New
New
Lesson 2 of 5
  • Year 11
  • AQA

Timbre around the world

I can identify common instruments and timbres from a variety of musical traditions around the world.

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Lesson 2 of 5
New
New
  • Year 11
  • AQA

Timbre around the world

I can identify common instruments and timbres from a variety of musical traditions around the world.

Copyrighted materials: to view and download resources from this lesson, you’ll need to be in the UK and

Copyrights help

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Lesson details

Key learning points

  1. There is a huge diversity of instruments around the world. Some have crossed between musical genres and traditions.
  2. Common non-Western drums include tabla, timbales, conga, djembe and dhol.
  3. There are many other important percussion instruments, including both tuned and untuned percussion.
  4. There is also a diverse range of stringed instruments that can be heard.
  5. These include guitar-like instruments like banjo, mandolin and bouzouki, and other instruments like tanpura and sarangi.

Keywords

  • Tabla - a pair of hand drums from the Indian subcontinent with a range of timbres

  • Conga - a hand drum originating in Africa with a round, full timbre

  • Banjo - a guitar-like stringed instrument that has a distinct percussive ‘twangy’ timbre

  • Sitar - a stringed instrument from the Indian subcontinent that creates a rich, ringing timbre with use of its resonant strings

Common misconception

It is impossible to memorise the timbre of all of the different instruments around the world.

Yes, it would be impossible. However, learning to identify some of the key instruments is valuable - these are often heard in styles across different cultures, so learning the sound of the most common is important as a well-rounded musician.


To help you plan your year 11 music lesson on: Timbre around the world, download all teaching resources for free and adapt to suit your pupils' needs...

The more opportunities pupils have to practise identifying different instruments and timbres, the more confident they will become. Consider creating further listening opportunities (even just quick, informal instrument identification tasks) to support them with this.
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