A Ram Sam Sam
Content Area: Music Teacher: Sam Gillette
Topic: Rounds in Music Date: 10/6/09
Level: 3rd Grade Time: 30 minutes
Standards:
National Standards for Music:
2.a.: perform on pitch, rhythm, with appropriate dynamics and timbre, and maintain an steady tempo
6.a.: Identify simple music forms when aurally presented
8.b.: Describe ways in which the principle and subject matter of other disciplines taught in the school are interrelated with those of music
Wisconsin State Standards for Music:
A.4.2: Sing expressively with appropriate dynamics, phrasing and interpretation
A.4.4: Sing ostinati, partner songs and rounds
Objectives:
1. Students will collectively create in groups one hand motion/body moment to accompany specific lyrics using the song “A Ram Sam Sam”.
2. Students will identify the two parts of the song “A Ram Sam Sam” using the sheet music.
3. Students will confidently perform a round three times using the song “A Ram Sam Sam”.
Why is it important that students learn my lesson? What academic subject will I link to?
Studying a popular children’s song from Morocco is important because students will learn that music is influenced by traditions, customs and heritage. Students will learn that music is vital to Morocco’s nation and that one piece of music can represent multiple groups of people from different places. Music is what brings people together and provides opportunities to experience another’s culture through song.
This lesson studies the song “A Ram Sam Sam” which allows students to study Moroccan music and its influences. Islam and Europe have largely shaped Morocco and thus students can study these influences on culture, cuisine, literature, demographics and languages. Additionally, students can study Morocco’s affiliations and its resistance to European control. Teachers can link literature and history as students study Morocco and its development an independent country.
Materials:
Copy of the sheet music for “A Ram Sam Sam”
http://www.schools.utah.gov/curr/FineArt/Core_Curriculum/General/songbook/ARamSamSam.PDF
Map of Morocco
http://www.yes.or.ke/images/africa_map.gif
Flag of Morocco
http://www.graphicmaps.com/webimage/flags/countrys/zzzflags/malarge.gif
Computer /projector for an example of “A Ram Sam Sam” performance http://www.youtube.com/watch?v=9G90JtT_8Ig
Musical instruments such as the triangle, tambourines, hand drums, piano, etc. for adaptations and extensions.
Background for Teachers:
Teachers should feel comfortable teaching rounds in music as this song requires two parts. Additionally, teachers should feel comfortable in teaching about Morocco and its cultural heritages and influences as students have been learning about Morocco’s culture and its development as an independent nation.
Steps in the Lesson:
1) Introduction/Building Background Knowledge:
a. Play “A Ram Sam Sam” using the website listed above. Ask students where they think “A Ram Sam Sam” originated from. Answer: “A Ram Sam Sam” is a popular children’s song that originated from Morocco.
b. Ask students what continent Morocco is located within and if they can name any countries that border Morocco. Answer: Morocco is located in North Africa along the coast of the Atlantic Ocean. It borders Algeria, Spain and Mauritania. Morocco is an ethnically diverse country with both a rich culture and civilization. Moroccan music is influenced by Arab, African and Andalusian traditions and values its diverse cultural heritage. Western forms of music such as fusion, rock, country, metal and hip hop have also influenced Moroccan music.
2) Body:
a. Teacher will sing the entirety of “A Ram Sam Sam” for students while tapping a steady beat. Teacher will sing “A ram sam sam, a ram sam sam”. Students will listen and then sing along with the teacher. Teacher will sing “A ram sam sam, a ram sam sam”. Students will then echo the teacher without the teacher’s singing. Teacher will then repeat this step for the parts “Gui-li gu-li gu-li gu-li ram sam sam” and “A ra-fi, a ra-fi, Gu-li gu-li gu-li gu-li ram sam sam”.
b. Teacher will divide the students into 3 parts. Each group of students will then create a hand motion or body movement that corresponds with parts A) A ram sam sam, a ram sam sam, B) Gu-li gu-li gu-li gu-li gu-li and C) A ra-fi, a ra-fi.
c. Students will demonstrate and teach the hand movements of their specific part to the other groups of students.
d. The teacher and students will sing and use the hand motion or body movements for the entire song.
e. The teacher and students will repeat this step but during the second time of singing the song “A Ram Sam Sam”, the teacher will sing the song starting at “A ra-fi, a ra-fi” when the students start singing “A ram sam sam, a ram sam sam.”
f. The teacher will explain that they are singing a round and divide the students into two groups. The students within the groups will face each other to help learn their round. The students and teacher will then sing the song once through but during the second time the second group will start at “A ra-fi, a ra-fi as the teacher demonstrated before.
3) Closure:
The teacher will lead a discussion asking whether the students understand the rounds and rhythm of the song. The teacher may also ask questions such as, “Was this activity challenging and/or enjoyable?”, “What did you learn during this activity?”, “How does this song make you feel?” or “What have you learned about Morocco through this song?”
4) Assessment:
Teachers should assess students individually based on their participation and understanding of rounds. Teachers should assess students in groups based on their collaboration with classmates.
Teachers will assess students’ performance as students:
1. Echo the teacher
2. Sing without the teacher
3. Use hand motions or body movements to accompany the song
4. Identify the two parts of the song
5. Sing in groups during rounds
Adaptations/Extensions:
Teachers may wish to include instruments such as the triangle, hand drums, tambourines, etc. to allow students to create new rhythms to accompany the verses. If students need a more challenging activity, they may create their own lyrics to be used in the verses. Additionally, a student may accompany the class on piano using the sheet music.
Next Steps/Connections to Other Subjects:
The teacher may choose to continue explore Moroccan music and its influences. As previously mentioned, Morocco has resisted and readily accepted change depending on the source. Students many study how music has changed and developed according to Morocco’s relationships with other countries. Additionally, students could study why cultural heritage is so imperative to Moroccans and how historic elements have shaped this country’s traditions and customs.
Content Area: Music Teacher: Sam Gillette
Topic: Rounds in Music Date: 10/6/09
Level: 3rd Grade Time: 30 minutes
Standards:
National Standards for Music:
2.a.: perform on pitch, rhythm, with appropriate dynamics and timbre, and maintain an steady tempo
6.a.: Identify simple music forms when aurally presented
8.b.: Describe ways in which the principle and subject matter of other disciplines taught in the school are interrelated with those of music
Wisconsin State Standards for Music:
A.4.2: Sing expressively with appropriate dynamics, phrasing and interpretation
A.4.4: Sing ostinati, partner songs and rounds
Objectives:
1. Students will collectively create in groups one hand motion/body moment to accompany specific lyrics using the song “A Ram Sam Sam”.
2. Students will identify the two parts of the song “A Ram Sam Sam” using the sheet music.
3. Students will confidently perform a round three times using the song “A Ram Sam Sam”.
Why is it important that students learn my lesson? What academic subject will I link to?
Studying a popular children’s song from Morocco is important because students will learn that music is influenced by traditions, customs and heritage. Students will learn that music is vital to Morocco’s nation and that one piece of music can represent multiple groups of people from different places. Music is what brings people together and provides opportunities to experience another’s culture through song.
This lesson studies the song “A Ram Sam Sam” which allows students to study Moroccan music and its influences. Islam and Europe have largely shaped Morocco and thus students can study these influences on culture, cuisine, literature, demographics and languages. Additionally, students can study Morocco’s affiliations and its resistance to European control. Teachers can link literature and history as students study Morocco and its development an independent country.
Materials:
Copy of the sheet music for “A Ram Sam Sam”
http://www.schools.utah.gov/curr/FineArt/Core_Curriculum/General/songbook/ARamSamSam.PDF
Map of Morocco
http://www.yes.or.ke/images/africa_map.gif
Flag of Morocco
http://www.graphicmaps.com/webimage/flags/countrys/zzzflags/malarge.gif
Computer /projector for an example of “A Ram Sam Sam” performance http://www.youtube.com/watch?v=9G90JtT_8Ig
Musical instruments such as the triangle, tambourines, hand drums, piano, etc. for adaptations and extensions.
Background for Teachers:
Teachers should feel comfortable teaching rounds in music as this song requires two parts. Additionally, teachers should feel comfortable in teaching about Morocco and its cultural heritages and influences as students have been learning about Morocco’s culture and its development as an independent nation.
Steps in the Lesson:
1) Introduction/Building Background Knowledge:
a. Play “A Ram Sam Sam” using the website listed above. Ask students where they think “A Ram Sam Sam” originated from. Answer: “A Ram Sam Sam” is a popular children’s song that originated from Morocco.
b. Ask students what continent Morocco is located within and if they can name any countries that border Morocco. Answer: Morocco is located in North Africa along the coast of the Atlantic Ocean. It borders Algeria, Spain and Mauritania. Morocco is an ethnically diverse country with both a rich culture and civilization. Moroccan music is influenced by Arab, African and Andalusian traditions and values its diverse cultural heritage. Western forms of music such as fusion, rock, country, metal and hip hop have also influenced Moroccan music.
2) Body:
a. Teacher will sing the entirety of “A Ram Sam Sam” for students while tapping a steady beat. Teacher will sing “A ram sam sam, a ram sam sam”. Students will listen and then sing along with the teacher. Teacher will sing “A ram sam sam, a ram sam sam”. Students will then echo the teacher without the teacher’s singing. Teacher will then repeat this step for the parts “Gui-li gu-li gu-li gu-li ram sam sam” and “A ra-fi, a ra-fi, Gu-li gu-li gu-li gu-li ram sam sam”.
b. Teacher will divide the students into 3 parts. Each group of students will then create a hand motion or body movement that corresponds with parts A) A ram sam sam, a ram sam sam, B) Gu-li gu-li gu-li gu-li gu-li and C) A ra-fi, a ra-fi.
c. Students will demonstrate and teach the hand movements of their specific part to the other groups of students.
d. The teacher and students will sing and use the hand motion or body movements for the entire song.
e. The teacher and students will repeat this step but during the second time of singing the song “A Ram Sam Sam”, the teacher will sing the song starting at “A ra-fi, a ra-fi” when the students start singing “A ram sam sam, a ram sam sam.”
f. The teacher will explain that they are singing a round and divide the students into two groups. The students within the groups will face each other to help learn their round. The students and teacher will then sing the song once through but during the second time the second group will start at “A ra-fi, a ra-fi as the teacher demonstrated before.
3) Closure:
The teacher will lead a discussion asking whether the students understand the rounds and rhythm of the song. The teacher may also ask questions such as, “Was this activity challenging and/or enjoyable?”, “What did you learn during this activity?”, “How does this song make you feel?” or “What have you learned about Morocco through this song?”
4) Assessment:
Teachers should assess students individually based on their participation and understanding of rounds. Teachers should assess students in groups based on their collaboration with classmates.
Teachers will assess students’ performance as students:
1. Echo the teacher
2. Sing without the teacher
3. Use hand motions or body movements to accompany the song
4. Identify the two parts of the song
5. Sing in groups during rounds
Adaptations/Extensions:
Teachers may wish to include instruments such as the triangle, hand drums, tambourines, etc. to allow students to create new rhythms to accompany the verses. If students need a more challenging activity, they may create their own lyrics to be used in the verses. Additionally, a student may accompany the class on piano using the sheet music.
Next Steps/Connections to Other Subjects:
The teacher may choose to continue explore Moroccan music and its influences. As previously mentioned, Morocco has resisted and readily accepted change depending on the source. Students many study how music has changed and developed according to Morocco’s relationships with other countries. Additionally, students could study why cultural heritage is so imperative to Moroccans and how historic elements have shaped this country’s traditions and customs.
