Year 8 - Music
Context and technique in West African drumming
Djembe drumming and rhythms from the regions of West Africa
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This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
Pupils are introduced to drumming from the regions of West Africa, performing as an ensemble and developing their understanding of djembe technique, the structure and musical conventions of the music, how rhythm and tempo are used to create excitement and the culture connected with the music.
Lesson Summary
You will learn to describe the main techniques used on the djembe and dunduns, and their sonorities.
Key Notes
- The sixteen countries that make up West Africa each have their own drumming traditions and styles.
- Common instruments used are djembe, apitua and dunduns, which consist of the kenkeni, sangban and dundunba.
- The djembe has three main sounds - bass, tone and slap.
- The call begins and ends a piece, brings in new parts and uses just tone.
- We have created a short rhythmic performance using typical techniques from the drumming traditions of West Africa.
Vocabulary To Learn
- djembe: a goblet-shaped hand drum originating in West Africa
- bass, tone and slap: the low, medium and high pitched strikes on the djembe
- dunduns: three bass drums (kenkeni, sangban and dundunba) that create an accompanying bass line for the djembe
- apitua: an iron bell playing a distinct rhythm alongside the dunduns
Common Mistakes To Avoid
- You must use the given rhythms.
3 Quick Questions (With Answers)
1. Explain the lesson in two key points.
The sixteen countries that make up West Africa each have their own drumming traditions and styles. Common instruments used are djembe, apitua and dunduns, which consist of the kenkeni, sangban and dundunba.
2. What does this key word mean in this lesson? 'djembe'
a goblet-shaped hand drum originating in West Africa.
3. Correct this common mistake.
Mistake: You must use the given rhythms. Correction: The rhythms used are variations on traditional accompaniments that are passed down orally across generations. At this stage, any rhythm can be used as a starting point for getting pupils making music but this example covers the required techniques.
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