North Africa: Morocco, Algeria, Tunisia
Lesson 6
Teaching Artist: Ronnie MalleySUMMARY
This is the sixth lesson from the “Ya Habibi” unit. Students will visit Morocco, Algeria, and Tunisia to learn about the region’s musical traditions and cultures. Students will also play rhythms to accompany traditional songs.
OBJECTIVES
Use a map to locate Morocco, Algeria, and Tunisia.
Identify cultural characteristics of Morocco, Algeria, and Tunisia.
Recite and play rhythmic patterns: iqa’ chaabi maghribi, iqa’ karachi, and iqa’ ayoub.
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. See the glossary at the end of this lesson and refer to it when necessary.
EXPLORE
1. Introduce students to North African rhythms by playing the video North Africa: Morocco, Algeria, Tunisia. Ask students to recall what they noticed and share what they wonder after listening.
2. Distribute the Ya Habibi Travel Diary and allow students to personalize it, drawing and recording important facts about Morocco, Algeria, and Tunisia. Refer to the glossary at the end of this lesson when necessary.
LEARN, PART 1
1. Have students vocalize and use body percussion to review the following pattern, called iqa’ chaabi maghribi, at a slow, steady pace, then at increasing speeds:
Tak, tak, es, tak, doum, es, Tak, tak, es, tak, doum, es
Doum - hands on thighs, or fist gently on chest
Es - hold hands apart
Tak - clap
2. After reviewing, use body percussion to play this rhythm with the video North Africa: Morocco, Algeria, Tunisia as Teaching Artist, Ronnie Malley sings “Sidi Habibi.” When students are familiar, they can substitute or add tones in their learning space. For example, students may use desktops, chair legs, or a book.
3. Have students vocalize and use body percussion to review the following pattern, called iqa’ karachi, at a slow, steady pace, then at increasing speeds:
Tak, es, tak, doum, Tak, es, tak doum
Doum - hands on thighs, or fist gently on chest
Es - hold hands apart
Tak - clap
4. Use body percussion to play iqa’ karachi with the video North Africa: Morocco, Algeria, Tunisia as Ronnie sings “Ya Rayeh.” When students are familiar, replay the song while students substitute or add sounds from their learning space.
5. Ask students to locate Morocco, Algeria, and Tunisia on a map. Invite students to summarize learning from this lesson. Lead the class in comparing and contrasting characteristics of rhythms introduced in this lesson and rhythms learned in previous lessons.
6. Optional listening: Play these examples of folk music from these three countries, and have students share what they notice or wonder.
Morocco: Sidi H’bibi - Zahra Al-Fassia
Algeria: Ya Rayeh - Dahmane Harachi
Tunisia: Sidi Mansour - Folk Version
LEARN, PART 2
1. Review geography and cultural contributions of Morocco, Algeria, and Tunisia.
2. Have students vocalize and use body percussion to review the following pattern from previous lessons, called iqa’ ayoub, at a slow, steady pace, then at increasing speeds:
Doum, es, doum, tak, Doum, es, doum, tak
Doum - hands on thighs, or fist gently on chest
Es - hold hands apart
Tak - clap
3. Use body percussion to play iqa’ ayoub with the video North Africa: Morocco, Algeria, Tunisia as Ronnie sings “Allah Allah Ya Baba.”
4. Divide students into two groups. Lead one group in playing iqa’ karachi using body percussion or sounds from the learning space. Then, lead the second group in playing iqa’ ayoub using body percussion or sounds from the learning space. Invite students to reflect on this experience and share about their learning.
5. Optional listening: Play these examples of folk music from these three countries, and have students share what they notice or wonder.
Morocco: Sidi H’bibi - Zahra Al-Fassia
Algeria: Ya Rayeh - Dahmane Harachi
Tunisia: Sidi Mansour - Folk Version
PERFORM+SHARE
1. Once students are familiar, split the class into small groups (of three or four students each). Ask one group to use body percussion or tones in their learning space to play iqa’ karachi. Ask a different group to use body percussion or tones in their learning space to play iqa’ ayoub. Repeat until all groups have performed.
2. Record a video or audio version of your students’ performance, then upload it to the S'Cool Sounds Padlet.
GLOSSARY
Baba - father, or also a term of endearment for an elder
H’bibi - habibi
Msafer - traveler
Rayeh - one who is going
S’lam - salam
Sidi - mister, lord, also used to denote saint
Ya - oh