My name is Kamau (Ka-mah-oo) which means "musical warrior" in Swahili. I start the program with an ice breaker by giving an explanation of my name and the meaning. I then give students the opportunity to discuss their names and the meanings behind their name. We then begin to discuss the different type of rhythms that they hear on the radio and how it can connect to African culture. Students will form a drum circle which will create a community in the classroom. We will discuss the methods of approaching the drum circle, being seated and how students will perform in the drum circle.
Part 1: Key components that we will focus on before going into the drum circle is distinguishing left from right; we will begin to respond to each other in a respectful way that is to say when students are addressed, they should respond "yes sir". We will practice that for about a minute. Then, we will be ready to proceed into the drum circle where students remain standing until told to be seated.
Part 2: Once students are seated in the drum circle and waiting for instructions, we will begin learning about the drums we are about to play. The drums that they will be primarily using is the 'Djembe Drum", but there will be other drums such as rhythm drums and "Taiko Drums". After talking about the drum's origin, we will begin to learn the drumming technique. Students will be learning the "Funga Alafia" (welcome, blessings) technique. I also hope to open the students mind to learn how to read music.
Part 3: Students will begin the play by doing the hand technique on the drum. They will learn the three dynamic tones of the drum, which are: bass (center of drum), middle (slap tone), and the high tone (hitting at the rim of drum). These techniques will be practice until students develop a smooth consistency. Students will then begin to play the "Funga Alafia" tune. Then students will have the chance to play by themselves. Lastly, students will sing the "Funga Alafia" song without playing with instructor and then we will sing and play together.
