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 Printable Version for your convenience!
Title - Traditional Folk Music -
Melody from the Middle East
By - Ferial Houran
Dina Talhouk
Primary Subject - Music
Grade Level - 2
Topic - Folk Music/Dabkah
(Middle Eastern traditional dance)
Aim and General description of the lesson:
The purpose of this lesson is to explore a repertoire from a variety of cultures, by listening to Middle Eastern folk music and manipulating some elements of music through performing the dance. Dabkah is a type of dance which typically represents the melody, rhythm, pitch, beat and tempo of the music represented.
Prior knowledge needed by the students:
Students should be familiar with the meaning of pitch (level), beat (regular sound), tempo (speed or rhythm) and the dynamics (changes in volume in music).
Learning Expectations:
From The Arts Ontario Curriculum, Grades 1-8, pg. 14, 15
- Identify and perform music from various cultures.
- Identify the orchestral instruments and beat in the piece
- Communicate their thoughts and feelings about the music they hear from a variety of cultures, using creative movements and language
Additional objectives of the lesson:
- Create simple patterned movement in the form of a dance to the folk music Dabkah, using their knowledge of beat and rhythm
- Accompany the song in an expressive way, using appropriate body percussion
- Explain, using basic musical terminology, the folk piece they have just heard
Materials Required:
- CD containing a traditional folkloric Dabkah music and song
- Pictures of instruments played in the piece
- If available, actual, concrete instruments that are played in the piece
Stages of the lesson
Before: Send a letter to parents and students who are originally from the Middle East informing them that we will be learning about the folkloric music Dabkah. Ask them to prepare a song, a dance, and/or any information they would like to share with the rest of the class about that topic on that day. Prepare pictures of traditional attire, preferably shown being worn by Dabkeh dancers themselves, and the musical instruments used in the song. Set up the CD player in the area you will be teaching your lesson in the classroom.
Introduction: Tell the students to listen to the song you are about to turn on. Allow them about 2 minutes to just listen to the music. Turn the music off and ask for their first impressions and reactions, through oral expression, about what they have just heard. Go on to explain that each culture has its own traditional songs and dances and that what they just heard was a new and unique type of music from the Middle East called Dabkah.
Write the new word on the board.
Middle: Tell students that you will turn on the music once again but that this time they will have to attempt clapping their hands to the beat. But first, to practice clapping to the beat, have the class sing Row, row, row your boat and clap to its beat. Then turn on the Dabkeh music and do the same. Once students have mastered recognizing the beat through clapping their hands, ask them to listen even more carefully to the instruments that make up the song. Turn off the song after sufficient time and ask them to identify the orchestral instruments through oral expression.
As a class, refer to the pictures displayed on the board at the front and make the links between what they have heard with what they can see. Explain that three melodic instruments are essential to the Dabkah or the line dance, the one that they will soon
watch.
The instruments:
- accordion, which in this case is specially prepared to produce the "neutral" intervals found in Arab music.
- buzuq, a long-necked fretted lute furnished with metal strings and associated with itinerant gypsy musicians of Lebanon and Syria.
- fipple flute or recorder made from wood and comparable in construction and sonority to the kaval of Turkey. Playing in unison and at the octave with occasional drone effects, this combination provides a bright cluster of timbres and a lively, rustically zestful tempo typical of Dabkah music in general.
- The part played by these melodic instruments is usually reinforced by several violins. Less conspicuously, the trap drums outline the melody and fill the spaces between the melodic phrases.
If you physically have any of the musical instruments displayed, allow students to explore them through handling them with care.
Explain that the dance that usually accompanies this music typically represents the beat and rhythm of the music. Ask them to try to make their own dance movements that they think would be suitable with the music. Play the music for about 2 minutes allowing them to experiment with it through body movement. Then ask any parent or student volunteers who have prepared a Dabkah dance presentation to show it to the class. Tell your students to pay attention to the dancers' movements and notice how they use their body in the dance. As the music plays, the performers dance in front of the class. After the presentation, the performers, with the help and facilitation of the teacher, will take the class, step by step, through the dance movements. An introduction of about 3 movements is more than enough and teacher must allow time for practice and success of the dance as a class.
End: Turn the music on again. Have some students clap to the beat while the others dance together in unison to the music. Allow for several repetitions, working towards success for all.
Evaluation:
- participation, oral answers, creativity and skill in clapping to the beat and dancing to the new music, following instructions, respecting others as they participate or demonstrate.
E-Mail Ferial Houran!
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