![]() ![]() Students transfer syncopated “strumming” pattern to alto xylophones, playing thirds above the root of each chord in the bass.Į. ![]() Percussion continues as students switch parts from percussion to xylophoneĭ. Students transfer “chipping” pattern (steady beat) to bass xylophones, playing a I-IV-I-V-I chord progression in the key of C, supported by notation if needed. Add a steady beat on cowbell while students perform Calypso pattern on percussion instruments along with the recordingĬ. Teacher models a new pattern on the double bell and individual students imitate, taking turns with the double bell. Students transfer rhythm to drums and sticksī. Students review and perform “chipping” and “strumming” rhythm patterns while listening again to “Limbo Dance” by Lord Invader. Students improvise dance movements that match the improvisatory style of Calypso singingĪre students able to identify the form of the song? Are students engaged in the discussion of Calypso improvisatory singing? Do students improvise dance movements that respond to the singer’s improvisation? Can students play the Calypso beat in a new tempo?Ī. Students perform a Limbo dance as a whole group, with individuals trying to “outdo” others as prompted by the lyrics of the song. Teacher provides information on Calypso singing and the showmanship of Calypso singers.ĭ. What is the caller saying? Why would he be challenging others?Ĭ. What is the Limbo? Have you danced it before? Where? With who? For what purpose? Where might this song be performed and for what purpose? Discuss the Limbo dance and how it is performed. Students read and sing along with the text while listening to discover the call and response form and improvisatory nature of calypso singing. Students listen to a recording of “Limbo Dance” by Lord Invader.ī. Students independently perform the Calypso rhythmic patterns with body percussion (chipping and strumming) along with the recording.Īre students able to keep a steady beat while “chipping” to mark the strong beats? Are students able to perform the offbeat “strum” pattern along with the recording? Are students engaged in the discussion of the characteristics of Calypso style music?Ī. Students take turns in groups, one group chipping and while the other strums to get the feel of the Calypso rhythmic patterns. Students practice clapping the strum pattern with the recording Teacher models clapping the characteristic Calypso offbeat “strumming” pattern while students imitate. Students listen again and perform “chipping” to mark the beat along with the recording, moving freely about the classroomį. The term “chipping” refers to the sound of leather shoes as they chip at the pavement Students learn that “chipping” is a way of walking to the beat of Calypso music as people parade through the streets during Carnival in Trinidad. Discuss the use of different instruments in different settings (i.e. Teacher shows a map of Trinidad along with photos of instruments that are used or might be heard in Calypso music including:ĭ. Students discover that the music they are listening to is Calypso style music from the island of Trinidad.Ĭ. What might people be doing when they hear this music?ī. Where do you think this music is from/how do you know? Students listen attentively to a recording of “Top Cat Mambo” by the Invaders while considering the following guiding questions. Play Your Own Calypso (National Standards 1, 2, 3, 6, 8, 9)Ī.Dance the Limbo (National Standards 1, 3, 6, 8, 9).Put the Beat in Your Feet (National Standards 2, 6, 9).Catch the Calypso Beat (National Standards 6, 8, 9).Classroom Instruments (drums, sticks, double bell, cowbell, Orff xylophones).Limbo Dance text, from the Liner Notes of West Indian Folksongs for Children by Lord Invader.“ Carnival Proclamation” by Lord Melody.Discuss geographical, historical and social aspects of Calypso, Limbo, and Trinidadian musical styles.Understand that Limbo is a popular dance in Trinidad, often performed to Calypso music.Sing a song and perform a dance in Calypso style.Perform a Calypso style rhythmic pattern with body percussion and non-pitched instruments and accompany a popular dance in Calypso style on Orff instruments.Listen to Calypso music from Trinidad and identify musical elements, including instrumentation, rhythmic patterns, call and response forms, and improvisation.Prerequisites: Students will have prior knowledge of syncopation, I-IV-V chord progressions, and will have experience performing as a percussion ensemble Instruments: Voice, Body Percussion, Drums, Rhythm Sticks, Orff Xylophones, Cowbell, Double BellĬo-Curricular Areas: Dance, Social Studies, History From Liner Notes of West Indian Folksongs for Children, Lord Invader, 1960 ![]()
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