Unit Three: Studying Africa through the Humanities

Notes for Teacher/Facilitator:

These activities are meant to apply our themes of diversity, aesthetics, and the dynamic and utilitarian properties of African music. In this activity. we are trying to engage students to use their skills of perception to make connections with the ideas introduced in this module. The activities in this section are meant to be completed on the computer. If your class does not have access to computers for each student, images and writing in the exercise can be printed on a transparency and shown on an overhead projector, or can be printed out to make an activity packet for this exercise. Students are expected to write all of their work in their “Exploring Africa Web Journal.” Assistance on acquiring sound examples can be obtained by writing in advance to “Exploring Africa.”

In the case where computer labs are available, the students may be instructed to open the students' version of this module. The following images and questions will appear, and students should answer these on their inquiry sheet to be found on this site under “The Role of Music in Africa”

Teacher/Facilitator notes: Answers

1.a. Djundjun: membranophone. It’s a drum with skin stretched over two sides. It is found in West Africa.

b. Ngoma: membranophone. This drum has skin only on the top. It is found in East and Southern Africa.

c. Axatse: idiophone: This is a shaken idiophone found in West Africa.

d. Kora: chordophone: This is a stringed instrument that has been used for centuries to praise leaders and maintain oral history. It is found in West Africa.

e. Double bell: idiophone: This is a struck idiophone found in Central Africa. It is used to keep time for other musicians.

f. Mbira: (2 possible answers); Tuned idiophone, or Lamellophone. This instrument is problematic in its classification because it contains so many different parts that contribute to its sound (the sound board, the bottle-cap buzzers, and the metal prongs that are plucked with the thumbs). In the form here, it is common in Southern Africa, but in other forms and by other names (like kalimba), it can be found all over the continent.

g. Balofone: Xylophone-type instruments are tuned idiophones, but lamellophone is also an acceptable classification. Like the mbira, it is also comprised of many parts that make sound (the tuned bars, the buzzing gourd resonators). Similar instruments like this in the xylophone family are found all over Africa, like the Marimba in Zimbabwe and Mozambique.

h. Gankogi bell: idiophone: This is a struck idiophone found in West Africa, especially Ghana, Togo and Benin.

i. Log Slit Drum: The name of this instrument is deceiving. It is not a membranophone like other drums because it does not have anything stretched over it, like a skin or paper. It is classified as an idiophone because it is completely one piece of wood and it is struck to make its sound.

j. Hosho: Shaken idiophone found in southern Africa, used to keep time.

k. Chitendi: Chordophone found in Southern Africa used primarily as a solo instrument. It is directly related to Brazil’s Berimbau.

2. Electronophones are not represented in these drawings because many of these instruments that are used in Africa today are imported from other cultures. Electric guitars, bass, and keyboards are Western adaptations of older instruments from Europe, but African musicians have taken these to incorporate their sounds in Jazz, funk and other popular music. Aerophones are also not represented here at this point, but again, not because they do not exist in Africa.

Teacher/Facilitator notes on lyrics.

Song 1 is a game song used to teach children about geography and the environment. They use rhythm to memorize the names of the rivers.

Song 2 is also a game song that teaches young boys and girls about attraction and the value of relationships.

Song 3 is a popular music song from Zimbabwe that is plainly telling people to behave themselves sexually to stop the spread of AIDS. It also illustrates the impact that AIDS has already had on the population and on people’s lives.

Song 4 is illustrating the plight of a poor man, and how disempowered he feels about his position in society. Notice how he uses metaphors of machines and animals to illustrate power relationships in human society.

Song 5 is a hip-hop funk song that talks about the lingering effects of Colonialism. This artist tells how events in history have mentally weighed down Africans, but that it is now the job of these African men to turn their minds around and be confident.

Teacher/Facilitator discussion:

These boys are using the guitar as an instrument for personal entertainment. The guitar made out of motor oil tin and strings from the fishing line marks how western instruments are adapted to the African environment by these pupils. This reveals how interaction between different communities leads to the sharing of ideas for building new instruments, thus clearly addressing our theme on diffusion. Diffusion occurs when foreign traditions get assimilated by another culture and then circulate back to the original culture influencing it to make some modifications to its way of doing things. Picture B also exhibits an important concept in the development of African instruments. As mentioned earlier, the availability of trees for making drums, bamboo or paw-paw leaf stems for flutes and other natural resources influences the way people in Africa make instruments for their enjoyment.

Notes for the Teacher/ Facilitator:

This exhibits an African celebration during a graduation ceremony at a university in Southern Africa. Choral music plays an important part in the entertainment of guest at events such as weddings and state functions.

Choirs are popular in the New World too, especially as a form of entertainment during large functions such as Christmas parties, graduations, and weddings.