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    This document provides teaching scenarios and discussion questions about teaching music from different cultures. It presents four scenarios: 1) A professor teaches a Native North American lullaby using solfege, 2) A composer incorporates rhythms and melodies from other cultures without cultural context, 3) A choir learns and performs a Lithuanian folk song, and 4) A teacher shares a song and dance learned from master drummers in Ghana. Participants are asked to consider which scenarios appeal to them and which may be problematic. The document also shares information about upcoming class discussions on music of China, Brazil, Gaelic traditions and assigns reading on music and migration.

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    226 views5 pages
    This document provides teaching scenarios and discussion questions about teaching music from different cultures. It presents four scenarios: 1) A professor teaches a Native North American lullaby using solfege, 2) A composer incorporates rhythms and melodies from other cultures without cultural context, 3) A choir learns and performs a Lithuanian folk song, and 4) A teacher shares a song and dance learned from master drummers in Ghana. Participants are asked to consider which scenarios appeal to them and which may be problematic. The document also shares information about upcoming class discussions on music of China, Brazil, Gaelic traditions and assigns reading on music and migration.

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    This document provides teaching scenarios and discussion questions about teaching music from different cultures. It presents four scenarios: 1) A professor teaches a Native North American lullaby using solfege, 2) A composer incorporates rhythms and melodies from other cultures without cultural context, 3) A choir learns and performs a Lithuanian folk song, and 4) A teacher shares a song and dance learned from master drummers in Ghana. Participants are asked to consider which scenarios appeal to them and which may be problematic. The document also shares information about upcoming class discussions on music of China, Brazil, Gaelic traditions and assigns reading on music and migration.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    226 views5 pages

    1

    Uploaded by

    api-454555764
    This document provides teaching scenarios and discussion questions about teaching music from different cultures. It presents four scenarios: 1) A professor teaches a Native North American lullaby using solfege, 2) A composer incorporates rhythms and melodies from other cultures without cultural context, 3) A choir learns and performs a Lithuanian folk song, and 4) A teacher shares a song and dance learned from master drummers in Ghana. Participants are asked to consider which scenarios appeal to them and which may be problematic. The document also shares information about upcoming class discussions on music of China, Brazil, Gaelic traditions and assigns reading on music and migration.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 5

    *** M 3855a Music Education Culture *** Sp 2019*** m 9548 cultural & social perspectives ***

    January 30, Wednesday

    Jashen, Sylvia, Alana, Sarah: So Africa “The Click Song”

    http://www.kmuw.org/post/soweto-gospel-choir-grounded-music-south-africa

    Asking questions about this lesson . . .

    sharing a few books . . .


    *** M 3855a Music Education Culture *** Sp 2019*** m 9548 cultural & social perspectives ***

    Four Teaching Scenerios

    In pairs or groups of three, examine these teaching situations drawn from real life.
    Which of these appeal to you and why? Which situations are problematic?
    Situation # 1
    A Canadian music education professor teaches a Native North American lullaby to a group of music
    educators at a music education conference. She begins by teaching them the solfeé ge hand signs and
    syllables for the melody. They continue to use the hand signs while they learn the text.

    Situation # 2
    A Canadian composer is fascinated by the sounds of different world musics. He composes many choral
    songs incorporating rhythms, melodies, and/or text from songs he has heard on recordings, or for
    which he has some sort of notated version. He does not provide, nor is he interested in, the cultural
    context of the musics from which he is borrowing. He believes it is more important to make young
    choral singers aware of the variety of sounds that exits in the world.

    Situation # 3
    A prominent Canadian choral conductor takes his nationally renowned choir on a tour of
    Lithuania, where he and his choir learn a 4- part Lithuanian folk song from a local choir. The
    next year he writes out the text and part and distributes them to the Ontario Youth Choir, who
    love the song, and consequently include it in their fall tour.

    Situation # 4
    A Canadian music teacher (percussionist) travels to Ghana where she studies with a master drummer
    for four months. She learns rhythms, songs, and dances by ear from her teacher. When she returns to
    Canada she gives workshops at schools and music educator conferences, teaching one particular song
    and dance that she learned there. It was originally used as a war chant by Ewe-speaking people, but
    now it is used as a popular cheer at soccer games. Participants take turns playing particular
    percussion instruments, dancing, and singing in the Ewe language. Some participants ask for sheet
    music to take home so that they can remember the song to teach to their students, but the workshop
    leader has not and does not intend to write it out.
    Thanks to Sherry Johnson for these teaching scenerios
    *** M 3855a Music Education Culture *** Sp 2019*** m 9548 cultural & social perspectives ***

    BREAK
    3855b: Reading: Chapter 3: Study of Local Music

    9548b: Annotations
    Chabrowski, I. I. (2015). Singing on the river: Sichuan boatmen and their work songs, 1880s-1930s. Leiden: Brill.
    Kullenberg, T. & N. Pramling (2016). Learning and Knowing songs: A study of children as music teachers. Instru Sci
    44: 1-23. DOI 10.1007/s11251-015-9361-x
    Shaw, J. T. (2015). “Knowing their world”: Urban choral music educators’ knowledge of context. Journal of Research
    in Music Education, Vol. 63 (2), 198-223. DOI: 10.1177/0022429415584377
    Shaw, J. (2012). The skin that we sing - Culturally responsive choral music education. Music Educator Journal,
    NAFME. DOI: 10.1177/0027432112443561
    Torchon, J. (2018). Cuban Cha-Cha-Chá applications for music education in the United States. Music Educators
    Journal, Vol. 104 (4), pp. 25-31. DOI: https://doi org.proxy1.lib.uwo.ca/10.1177/0027432118766407
    Zhang, W. (2017) Exploring and listening to Chinese classical Ensembles in general music. General Music Today,
    vol. 3(1) pp. 26-33. DOI: 10.1177/1048371317710081

    SHORT BREAK
    Reconstitute groups as needed or go on to next project!
    Kyle, Xiaodan, Cecilia, Aiden: China
    Gillian, Caroline, Kirsten, Michael, Jennifer: Brazil
    Anthony and Brittany: Gaelic Scots-Canadian
    Matthew, Jing Lin, Adam, Jennifer
    Jashen, Sylvia, Alana, Sarah

    Next: China Feb 6


    Brazil Feb 13
    Gaelic Scots-Canadian Feb 27

    South African traditional musician Dizu Plaatjies


    *** M 3855a Music Education Culture *** Sp 2019*** m 9548 cultural & social perspectives ***

    Familiar Exotic

    Nana Mouskouri “Ave Maria” Mongolian “My Beautiful Hangai Land””


    Nickelback “Photograph” Balinese “Music From the Morning of the World”
    Dylan Schneider “Sound” Inuit Vocal Game “Hamma”
    Benny Goodman “Sing, Sing, Sing!” Tanya Tagaq “Uja ”
    Dance of the Yi People Naked Spirit
    Canon City “Fireworks” Mongolian “My Beautiful Hangai Land”
    Proclaimers “I’m Gonna Be” (500 Miles) OMNIA “Fee Ra Huri”
    Pan’s Labrinth “Lullaby” Hermeto Pascoal & “L'oeil du Cyclone, Symphonie
    Déconcertante

    Journey “Don’t Stop Believing” Ibrahim Tatlises “Shemmame”


    Jimmy Smith “The Cat” Sid Robinovitch “Ta Tikee Tei”
    Dave Matthews Band “Grey Street” Vat-Kha “"Karangailyg Kara Hovaa"
    Luis Gonzaga “Asa Branca” Indian vocal music singer Aryya Banik
    Beauty & the Beast “Human Again” Nursery Rhyme “Mango Walk
    Zuhai “Love Between Heaven & Earth” Romanian group Fly Project “Toca Toca”
    Christian MacBride “Who’s Making Love” Chucho Valdes “Ponie La Clave”
    Beauty & the Beast “Human Again” Nursery Rhyme “Mango Walk
    Zuhai “Love Between Heaven & Earth” Romanian group Fly Project “Toca Toca”
    Tony Reinis “Quando Quando Quando” Arnold Schoenberg “Piano Suite, Op. 25: 1 Praludium”
    BB King “Guess Who” Soosan Firooz (Afghan female rapper) “Naquisl Aql”
    Huo Zun singing his own song in contest Chinese pop musician own composition

    ON THE HORIZON
    3855b: Due Tuesday 7pm [Monday would be even more fabulous]:
    1) Notes on Chapter 4: Music and Migration your annotation and 3-5 fabulous questions.
    BOTH Check in with your team if you are preparing for your song in class!
    9548b
    1) Read chapter 4 and listen to musical examples, no need to annotate.
    2) Annotation!

    Upcoming Events
    IN LONDON: • What do you know?
    IN TORONTO:
    • Feb 2 (Sat) 8 pm Lemon Bucket Orkestra and Ailine Morales
    Koerner Hall, 273 Bloor St W cost $30-up
    • Feb 2 (Sat) 8 pm Les Fréres Cissoko Bannaya Family from Senegal – kora
    Spadina Theatre 24 Spadina Rd cost: $20
    • Feb 4 (Mon) 8pm Chinese New Year Gala Sony Centre for Performing Arts
    *** M 3855a Music Education Culture *** Sp 2019*** m 9548 cultural & social perspectives ***

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