Yaa Yaa Yaa!
Time Signature
- 3/4
Theme
- Diversity
- Traditions
Origin
- Buganda
Content Type
- Choreography
- Story
Tempo
- Moderato
Dynamics
- Mezzo Forte
Form
- Coda
- Dal Segno
- Repeat Signs
- Verse/Refrain
Movement Type
- Choreography
Classroom Instruments
- Orff Instruments - Unpitched
Voicing
- Unison
Language
- English
Rhythm
- Beamed Quavers
- Crotchet Rest
- Dotted Crotchet
- Minim
- Single Quaver
Year Group
- Year 5+
See More
Year 1
Lesson 18: Percussive Sounds
Year 1
Lesson 20: Performing Different Sounds
Year 2
Lesson 17: Exploring Percussive Sounds
Year 2
Lesson 18: Instrumental Families
Year 2
Lesson 20: The Orchestra
Year 2
Lesson 5: Rests
Year 3
Lesson 17: Performing Different Sounds
Year 4
Lesson 30: Organising Beats
Year 5
Lesson 19: North Africa and the Caribbean
Year 5
Lesson : Articulation Affects - Part 2
Year 6
Lesson 8: Mixed Metres
Year 6
Instrument Units
Lesson 0: Recorder Class Method - Unit 2
Instrument Units
Lesson 1: Guitar Class Method - Unit 1
Listening Maps
Lesson : Listening Maps
Disney Music Activities (EYFS & KS1)
Lesson : Very First Steps: The Beat
Disney Music Activities (EYFS & KS1)
Lesson 2: Very First Steps: Singing
Disney Music Activities (EYFS & KS1)
Lesson 3: Very First Steps: Sound
Musicals
Lesson : Once Upon a Starry Night
Musicals
Lesson 10: Bebop With Aesop
New Test Group
Lesson 30: Am I Hearing You Right?
New Test Group
Lesson 28: It's Dynamically Fun!
Global Drumming
Lesson 1: 1. High Tone on Drum; Rattle
Global Drumming
Lesson 2: 2. Low Tone on Drum; Bell
Global Drumming
Lesson 3: 3. Question and Answer with Echo
Global Drumming
Lesson 4: 4. Double Bell (Gankogui)
Global Drumming
Lesson 5: 5. Rhythm Complements
Global Drumming
Traditional Song from Buganda
Transcribed by Branco Sekalegga
Adapted by John Higgins
Copyright © 2016 by HAL LEONARD CORPORATION
International Copyright Secured All Rights Reserved
Available Learning Resources
Yaa Yaa Yaa! Credits
Traditional Song from Buganda
Transcribed by Branco Sekalegga
Adapted by John Higgins
Copyright © 2016 by HAL LEONARD CORPORATION
International Copyright Secured All Rights Reserved
Teaching Plan
Yaa Yaa Yaa!
Goals
- Sing a traditional song from Buganda.
- Play a rhythmic accompaniment to the song with drums and rattles.
- Play the melody on Soprano Recorders.
Materials
- World map
- Optional: Soprano recorders
- Rhythm Poster 1: Ta Ti-Ti, eighth rest-Ti. Ta, Ta, Ta.
- Drums
- Rhythm Poster 2: Ti-Ti Ti-Ti Ti-Ti. Ti-Ti Ti-Ti Ti-Ti.
- Rattles and maracas
Instructions
-
Buganda is a kingdom within the country of Uganda on the continent of Africa. It is right on top of the equator line on a map. Uganda is called the "pearl of Africa" for its beauty. The language that they speak is called Luganda.
- Locate the equator line in Africa on a world map, then locate Uganda. If successful, locate Buganda.
-
Listen to this traditional song from Buganda called "Yaa Yaa Yaa!"
- This song uses solo and group singing. Hold up one finger every time a soloist is singing. Stand up every time the group is singing.
-
Echo-speak the Luganda words, then echo-sing the words.
- Yaa Yaa Yaa is pronounced yah yah yah. It is an upbeat expressions, similar to "alright" or "yeah" in English.
- Gyangu tunyomye is pronounced Jon-goo toon-yoo-myah.
- Gyangu tuwaye is pronounced Jon-goo too-yah-yay.
-
Sing the song together with the recording.
- Check the accuracy of pitches for these phrases: Come and let us talk. Come, we'll tell a story. Ev'ryone can talk. Let's all share a story and Gyangu tunyumye. Gyangu tuwaye. Gyangu tunyumye. Gyangu tuwaye.
- When comfortable with the melody, select volunteers to sing the solo parts, while the rest of the class sings the group parts.
- Optional recorder melody: Select some volunteers to learn the Yaa Yaa Yaa parts on the Soprano recorder. The first phrase is played with C,A,C. The second phrase is played with A,G,A. The third phrase is played with G, F, G. (Note: F may be a challenge for many who have not practiced using their right hand for this low note.) The last phrase is played with C, A, C. When comfortable, play with the recording.
-
Rhythmic accompaniment. Teach each rhythm pattern on body percussion before transferring to instruments.
- Echo-pat the rhythm from Rhythm Poster 1: Ta Ti-Ti, eighth rest-Ti. Ta, Ta, Ta. When successful, transfer to classroom drums.
- Echo-clap the rhythm from Rhythm Poster 2: Ti-Ti Ti-Ti Ti-Ti. Ti-Ti Ti-Ti Ti-Ti. Transfer to rattles and maracas.
- Perform with solo and group voices, soprano recorders, and rhythmic accompaniment on drums and rattles.
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