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Content: Music                                                                                                                 Teacher: Kari Arnoldussen

Topic: Jambo Bwana Singing/Movement                                                              Date: October 8, 2009

Level: 4th Grade                                                                                                              Time: 40 minutes

 

 

Standards:

National Standards for Music:

2.a.: Perform on pitch, rhythm, with appropriate dynamics and timbre, and maintain a steady tempo

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.       Given instruction, students will learn to sing the words of Jambo Bwana.

2.       Students will improvise a rhythm to accompany Jambo Bwana given musical instruments.

3.       Given instruction and musical instruments, students will collaborate in small groups to perform the song Jambo Bwana for the class.

 

Why is it important students learn my lesson? What academic subject will I link to?

                Cultural awareness and appreciation are extremely important ideas/values for students to learn. I feel this lesson brings an aspect of Kenyan music into the classroom as well as an unfamiliar language (Swahili). I feel the more often students can be exposed to different cultures, ideas, music, etc – the more accepting and understanding they will become.

                This lesson connects with Social Studies or Cultural Studies. Additionally, this lesson could be used in Literacy through reading children’s literature from/about Kenya.

 

Materials:

-          Copies of Jambo Bwana lyrics for all students

-          Computer with internet connection to access (http://www.youtube.com/watch?v=uRRyAEddO6E)

-          If in large classroom, computer projector/screen to project the youtube clip for class

-          Variety of musical instruments (i.e. hand drum, maracas, sand blocks, cabasas, guiros)

 

Background for Teachers:

Jambo is one of the most common words spoken throughout Kenya as it is the simplest Swahili greeting, and is often the first word learned by visitors to Kenya. Swahili (locally referred to as KiSwahili) is Kenya's national language. Swahili originated on the East African coast as a trade language used by both Arabs and coastal tribes. The language incorporated elements of both classical Arabic and Bantu dialects, and became the mother tongue of the Swahili people who themselves rose from the marriages between Arab and African cultures. Jambo Bwana is a popular song used to learn basic Swahili terms.

Kenya is located in Eastern Africa, bordering the Indian Ocean, between Somalia and Tanzania.

 

Steps in Lesson:

1.       Introduction/Building Background Knowledge

a.       Tell the students today we will be continuing our exploration of Kenyan music by learning the song “Jambo Bwana” and incorporating instruments.

b.      Play the youtube clip of Jambo Bwana and have the students listen. (http://www.youtube.com/watch?v=uRRyAEddO6E)

c.       Ask students for reactions/comments after listening.

                                                                           i.      Has anyone ever heard this before? If so where?

                                                                         ii.      Does anyone recognize the language sung in the song?

                                                                        iii.      Even though the language is unfamiliar, did anyone recognize a word/phrase? – Hakuna Matata from Disney’s Lion King

d.      After short discussion, give students background on Jambo Bwana:

                                                                           i.      Jambo Bwana was first recorded in Kenya in 1980 by Teddy Kalanda Harrison, the bandleader of Them Mushrooms.

                                                                         ii.      Them Mushrooms was a hotel band.

                                                                        iii.      The song is in Swahili, Kenya’s national language.

2.       Body

a.       Sing Jambo Bwana for the class while clapping/tapping the beat.

b.      Have students repeat short parts of the song after teacher sings (Example Below)

                                                                           i.      Teacher: “Jambo”    Class: “Jambo”

                                                                         ii.      Teacher: “Jambo Bwana”     Class: “Jambo Bwana”

c.       Hand out sheets with lyrics on them for the students to have a visual aid – this will help the students with pronouncing the lyrics in Swahili.

d.      Teacher sings verse and have the students echo:

                                                                           i.      Jambo, Jambo Bwana

Habari Gani

Mzuri Sana

Wageni, Mwakaribishwa

Kenya Yetu, Hakuna Matata

e.      Sing the first verse of the song along with the students, while clapping along with the beat.

                                                                           i.      Check to make sure the students are learning the words. If necessary, repeat previous steps until comfortable.

f.        Teacher will add an instrument to the song and sing the first line or two while tapping on a hand drum.

g.       Students will then be split into small groups (3-4 students per group)

                                                                           i.      Each student in the group will one instrument (depending on availability)

                                                                         ii.      EXAMPLES: hand drum, maracas, sand blocks, cabasas, guiros

h.      Each group will create rhythms to go along with Jambo Bwana.

Give the students 5-10 minutes to plan and practice.

i.         Have each group perform their version of Jambo Bwana using their instruments.

3.       Closure

a.       Bring students back to large group.

b.      Discuss the activity:

                                                                           i.      Was this kind of music familiar?

                                                                         ii.      Were the rhythms we created familiar? Have we heard them before?

                                                                        iii.      Were the instruments we used to create rhythms the same as in the Them Mushrooms version?

                                                                       iv.      What did we like/dislike about the activity?

4.       Assessment

a.       Teachers will assess students individually based on their participation in the lesson.

b.      Teachers should assess students in groups based on their collaboration with classmates and ability to use the instruments.

c.       Each student will be informally assessed throughout the lesson on his/her ability to:

                                                                           i.      Echo the teacher

                                                                         ii.      Sing without the teacher

                                                                        iii.      Tap the beat along with the song

                                                                       iv.      Use instruments to accompany the song

 

Adaptations/Extensions:

-          If instruments are unavailable or if the students cannot handle using instruments, hand and body motions can be substituted. Students can create different hand or body movements to go along with different words or phrases in Jambo Bwana.

-          Students can sing the song in English to learn the meaning of the song.

-          Students can create their own lyrics to go along with the rhythm of Jambo Bwana.

 

Next Steps/Connections to Other Subjects:

This lesson can be part of a larger unit on a variety of topics including: songs in different languages, exploring the diverse cultures of Africa, or the country of Kenya.