Rhythm is movement through time and shapes daily life. The differentiated perception of rhythm in movements, in nature, in language, and in day-to-day activities are inspiration for the musical realisation in this section. Starting with a short film about a musician from Mali and his view on rhythm, pupils develop their own rhythms and soundscapes.
FOLI (there is no movement without rhythm) original version by Thomas Roebers and Floris Leeuwenberg
Impulses for reflection
Impulse 1: “What actions/situations in the film do you associate with rhythm?”
Answers given by pupils in the project:
the drums
everyting is rhythmic
the pounding of the mortars
the felling of trees, the smithy with the rhythmic sounds
language becomes rhythm
the dance is wild, even men dance
children playing rhythmically on water canisters (film)
rubbing on the washboard while washing clothes (film)
Impulse 2: “What other actions/situations that are closely linked to rhythm do you imagine take place in an African village?”
Answers given by pupils in the project:
voices
advertising of market goods/ market vendors
cooking noises
noises related to work
Step 2: Short film scenes
Using the example of pounding grains, pupils recreate basic elements of short actions from the film and transfer them into a musical rhythm.
Example: A pupil imitates the pounding movement with a mortar, all other pupils accompany the resulting rhythm on calabashes or other drums. Repeat with other motives from the film.
Group assignment
Pupils are divided into three groups of equal size. A selection of all previously introduced African instruments, as well as school instruments and personal instruments are available for the group work.
“Develop a scene in an African village, using a maximum of three key words.
Pick instruments and match them with the individual actions of your scene.
Transfer the rhythm of the actions to instruments and create a short, repeatable musical description of your storyline. One pupil is responsible for the basic pulse.
Finally, decide where in the classroom you want to present your scene, and where the audience (the other groups) should be seated to watch or listen to your presentation.”
Step 3: Presentation of the scene
Desert sand – Caravan is coming (2:23 – 4:58)
Musikkreativ+ – Abschlusskonzert: Teil 2 (Deutschland)
African village (6:35 – 9:00)
Musikkreativ+ – Abschlusskonzert: Teil 2 (Deutschland)
Group 1 stage their instruments in the class room, hang the keywords up on the blackboard and guide the audience (the other groups) to their place
Performance group 1
Repeat with all groups
Reflection
What musical means were used to translate the keywords of the scene?
How could the musical scene be made more exciting? (characteristics of suspense Element 1: Discovering and experiencing New Music)
How can all three storyboards be put together?
Step 4: Arrangement
Together with the teacher, pupils combine the three storyboards in one overall arrangement over a basic beat.
Competencies
The pupils are able to:
learn about characteristics of West African music culture presented in the film.
transfer movement rhythm into musical rhythm.
examine and analyse situations and actions with regards to their basic musical characteristics and translate them vocally/instrumentally.
organise themselves in an team and take decisions.
learn how to present their music in front of an audience.
experience the classroom as a space for performance.
Materials
African instruments, school instruments, personal instruments
