LOADING...


Life Without Music: The Story of Music in Afghanistan

Last changed: 08/14/2017 2:53pm
4 , 5 , 6 , 7 , 8 Music
Music English Social Studies
Both Grade Level and Arts/PE Program Alignment
1 60 min
1 60 min
In-School Workshop
All Year
$10 0
$200 0
no Phone , In-Person , Email
Handouts
None necessary
Normal classroom set up with space cleared at front of classroom for two musicians.
I CAN respond to a writing prompt while articulating my own cultural experience in relation to music.

I CAN clap a popular Afghan rhythm and accompany a song.

I CAN understand how a civilization/nation's music reflect its culture and history.

I CAN relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

I CAN share my written response out loud with others.
Did you know that all music was entirely banned in Afghanistan until the mid 2000s, and remains forbidden in much of the country today? What does the suppression of culture and freedom of expression do to a society? Why do people listen to music at all? In this program, students will interact with musicians and reflect on the role of music in their own lives while learning about Afghanistan’s harrowing struggle against cultural oppression. They will also respond to a brief writing prompt. To begin, musicians playing violin and viola will play a medley of tunes popular in North America. While listening, students will check off on a handout which songs they recognize. They will then share in small groups, identifying their favorite songs as well as a song they heard on their way to school. They will identify three places where they hear music on a typical day, and they will combine all these findings into a written response. Next, they will learn about how music was (and still is) entirely banned in Afghanistan. They will compare the experience of a school child in America versus that of a child in silent Afghanistan. Students will discuss with the musicians (who have lived in Afghanistan) the importance of music in any society, and what happens when that right is taken away. They will conclude by participating in a popular Afghan rhythm, which they will use to accompany the musicians as they perform an Afghan song on violin and an Afghan instrument called the zerbagali. The musicians will part by challenging students to complete a “24 Hours Without Music Challenge”. Teacher will be left with an optional handout where students can journal later about their experience attempting this challenge.
Music: In addition to the above program under “Grade Level Program,” teachers will be left with arrangements of Afghan folk songs that can be played or sung in class later. Arts Provider will discuss with teacher ahead of time to determine the makeup and ability level of the class(es) so that appropriate arrangements are provided. Students will learn 7/8 rhythms using their hands and knees, and will use this in accompanying the musicians. They will also compare and contrast the nature and structure of folk songs from North America and Afghanistan.
Total time can be flexible, from 40 to 60 minutes.
Caregivers are welcome to visit any classroom during the workshop.

Grade 4

Grade 4: Writing Standards: Text Types and Purposes #1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Grade 4: Social Studies Framework Content Suggestion: Human-Environment Interaction: Places, Regions, and Culture: Strand GEO 4.3 Explain how culture influences the way people modify and adapt to their environments.
Grade 4: Music: Responding: Anchor Standard #1: Perceive and analyze artistic work. 4. Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Grade 5

Grade 5: Writing Standards: Text Types and Purposes #1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Grade 5: Social Studies Framework Content Suggestion: Human-Environment Interaction: Places, Regions, and Culture: Strand GEO 5.2 Explain how culture influences the way people modify and adapt to their environments.
Grade 5: Music: Responding: Anchor Standard #1: Perceive and analyze artistic work. 5.Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Grade 6

Grade 6: Writing Standards: Production and Distribution of Writing #4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Grade 6: Social Studies Framework Content Suggestion: Human-Environment Interaction: Places, Regions, and Culture: Strand GEO 6–7.4 Analyze the cultural and environmental characteristics that make places both similar to and different from one another.
Grade 6: Music: Responding: Anchor Standard #1: Perceive and analyze artistic work. 6. Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Grade 7

Grade 7: Writing Standards: Production and Distribution of Writing #4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Grade 7: Social Studies Framework Content Suggestion: Human-Environment Interaction: Places, Regions, and Culture: Strand GEO 6–7.4 Analyze the cultural and environmental characteristics that make places both similar to and different from one another.
Grade 7: Music: Responding: Anchor Standard #1: Perceive and analyze artistic work. 7. Select or choose contrasting music to listen to and compare the connections to specific interests or experiences for a specific purpose.

Grade 8

Grade 8: Writing Standards: Production and Distribution of Writing #4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Grade 8: Social Studies Framework Content Suggestion: Human-Environment Interaction: Places, Regions, and Culture: Strand GEO 8.2 Analyze the cultural and environmental characteristics that make places both similar to and different from one another.
Grade 8: Music: Responding: Anchor Standard #1: Perceive and analyze artistic work. 8. Select programs of music (such as a CD mix or live performances) and demonstrate the connections to an interest or experience for a specific purpose.
Get to Know Our Arts Provider:

Cuatro Puntos

http://www.cuatropuntos.org