupils to handle safe instruments (if available) can enhance learning. Emphasize the cultural context of each instrument.