Class: Senior Secondary School 2 (SS2 / SSS 2)
Term: 1st Term
Week: 12
Age: 16 years
Duration: 45 minutes
Subject: Music
Curriculum Theme: African Music Studies
Previous Lesson: African and Western Musical Instruments: Meaning, Families and Digitalization.
Topic: African music (colonial and post colonial) Structural changes in African music.
Subject Matter: Meaning of colonial and post colonial African music (changes due to foreign contact and independence era), structural changes in African music (instrumentation, language, harmony, performance style), effects of colonial era on Nigerian music (examples of changes in form and style).

Specific Objectives

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

Cognitive Domain:

Define colonial and post-colonial African music.
Identify structural changes in African music due to foreign contact and independence.

Affective Domain:

Appreciate the evolution and adaptability of African music.
Show interest in exploring different forms of African music.

Psychomotor Domain:

Listen to and differentiate between examples of colonial and post-colonial African music.
Give examples of Nigerian music that show these changes.

Discuss the cultural impact of colonialism on musical expression in Africa.
Collaborate in identifying musical examples that reflect historical periods.

Reference Materials

The following resources were used in planning this lesson:

Senior Secondary Schools Education Curriculum
State Unified Scheme of Work
Comprehensive Music for Senior Secondary Schools, Book 2
Audio examples of traditional vs modern African music
Timeline chart

Instructional Materials

The teacher will teach this lesson with the aid of:

Audio player with examples of traditional and modern African music
Timeline chart illustrating colonial and post-colonial periods
Whiteboard or blackboard
Markers or chalk
Music textbooks

Rationale for the Lesson

This lesson helps pupils understand how historical events like colonialism and independence have shaped African music. It enables them to recognize the changes in musical forms and styles, connecting music to broader cultural and historical contexts in Nigeria and Africa.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of traditional African music forms and some general understanding of Nigerian history.

Lesson Content/Board Summary

African Music: Colonial and Post-Colonial Structural Changes

Meaning of Colonial and Post-Colonial African Music

Colonial African Music: This refers to music created or performed during the period when African countries were under European colonial rule. This era saw significant foreign influence on indigenous musical practices.

Post-Colonial African Music: This refers to music created or performed after African countries gained independence from colonial powers. This period is characterized by a blend of indigenous traditions, colonial influences, and new global sounds.

Structural Changes in African Music (Colonial Era)

The colonial era introduced various changes to African music due to contact with European cultures. These changes include:

Instrumentation: Introduction of European instruments like guitars, trumpets, saxophones, keyboards, and drum sets, which began to be incorporated into local ensembles.
Language: Use of European languages (English, French, Portuguese) in songs, alongside indigenous languages, especially in urban and church music.
Harmony: Adoption of Western harmonic structures and chord progressions, moving away from purely melodic or heterophonic textures common in traditional African music.
Performance Style: Influence of Western performance practices, such as formal stage presentations, use of written scores (though less common for popular music), and structured band formations.
Form: Development of new musical forms influenced by Western popular music (e.g., hymns, military band music, early highlife).

Structural Changes in African Music (Post-Colonial Era)

After independence, African music continued to evolve, often blending influences from both traditional roots and global trends:

Fusion and Hybridity: Increased fusion of African rhythms and melodies with Western pop, jazz, and rock, creating unique hybrid genres.
Technological Advancements: Use of electronic instruments, synthesizers, and recording technology, leading to new soundscapes and production techniques.
Global Reach: African music gained international recognition, leading to collaborations and influences from various world music traditions.
Revival of Traditional Elements: Efforts to consciously incorporate and preserve indigenous musical elements while innovating.

Effects of Colonial Era on Nigerian Music (Examples of Changes in Form and Style)

The colonial era profoundly impacted Nigerian music, leading to the emergence of new genres and styles. Examples include:

Highlife: A popular genre that emerged in the colonial period, blending traditional West African rhythms and melodies with Western brass band music, European dance tunes, and Caribbean calypso. Examples include songs by Bobby Benson and E.T. Mensah.
Juju Music: Evolved from traditional Yoruba percussion and praise singing, incorporating guitars, accordions, and other Western instruments. Early pioneers like Tunde King and later I.K. Dairo showed these influences.
Gospel Music: Christian missionary activities led to the development of Nigerian gospel music, adapting Western hymns and choral styles with local languages and rhythms.
Apala and Fuji: While rooted in traditional Yoruba music, these genres also saw subtle adaptations in instrumentation and lyrical themes, reflecting the changing socio-political landscape.

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 some traditional Nigerian musical instruments and genres. The teacher then introduces the topic, explaining that music, like society, changes over time, especially during significant historical periods like colonialism and post-colonialism.
Pupils’ Activity: Pupils respond to the teacher’s questions about traditional music and listen attentively to the introduction.
Learning Point: Pupils connect the new topic to their existing knowledge of music and history.

Step 2: Meaning of Colonial and Post-Colonial African Music

Time: 8 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher defines “colonial African music” as music from the period of European rule and “post-colonial African music” as music after independence. The teacher explains how foreign contact and the independence era influenced these periods.
Pupils’ Activity: Pupils listen, take notes, and ask questions for clarification.
Learning Point: Pupils understand the historical context of the two periods in African music.

Step 3: Structural Changes in African Music (Colonial Era)

Time: 10 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher explains the structural changes in African music during the colonial era, focusing on instrumentation, language, harmony, and performance style. The teacher plays audio examples to illustrate these changes, comparing traditional African music with early colonial-influenced music.
Pupils’ Activity: Pupils listen to the explanations and audio examples, identifying the introduced elements. They take notes on the changes.
Learning Point: Pupils identify specific musical elements that changed due to colonial influence.

Step 4: Structural Changes in African Music (Post-Colonial Era)

Time: 7 minutes
Teaching Skill: Explanation/Discussion
Teacher’s Activity: The teacher discusses how African music continued to evolve in the post-colonial era, highlighting fusion, technological advancements, and global reach. The teacher plays audio examples of post-colonial African music to demonstrate these developments.
Pupils’ Activity: Pupils listen to the explanations and music, noting how traditional and foreign elements are blended. They engage in a brief discussion.
Learning Point: Pupils understand the continuous evolution of African music after independence.

Step 5: Effects of Colonial Era on Nigerian Music (Examples)

Time: 7 minutes
Teaching Skill: Elaboration/Examples
Teacher’s Activity: The teacher provides specific examples of how the colonial era affected Nigerian music, discussing genres like Highlife, Juju, and Gospel music, and explaining the changes in their form and style. The teacher may play short excerpts of these genres.
Pupils’ Activity: Pupils listen to the examples and explanations, identifying the characteristics of each genre and how they reflect colonial influences.
Learning Point: Pupils connect theoretical concepts to concrete examples from Nigerian music.

Step 6: Discussion and Examples

Time: 3 minutes
Teaching Skill: Question and Answer/Facilitation
Teacher’s Activity: The teacher guides pupils to discuss and provide additional examples of how African music, specifically Nigerian music, changed during and after colonialism. The teacher encourages pupils to share their observations.
Pupils’ Activity: Pupils actively participate, sharing examples and discussing their understanding of the changes.
Learning Point: Pupils reinforce their understanding by applying concepts and generating examples.

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 colonial African music.
Mention three structural changes in African music during the colonial era.
How did post-colonial African music differ from colonial African music?
Give two examples of Nigerian music genres influenced by the colonial era, and state one change in their style.

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 summarizes the key points of the lesson, emphasizing the dynamic nature of African music and its continuous evolution. The teacher assigns homework: “Research one contemporary Nigerian music genre and identify how it shows influences from both traditional and colonial music.”
Pupils’ Activity: Pupils listen to the summary and copy down the homework.
Learning Point: Pupils consolidate their learning and prepare for further exploration.

Lesson Keywords

Colonial music – Music created during the period of European colonial rule in Africa.
Post-colonial music – Music created after African countries gained independence.
Instrumentation – The choice and combination of musical instruments used.
Harmony – The combination of simultaneously sounded musical notes to produce chords and chord progressions.
Performance style – The manner in which music is presented or performed.
Highlife – A West African music genre that blends traditional rhythms with Western instruments.
Juju – A Nigerian music genre, predominantly Yoruba, that evolved from traditional praise singing with Western influences.

Differentiation

For pupils who grasp concepts quickly, the teacher can encourage them to identify specific artists and their contributions to the evolution of colonial and post-colonial music. For pupils who need more support, the teacher can provide simplified charts or visual aids highlighting key differences and similarities between musical periods and offer more direct guidance during listening exercises.

Note for teachers using this lesson plan

Encourage active listening and critical thinking by asking pupils to describe what they hear in the audio examples. Use the timeline chart to visually reinforce the historical periods discussed. Emphasize that musical evolution is a continuous process, reflecting societal changes.