Billy Huyler Lesson Plan: Syncopation through Kye Kye Kule and Lacrimosa Grade Level: Second Grade

Musical Learning Objectives: 1) The students will have an understanding of Ghanas location and a brief overview of its musical culture (NS 8, NS9) 2) The students will learn the song Kye Kye Kule using their singing voices and body percussion on their heads, shoulders, waists, knees, and ankles (NS 1) 3) The students will make the connection that the song Kye Kye Kule is acutely to the popular American childrens song Head, Shoulders, Knees, and Toes (NS 6) 4) The students will match each phrase to a stick notation rhythm card (NS 5) 5) The students will perform a given beat on drums and rattles (NS 2) Materials: 1) Map of Africa (highlighting Ghana) 2) Map of Ghana (highlighting the Fante tribes location) 3) Stick Notation Rhythm Cards 4) Drums 5) Rattles Procedure: Focuser: 1) Begin by meeting students and asking them to form a straight line following me into the room, echoing me clapping the strong beats in a four-beat pattern and echoing the words I sing to Kye Kye Kule, as we form a circle, counting off with One, Two, Follow Me on an A 2) After we sing the song once I will ask the students to not clap this time, but rather echo my singing and body motions several times 3) I will ask the students what I did with my hands and ask them what parts of the body I tapped a rhythm, and ask them if the rhythm I tapped on my body matched the rhythm they clapped while coming in 4) I will ask them if they know any songs in America that they sing that use similar body parts Introducing the Song: 1) I will ask if students have any idea what country/continent this song is from and I will show them where Ghana and the Fante tribe are in Africa on the map 2) I will explain how this type of song, a call-and-response song, is very popular in Ghana, rooted specifically in the Ghanaian Fante tribe Identifying Rhythms: 1) I will take out my rhythm notation cards and ask students to speak the rhythm of the first phrase of the song Kye Kye Kule on rhythm syllables and will then show up different rhythm cards asking them if the first line matches the rhythm on the card and I will let the students figure that out 2) I will go through this same pattern with every phrase of the song until all of the cards have been matched with a phrase 3) I will hold up the rhythm card that matches the phrase Kofisa langa and ask the students to sing and clap it

Billy Huyler 4) I will ask the students to then clap the rhythm they clapped while walking into class, and will divide the students in half, with one group clapping Kofisa langa and the other clapping the original rhythm 5) I will then introduce the drums and rattles, demonstrating how the Kofisa langa rhythm will be played on the drums, and the original rhythm will be played on the rattles 6) I will distribute the drums and rattles to some students and have the students play the respective rhythms on their instruments while the rest of the students and I clap the rhythms in their groups Putting it All Together: 1) I will explain to the students without instruments that they will be the ones leading the call-and-response using the proper body percussion taught at the beginning of class 2) I will tell the students on instruments to play their specific rhythms, starting with the rattles first for two measures, and then telling the drums that they will come in with their rhythms after two measures 3) I will then tell the singers to begin the call-and-response after the drums have played for two measure 4) I will have the students on the rattles begin playing their rhythms for two measures, then I will add the drums playing their rhythms 5) I will then ask the students to begin the call-and-response while I echo after the drums have played for two measures 6) We will run through the song, fixing any problems afterwards, and going through the song at least twice Assessment: 1) I will ask students to echo what I say in the call-and-response song, and then have students lead the call-and-response while I echo 2) I will ask students what American song Kye Kye Kule is very similar to 3) I will ask students to match each phrase of Kye Kye Kule to a stick notation rhythm card 4) I will have students independently keep a beat using drums and rattles while leading the call-and-response song while I echo 21st Century Thinking Skills: 1) Students will analyze Kye Kye Kule and compare and contrast it to the popular song Head, Shoulder, Knees, and Toes, as well as matching the rhythm notations to the musical phrases 2) Students will collaborate by leading the call-and-response song and keeping the beat on drums and rattles 3) Students will analyze dynamic and rhythmic contrast by speeding up and getting louder with each repeat Evidence of AVK: 1) Students hear and see the teacher introduce every new phrase in the call-and-response song 2) Students see the map of Africa and the rhythm notation cards 3) Students echo by singing the phrases in the call and response song, getting louder and faster with each repeat 4) Students perform the body and instrument percussion

Billy Huyler Accommodations for Students with Special Needs: 1) For students with vision disabilities, I will explain exactly where on the body the body percussion will be performed, as well as clap the rhythms shown on the rhythm notation cards 2) For students with attention deficit and hyperactivity disorders, I will not spend too much time on a single activity, I will make sure only one material is seen at a time, I will make sure these students get a chance to play instruments as well as perform the body percussion, and I will avoid trigger words such as yell and hit Arts Integration: 1) I can relate the body mapping and percussion to anatomy (Science) by making students aware of their various body parts 2) I can relate the beginning map as well as the entire lesson to geography and culture (Social Studies) through introducing students to another part of the world, showing it on a map, introducing a popular song in that culture, and giving them a brief history of Ghanaian call-and-response songs 3) I can relate the lyrics the students are signing to the Fanti and Ewe languages (Foreign Language)