Introduce or remind students that the epic of Sundiata is one of the most vibrant and dynamic stories that has been passed down from generation to generation on the continent.  Specifically highlights that:

• Story has been transmitted through recitation, praise song and storytelling.
• The Griot bard traditions of West Africa are also often accompanied by one of three instruments-the balafon (xylophone), the Kora (Lute-harp) or the ngoni (banjo). 
• According to the Mande charter, a designated group of people continue to be responsible for its transmission as djelis are still active throughout West Africa today.  
• The history of the griots in Mande society are that they were originally hunters (men) who came back from hunting outside the home, and told and sung their stories of adventure. They had to be truthful in their stories, so that the animal spirit, the “niama” would not follow them back to their villages to harm them. Hunters were therefore musicians and storytellers as hunter-bards. They played the instrument Simbi and sung their own praises, recounting their brave exploits. Many of the songs and rhythms came from hunter songs.For samples of Simbi playing, see Sidikiba Koulibaly in a video that showcases beautiful scenes of Mali (https://www.youtube.com/watch?v=ZwXwqgtWjbM), or the Smithsnonian folkways (audio only: https://folkways.si.edu/frantz-casseus/simbi/caribbean-classical-world/music/track/smithsonian)

Display for students the section on Bala Fasaké Kouyaté from the Gold Road site using this link or by selecting Bala Fasaké Kouyaté after filtering by Mali and People. 

Explain that the story of the Keita family, descendants from Sundiata Keita, has been historically told by the Kouyaté family and that today a living descendant of Bala Fasaké Kouyaté still tells the stories that represent the Keitas. Kouyaté itself means “sharing a secret” so the Kouyate and the Keita families are deeply linked as “accomplices” (to use Cherif Keita’s language). 

Explain that the focus of the activity today will be to learn about this descendant and see what  role they have in modern times. 

Play the NEA National Heritage Tribute for Bala Kouyaté (6 minutes) https://youtu.be/EJvQ4T7YoUg

Ask students to respond in a whole group discussion to questions to check for understanding and encourage reflection.

• What facts did you hear about Bala Fasaké Kouyaté?
• How does Bala Fasaké Kouyaté fulfill his role? Why do you think he chooses to do that in the present day?
• Do we have an equivalent of a bard in the United States today? Who or what is it and how does it take form? (Responses may include authors, songwriters, poets, playwrights, modern storytellers)