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A Scheme of Work for History and Music at KS3 to Accompany FELA! (Adaptable for GCSE Music)

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A Scheme of Work for History and Music at KS3 to Accompany FELA! (Adaptable for GCSE Music) A scheme of work for History and Music at KS3 to accompany FELA! (adaptable for GCSE Music) Introduction to this KS3 scheme of work 2 FELA! History How do we integrate the learning with NC KS3 History 3 key concepts? Criteria for assessing pupil outcomes for the history 4 components of the Fela unit FELA! Music 5 Exploring the Afrobeat style of Fela Kuti How do we integrate the learning with NC KS3 Music key concepts? Criteria for assessing pupil outcomes for the Music 6 components of the FELA! unit Music 7 How have black people protested through music in the USA, Jamaica and South Africa? History 8 Why did Fela Kuti write protest music? Music 10 How African is Fela Kuti’s music? History 13 Does Fela Kuti deserve to be remembered as an African hero? History Resources 14 History cardshot 1 15 History cardshot 2 17 Music Resources 19 Teacher Information Sheet 20 Influences on Afrobeat style 21 Afrobeat style cardsort 22 A composer’s notebook 24 Discover more: This scheme of work is Director Discover Programme Scheme of Work writers www.nationaltheatre.org.uk/discover published by and copyright The Royal Bill T. Jones National Theatre Chris Hiscock National Theatre Board South Bank Andrew Wrenn Reg. No. 1247285 London SE1 9PX Registered Charity No. 224223 T 020 7452 3388 Editor Views expressed in this F 020 7452 3380 Maya Gabrielle workpack are not necessarily those of E [email protected] Ben Clare the National Theatre discover: Scheme of Work 1 Introduction This is an interdisciplinary unit for KS3 history and Does Fela Kuti deserve to be remembered as an music (which could also be adapted for GCSE African hero? music), based on the life and music of Fela Kuti which Evaluating the relative significance of Fela Kuti’s life has been designed to support the National Theatre by comparison with other African figures. (History Musical Production FELA! focus) The history and music components would best be The music component is designed to be used in year taught at the same time by specialist teachers. No 9 but can be easily adapted for GCSE (World music time allocation has been suggested for activities. and fusion styles) and a two year KS3. The history Teachers professional judgment will determine how component is designed to be used in year 8 or 9. best to use these materials. The resource could also be used to support Black or The unit is structured around a planned sequence of African History Month or slotted into other planning four key enquiry questions: with an emphasis on diversity e.g. in citizenship. How have black people protested through music A planning overview (showing how the main points of in the USA Jamaica and South Africa? learning in both the history and music components of Developing a general appreciation of the broad the interdisciplinary unit link to the key concepts of the tradition of protest music arising from particular national curriculum), assessment focus (emerging from contexts in Africa and the African Diaspora. (Music the planned learning) and assessment criteria for each focus) subject are set out on the next page. Why did Fela Kuti write protest music? Explaining possible causes of Fela Kuti’s composition of protest music in the context of his life and African background. (History focus) How African is Fela Kuti’s music? Exploring the ingredients of Fela Kuti’s Afrobeat fusion style and identifying its stylistic roots. (Music focus) FELA! (original Broadway production) photo by Monique Carboni discover: Scheme of Work 2 FELA! History How do we integrate the learning with NC KS3 History key concepts? Pupils will place the factual details of Fela Kuti’s life into chronological order. Pupils will link the chronology of Fela Kudi’s life to other How will pupils develop an understanding chronologies which predate it or overlap with it e.g. 1.1 Chronological of Fela Kuti’s chronology? How will African history, the record of independence for British colonies since 1945 the history of Nigeria since 1960, the this knowledge build on their growing chronology of the Transatlantic Slave Trade. understanding understanding of chronology itself? Pupils will follow the development of Fela Kuti’s ideas and music from his anglophile, Christian background through to his adoption of a diverse musical genre and espousal of 1.2 Cultural, ethnic and How will pupils appreciate the cultural, traditional African religious and cultural practices. ethnic & religious background, which Pupils will compare and contrast Fela Kutu’s ideas, shaped Fela Kuti’s identity? How will this music, beliefs and achievements with a diversity of other religious diversity build on their growing understanding of historical African figures. Pupils can be reminded of earlier teaching about diversity. How will pupils identify and explain change & Pupils will gauge the relative importance of particular 1.3 Change and continuity across Fela Kuti’s life? events in Fela Kuti’s life and the level of success through his career. How will this build on their growing continuity understanding of change and continuity? Pupils should link this to prior learning on the lives of other historical figures. How will pupils identify causes and 1.4 Cause and Pupils will organise possible reasons for Fela Kuti’s consequences across Fela Kuti’s life? composition of protest songs into an order of importance. discover: Scheme of Work Scheme of discover: How will this build on their growing consequence understanding of cause and consequence? Pupils should link this to prior learning on causation. Pupils will debate Fela Kuti’s relative significance against How will pupils consider Fela Kuti’s comparable African figures and according to agreed criteria. significance? 1.5 Significance How will this build on their growing Pupils should link this to prior learning on historical understanding of historical significance? significance. Pupils will consider how life can be judged according to agreed criteria. Pupils will consider how a trailer for the musical FELA! interprets him and present elements of his life for a future film pitch. 1.6 Interpretation How will pupils appreciate that Fela Kuti’s life can be interpreted in different ways? Pupils should link this to prior learning on the interpretation 3 of historical individuals. Criteria for assessing pupil outcomes for the history components of the FELA! unit Weak responses Medium responses Strong responses In deciding the position of In deciding the position of In deciding the position of cards cards on the living graph cards on the living graph of Fela on the living graph of Fela Kuti’s of Fela Kuti’s life, pupils Kuti’s life, pupils participate in life, pupils participate in debate may not participate at all. debate with their peers about with their peers about the meaning They may take terms such the meaning of terms such as of terms such as “successful” and as “successful” or “very “successful” or “very unimportant”, “very unimportant”, showing a unimportant” at face value showing some understanding clear understanding of why these or unquestioningly accept that these can be relative. They can be relative. They explore other pupils’ definitions. explore how the events of Fela how the events of Fela Kuti’s life Pupils may view the events Kuti’s life might link together by link together by direct reference of Fela Kuti’s life as a single reference to details from it. In to detail from it. In organising narrative, without evaluating organising possible causes of his possible causes of his composition the links between events. In composition of protest music, of protest music, pupils participate organising possible causes pupils participate in discussion in discussion in placing these of his composition of protest in placing them in relation to in relation to each other on the music, pupils may take each other on the diagram, diagram linking reasoning to their causes at face value; find linking some reasoning to their immediate prior learning about his difficulty in placing them in immediate prior learning about life. relation to each other on the his life. diagram and not link causes Pupils will contribute to the balloon for their immediate prior Pupils will contribute to debate, offering comments that learning about his life. the balloon debate, adding show a good grasp of the historical comments that show some knowledge of their chosen Pupils may make no historical knowledge of their figure. They will show that they contribution to the balloon chosen figure. They may show can use evidence to support an debate, or contribute that they can use evidence to assumed view point which they comments that show little support an assumed viewpoint do not necessarily share. Their historical knowledge. Their which they do not necessarily contribution to the film “Pitch” will contribution to the film share. Their contribution to the be a substantiated case, deploying “pitch” may deploy little film “pitch” will deploy some detail from Fela Kuti’s Life suitably knowledge of Fela Kuti’s knowledge of Fela Kuti’s life slanted to the task. life or fail to select details selecting some details suitable to suitable to the task. the task. discover: Scheme of Work 4 FELA! Music Use visiting peripatetic guitar or drum teachers to demonstrate Exploring the Afrobeat style of Fela Kuti different guitar or drumming styles associated with Afrobeat. How do we integrate the learning with NC KS3 Music key concepts? Core activities: Performing an Afrobeat groove How will we develop knowledge and Making intercultural links through active listening, using Jigsaw, comparisons and card sort strategies. 1.1 Integration of understanding through performing, composing Composing a protest song in Afrobeat style from a composers note and listening? book stimulus.
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