Lesson 2: Learning “Inqola”
Jump to section:
Aim: How is harmony used in South African music?
Summary: Students learn to sing an original song that incorporates Zulu music traditions and experiment with harmony.
Standards: National 4, 5, 7, 8, 11
Bongi wrote this original song and offers this introduction: “I spent most of my childhood one hour south of Durban in a town called Umthwalume on the coast of the Indian Ocean. I used to go to the beach and watch the beauty and the complexity of nature; the full circle from sunrise to sunset was fascinating to me. The song speaks of the relationship between humans and nature. An inqola is any vehicle that moves—a cart, a wagon, a car. I believe life is like a moving vehicle that changes destinations throughout different stages and experiences.”
South African Zulu with Bongi and Tshidi Overview
Lesson 1: Learning “Thula Mntwana” / “Nampaya Omame”Students learn to sing a piece created by joining together two traditional songs and are introduced to the concept of musical form by exploring the form of the piece. They also explore the percussive sounds of the Zulu language.
Thululululu Hhalala Hhe Mh*
Thululululu Thululululu Thululululu
Hhalala Hhe Mh*
Sitting in the morning, looking at the ocean
And the sun rising from the horizon
Our people never understood
The power of the nature, the meaning
Ubuhle bemvelo Ma!
Shhi ye Ihh Maybabo
Shhi ye Ihh Maybabo Maybabo*
We used to celebrate the mother nature.
Kwakumnandi kudliwa ngoludala
*An upbeat chant with no translation
Let’s go back to the old times
When we lived life the ancient ways.
Traditions were respected.
It was nice living in the old ways.
Create Musical Harmony
- Divide the class into two sections. Have one group sing a simple repeated rhythmic pattern, or ostinato. For example:
- That note will be the first note of the scale, or Do; using the body scales exercise, TG18, students will touch their toes as they sing the note.
- While half the class sings the ostinato, ask the other half to sing the same rhythm an octave above, with their hands in the air (as in the body scale), repeating it over and over. For example:
- As they sing, have the two groups switch parts, when you call out, “Switch!”
- Now try the same activity with the third step of the scale (knees) instead of the octave, repeating the pattern multiple times until the students feel secure singing the harmony. Try this with the fifth, fourth, and second scale degrees. If your students are ready, try three-part harmony.
- How does it feel to sing each harmony? How do the different harmonies feel the same or different?
- Guide the students to think about the space between the notes—how close together or far apart they are.
- If your students are ready, have the first group continue to sing the ostinato on the root while the second group goes up the scale using the same rhythmic pattern, and changing pitches after two rhythmic patterns. Accompany them on piano or pitched instrument if possible.
- Notice how the different notes sound and feel against each other. Feel the space that opens up between the pitches as you go up the scale, and how the space closes up as you go down.
- Are some harder to sing then others? Do you have a favorite harmony, and if so, why?
On Zulu Beadwork and The Zulu Umuzi, your students will learn about two facets of Zulu culture—Zulu beadwork and the traditional Zulu village, or umuzi.
The African Orchestra
The African Orchestra
The sounds heard in nature create a unique orchestra in Wendy Hartmann’s beautifully illustrated book.
Musical Word Wall
Review the word harmony on the Musical Word Wall.