Lenggang Kangkung

Lenggang Kangkung

The lyrics of Lenggang Kangkung is based on the format of a pantun. The first two lines of the pantuns and have no other purpose than to set up a sound and rhyme pattern for the second couplet. The second couplet is the only meaningful part of a pantun.

Lenggang lenggang kangkung

(The swaying of the watercress)
Kangkung tepi telaga

(The watercress which is near the well)

Lenggang lenggang kangkung
Kangkung tepi telaga

Balik dari menyabung

(Come back from work)
Makanlah nasi sahaja

(and eat the rice only)

Balik dari menyabung
Makanlah nasi sahaja

Video performance at ISME conference, Kuala Lumpur, Malaysia, July 06

Click image to enlarge

Malaysia folk instruments

For arrangements, please contact the arranger . . .

Angklung

Angklung, an idiophone, is a set of chimes made from bamboo, a plant that is readily available in the jungles of SEA. The playing of angklung is similar to that in a handbell choir with each person playing only one note. The sound is made shaking the instrument side to side. The left hand holds the middle part of the angklung between the middle and index fingers in front of the chest; the right hand holds the lowest part if the angklung with the thumb and the pointer finger and shakes the instrument to make the sound.

Kompang

The kompang is a small instrument held with the left hand and struck with the right. The number of players in a kompang ensemble can be from fifteen to one hindered. The players are divided into three groups “Melalu, Menyilang, and Meningkah.” Two types of sounds are made on the drum, bong and pak. The bong is made by tapping the bottom of the drum with closed fingers, the pak is made by tapping the venter of the drum with open fingers

Teaching multi-cultural and world musics is more than teaching “music”. By having an in-depth understanding of the music of different cultures ourselves, we will be able to help students sing, play music and gain greater insights into the music of their own cultures as well as other cultures. Once our students have studied their culture’s music from this integrative approach, they will be better prepared to appreciate and respect music from another’s culture. We as music educators, have an important role as carriers of culture. We must present materials to our students through an anti-biased filter and advocate what Derman-Sparks has said, “Differences are good; oppressive ideas and behaviors are not.” (p. x)