ALA DE’LONA

Lesson 6

Teaching Artist: Ruaridh Pattison

SUMMARY

This is the sixth lesson of Recorders Without Borders, where students will build upon their recorder playing skills. Students will explore Arabic music and culture. Students will then perform “Ala De’Lona” as a class, and share it with peers, friends, and family. 

OBJECTIVE

  • Students will be able to summarize important information about Arabic music.

  • Students will be able to set up, hold, and make a sound on the recorder.

  • Students will be able to play the notes “B,” “A,” “G,” “Low E,” and “Low F#” on the recorder.

  • Students will be able to perform “Ala De’Lona.”

MATERIALS

EXPLORE

  1. Introduce students to a type of music from the Arab world, and explain that it is a popular type of music that is found in North Africa and the Arabian peninsula. Explore Map of the Arab World by asking students to identify which countries are part of the region, pausing occasionally to ask questions: What do you notice about the region in relation to our location? How can maps help us understand the origins of music? Can you locate Lebanon on the map? 

  2. Introduce students to Arabic music by playing these recordings:

  3. Tell students they were listening to a duet played by an instrument called a “mizmar!” Ask: Which instrument does the mizmar remind you of? Can you name any similarities it shares with the recorder? Can you name any differences to the recorder? Then, explore The Mizmar (Arabic wind instrument), pausing to reinforce any similarities and differences noted by students. This instrument is also known as the Zurna in Turkey, Rhaita in Algeria, and Zamr in many regions across the Arabic world.

  4. Explain to students: In the Lebanese Folk Song, Ya Hala Bil Dayf, we heard a large group of musicians performing. With the video paused, and displaying the ensemble and their instruments, ask: can you name any of the musical instruments that were being played? Explain to students “Ya Hala Bil Dayf” uses a special kind of rhythm from the Arab world called a Maqsum (pronounced Mahk-soohm), and the song we are going to learn today also uses the same rhythm!

  5. Play the video The Maqsum Rhythm, and explain to students the Maqsum has two main sounds - low (or dum/doohm) and high (or tek). Encourage students to use these two vocal sounds to recreate the Maqsum rhythm with these vocal sounds: dum tek tek dum tek, dum tek tek dum tek, dum tek tek dum tek etc. 

LEARN

  1. Instruct students to set up their recorders. If a student is using an adaptive tool or instrument, please follow the instructions accompanied with the product.

  2. Remind students of the three recorder positions: Resting Position, Ready Position, and Playing Position. 

  3. Remind students that when playing the recorder, they should blow gently into the instrument. Using the palms of their hands, have students blow cool air over the palm of their hand and imagine cooling down a cup of hot chocolate without spilling it. Then, with recorders in “playing position,” have students play a “B” with a beautiful, soft sound.

  4. Have students sit in a circle, facing each other, and then demonstrate the fingers for a “E” in “resting position.” Then, start a game of Pass the Note: play a “E” and pass it to a student in the circle. That student then passes it to their neighbor and continues passing the sound throughout the class. Encourage the kids to communicate without talking and to only have one student playing the “E” at a time but to keep the “E” continuous. 

    • Optional: Repeat the same exercise but with each student playing one full iteration of the Maqsum rhythm, playing the note “B”:

  5. Use the above game to check that each student is holding their recorder with proper technique, with their left hand on top, and right thumb supporting the bottom of the recorder in the correct position. Instruct students that today they will learn another new note that uses fingers from both hands!

  6. Ask students to demonstrate the fingers for the notes “B,” “A,” “G,” “E,” and “D.” If necessary, replay the videos How to Play the Note “B,” How to Play the Note “A,” How to Play the Note “G,” How to Play the Note “Low E,” and How to Play the Note “Low D,” pausing when appropriate to make sure each student has their correct fingers sealing the topmost holes of the recorder’s body, and their right thumb supporting the bottom half in the correct position. Remind students of the “Cheerio” test: press the correct fingers into the holes of the recorder, then inspect the fingertips to see whether “Cheerios” have developed on the pads of the fingers. 

    Optional: Review the previously learned songs by viewing Learn Shorter’s Strut and Learn The Sioux Lullaby. They can then perform with the backing tracks using the following links: 

  7. Tell the students they are now ready to learn the next note on the recorder: the note “Low F#.” Play the video How to Play the Note “Low F#,” and pause to make sure each student has their left thumb, index, middle, and ring fingers, sealing the topmost holes of the recorder’s body, and their right thumb supporting the bottom half in the correct position, with right middle and ring fingers sealing holes 5 and 6 on the recorder. Tell the students the fingers on their right hand will look like “dogs’ ears.”

  8. Tell the students they are now ready to learn their next song on the recorder: “Ala De’Lona,” a folk song that is popular across the Arab world. Play the video Learn Ala De'Lona. Pause as necessary to ensure each student is building confidence playing the recorder, and their new song. Repeat any of the above steps as necessary to reinforce understanding and develop routine skills for future lessons. 

PERFORM+SHARE

  1. Once students have participated in the entirety of the Learn Ala De'Lona video, and are comfortable with each of the above steps, tell them they are ready to perform their next song on the recorder. Prepare students to be in “playing position” with correct technique, then play the backing track video Songs to Play: Ala De'Lona.

  2. Record a video or audio version of your  students’ performance, then upload it to the S'Cool Sounds Padlet.