About This Lesson
Learning Goals/Objectives
STUDENTS WILL BE ABLE TO:
- Identify a Bamboula rhythm
- Understand the cultural significance of Bamboula and how it spread from The Con go to the Caribbean Islands and into the USA via New Orleans.
Materials/Additional Resources
- Explanation & demo of Congo/Caribbean rhythm Bamboula
- Bamboula at Folklife 3 with students
- Dr. Chenzira Davis-Kahina discusses Tambou-la in Haiti from Dahomey andCongo(esp. 6:10 to end)
- Jazz Origins in New Orleans
- How to Second Line
Common Core Standards & NGSSS Music Standards
Common Core Standards
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RI.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RI.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
RI.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
NGSSS Music Standards
MU.3.H.1.1 Compare indigenous instruments of specified cultures.
MU.3.H.1.3 Identify timbre(s) in music from a variety of cultures.
MU.4.H.1.1: Examine and describe a cultural tradition, other than one's own, learned through its musical style and/or use of authentic instruments.
MU.4.H.1.3:Identify pieces of music that originated from cultures other than one's own.
MU.5.H.1.1: Identify the purposes for which music is used within various cultures.
MU.5.H.1.3:Compare stylistic and musical features in works originating from different cultures.
MU.68.H.1.1 Describe the functions of music from various cultures and time periods.
MU.68.H.1.3 Describe how American music has been influenced by other cultures.
ESOL/ESE STRATEGIES
Steps
Step 1:
Explain to your students that the second line rhythm they just heard came from the Congo in Africa to different Caribbean islands and then up through New Orleans into the USA. It became the “backbone” of most popular music in the US. (Even Justin Bieber has used the Bamboula beat!) Every name for it sounds like the way you clap it! In the Congo it is called BamBOUla, in Cuba it is called TreSILlo, in Haiti TamBOU la, in Trinidad CaLYPso, and in New Orleans the street beat is again called BamBOUla. Explain to students that enslaved Africans brought these rhythms to New Orleans. Clap the Bamboula rhythm from the Second line rhythm.(1 2 3)4 1(2)&(3)4 1(2)&(3)BamBOU la BamBOU la.
Step 2:
To further emphasize the rhythm, explain to students that they will now listen to another popular New Orleans song called “Hey Pocky Way, ”made popular by The Meters. Ask the students to clap along to the Second Line rhythm/Bamboula rhythm.
Step 3:
Explain to your students that in addition to the second line/Bamboula Rhythm, they may have heard some additional rhythms. The instructor will then clap another rhythm heard within “Hey Pocky Way” or another song of their choosing that demonstrates the Second Line Rhythm. The instructor will then explain that the layering of these rhythms is called apoly rhythm. The second line rhythm provides a foundation, but there is a larger community of sounds that can be made when everyone comes together.
Rubric/Instrument for Assessment
4 Points(Advanced):
A score of four is a response in which the student demonstrates a thorough understanding of the concepts and/or procedures embodied in the task. The student has responded correctly to the task, used sound procedures, and provided clear and complete explanations and interpretations.
3 Points(Proficient):
A score of three is a response in which the student demonstrates an understanding of the concepts and/or procedures embodied in the task. The students’ response to the task is essentially correct with the procedures used and the explanations and interpretations provided demonstrating an essential but less than thorough understanding. The response may contain minor flaws that reflect in attentive execution of procedures or indications of some misunderstanding of the underlying concepts and/or procedures.
2 Points(Basic):
A score of two indicates that the student has demonstrated only a partial understanding of the concepts and/or procedures embodied in the task. Although the student may have used the correct approach to obtaining a solution or may have provided a correct solution, the students’ work lacks an essential understanding of the underlying concepts.
1 Point(Emerging):
A score of one indicates that the student has demonstrated a very limited understanding of the concepts and/or procedures embodied in the task. The students’ response is incomplete and exhibits many flaws. Although the students’ response has addressed some of the conditions of the task, the student reached an inadequate conclusion and/or provided reasoning that was faulty or in complete. The response exhibits many flaws or may be incomplete.
0 Points:
A score of zero indicates that the student has provided a completely incorrect or non-interpretable response or no response at all.
