Nigerian Musical Instruments Across Ethnic Groups for SS 3

Class: SSS 3
Term: First Term
Week: 10
Age: 16 years
Duration: 45 minutes
Subject: Music
Curriculum Theme: Nigerian Cultural Heritage and Musical Instruments
Previous Lesson: Modern Trends in Nigerian Music Since Independence
Topic: Nigerian musical instruments of different ethnic groups
Subject Matter: Nigerian musical instruments e.g; Eyo- Lagos (Yoruba); Swange- Benue (Tiv); Atili-ogwu

Specific Objectives

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

Cognitive Domain

• Identify at least ten different Nigerian musical instruments.
• State the ethnic groups associated with specific musical instruments like those used in the Eyo festival, Swange dance, and Atilogwu dance.
• Describe the characteristics of musical instruments from various Nigerian ethnic groups.

Affective Domain

• Appreciate the rich cultural diversity of Nigeria through its musical instruments.
• Develop an interest in exploring traditional Nigerian music and instruments.

Psychomotor Domain

• Group given musical instruments according to their respective ethnic groups.
• Illustrate or draw simple sketches of some Nigerian musical instruments.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• A suitable Music textbook for Senior Secondary School 3
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Charts showing various Nigerian musical instruments.
• Pictures or photographs of instruments like dùndún, sekere, algaita, ganga, udu, ekwe.
• Audio or video recordings of Nigerian traditional music featuring these instruments.
• Map of Nigeria indicating different ethnic groups.

Rationale for the Lesson

This lesson is important for students to understand and appreciate the rich musical heritage of Nigeria. By learning about instruments from different ethnic groups, students gain insight into the cultural diversity and traditional practices that shape Nigerian music. This knowledge fosters cultural awareness and promotes respect for indigenous musical expressions.

Prerequisite/Previous Knowledge

Students should have a basic understanding of what musical instruments are and may have encountered some Nigerian traditional instruments in previous classes or through cultural events.

Lesson Content/Board Summary

Nigerian Musical Instruments of Different Ethnic Groups

Nigeria is a country rich in cultural diversity, which is reflected in its wide array of traditional musical instruments. These instruments are often integral to the cultural identity, ceremonies, festivals, and dances of various ethnic groups.

Yoruba Musical Instruments (e.g., Eyo Festival)

The Yoruba people, predominantly found in the South-Western part of Nigeria, have a sophisticated musical tradition. The Eyo festival in Lagos, for instance, features specific musical ensembles.

Examples of Yoruba musical instruments include:

1. Dùndún (Talking Drum) – A hourglass-shaped drum whose pitch can be regulated to mimic the tone and prosody of human speech.
2. Bàtá Drum – A set of three or four drums used in religious ceremonies and secular events, particularly for Sango worship.
3. Sekere (Shaker) – A percussion instrument made from a dried gourd covered with a net of beads or cowries.
4. Gangan – Another type of talking drum, often played with a curved stick.
5. Omele – Smaller drums used to provide rhythmic accompaniment.

Tiv Musical Instruments (e.g., Swange Dance)

The Tiv people, mainly located in Benue State, are known for their vibrant dances like Swange, which are accompanied by distinct musical instruments.

Examples of Tiv musical instruments include:

1. Ganga (Drum) – A general term for various drums, often cylindrical or conical, used to provide rhythmic patterns.
2. Algaita – A double-reed wind instrument, similar to an oboe, producing a loud, piercing sound.
3. Kakaki – A long, metal trumpet used for ceremonial purposes and to announce important events.
4. Adiguve – A single-stringed lute or fiddle, played with a bow.
5. Akya – A xylophone-like instrument with wooden bars.

Igbo Musical Instruments (e.g., Atilogwu Dance)

The Igbo people, found in the South-Eastern part of Nigeria, have a rich musical culture, with dances like Atilogwu being a prominent feature. Atilogwu is an energetic dance accompanied by a lively orchestra.

Examples of Igbo musical instruments include:

1. Udu – A ceramic pot drum with a hole on the side, played by striking the hole with the hand, producing a deep, resonant sound.
2. Ekwe – A slit drum made from a hollowed-out log, played with sticks to produce various tones.
3. Ogene (Gong) – A metal gong, typically struck with a stick, used for rhythmic patterns and signaling.
4. Oja (Flute) – A wooden flute, often used to add melodic lines and embellishments.
5. Ichaka (Rattle) – A beaded rattle, similar to the sekere, providing percussive sounds.

Other Nigerian Musical Instruments and Ethnic Groups

Beyond these examples, Nigeria boasts many other instruments unique to different ethnic groups:

1. Kora (Fulani/Mandingo) – A 21-stringed bridge-harp lute, common among the Fulani and other West African groups.
2. Goje (Hausa) – A one-stringed fiddle, often used by griots and praise singers.
3. Molo (Hausa) – A plucked lute with a skin-covered resonator.
4. Igba (Igbo) – A general term for various drums, including cylindrical drums.
5. Agidigbo (Yoruba) – A lamellophone or thumb piano.
6. Ukuse (Edo) – A beaded gourd rattle, similar to sekere.
7. Oko (Ijaw) – A type of drum.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Observation, Group Work.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Review/Engagement

Teacher’s Activity: The teacher greets the students and briefly reviews the previous lesson. The teacher then asks students to name any musical instrument they know and introduces the topic of Nigerian musical instruments from different ethnic groups.

Pupils’ Activity: Students respond to questions and listen attentively to the introduction of the new topic.

Learning Point: Activating prior knowledge

Step 2: Exploring Yoruba Musical Instruments

Time: 8 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains the concept of Yoruba musical instruments, focusing on those used in contexts like the Eyo festival. The teacher shows pictures/charts of instruments like dùndún, bàtá, and sekere, and plays audio/video examples if available.

Pupils’ Activity: Students observe the pictures, listen to explanations, and identify the instruments shown.

Learning Point: Yoruba instrument identification

Step 3: Exploring Tiv Musical Instruments

Time: 7 minutes

Teaching Skill: Explanation/Visualisation

Teacher’s Activity: The teacher discusses Tiv musical instruments, highlighting those associated with the Swange dance. The teacher displays images of instruments like algaita, kakaki, and ganga, explaining their uses and sounds.

Pupils’ Activity: Students pay attention, ask questions, and try to differentiate the Tiv instruments from the Yoruba ones.

Learning Point: Tiv instrument identification

Step 4: Exploring Igbo Musical Instruments

Time: 7 minutes

Teaching Skill: Explanation/Comparison

Teacher’s Activity: The teacher introduces Igbo musical instruments, specifically those used in the Atilogwu dance. The teacher presents pictures of udu, ekwe, ogene, and oja, explaining their unique characteristics and sounds.

Pupils’ Activity: Students listen, observe, and note the distinct features of Igbo instruments.

Learning Point: Igbo instrument identification

Step 5: Other Nigerian Musical Instruments

Time: 5 minutes

Teaching Skill: Expansion/Listing

Teacher’s Activity: The teacher briefly introduces other musical instruments from various Nigerian ethnic groups such as Goje (Hausa), Kora (Fulani), and Ukuse (Edo), to broaden students’ knowledge base.

Pupils’ Activity: Students listen and note down additional examples of instruments and their ethnic groups.

Learning Point: Broadening instrument knowledge

Step 6: Group Activity and Discussion

Time: 4 minutes

Teaching Skill: Guided Practice/Collaboration

Teacher’s Activity: The teacher divides students into small groups and instructs them to discuss and list 12 different musical instruments they have learned and group them by ethnic origin. The teacher moves around to provide guidance.

Pupils’ Activity: Students work in groups, listing and categorising instruments based on their ethnic groups.

Learning Point: Grouping instruments by ethnicity

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

1. Name three Yoruba musical instruments.
2. Which ethnic group uses the Algaita and Kakaki?
3. What are two musical instruments commonly used in the Atilogwu dance?
4. Give an example of a musical instrument from the Hausa ethnic group.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Instrument and ethnic group recall

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes on Nigerian musical instruments and their ethnic groups into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Recording lesson content

Step 9: Conclusion

Time: 1 minute

Teaching Skill: Consolidation

Teacher’s Activity: The teacher briefly summarizes the lesson, emphasizing the diversity and cultural significance of Nigerian musical instruments, and encourages students to continue exploring this rich heritage.

Pupils’ Activity: Students listen and reflect on the lesson.

Learning Point: Reinforcing cultural diversity

Continuous Assessment/Further Study

Type: Homework

Instruction: Research and write short notes on five additional Nigerian musical instruments not discussed in class. For each instrument, state its ethnic group, a brief description, and its cultural significance.

1. Research five additional Nigerian musical instruments.
2. For each instrument, identify its ethnic group.
3. Provide a brief description of the instrument.
4. Explain its cultural significance or common use.
5. Present your findings in your music notebook.

Lesson Keywords

• Eyo – A traditional festival in Lagos, Yoruba land.
• Swange – A popular traditional dance of the Tiv people.
• Atilogwu – An energetic traditional dance of the Igbo people.
• Dùndún – Yoruba talking drum.
• Algaita – Tiv wind instrument.
• Udu – Igbo pot drum.
• Ganga – A general term for drums in many Nigerian cultures.
• Sekere – Beaded gourd shaker.

Differentiation

For weaker learners, provide simplified charts with fewer instruments and focus on identifying just two instruments per ethnic group. For faster learners, encourage them to research and present on the construction or playing techniques of a chosen Nigerian musical instrument.

Suggested Lesson Videos

Search on YouTube for: Nigerian musical instruments ethnic groups SS3

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure all instructional materials, especially visual aids (charts, pictures) and audio/video clips of the instruments, are prepared and easily accessible. Begin by engaging students with a review of general musical instruments before introducing the specific Nigerian examples. Follow the sequential steps, demonstrating instruments and their sounds where possible. During the group activity, circulate to provide support and clarify any misconceptions students may have regarding instrument identification or ethnic grouping. The Board Summary should be copied by students in Step 8. Conclude by reiterating the importance of preserving and appreciating Nigeria’s diverse musical heritage. Encourage students to actively participate and share their knowledge of local instruments.