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Selection of musical instruments made by the artist.
10-12 small drums for student use.
Rattles for student use.
Large xylophone for student use.
Music and songs.
Study guide for teachers.

Open space, chairs for all students, arranged in a circle.
Globe or map of Africa,
Small amplifier and microphone (if possible). SmartBoard and computer/projector are useful.
Assistance with bringing supplies into the school.
Parking spaces for two cars (artist and facilitator)
Teacher involvement at all times.

Large open room (students will be dancing/moving) if possible; otherwise, room where chairs/tables can be moved back to create an open space

I can recognize African music, dance, and stories from Uganda.
I can understand how African heritage is important for many people now living in America.
I can try playing several instruments from Africa that are new to me

The program uses songs and dance, storytelling, and musical instruments to teach the geography, language, cultural values, and history expressed in music from Uganda in East Africa, in an authentic, engaging way that connects with the heritage of many students in Hartford schools. Gideon Ampeire, a master musician from Uganda, will demonstrate his music and the stories and dances that accompany the playing of traditional instruments. He will engage students in trying out instruments, rhythms, songs, and dances to encourage learning about a different culture firsthand. Gideon learned music and stories from his grandfather in Uganda. He is helping to preserve songs and stories and knowledge of making musical instruments from traditional materials, and is committed to bringing his music to American audiences and students. He has extensive experience in performing with his group Echo Uganda and as a solo and collaborative educator for several educational organizations. Kate Schramm (Facilitator) is a museum curator and folklorist who directs the statewide CT Cultural Heritage Arts Program at the Connecticut Historical Society. She will accompany the artist for the school visit to provide cultural background and encourage classroom discussion. An illustrated study guide is provided as a learning tool for the art form.

Artist and Facilitator meet with teacher before the visits to pre-plan. Teacher has presented some information to the class prior to the visit. Teacher is expected to be present throughout, and actively engaged in helping students participate.

1st visit "“ 45-60 minutes:
Gideon has students sit in a circle; he welcomes them, plays and sings a short song, and introduces himself and asks students to introduce themselves and he answers them in a call-and-response format.
Gideon demonstrates each instrument one at a time (drums, lyres, stringed fiddles, thumb pianos, flutes, etc.) and describes materials they are made from, relaying information about animals, ecosystems, ecology of Uganda.
Using a discovery process, he asks the students to comment on what they observed, with guided questions such as: What did you see? What did you hear? What do you think this music is for? When do you think I play this song? Is there something in your life like this?
Gideon adds brief information on Uganda "“ its location in Africa, geography/ecology, cultures and peoples, connections to the history and culture of East Africa and America, showing images and video clips from the study guide projected on the smart board. He explains some of the places and times that music is played in Uganda, demonstrating more of the instruments.
Gideon encourages student questions and observations
Instruments are passed around for students to handle and try out.
Gideon demonstrates a second song and gives background information about it "“ the words and language, the story, the rhythms, the cultural group etc. Students try out the song by singing parts of it in call and response. Some students volunteer to play the instruments.
Everyone participates either in playing or singing.
Gideon gives more background on the history, culture, and geography of Uganda, emphasizing the diversity of peoples and languages, the story of the country and current issues, by telling the story of his family and how he learned songs and stories from his grandfather. He talks about how he came to America and how he continues Ugandan traditions here.
Students" questions and discussion.
Gideon demonstrates some dance steps, everyone tries it, accompanied by Gideon playing on one instrument while students dance.
Wrap up and goodbyes. For grade 3, Gideon will present less in-depth verbal or illustrated information on Uganda"s history, culture, and ecology, emphasizing instead a demonstration of the instruments with briefer information on their materials and a hands-on process for students to try the instruments themselves. He will also spend more time teaching the songs and dances, and instead of three he will teach two. He will include the stories behind the songs and dances and some of the "lessons" within the stories, but will provide less cultural context/background facts about Uganda.

For grade 7, Gideon will deepen his explanation of the cultural and historical context of Ugandan music, and will ask students to imagine and then discuss how their cultural background is related to his, or different from it. Students will learn three songs/dances, and will be expected to practice and perform these seriously and in a collaborative fashion with less direct guidance. He will allow more time for a question and answer process.

Volunteers are very welcome! They could serve as translators from the artist to the students and vice versa; they can help to hand out materials; they can assist individual students with trying the techniques being taught; they can help to prepare art or music materials for the students before the classes.