Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 3rd Term
Week: 7
Age: 15 years
Duration: 45 minutes
Subject: Music
Curriculum Theme: Music
Previous Lesson: Practical Instruments: Percussion, String and Ensemble Playing.
Topic: Ensemble (African) Group playing
Subject Matter: group ensemble playing, performing a folk song together, practising starter patterns for coordinated entry, teamwork in ensemble performance

Specific Objectives

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

Cognitive Domain:

Define ensemble playing.
Explain the importance of coordinated entry in group performance.
Identify key elements of teamwork in an ensemble.

Affective Domain:

Appreciate the value of teamwork and collaboration in music.
Develop a positive attitude towards participating in group performances.

Psychomotor Domain:

Perform a folk song effectively as part of an ensemble.
Execute starter patterns for coordinated entry into a musical piece.

Collaborate effectively with peers during ensemble practice and performance.
Communicate non-verbally with group members to maintain rhythm and timing.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Music (Senior Secondary Education)
State Unified Scheme of Work for Senior Secondary Schools
New Oxford Secondary Music for Senior Secondary Schools 1 by J.A. Adeogun et al.

Instructional Materials

The teacher will teach this lesson with the aid of:

Folk song lyrics and melody sheet
Drums or clappers
Rehearsal space
Whiteboard and markers

Rationale for the Lesson

This lesson helps pupils understand how music is created collaboratively in a group setting, which is common in African musical traditions. It enables them to develop important skills like listening, timing, and working with others, which are valuable both in music and daily life.

Prerequisite/Previous Knowledge

Pupils are assumed to have basic knowledge of singing, rhythm, and some common folk songs. They may also have some experience with individual musical performances.

Lesson Content/Board Summary

Ensemble (African) Group Playing

Definition of Ensemble Playing

Ensemble playing refers to the performance of music by a group of musicians or singers playing or singing together. In African music, ensembles often involve various instruments, voices, and movements.

Elements of African Ensemble Performance

The following are common elements found in African ensemble performances:

Call and Response: A musical statement by one performer is answered by another.
Polyrhythm: The simultaneous use of two or more contrasting rhythms.
Improvisation: Spontaneous creation of music during performance.
Communal Participation: Encouraging audience or community involvement.
Oral Tradition: Music is often learned and passed down by ear.

Importance of Coordinated Entry in Ensemble Performance

Coordinated entry is when all performers in an ensemble begin playing or singing at the exact same moment. Its importance includes:

Ensuring a unified and professional sound.
Establishing the correct tempo and rhythm from the start.
Preventing confusion and disjointed beginnings.
Showing good musicianship and discipline.

Teamwork in Ensemble Performance

Teamwork is essential for a successful ensemble performance. Key aspects of teamwork include:

Active Listening: Paying attention to fellow performers to blend sounds and maintain timing.
Communication: Using visual cues or subtle signals to coordinate.
Support: Encouraging and adapting to other members’ playing.
Shared Responsibility: Each member contributing to the overall sound.

Practising Starter Patterns for Coordinated Entry

Starter patterns are short, rhythmic phrases or counts used by an ensemble leader to signal the beginning of a piece. They help ensure everyone starts together. Examples include a spoken count (“1, 2, 3, 4”), a rhythmic clap, or an instrumental cue.

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 asks them to recall any group singing or playing they have participated in, like during assembly or church. The teacher then introduces the topic, “Ensemble (African) Group Playing,” and states the objectives.
Pupils’ Activity: Pupils respond to the teacher’s questions, share their experiences, and listen attentively to the introduction.
Learning Point: Pupils are engaged and introduced to the lesson’s topic and objectives.

Step 2: Definition and Elements of Ensemble Playing

Time: 8 minutes
Teaching Skill: Explanation/Discussion
Teacher’s Activity: The teacher defines ensemble playing and explains its significance in African music. The teacher then discusses key elements of African ensemble performance, such as call and response, polyrhythm, and communal participation, using examples.
Pupils’ Activity: Pupils listen, ask questions for clarity, and contribute to the discussion by recalling examples of African ensemble music.
Learning Point: Pupils understand the definition and characteristics of ensemble playing, especially in an African context.

Step 3: Importance of Coordinated Entry

Time: 7 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher explains why coordinated entry is important in ensemble performance, highlighting how it ensures unity and proper timing. The teacher may demonstrate a poor entry versus a coordinated one.
Pupils’ Activity: Pupils observe the demonstration, listen to the explanation, and contribute ideas on why starting together is crucial.
Learning Point: Pupils understand the importance of starting a musical piece together for a cohesive sound.

Step 4: Teamwork in Ensemble Performance

Time: 7 minutes
Teaching Skill: Discussion/Facilitation
Teacher’s Activity: The teacher leads a discussion on the role of teamwork in ensemble playing. Aspects like active listening, communication, support, and shared responsibility are discussed, relating them to the success of a group performance.
Pupils’ Activity: Pupils participate in the discussion, sharing their thoughts on how to work effectively as a team in a musical setting.
Learning Point: Pupils understand the various elements of teamwork required for successful ensemble playing.

Step 5: Practising Starter Patterns

Time: 8 minutes
Teaching Skill: Demonstration/Practice
Teacher’s Activity: The teacher introduces various starter patterns (e.g., counting, clapping, instrumental cues). The teacher demonstrates these patterns and guides pupils in practising them to achieve coordinated entry, using drums or clappers if available.
Pupils’ Activity: Pupils observe the demonstrations and actively participate in practicing the starter patterns, aiming for synchronized beginnings.
Learning Point: Pupils learn and practice techniques for coordinated entry in an ensemble.

Step 6: Folk Song Performance Practice

Time: 8 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: The teacher distributes a folk song lyrics and melody sheet. The teacher leads the pupils in practising the folk song as an ensemble, focusing on applying coordinated entry using starter patterns and maintaining teamwork throughout the performance. The teacher provides feedback.
Pupils’ Activity: Pupils sing and/or play the folk song together, applying the learned concepts of coordinated entry and teamwork.
Learning Point: Pupils apply ensemble playing skills to a practical performance.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

Define ensemble playing.
Mention two elements of African ensemble performance.
State two reasons why coordinated entry is important in an ensemble.
List three ways pupils can demonstrate teamwork during an ensemble performance.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher briefly summarizes the key points of the lesson, reinforcing the importance of ensemble playing, coordinated entry, and teamwork. The teacher encourages pupils to continue practising group music.
Pupils’ Activity: Pupils listen to the summary and prepare for the next subject.
Learning Point: The lesson is concluded with a recap of the main learning points.

Lesson Keywords

Ensemble – A group of musicians, dancers, or actors who perform together.
Coordinated Entry – The act of all performers in a group starting a piece of music at the same precise moment.
Teamwork – The combined action of a group, especially when effective and efficient.
Folk Song – A traditional song transmitted orally, often reflecting the culture and history of a community.
Starter Patterns – Rhythmic or verbal cues used to initiate a synchronized start in a musical ensemble.

Differentiation

For pupils who are struggling, the teacher can assign simpler parts in the folk song or provide individual guidance on rhythm and timing. More advanced pupils can be challenged by taking on leadership roles in counting off or providing instrumental cues, or by being asked to improvise simple parts within the ensemble performance.

Note for teachers using this lesson plan

Ensure that the chosen folk song is appropriate for the pupils’ skill level and cultural context. Encourage active participation from all pupils, providing positive feedback and constructive criticism. Emphasize that making mistakes is part of the learning process in ensemble playing. The rehearsal space should be large enough to accommodate the group comfortably.