Class: Junior Secondary School 2 (JSS2, JSS 2)
Term: 2nd Term
Week: 7
Age: 13 years
Duration: 45 minutes
Subject: Cultural And Creative Arts
Curriculum Theme: Cultural And Creative Arts
Previous Lesson: History of Music
Topic: Early Forms Of Music
Subject Matter: Definition of forms of music e.g. Baroque, Egyptian, Roman and African music. Early forms of music and where they are found.

Specific Objectives

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

Cognitive Domain:
(a) Define and describe early forms of music, including Baroque, Egyptian, Roman, and African music.
(b) Identify the origin and historical context of each form of music.
Affective Domain:
(a) Appreciate the cultural significance of early music forms.
(b) Show interest in exploring traditional music from various cultures.
Psychomotor Domain:
(a) Demonstrate basic rhythmic patterns from African and other early music forms.
(b) Participate in simple musical performances using available instruments or body percussion.
Social Domain:
(a) Collaborate with peers in group activities to perform traditional musical pieces.
(b) Respect cultural diversity expressed through different musical forms.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum
Lagos State Unified Scheme of Work for Junior Secondary Schools
Encyclopedia Britannica – “History of Music” https://www.britannica.com/art/music
Relevant Textbooks

Instructional Materials

The teacher will teach this lesson with the aid of:

Multimedia projector or charts showing early musical instruments
Audio recordings of Baroque, Egyptian, Roman, and African music
Traditional musical instruments (drums, xylophones, flutes)
Flashcards for key terms
Board and chalk/whiteboard markers

Rationale for the Lesson

This lesson introduces pupils to the origins and cultural significance of music, fostering appreciation of historical and cultural diversity.

Prerequisite/Previous Knowledge

Pupils are expected to have a basic understanding of music as an art form and be familiar with simple rhythms and songs from their local culture.

Lesson Content/Board Summary

Early Forms Of Music

Baroque Music

Baroque music originated in Europe between 1600 and 1750 and is known for its elaborate musical ornamentation, contrast, and expressive style.
The following are characteristics of Baroque music:

Use of instruments such as harpsichord, organ, and violin.
Emphasis on contrast between loud and soft, solo and ensemble.
Complex melodies and harmonies.
Famous composers include Johann Sebastian Bach and George Frideric Handel.

Egyptian Music

Ancient Egyptian music was used in religious ceremonies, celebrations, and daily life, reflecting the culture’s spiritual and social life.
These include features of Egyptian music:

Use of harps, flutes, lyres, and percussion instruments.
Music accompanied dances and storytelling.
Songs often praised gods or commemorated important events.

Roman Music

Roman music evolved from Greek traditions and was integral to public events, military activities, and theater.
They are notable for:

Instruments like horns, pipes, and percussion.
Music used in military signaling and entertainment.
Influence on Western musical notation and theory.

African Music

African music is diverse, communal, and heavily rhythmic, often linked to cultural rituals, storytelling, and social functions.
Examples include:

Use of drums, rattles, xylophones, and other indigenous instruments.
Polyrhythms and call-and-response patterns.
Music as a tool for cultural expression, ceremonies, and festivals.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Storytelling, Explanation, Audio-Visual Aids, Group Work, Demonstration

Instructional Procedures

To deliver this lesson, the teacher will adopt the following steps:

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher begins by asking pupils to hum or clap a familiar tune, linking it to the concept of early music forms.
Pupils’ Activity: Pupils hum or clap along and respond to questions.
Learning Point: Engages pupils and links prior knowledge to new topic.

Step 2: Baroque Music

Time: 7 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher explains Baroque music, shows images of instruments, and plays short audio examples.
Pupils’ Activity: Listen, observe, and note key features.
Learning Point: Pupils understand Baroque music and its characteristics.

Step 3: Egyptian Music

Time: 7 minutes
Teaching Skill: Storytelling
Teacher’s Activity: The teacher narrates the use of music in ancient Egypt, showing images of instruments.
Pupils’ Activity: Observe, take notes, and answer questions.
Learning Point: Pupils appreciate Egyptian music and its cultural context.

Step 4: Roman Music

Time: 7 minutes
Teaching Skill: Explanation & Demonstration
Teacher’s Activity: The teacher explains Roman music, demonstrates instruments, and plays sample recordings.
Pupils’ Activity: Listen and identify instruments and purposes of Roman music.
Learning Point: Pupils recognize Roman music’s role in history and culture.

Step 5: African Music

Time: 7 minutes
Teaching Skill: Demonstration & Group Activity
Teacher’s Activity: The teacher introduces African musical instruments and leads a rhythmic activity.
Pupils’ Activity: Perform simple rhythms and participate in call-and-response exercises.
Learning Point: Pupils experience African music practically.

Step 6: Note-Taking

Time: 5 minutes
Teaching Skill: Guided Writing
Teacher’s Activity: The teacher summarizes key points on the board for pupils to copy.
Pupils’ Activity: Copy and organize notes.
Learning Point: Pupils consolidate learning in written form.

Step 7: Evaluation/Review

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

Define Baroque music and list two characteristics.
Name two instruments used in Egyptian music.
State one purpose of Roman music.
Identify one feature of African music.
Pupils’ Activity: Answer questions orally or in writing.
Learning Point: Assess pupils’ understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Closure
Teacher’s Activity: Summarize the lesson, highlight key points, and give a brief preview of the next lesson.
Pupils’ Activity: Listen attentively.
Learning Point: Reinforce knowledge and connect to future learning.

Lesson Keywords

Baroque – European music style from 1600–1750
Egyptian music – Ancient music used in rituals and celebrations
Roman music – Music for entertainment and military purposes
African music – Rhythmically rich traditional music
Polyrhythm – Simultaneous multiple rhythms

Differentiation

Provide visual, auditory, and kinesthetic activities; use group work for diverse learning needs.

Note for teachers using this lesson plan

Encourage pupils to bring local instruments if available, and allow short performances to enhance engagement. Use multimedia to maintain attention.