Introducing the Clavé
Materials: handout
- Begin by introducing the concept of clavé. Give its background and history using the information provided, as well as information from your own research and prep. Be sure to highlight the term ostinato, as it will be explored in this lesson’s musical examples. At some point during or after your introduction, have a student read the paragraph on the accompanying handout out loud.
- Demonstrate the 3-2 son clavé to the students by clapping the rhythm (diagramed below as well as on the accompanying handout) or playing the track below. 3-2 Son Clavé
Pulse
3-2 son clavé
- Have them start by establishing the a rhythmic pulse with their heel (diagrammed above and on the accompanying handout) as you again demonstrate the clavé. Have half the class keep the pulse in their heels while the other half claps the clavé. Make sure everyone gets a chance to practice both individually.
- Once they are comfortable demonstrating both the clavé and the pulse by themselves, have them try keeping the pulse in their heel and clapping the clavé at the same time. Make sure they establish the pulse first before they try adding the clavé.
- Tell students that when this pattern is repeated without stopping, in creates an ostinato and that this ostinato forms the foundation for Cuban music. Also explain that using an ostinato as the foundation of a song was an idea that originated in Africa.
- Play the track below, which demonstrates ostinato in West African drumming. Although the ostinato is not a clavé pattern, students should be able to hear the rhythmic repetition within the example. Be sure to spend some time with this track so that you can pick out specific ostinatos to highlight for the students.
