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Bringing African influences to the American Classroom

As the United States grows more diverse by the day, the need to learn about the variety of cultures in which we live is imminent. Understanding cultural traditions, styles, ethics, morals and backgrounds is the key to relating to one another and living together harmoniously. If we can start teaching our children about cultural differences from an early age and in the classrooms, we will be headed in the right direction. One way to do this in a fun, interactive way that children are sure to embrace is through the use of music and games.

Lisa Koops, a doctoral student in music education at MSU, realizes the importance of bringing cultural influences to the American Classroom. Through a research fellowship granted by the MSU College of Arts & Letters, she traveled to The Gambia, West Africa in June 2002 to investigate the uses of music games in elementary general music instruction in order to teach American children about the African culture and to add to and enrich the repertoire of games they play.

While there, she collected dozens of songs and games, and then transcribed, translated and described thirteen authentic West African music games that she identified as appropriate -musically interesting yet not too complicated - for use in American music classrooms. She presented them in Western notation with background information and directions for playing, in addition to suggestions for use in the classroom and highlights of musical features of the games. She also researched contextual cultural information about the songs and chants. She did the project for her master’s thesis, and will present the material at the Michigan Music Educator’s In-Service Conference in January 2004 for use in general music classrooms.  She also hopes to publish a resource book for music teachers.

Cynthia Taggart, associate professor of music education, was her thesis advisor. To prepare her for this project, Koops took an independent study on West African music with Isaac Kalumbu, assistant professor of ethnomusicology at MSU.

“What makes this project so unusual is that Lisa tied together music education and ethnomusicology,” said Taggart. “Much of her research methodology is drawn from ethnomusicology, but her applications to the American music classroom required a strong background in music education, both in terms of scholarship and practical experience. This blend of skills and knowledge is rare in a student at the master’s level.”

Why Africa?

What generated Koops’ interest in Africa was a visit she made in 1998 with her husband, whose parents live in Brikama, The Gambia. Her in-laws provided her with the community connections and contacts needed in order to do an independent study research project, in which she visited six neighborhoods video-taping children playing music games. Since then, Koops has had four years of elementary music education teaching experience, which furthered her interest in the implementation of African games in the American classroom, and prompted her to do this second project.

A mode of learning

“The African games will not only broaden the repertoire of games American children play, but also serve as great modes of learning since they take advantage of children’s natural desires to play,” said Koops. “Because of the playful nature of the games, children don’t just practice and learn them in the classroom under the supervision of a parent or teacher; they take the games with them to share outside the classroom, on the playground and at slumber parties.”                     

At the same time, music games are a natural way to introduce songs from other cultures in the classroom. Since music games are deeply rooted in history and culture, they can also serve as avenues for expanding students’ worldviews and opening discussion of other times and places, according to Koops.

“Many games are bound to a story that provides insight into the role music plays in the life of a specific group of people,” said Koops. “The body of naturally occurring games in a particular region can yield insight into its culture and society, including the nature of music education taking place there. And it’s fun for the students to learn about music through another culture. They enjoy learning the new games and sharing them with others.”

The biggest cultural difference Koops noticed while spending time in this African town was its enormous sense of community, and how relationships are more valued than the individual. As a result, most of the games are more of a group effort, and not competitive like in America.

Similarities and Differences in African Games

Due to the fact that The Gambia was formerly a British Colony, some games had similar concepts and ideas to American games. For instance, the games “I Wrote a Letter to My Love” and “Ring Around the Rosy” are all played similarly in Africa. But overall, the African games involved more dance and movement, and were more challenging rhythmically, which, when applied in American classrooms, will help the children’s rhythmic development.