MALAIKA

Lesson 10

Teaching Artist: Ruaridh Pattison
A music instructor is holding a red recorder up to the camera demonstrating finger positions on the instrument.

SUMMARY

This is the tenth lesson of Recorders Without Borders, where students will build upon their recorder playing skills. Students will explore music from East Africa, then perform “Malaika,” a Swahili love song, as a class to share with peers, friends, and family.

OBJECTIVE

  • Summarize important information about music from East Africa.

  • Set up, hold, and make a sound on the recorder.

  • Play the notes “High D,” “High C,” “B,” “A,” “G,” “Low F#,” “Low E,” and “Low D” on the recorder.

  • Perform “Malaika” for an audience.

MATERIALS

TEACHER BACKGROUND

This lesson was designed for two full classes/school periods. Teachers can amend the lesson duration to meet student needs, abilities, and accommodate class schedules.

EXPLORE

  1. Display the Google Slides: Malaika. Introduce students to East Africa by exploring the Map of East Africa. Allow students to observe the map of East Africa, then scroll and zoom to find the geographical location of your classroom in relation to East Africa. Ask students to identify neighboring countries on the African continent, pausing occasionally to ask questions: Where is the region East Africa located on the map? Where is the continent of Africa on the map? What do you know about East Africa in relation to our location? Which countries along the East coast of Africa can you name? Can you identify any other countries on the map whose music we have learned about in Recorders Without Borders? (Guyana, Korea, South Africa, Lebanon, the United States of America)

  2. Introduce students to East African percussion by playing these recordings: 

    Kenyan Bul Drum Solo (At 0:50 the drummer stands up and dances while playing!)

  3. Tell students they watched a popular musical instrument in East Africa. Ask: What sounds or instruments did you recognize? Can you name these instruments? (drums) Play an excerpt from the video again and encourage students to use body percussion and/or dance to keep the beat along with the music.

  4. Explain that students will learn a song called Malaika, that is especially popular in Kenya, a country in the region East Africa. Then play the video Malaika by Fadhili William.

  5. Have a discussion and pantomime with students. Ask: What sounds or instruments did you recognize? Can you name any instruments that you heard? (Vocals, guitar, bass, percussion) One by one, have students pantomime singing, playing the guitar, and percussion, noting the similarities and differences between the act of playing each instrument. 

LEARN

  1. Have students set up their recorders. If a student is using an adaptive tool or instrument, please follow the instructions accompanied with the product.

  2. Remind students of the three recorder positions: Resting Position, Ready Position, and Playing Position. 

  3. Divide students into two groups. One group is keeping a quiet, steady beat by patting open palms on their thighs. The second group speaks the word “Malaika” in the rhythm used in the song. (This rhythm would be written as an eighth note upbeat, followed by a dotted quarter, and then an eighth note which is tied to a half note.) When students are comfortable saying it, have them play the same rhythm on the note “B.” Repeat this pattern until comfortable. Have the groups switch roles when the recorder-players are comfortable. 

  4. Use the above game to check that each student is articulating by whispering “du” on each note. 

  5. Ask students to demonstrate the fingers for the notes “High D,” “High C,” “B,” “A,” “G,” “Low F#,” “Low E,” and “Low D.” If necessary, replay the videos How to Play the Note “High D,” How to Play the Note “High C,” How to Play the Note “B,” How to Play the Note “A,” How to Play the Note “G,” How to Play the Note “Low F#,” How to Play the Note “Low E,” and How to Play the Note “Low D,” pausing when appropriate to make sure each student has their correct fingers sealing the topmost holes of the recorder’s body, and their right thumb supporting the bottom half in the correct position. Remind students of the “Cheerio” test: press the correct fingers into the holes of the recorder, then inspect the fingertips to see whether “Cheerios” have developed on the pads of the fingers. 

  6. Optional: Review the previously learned songs by viewing Learn Arirang and Learn Missy Lost the Gold Ring. They can then perform with the backing tracks using the following links: 

    (Backing Track) Songs to Play: Arirang

    (Backing Track) Songs to Play: Missy Lost the Gold Ring

  7. Tell the students they are now ready to learn their next song on the recorder: a traditional East African song called “Malaika.” Play the video Learn Malaika. Pause as necessary to ensure each student is building confidence playing the recorder, and their new song. Repeat any of the above steps as necessary to reinforce understanding and develop routine skills for future lessons. 

  8. Watch a group of American children playing Malaika here: Recorders Beyond Borders: U.S. Students perform "Quen a Omagen" and "Malaika." Then watch a group of children playing Malaika here: BEMF Beyond Borders 2023 - Malaika and Cantiga de Santa Maria.

PERFORM+SHARE

  1. Once students have participated in the entirety of the Learn Malaika video, and are comfortable with each of the above steps, tell them they are ready to perform their next song on the recorder. Prepare students to be in “playing position” with correct technique, then play the backing track video Songs to Play: Malaika.

  2. Record a video or audio version of your students’ performance, then upload it to the S'Cool Sounds Padlet.