The Arabian Gulf: Yemen and Saudi Arabia
Lesson 5
Teaching Artist: Ronnie MalleySUMMARY
This is the fifth lesson from the “Ya Habibi” unit. Students will visit Yemen and Saudi Arabia 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 Yemen and Saudi Arabia.
Identify cultural characteristics of Yemen and Saudi Arabia.
Recite and play rhythmic patterns: iqa’ ‘adani and iqa’ maqsoum.
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 Middle Eastern rhythms by playing the video The Arabian Gulf: Yemen and Saudi Arabia. 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 Yemen and Saudi Arabia. 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’ ‘adani, at a slow, steady pace, then at increasing speeds:
Doum, es, doum, es, tak, Doum, es, doum, es, tak,
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 The Arabian Gulf: Yemen and Saudi Arabia as Ronnie sings “Gulli Meta Shoofek.” When students are confident, they can substitute or add tones from their learning space. For example, students may use desktops, chair legs, or a book.
3. Use body percussion to play iqa’ ‘adani with the video The Arabian Gulf: Yemen and Saudi Arabia from as Ronnie sings “Aba’ad Kintum.”
4. Divide students into two groups. Ask one group to use body percussion to play iqa’ ‘adani. Ask the other group to use sounds from their learning space to play iqa’ ‘adani. Lead each group with a slow, steady rhythm until they are confident. The groups can then swap sounds used (body percussion or sounds from the learning environment).
LEARN, PART 2
1. Replay the video The Arabian Gulf: Yemen and Saudi Arabia to review geography and cultural contributions of Yemen and Saudi Arabia.
2. In unison, use body percussion or sounds from the learning space to play iqa’ ‘adani with Ronnie as he sings “Gulli Meta Shoofek” and “Aba’ad Kintum.”
3. Use body percussion or sounds from the learning space to review iqa’ maqsoum from previous lessons.
Doum, tak, – tak, doum, – tak, doum, tak, – tak, doum, – tak
4. Optional listening: Play the video Arabian Gulf Khaleeji Rhythms, and note that each percussion instrument plays a different part of the collective rhythm.
5. Optional listening: Play the video Aba’ad Kintum: Laila, Laila, and note that the rhythm accompanying the song is iqa’ ‘adani.
PERFORM+SHARE
1. Once students are confident, 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’ ‘adani. Ask a different group to use body percussion or tones in their learning space to play iqa’ maqsoum. 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
‘Adani - from Eden
‘Arabi - Arab or Arabic
Dunya - the world
Gulli - tell me
Khaleej - gulf
Laila - night
Meta - when
Murakkeb - assembled
Shofek - to see you