Lesson Notes By Weeks and Term v3 - Junior Secondary 2
Musical Practices: Listening.
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Musical Practices: Listening.
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Subject: Cultural and Creative Arts
Class: Junior Secondary 2
Term: 1st Term
Week: 6
Theme: Performing Arts & Entertainment
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listen and appreciate various kinds of popular music mention music styles. name some popular music types. identify in struments used in a place of music.
These are styles originating predominantly from Western cultures but are widely popular and influential in Nigeria.
Key characteristics often include: Emphasis on Melody and Harmony: Often built around clear melodic lines and structured chord progressions.
Specific Song Structures: Common forms like verse-chorus structure.
Standard Instrumentation: Reliance on a core set of instruments (e.g., guitar, bass, drums, keyboard).
Homophony: One main melodic line supported by harmonic accompaniment. Specific Western styles popular in Nigeria include: Pop (Popular Music): Characterised by catchy melodies, simple structures, and mass appeal. Often incorporates elements from other genres.
Example: Michael Jackson, Adele, Ed Sheeran.
Hip-Hop / Rap: Originated in the Bronx, USA. Features rhythmic spoken word (rap) over a beat, often with samples, synthesizers, and drum machines. Lyrical themes often revolve around social commentary, storytelling, and boasting.
Example: Tupac, Jay-Z, Kendrick Lamar. (Nigerian examples like Olamide, Phyno also draw heavily from this style).
R&B (Rhythm and Blues): African-American origin. Combines elements of gospel, blues, and jazz. Features soulful vocals, strong rhythms, and often romantic or emotional lyrical themes.
Example: Whitney Houston, Beyoncé, John Legend.
Reggae: Originated in Jamaica. Characterised by a distinctive off-beat rhythm (skank), prominent basslines, and often themes of social justice, peace, and spirituality. Highly popular in Nigeria, influencing many local artists.
Example: Bob Marley, Lucky Dube.
Rock: A broad genre with guitar, bass, and drums as core instruments. Ranges from blues-influenced rock and roll to heavier forms.
Example: The Beatles, Queen, Led Zeppelin. (Less dominant in mainstream Nigerian music but has a niche following). 2.
4. Musical Instruments and Identification through Listening Identifying instruments by listening requires practice and familiarity with their distinct timbres (sound qualities).
A. Nigerian / African Instruments: Percussion Instruments (most common): Talking Drum (Gangan): A drum with an hourglass shape, played with a curved stick. Its pitch can be modulated by squeezing the strings, mimicking human speech.
Sound: Produces a distinctive "talking" or wailing sound.
Bata Drum: A set of three or more double-headed drums, played with hands and sticks, often used in sacred and ceremonial music.
Sound: Deep, resonant, and complex rhythmic patterns.
Shekere/Sekere (Gourd Rattle): A dried gourd covered with a net of beads or cowries.
Sound: Shaking or striking produces a rattling, percussive sound.
Udu: A ceramic pot with a hole, played by striking the hole and body.
Sound: Produces deep, resonant bass notes and percussive "popping" sounds.
Xylophone (Balafon): Wooden bars of varying lengths struck with mallets.
Sound: Clear, melodic, wooden, resonant tones.
String Instruments: Goje (Fiddle): A single-stringed bowed lute, common in Northern Nigeria.
Sound: Nasal, sometimes melancholic, singing-like string sound.
Kora: A 21-stringed harp-lute from West Africa.
Sound: Gentle, harp-like, often intricate and melodic.
Wind Instruments: Algaita (Double-reed Instrument): Similar to an oboe, common in Northern Nigeria.
Sound: Loud, piercing, reedy, often used in royal ceremonies.
Oja (Flute): Traditional Igbo wooden flute.
Sound: Clear, high-pitched, sometimes breathy.
B. Western Instruments: Keyboard/Piano: Produces a wide range of notes.
Sound: Distinctive percussive attack on each note, can be grand, melodic, or provide harmonic accompaniment. Electronic keyboards can mimic many other sounds.
Guitar (Acoustic/Electric): Acoustic: Resonant, woody sound, often used for strumming chords or fingerpicking melodies.
Electric: Can produce various tones, from clean and bright to distorted and powerful. Distinctive melodic lines, riffs, and solos.
Bass Guitar: Provides the low-end foundation of the music.
Sound: Deep, resonant, often provides a melodic counterpoint to the main melody.
Drum Kit: A collection of drums (kick, snare, tom-toms) and cymbals.
Sound: Provides the rhythmic backbone of most popular music, with distinct sounds for each component (e.g., sharp snare, booming kick, shimmering cymbals).
Saxophone: A brass instrument with a reed mouthpiece.
Sound: Smooth, mellow, often expressive and versatile for solos or melodic lines.
Trumpet: A brass instrument played by buzzing lips into a mouthpiece.
Sound: Bright, piercing, often used for fanfares or bold melodic statements.
Violin: A string instrument played with a bow.
Sound: Rich, expressive, often used for lyrical melodies or sustained harmonies.
Synthesizer: Electronic instrument capable cymbals.
Sound: Provides the rhythmic backbone of most popular music, with distinct sounds for each component (e.g., sharp snare, booming kick, shimmering cymbals).
Saxophone: A brass instrument with a reed mouthpiece.
Sound: Smooth, mellow, often expressive and versatile for solos or melodic lines.
Trumpet: A brass instrument played by buzzing lips into a mouthpiece.
Sound: Bright, piercing, often used for fanfares or bold melodic statements.
Violin: A string instrument played with a bow.
Sound: Rich, expressive, often used for lyrical melodies or sustained harmonies.
Synthesizer: Electronic instrument capable of generating a vast array of sounds, mimicking other instruments or creating entirely new ones.
Sound: Highly variable, from bright electronic tones to lush pads or futuristic effects.
Worked Example for Identification: Scenario: Play a snippet of King Sunny Adé's Juju music (e.g., "Merciful God").
Teacher's Guide for Listening: "Listen carefully to the rhythm. Can you hear the prominent drums? Do you notice a repeated pattern or a call-and-response? Are there guitars? How about the distinctive 'talking' sound?" Expected Student Observation: Students should identify the talking drum, other percussion (e.g., congas, shekere), electric guitar, bass guitar, and the lead vocal with a responding chorus. They should notice the complex, danceable rhythms.
Teacher's Summary: "This is typical of Juju music, with its intricate percussion, prominent talking drum, and interplay between instruments and vocals." Scenario: Play a snippet of a popular Afrobeats track (e.g., Wizkid's "Essence").
Teacher's Guide for Listening: "Focus on the beat. What kind of drums do you hear? Is there a strong bassline? Are there any synthesised sounds or other electronic elements? Can you identify the main melody instrument?" Expected Student Observation: Students should identify the strong, often electronic drum beat (kick, snare, hi-hats), a prominent bassline (often synthesised), clear vocals (English and Pidgin), and often synthesiser melodies or atmospheric pads.
Teacher's Summary: "This sound is characteristic of Afrobeats, with its modern production, catchy rhythmic patterns, and blend of vocal styles, often using electronic instruments." This section provides a detailed breakdown of core concepts essential for understanding musical practices through listening. 2.
1. What is Musical Listening? Musical listening is not just hearing sounds but actively paying attention to the various elements that make up a piece of music. It involves concentrating on rhythm, melody, harmony, texture, instrumentation, lyrics (if any), and the overall mood or message conveyed by the music. For this topic, the focus is on popular music, which is generally accessible and widely consumed by the general public. 2.
2. Kinds of Popular Music (General Categories) Popular music broadly refers to any music that appeals to a wide audience and is often distributed through mass media. In the Nigerian context, popular music encompasses: Traditional/Folk Popular Music: Music derived from indigenous cultures, often adapted for broader appeal (e.g., traditional praise songs, ceremonial music played at festivals, local storytelling through music).
Contemporary Popular Music: Modern music styles influenced by both local and international trends (e.g., Afrobeats, Gospel, Hip-Hop, Pop).
Religious Popular Music: Music created for worship or spiritual upliftment, often gaining widespread popularity (e.g., Nigerian Gospel music, Islamic praise chants). 2.
3. Music Styles A music style (or genre) is a category of music that shares a common tradition or set of conventions. These conventions can relate to rhythm, melody, instrumentation, lyrical themes, and performance practices.
A. African / Nigerian Musical Styles: Nigerian music is incredibly diverse, reflecting the nation's ethnic plurality.
Key characteristics often include: Polyrhythm: The simultaneous use of two or more contrasting rhythms.
Call-and-Response: A common pattern where a lead singer or instrument presents a musical phrase, and a chorus or another instrument responds.
Oral Tradition: Music passed down through generations by listening and imitation.
Functional Music: Music often serves a specific purpose (e.g., for work, ceremonies, storytelling, worship).
Improvisation: Spontaneous creation or variation of musical ideas during performance.
Specific Nigerian/African styles include: Highlife: Originated in Ghana and Nigeria in the early 20th century. Characterised by a blend of traditional West African rhythms, jazz melodies, and European brass band influences. Often features catchy horn sections, guitar riffs, and a danceable beat.
Example: Fela Kuti (early), Victor Olaiya, E.
T. Mensah.
Juju: A prominent Yoruba musical style that evolved in Nigeria. It features talking drums (gangan), guitar, bass, and sometimes keyboard, with strong vocal harmonies. Its themes often include praise, social commentary, and storytelling.
Example: King Sunny Adé, Ebenezer Obey.
Fuji: Another Yoruba style, derived from Apala and Waka music. It is primarily percussion-based, with powerful lead vocals and call-and-response choruses. It's often associated with Islamic festivals and social gatherings.
Example: Wasiu Ayinde Barrister, Sikiru Ayinde Barrister.
Apala: An older Yoruba vocal and percussion-driven style, often slower and more intricate than Fuji, focusing on eulogies and proverbs.
Example: Haruna Ishola.
Waka: A female-dominated Yoruba style, often with Islamic undertones, similar to Apala in its percussive and vocal focus but with a distinct rhythmic pattern.
Example: Salawa Abeni.
Afrobeats (or Afro-pop): A modern, highly popular style globally, originating from Nigeria. It's a fusion of West African musical styles (like Highlife, Juju) with Western influences (Hip-Hop, R&B, Dancehall). Characterised by catchy melodies, strong rhythmic hooks, and often features a mix of English and local languages.
Example: Wizkid, Davido, Burna Boy, Tiwa Savage.
Nigerian Gospel: A diverse style encompassing various sub-genres, from traditional hymns adapted with African rhythms to contemporary praise and worship music. Often features powerful vocals, choirs, and blend of Western and Nigerian instrumentation.
Example: Tope Alabi, Mercy Chinwo, Frank Edwards.
B. Western Musical Styles: These are styles originating predominantly from Western cultures but are widely popular and influential in Nigeria.
Key characteristics often include: Emphasis on Melody and Harmony: Often built around clear melodic lines and structured chord progressions.
Specific Song Structures: Common forms like verse-chorus structure.
Standard Instrumentation: Reliance on a core set of instruments (e.g., guitar, bass, drums, keyboard).
Homophony: One main melodic line supported by harmonic accompaniment. Specific Western styles popular in Nigeria include: * Pop (Popular Music): Characterised by catchy melodies, simple structures, and mass appeal.
Often incorporates Phase 1: Introduction and Engagement (10 minutes)
Teacher Activity: Begin by briefly discussing the role of music in students' lives and in Nigerian society (e.g., celebrations, chores, worship, school events). Inform students that the lesson will focus on actively listening to and identifying different types of popular music and the instruments used. Play a very short, well-known snippet of Nigerian music (e.g., a popular Afrobeats song or a Juju classic). Ask students to simply listen and describe how it makes them feel.
Student Activity: Share personal experiences with music and its role in their daily lives. Listen attentively to the music snippet and describe their feelings or initial observations.
Phase 2: Exploration of Music Styles (20 minutes)
Teacher Activity: Introduce the concept of "music styles" or "genres." Play short (30-60 second) examples of various popular Nigerian musical styles: Highlife, Juju, Fuji, Afrobeats, Nigerian Gospel. For each, prompt students to listen for distinct characteristics. Discuss the key features of each style (e.g., rhythm, language, typical themes, instrumentation, tempo). Use visual aids if available (pictures of artists/instruments). Repeat the process for popular Western musical styles: Pop, Hip-Hop, R&B, Reggae. Highlight their defining characteristics and how they differ from Nigerian styles. Facilitate a class discussion, asking students to compare and contrast the different styles heard.
Student Activity: Listen critically to each music example. Identify and describe the characteristics they hear in each style. Engage in class discussion, comparing and contrasting styles, noting similarities and differences. Attempt to name the style of music being played.
Phase 3: Instrument Identification through Listening (25 minutes)
Teacher Activity: Introduce the concept of identifying individual instruments within a musical piece. Play individual sounds of common Nigerian instruments (e.g., talking drum, shekere, goje) and Western instruments (e.g., guitar, drum kit, keyboard, saxophone). If separate sound clips are unavailable, point out the specific instrument's sound when playing full tracks. Play short snippets (1-2 minutes) of different popular songs.
For each snippet: First, ask students to identify the music style. Then, instruct students to focus on isolating specific instrument sounds. Ask questions like, "Can you hear the drums? What kind of drum do you think it is? Is there a guitar playing a melody or chords? Do you hear a keyboard or a saxophone?" Provide clear guidance and clues during listening exercises.
Student Activity: Listen to individual instrument sounds and try to remember their unique timbre. Listen to musical snippets, first identifying the style. Actively listen for and identify specific musical instruments heard in each piece of music. Articulate which instruments they can hear and describe their sounds.
Phase 4: Appreciation and Recap (5 minutes)
Teacher Activity: Lead a brief discussion on how active listening enhances appreciation for music.
Recap the key learning points: different popular music styles (Nigerian and Western) and how to identify common instruments. Reinforce the importance of musical diversity and cultural understanding.
Student Activity: Contribute to the recap, mentioning one new thing they learned or appreciated. Ask clarifying questions.
Materials: Audio playback device (phone/speaker, radio, computer, CD player) Pre-selected audio tracks covering diverse popular Nigerian and Western music styles and potentially isolated instrument sounds. Whiteboard/Blackboard and markers/chalk. (Optional) Pictures of various musical instruments (Nigerian and Western).
Cultural Heritage and Festivals: Students can apply their listening skills to appreciate the diverse traditional music played at local festivals, weddings, and chieftaincy ceremonies in Nigeria. By identifying styles (e.g., Juju, Fuji, traditional praise songs) and instruments (e.g., talking drums, Bata, Goje), they gain a deeper understanding of their cultural roots and the significance of the music in community life. This encourages pride in indigenous cultural expressions.
Radio/TV Program Curation: Many Nigerian radio and TV stations feature programs dedicated to specific music genres (e.g., "Highlife Sunday," "Afrobeats Top 10," "Gospel Hour"). Students who can identify different music styles and instruments can become more discerning listeners, understanding why certain songs are grouped together or chosen for particular segments. This can also inspire them to explore careers in media, music presentation, or content creation, where genre identification and musical knowledge are key.
Creative Arts and Entrepreneurship: The ability to listen critically to music and identify its components is fundamental for aspiring musicians, producers, and sound engineers. By understanding how different instruments combine to create a style, students can start to think about creating their own music or remixing existing tracks, potentially leading to entrepreneurial ventures in Nigeria's booming music industry. For instance, recognising the distinct drum patterns of Afrobeats can help a young producer replicate or innovate on the sound.