By the end of this lesson, students will be able to:
Explain the concept of polyrhythm and how it relates to African rhythm and time lines.
Improvise repeated rhythmic patterns against a time line.
Perform polyrhythms in a group, including a performance of a Slow Agbekor.
Sight sing and transcribe more complex melodies with skips/leaps to scale degree 6 (continued work from previous lesson).
Sight read and recognize rhythms with 16th note rests in simple time (continued work from previous lesson).
Read the "African Polyrhythm" handout. This handout summarize material from Kofi Agawu's chapter on rhythm in The African Imagination in Music (2016). (Optional: If you'd like to read the full chapter, you can find a copy here.)
Learn about the Slow Agbekor:
Check out this page to read about the instruments and experiment with an audio mixer to learn the sounds and rhythms of each instrument in the ensemble. Try tapping along with each. (thisWorldMusic.com)
In these videos, C.K. Ladzekpo (director of the African music program at Berkeley) introduces polyrhythms and African instruments and walks us through several rhythmic patterns. Focus on the second video. Pay attention to each line as it is introduced and try to tap along.
Observe and listen to these two videos featuring Ghanaian postal workers as they engage in stamp canceling and simultaneously create music. Attempt to imitate what they’re doing.
Definitions: Define polyrhythm as it relates to African rhythm. Your reading in the second handout notes the significance of "interlocking" parts in African polyrhythms. Describe what this means, then consider the two examples provided on p. 2. Where do you see examples of interlocking rhythms?
How do polyrhythms and time lines relate to one another?
To notate or not to notate: Much of African music remains unwritten. Its preservation and transmission primarily rely on oral and aural methods, anchored in both personal and communal memories. There is debate about whether Western staff notation should be used in African music studies. What do you think?
Performing Polyrhythms: Try performing the some of the polyrhythms in Examples 1 and 2 on the polyrhythm handout. Break into groups. Each group is responsible for one rhythmic layer. Consider using different instruments for each layer or anything you can find in the classroom to create different timbres.
The instructor begins by performing one of the layers first. Group 1 repeats back the pattern heard and continues repeating it.
While Group 1 continues, the instructor performs the second rhythmic layer. Group 2 repeats that pattern back and continues repeating their pattern along with Group 1.
The instructor continues with the 3rd rhythm pattern and so forth until all rhythmic layers have been added.
Discuss your experience as a class.
Slow Agbekor: Discuss what you learned about the Slow Agbekor from the prepared class materials. Review the instruments and the rhythmic parts you heard in the recording. Then, work through the steps in the Slow Agbekor handout here. This is an exercise prepared by the master drummers of the Ghana Dance Ensemble to help give you a feel for what it's like to perform in an African drum ensemble.
Improvisation: Select one of the African time lines from the time line handout here. Perform the time line until it's comfortable. Select a few members of the class to continue repeating the time line using a bell or other distinctive timbre. Individually explore and try improvising different repeated rhythmic patterns with the time line and the rhythms your classmates are performing. If you plan in advance, bring in some percussion instruments to use for the improvisation. Discuss the interplay between different instruments and the rhythmic communication that occurs within the ensemble. If you'd like an example, see Ladzekpo's video (Part 2) on African polyrhythms in the prepared materials above.
Want to practice more polyrhythms? Explore some of the other examples of African drumming styles on the World Music website here. There's a brief description of each style, followed by an interactive audio mixer that allows you to mute or change the volume of the different rhythmic layers so that you can isolate and practice them before joining in with the others.
Sight Reading:
Rhythm: 16th note rests in simple time.
Melody: Continued work melodies that skips/leap to scale degree 6