Mr. Matthew Anthony PinoStudent Independent Work Day- ExemplarCultural Element Chosen: Music

Questions:

1. What research questions will help you compare/contrast one aspect of pre- and postcolonial Ibo culture?

a. What musical instruments were primarily used in pre-colonial Nigeria?b. What were the traditional instruments made from? c. Without radios and access to technology, when was music played?

2. How will you find and incorporate textual evidence of your cultural aspect from the novel Things Fall Apart?

a. Unoka played the flute (bamboo?) and knew fellow musicians from the neighbor tribes.b. Title ceremonies utilized music and entertainment (Unoka’s debt being called upon).c. The Week of Peace (Yam Harvest Festival)d. The gong being used to announce news from the criers.

3. How will you record your research in an annotated bibliography?a. Nigerian Music: An Appreciation

Euba, Akin. Negro History Bulletin; Washington Vol. 24, Iss. 6, (Mar 1, 1961): 130https://search.proquest.com/openview/6ea1c60247af406289e8cd7e9758f1fb/1?pq-origsite=gscholar&cbl=1816372

i. Traditional Nigerian music is entirely different from that of Western Europe. The average European finds it baffling, and, except for its suggestive rhythms, dull, unexciting and monotonous.

ii. The idea of a previous rehearsal for any one performance is as alien to Nigeria musical life as having a set manner of dressing or having to pay a fee for the show. The Nigerians art is of a spontaneous nature to which the classification folk and its truest definition still applies. Music for the Nigerian is part of an everyday life and plays a primary role in religious and social activities. to appreciate Nigerian art, therefore, the Foreigner must understand his background.

iii. It is essential to distinguish between the pre-colonial and the present-day attitudes to music because modern musicals thinking like that of the pictorial Arts closely associated cell with the Primitive forms which are still so evident in African folk music.

b. Folk Music in Nigeria: A CommunionAfrican Music © 1980 International Library of African Musichttps://www.jstor.org/stable/30249738?seq=1#page_scan_tab_contents

i. Folk music in Nigeria evolved as a communal experience. It has been sustained as such and continues to expand and enrich its resources as it crumbles ethnic barriers, incorporating border geographical communities as it extends its ethnic identity.

ii. Folk music in Nigeria happens not to be a communion of the living only. It is equally a communion between the living and they're dead, manifest in the

preference for the cryptic potencies of inherited ancient instruments, costumery, symbols and formula.

iii. Folk music is also a mental and psychological communion between the people and deities or spirits who are characterized and who manifest themselves and some dances and masquerades.

iv. It is equally a communion between the people and the mystified phenomena of nature: thunderstorms, lightning, tornadoes, the sky, the Mother Earth, the Sun, the Moon ; the nature spirits.

c. Classification of Igbo musical instruments, NigeriaJournal of international library of African music http://www.jstor.org/stable/30249789?seq=11#page_scan_tab_contents

i. In Nigeria, and specifically among the Igbo people, the classification of musical instruments takes two factors into consideration. The first focuses on the instrument per se, the second on the society in which the instrument is used. The first factor, in other words, deals with the classification of the instruments based upon how they are played, and II with the various functions of the instruments in the Indigenous context.

ii. Classification of Instruments Iyq- To shake, rattle, or clap together Ekpili- small round and Hollow bells of seed metal and basket relaced

together and worn around the waist or ankles. Saw oro bata- Bells of different shapes used on Batter & Dun Dun drums

as buzzers. Seke-seke- variously shaped metal rings and squares with Hollows for

Pebbles or beads. Ekput- Hourglass shaped belt like on both sides with clappers Loosely

hanging inside both openings Ikpo-nketa - known as Clapper bells in English Nyo- basket rattles or gourds covered with beads Aja- Wooden clappers and wooden or seed clefs also tortoise shells Iku- to strike a hard surface with a beater

iii. Common Igbo instruments include slit drums, membrane drums, wind instruments, xylophone, and gongs

iv. Specific Instrument Types

Iti- to strike a membrane with hand or beater

Igba- The generic names describe all single and double Drums of all shapes and sizes

Igba-alusi- set of drums that number from 2 drums to as many as five or more

Udu- pot drums which were constructed from earthenware pots with handle and spherical opening on either side of the handle, or pots with different water levels played with a fan like beater, and stamping tubes

Ekere-mba- graduated end differently tuned drums arranged progressively in a rack and played like the xylophone

Ikpo- to pluck or bow

Ubo- Several cane stalks bound together. The strings are made by raising the hard part of the canes on both sides. The front strings are played while the back strings act as resonators.

Une- This instrument looks like a hunter's bow. It is played with one end of the string in the mouth which acts as resonator, a cane or metal beater used to produce sound, and a short stick of soft wood used to very sound.

Ubo -akwara- Long-necked lute with 1 to 8 strings, plucked or bowed Ubo-aka- A calabash or wooden box on which is mounted for to 18

metal tunnels it is played by plucking the tongues.

Ifu- to blow

Odu-okike- Large and small horns made from elephant tusks, used as a trumpet. usually only owned by Nobles.

Akpele- Large and small animal horns, called acpele were made from Calabash.

Oja- Wooden or cane flute of various sizes. The wooden flutes are blown at the end and the cane flutes are blown by the side.

Oko- Long trumpets of silver or beaten brass.

4. When we come back: How will you select the most interesting and relevant facts and details to include in your presentation?

a. Compare findings with other students who have selected the same cultural element b. Cross reference details and check spellings and definitionsc. Select the most interesting information (perhaps heard in audio selections)

5. When we come back: How would you plan to organize your presentation to compare/contrast Ibo culture before and after the colonial period?

a. Research Current Nigerian Billboard Charts (Found through Twitter)NIGERIA BILLBOARD SINGLES CHART: WEEK FEBRUARY 09, 2018https://www.enthub9ja.com.ng/2018/02/nigeria-billboard-singles-chart-week_12.html

i. SCIENCE STUDENT (OLAMIDE) https://www.youtube.com/watch?v=oX2NrEYX-F4

ii. ADA (DJ E COOL FEAT DAVIDO) https://www.youtube.com/watch?v=NoVufmTDFVk

iii. MANYA (MUT4Y X WIZKID) https://www.youtube.com/watch?v=Y5Bn_dkCx3o

iv. FIA (DAVIDO) https://www.youtube.com/watch?v=y_tmhWoSa-E

v. MA LO (TIWA SAVAGE FEAT WIZKID SPEELZ)

https://www.youtube.com/watch?v=U4fqMMKo9ns vi. LIKE (REEKADO BANKS FEAT TIWA SAVAGE FIOKEE)

https://www.youtube.com/watch?v=CaKfUTWU0dw vii. HEAVEN GATE (BURNA BOY FEAT LILY ALLEN)

https://www.youtube.com/watch?v=FKa6jTfZB5w viii. CHE CHE (MAYORKUN)

https://www.youtube.com/watch?v=Ea4bHtJrbUI ix. YEBA (KISS DANIEL)

https://www.youtube.com/watch?v=hyWK_dLxPUc x. LEGBEGBE (MR REAL FEAT OBADICE IDOWEST)

https://www.youtube.com/watch?v=l4XGDAmJDy0 REFERENCES UMOFIA IN FIRST 10 SECONDS!

b. Research Folk Music of Nigeriai. Babatunde Olatunji (April 7, 1927 – April 6, 2003) was a Nigerian drummer,

educator, social activist and recording artist. Olatunji was born in the village of Ajido, a small town near Badagry, Lagos State, in southwestern Nigeria. A member of the Yoruba people, Olatunji was introduced to traditional African music at an early age.

https://www.youtube.com/watch?v=ZYhFyF8dvU4 https://www.youtube.com/watch?v=qmuFqY8Gg-U Santana - Jin-go-lo-ba

PERSONAL DISCOVERY- Carlos Santana (Cuban Guitarist) sampled elements from this classic tune and adapted the lyrics and the rhythmic drumming into his modernized recording!

ii. DAN MARAYA. ALLAH RABAMU DA SHARRIN MUNAFUKI. OLD HAUSA MUSIC https://www.youtube.com/watch?

v=4IvnR8FjmhQ&index=6&list=PLF7Dwztb1ih7aUBPaZ7EhZwPMmudRDYS5

Plucking or slapping small stringed instruments Pleading for favor from Nature and gods

iii. samarin shaho https://www.youtube.com/watch?

v=nnOH4XX0asM&index=8&list=PLF7Dwztb1ih7aUBPaZ7EhZwPMmudRDYS5

She's telling ladies to be mindful of deceitful men who come with the intent to deceive them and break their hearts.

iv. Mmere Gini - Chiege Fred https://www.youtube.com/watch?v=_RdolLELL-

A&list=PLUWBCJR_LQqJOJEnm9M8U1f3dtKiEndCg What have I done to deserve suffering?

v. Akwa nwa B - An Igbo Nollywood Musical Sub-Titled in English https://www.youtube.com/watch?

v=eTNUoDXMcIM&list=PLUWBCJR_LQqJOJEnm9M8U1f3dtKiEndCg&index=4

Woman pleading for man’s affections and marriagec. Compare (Similarities)

i. Rhythmic Drum Patternsii. Status in society is a common theme

iii. Chauvinistic elements seemingly glorifiedd. Contrast (Differences)

i. Electronic elementsii. Digital Effects

iii. Various worldly musical genres sampled6. When we come back: How could you use a presentation tool such as PowerPoint, Brainy Box,

or Prezi to incorporate audio and visual components into your presentation?a. Audio should be utilized throughout presentation (Prezi?)b. Visuals can focus on classic folk instruments and ceremonial dances (Brainy Box)c. Video elements pulled from the various YouTube selections (PowerPoint with

Hyperlinks)7. When we come back: How will you choose relevant images and write appropriate captions to

engage your audience?

8. When we come back: How will you divide the speaking responsibilities and transition between speakers?One student can begin by talking about the importance of music within the Igbo society and how the music was used for religious and societal functions. Another student can talk about the classifications of musical instruments. A third student can talk about the specific instruments and show the pictures of the instruments. A fourth student can talk about the similarities and differences of the old vs new music.