H is a fully trained and qualified dancer, percussionist, choreographer, filmmaker, visual artist, storyteller and performer. H started his training in Ghana, learning West African dances, continuing to learn both traditional and contemporary styles from West Africa, East Africa and The Caribbean.
Quotes
"A wonderful opportunity to experience practically another culture’s music.
H’s workshop was enjoyed by all involved." Stafford Junior School, East Sussex
High-energy West African dance. The djembe (skin drum) is normally played to provide the rhythms for the dance, with the secret drum language prompting the dancer to follow the routines/steps to start and finish. No props are necessary - only the body is used.
History of workshop
As with West African percussion, dance accompanies most celebrations and festivals in Africa . These vary from festivals such as harvesting and activities such as laundering clothes at the river or cooking. This region has many major celebrations, rituals and rites of passage, such as coming of age, birth, courtship, marriage and death. The dance moves are designed to reflect movements made during the act or events mentioned above, and are still carried out today in villages, towns and cities during ceremonies and festivals.
Culturally, some of the dances are specifically carried out by either children, adults, males or females, depending on the ritual or celebration. Dancing is an art form that is introduced at a very early age, where everyone attends and sees the dances being performed, and is therefore passed on from generation to generation.
Songs and 'call and responses' generally accompany the dance and music. This does not mean that West Africans only dance traditionally. Night clubs and dancehalls are open all night and people often dance until sunrise! Popular western artists are often played here in clubs and bars, such as Michael Jackson, Beyonce, Atomic Kitten and Madonna.
Content
The workshop session will start with simple steps and movements, which are built on and become more complex, depending on the age and ability of the participants. Learn how the music and dance fit together for performances, and how the drum speaks to the dancers and provides the necessary prompts to dance, to make a change, to increase speed or to stop. If time allows, time and space will be given for the participants to develop their own part of the dance routine. Songs and/or call and response will accompany the dance routine.
Ages/abilities
KS1 and above
SEN
INSET
Conferences
Training and teambuilding exercises
Numbers
One class size per workshop - maximum of three workshops per day
Time needed
Minimum 60 minutes per workshop, but a whole day with one class can achieve a high-quality performance for the school and parents
Space needed
School hall or large, cleared classroom
Equipment/facilities to be provided by the school
Children need to wear comfortable, loose clothing and gym shoes.
School/class preparation for artist's visit
Think about dance environments and occasions - when do the children dance?
Who teaches them?
Why do they dance?
Do the children in class have dances that everyone knows (barn dances, Maypole dancing
If children are from other countries and cultures, do they have other dances - could they teach you)? This is an opportunity for the children in your class to develop and learn about each others' cultures, as well as those of children in other countries and cultures.
Make links to the curriculum. Look at the flag, food, clothes and celebrities of the area. Bring the continent to life and make it a real experience.
West Africa (countries including Sierra Leone, Ghana, Senegal)
Artistic area
Percussion, predominantly djembe (skin drums) workshop. Supplementary percussion instruments such as shekere, taka taka or agogo bells, and some school percussion may be used during these workshops
History of workshop
As in the UK, traditional music and dance accompanies most celebrations in Africa, with some rhythms specific to each celebration. The artists will adapt these rhythms and songs to the classroom they are working in, explain the background and make cultural comparisons with the UK.
The djembe drum is particular to West Africa and has many tales about its history and social significance. It is one of the most common drums found throughout West Africa, originating from the Mali and Guinea regions.
Djembe means to come together and share the music in Bamana (West African dialect). To play the djembe well is to speak the Bamana language with the rhythms. To appreciate the sounds of the djembe is to receive the deep message of its communicating rhythms.
Drummers often suspend the djembe from straps clasped about the shoulders in order to play it with ease. There are three basic strokes played on the djembe: 'slap,' 'tone' and 'bass'.
There are hundreds of rhythms that drummers and dancers throughout West Africa know, and each of these rhythms tells its own story. A drummer must be knowledgeable of the meanings of the rhythms to speak effectively with the drum. Each djembe rhythm and dance has a purpose, a time and a place. Some rhythms honour groups of people; other rhythms mark certain occasions.
Content
Experience the music and, if time allows, some songs and stories from West Africa with an uplifting and energetic fully participatory workshop (that means teaching staff are involved too!). Learn about the importance of the drum, what they are made of, who plays them and at which occasions, as well as creating rhythms and some secret drum language with call and response.
You will be guaranteed smiles with an educational and fun session that lends itself to many areas of the national curriculum, from literacy, music, geography, citizenship and PSHE, as well as learning about a slice of life in West Africa.
The rhythms, calls and responses are introduced by using simple English phrases. This helps the participants remember their rhythms, especially when the workshops become more complicated and several rhythms are played together.
Numbers
One class size per workshop - maximum of three workshops per day
Time needed
Minimum 60 minutes. Although our artists can work with one class all day leading to a special end-of-day school performance which parents can be invited to, or used in school for development and linked activities after the artists have gone.
Space needed School hall, or other large cleared space, with chairs in a circle for each participant
Equipment/facilities to be provided by the school
Chairs set in a circle and school percussion to complement the drums.
School/class preparation for artist's visit
Find out what the children know about the country/region and where they got this information. Children often have negative stereotypes of Africa, which can easily be addressed incorporating positive images of Africa and its modern cities etc. See further web links.
Find West Africa on a map, look at climate, trade, religion, language, sports (especially football) etc of the country/region. Are there any celebrities from the region? What are the links between the UK and West Africa?
Blend of traditional and contemporary storytelling with music, riddles, call and response and song, depending on the age and level of the audience.
History of workshop
Storytelling has been a means of communicating morals and histories for centuries within cultures around the world. Oral tradition was used as a means of communication long before the advent of pens, paper and the printing press. Stories told how people should live and behave, songs conveyed news and information.
See how this is achieved in this performance - note that there are no books, notes or visual prompts - just the smiling faces of the staff and children to work with!
Content
Listen to some wonderfully evocative West African stories, often with familiar characters such as Anansi. The artist will introduce friendly, funny and some cheeky characters, setting a journey for a special story with suitable amounts of interaction for different ages, including actions, songs, riddles, clapping, call and response and some percussion. Expect to learn about moral issues, as well as taking on board catchy songs and rhythms. A story experience you will never forget!!
Ages/abilities
Reception and above
SEN
INSET
Conferences
Training and teambuilding exercises
Numbers
Two to three classes per performance, depending on the ages of the participants
Time needed
60 minutes.
Space needed
School hall or cleared classroom
Equipment/facilities to be provided by the school
Table and chair
School/class preparation for artist's visit
Look at maps of West Africa
Find out what the children know about stories and storytelling.
Talk about children's experiences of stories - what do they do and what do they teach them?
Why do we tell stories?
Discuss favourite stories
Write your own stories in groups, or individually, following the experience with the artist
The Caribbean and other countries and cultures (incl Africa, South America and Europe)
Artistic area
Blend of traditional and contemporary storytelling with music, riddles, call and response and song
History of workshop
Storytelling has been a traditional means of communicating morals and histories for centuries within the majority of cultures around the world
Content
The artist will introduce friendly, funny and sometimes cheeky characters, setting a journey for a special story with interaction for different ages, including actions, songs, riddles, clapping, call and response and some percussion. Expect to learn about moral issues as well as taking on board catchy songs and rhythms. A story experience that you will never forget!
Ages/abilities
Reception and above
SEN
INSET
Conferences
Training and teambuilding exercises
Numbers
Two to three classes per performance, depending on the ages of the participants
Time needed
60 minutes
Space needed
School hall or cleared classroom
Equipment/facilities to be provided by the school
Table to lay out equipment and chair
School/class preparation for artist's visit
Look at maps for the Caribbean and Africa
Establish what the children know about stories and storytelling
Talk about children's experiences of stories - what do they do, and what do they teach them?
Afro-Caribbean drumming and percussion, including different kinds of shakers/bells
History of workshop
There are many unique styles of music particular to the Caribbean. One style originated from West Africa via the introduction of slaves, so there is considerable similarity between a West African percussion workshop and a Caribbean percussion workshop.
As in the UK, traditional music and dance accompanies most celebrations in the Caribbean, with some rhythms specific to a particular celebration. The artists will adapt these rhythms and songs to the classroom they are working in, explain the background and make cultural comparisons with the UK.
The djembe drum is particular to West Africa and has many tales about its history and social significance. There are hundreds of rhythms that drummers and dancers throughout West Africa know, and each of these rhythms tells its own story. A drummer must be knowledgeable of the meanings of the rhythms to speak effectively with the drum. Each djembe rhythm and dance has a purpose, a time and a place. Some rhythms honour groups of people; other rhythms mark certain occasions.
Content
Start by learning a traditional Caribbean song, then layer the percussion on top to fit the two together. If time allows, some Caribbean storytelling will be incorporated. This workshop is intended to be an uplifting and energetic fully participatory workshop (that means teaching staff are involved too!) Learn about the importance of the drum, which instruments lead a rhythm, and how secret languages give instructions for other instruments to act on.
The rhythms and calls and responses are introduced by using simple English phrases, words or names. This helps the participants to remember their rhythms, especially when the workshops become more complicated and several rhythms are played together.
Ages/abilities
KS1 and above
SEN
INSET
Conferences
Training and teambuilding exercises
Numbers
One class size per workshop - maximum of two workshops per day.
Time needed
Minimum two hours/half a day. A whole day with one class can include some song, drama and movement, depending on the age of participants
