Introduction
The research literature in various fields of study such as anthropology, sociology, psychology, and ethnomusicology strive to answer compelling questions such as, “Why do human beings get together to make music?” “What is it in the music that motivates them to gather to create musical sounds?” “What are the non-musical motivations to gathering and making music?” The purpose of this study was to investigate the motivations and meanings of group music making. This study observes participants (members of the African drum class), their attitudes and experiences with music making. The evidence cited in this study comes from three primary sources: interviews of class members, observation of rehearsals, and artifacts collected. Contextual information that clarifies the musical practices, equipment, history, geography, and social context comes from the body of literature on African drumming.
Motivations: The Rhythm
The underlying theme that binds this tale revolves around the rhythm. When the musics from all cultures of the world are considered, rhythm stands out as most fundamental. Rhythm is the organizer and the energizer. Without rhythm, there would be no music. Although our Western ears do not associate African drum music with anything melodic, there seems to be a secondary melodic element that adds to energy and excitement felt by the students in the class. West African drumming ensembles are often large with many multilinear parts, distinguished rather easily by the varied timbres of the different idiophonic instruments and drums. The synergy between rhythm and a unique “melodic” element may explain why many students are drawn to this class to a point where more students participate than register for the class.
Meanings: Stories of the Master Drummer
Stories provide a special meaning to the music learned in this ensemble. It facilitates the learning of the rhythms and it provides an authenticity that otherwise would be lost. The instructor has visited Senegal and studied its culture and music in depth. He brings this knowledge and interest into the classroom by teaching authentically through stories and teaching by rote.
Implications for Music Learning and Teaching
Throughout this study, we were intrigued with the motivation of students to participate in music making unfamiliar to them. We found ourselves drawn to two determinants of student motivation to participate in this ensemble: rhythm and teacher effectiveness. This is not a new concept; however, as music educators attempt to provide broader non-Western and multicultural musical experience in their classrooms, this study may provide insight on the factors that will motivate students to participate and skillfully perform musical styles traditionally not offered in the course of their primarily Western musical experience.
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