r

A Ram SamSam
Roundfrom Morocco

ram

sam

sam,

Gu

sam,

gu-li gu-li gu-li gu-li

fi.

ram

sam

sam.

Actions:
"A ram
sam sam"
"Guli guli"
"A rafi"

Poundfists. right over left, then left over right.

Pull handsapart gesturing as if somethingwere "gooey".
Spin index fingers on eitherside of the head(like someoneis
crazy).endingwith the fingers pointedup.

SINGING
Singthe entiresongwith the suggested
handactions. Thenteachthe melodyandactions
togetherin two measurepartswith the studentsechoingthe teacher.Thendo four measureparts
andfinally the wholesong. This is a two-partroundfrom Morocco. The wordsarenonsensical.
Oncethe childrenarecomfortablesingingthe entiresongunaccompanied,
singit asa round. A
goodway to introduceroundsingingfor childrenso the studentsdo not havea shoutingmatchis
to havethechildrensingtogetherlightly the first partwhile the teachersingsaloneon the second
entrance.This forcesthe childrento uselight voicesandlistenmorecarefullyto the secondpart.
Theninvite a few studentsto join the teacheron the secondentrancealwayssuggestingthey
listencarefully. Finally, divide the classinto two partswithout teacherassistance.
PLAYTNG
This is a two chordsongwhichcouldbe easilyaccompanied
with autoharp.Common
instrumentsfound in musicfrom Moroccoaretambourines,handdrums,castanets.
bells,and
accentedhandclaps. Help the studentsfind the threebasicrhythmpattemsin this songand
assignan instrumentto playoneof thesepartsasan accompanying
ostinato.
CREATING
The following activity canbe usedto encourageimprovisation.Assignfour different
instruments
like tambourine,
high handdrums,castanets
or rhythmsticks,andfingercymbalsto
selectedstudents.Thenhaveall studentswalk aboutthe roomon the beatwhile singingthe song
in unison. The teacherplaysa low handdrumto reinforcethe beat. At the endof the singing
everyonefreezesandthe teacherplaysfour beatsaloneto introducethe improvisationsection.
Eachinstrumentgrouptakesturnsimprovisingeight beatsof rhythmover the low drumbeat.
first the tambourines,thendrums,sticks,andcymbals. Thereis a four beatinterludeandthe
movementand singingstartsagain. (Remindstudentsaboutthe pick-upnote.) Repeatthis as
oftenas needed.If you do not haveenoughinstrumentsfor everystudentto haveone,you can
assignthe studentsnumberssotheyknowwho getsthe instruments
next... "This timethe
numbertwo playersgettheirturn on the instruments."
Etc.With properpreparation
this change
canhappenwithout missinga beatin the activity.
LISTENING
You cando a follow-upactivitywith improvisation.Usingnon-pitched
percussion
instruments,
do a musicalquestion/answer
activity. The teacherplaysa four or eightbeatrhythmand
individual studentsanswerby playingeitheran exactrepeatof the rhythm(repetition)or
somethingdifferent(contrast).Theotherstudentslistenanddecidewhetherthe answerwas
repetitionor contrast.
CURRICULUMINTEGRATION(SocialStudies)
Havestudentsfind Moroccoon a mapof Africa. Moroccois uniquebecause
its locationplaced
it at thecenterof tradefrom westernAfrica.to Egypt,to Europe.As a resultthe musicof
Moroccoshowsa culturalmix. Havestudents
research
moreaboutMoroccoto discoverwhat
otheraspectsof Moroccanculturehasbeenimpactedby the culturalexchange.

A Ram Sam Sam