Anansi and the Moss-Covered Rock. 2: Anansi went walking
In the second part of the story Little Deer is determined to teach Anansi a lesson by playing his own trick on him. The song - 'Anansi went walking' - tells the events of the story while the music activity focuses on identifying the strong beat of the song and clapping simple rhythm patterns, including rests.
Tutorial: 'Anansi went walking'
Join Andy and Rebecca to learn the song 'Anansi went walking'. The main elements of the tutorial are:
- Identifying how the animal sounds in Verses 1 and 2 for Snake and Lion are the same length and the same pitch.
- Practising singing loudly the ‘Crash! Bang!’ in the Chorus.
- Clapping in the rest before the ‘Crash! Bang!’ in the Chorus.
- Clapping in the three beat rest in Verse 2 after ‘All at once Anansi stopped’.
- Identifying how Andy and Rebecca sing the same notes for the conversation between Anansi and Little Deer, but an octave apart.
Story: Anansi and the Moss-Covered Rock, Part 2
Anansi has tricked many of his animal friends into falling asleep on the magical moss-covered rock...and has then stolen their food. But Little Deer has been watching Anansi and she decides to teach Anansi a lesson. She agrees to walk with Anansi to the moss-covered rock, but when they get there she tricks him into saying the magic words. Anansi falls asleep and wakes up to find all the animals gathered around him, laughing.
- Who has secretly been watching Anansi? (Little Deer).
- Why does Little Deer want to play the same trick on Anansi? (She feels sorry for the other animals and wants to teach Anansi a lesson).
- How does Little Deer manage to trick Anansi into saying the magic words?
Song: 'Anansi went walking'
Sing the song with Andy and Rebecca. In addition to the full vocal and backing track versions of the song there are individual clips for Verse 1 and Chorus (Snake), Verse 2 and Chorus (Lion) and Verse 3 and Chorus (Little Deer). This allows you to navigate quickly to the individual sections of the song and to focus on specific sections while learning it.
Focus: pulse and rhythm patterns - clapping / tapping rhythm patterns, including rests
- Talk about how a strong beat - or pulse - always runs through a piece of music, holding it together.
- Andy and Rebecca clap the pulse and the children copy.
- Then they add some rests, so that they are pausing on some beats and clapping on others. The children copy these rhythmic sequences.
- Then Andy and Rebecca make more challenging rhythms, changing the patterns and substituting different clapping beats for rests. They also add tapping rhythms, where the children tap their shoulders.
- If you have time the children can make up some of their own clapping and tapping patterns with a partner, remembering to add some rests.
An extract from the opening movement of Symphony 5, by Beethoven
- This piece of music was written over 200 years ago. What is the style of the music? (Fast and exciting!)
- This piece has very strong rhythms - just like today’s song.
- Clap and sing the opening four notes together.
- The opening of the music is like a musical 'conversation'. The first four notes play and then the next four notes answer.
- What are the dynamics of the first few bars? (Loud!)
- Can the children hear when the music becomes quieter, then loud again? Children can put their hands up when the music is loud, then down again when it becomes quieter.
- Can the children hear any moments of silence, or rests?