LOADING...


Music and Cultures of The Americas (middle)

Last changed: 05/08/2018 11:40am
6 , 7 , 8
Music Social Studies Science
Grade Level Program Alignment
1 45 min
In-School Workshop
All year
$10 0
no Phone , Email , Other
Artist brings a large assortment of authentic musical instruments and artifacts representative of the American natural environments and its many cultures.
None
Prefer to be set up in one room and have classes combined. Please provide a 6' table for display of instruments, and two chairs. Blackboard or flip-chart is optional.
"I CAN use creatively the natural resources from my environment," "CAN appreciate the acoustic properties of different materials," "I CAN summarize the use of the arts in historical and cultural contexts, and get a taste for how cultures have influenced each other and evolved," "I CAN make a connection to the immigrant experience in the state of Connecticut," "I CAN understand the effects of migration on our global society and appreciate the value of diversity in innovation and cultural expression."
Students will be presented with an array of musical instruments from Native and Immigrant Cultures. By listening and observing the changes in music and musical instruments through history, before colonial times to the present, from the contribution made by Native, Latino, European, and African immigrants that brought their music, songs, dances and instrumentation to their new home far away from their lands, they will have a big picture perspective on the effect of culture and integration. Instruments introduced are made from animal and natural materials and more advanced designs to demonstrate the evolution of history, and culture through music. Before starting the workshop the artist will ask students if there is anything in their environment that they can use to make music. Their answers will be recognized and expanded upon. During the workshop students will be asked to volunteer to try out some of the instruments being presented and to feel in their hands the natural materials and sounds they create. Instruments used include turtle shells, seashells, armadillo guitar, bamboo drums, natural hides, horns, whistles, strings, folk instruments of Africa and South America, guitar, and rattles among others. All instruments demonstrate the human relationship to their environment, each other, and our natural resources. They will be taught in small groups to play simple rhythms, songs and dance from the culture being discussed. Emphasis will be made on the effects of the encounter when cultures first come together and how their music is an example of historic transformation. At the end of the presentation students will be asked summarize their learning.
This program can also apply to the Spanish language subject area for listening and comprehension. This program needs to be in an open classroom with space for students to get up out of their seats and play music, dance, and interact. A 6' folding table or similar surface is required. This program can be presented to larger groups combined in a single class. For example to a whole grade level at a time.
Can accommodate caregivers if students need help or visitors want to participate.

Grade 6

Grades 6: Geography: Human-Environment Interaction: Places, Regions, and Culture: GEO 6–7.4 Analyze the cultural and environmental characteristics that make places both similar to and different from one another
Grade 6: History: Change, Continuity and Context: HIST 6–8.1 Use questions about historically significant people or events to explain the impact on a region.
Grade 6: Music: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work: A. Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent.
Grade 6: Music: Evaluate: Anchor Standard 7: Perceive and analyze artistic work: A. Apply teacher provided criteria to evaluate musical works or performances.

Grade 7

Grades 7: Geography: Human-Environment Interaction: Places, Regions, and Culture: GEO 6–7.4 Analyze the cultural and environmental characteristics that make places both similar to and different from one another
Grade 7: History: Change, Continuity and Context: HIST 6–8.1 Use questions about historically significant people or events to explain the impact on a region.
Grade 7: Music: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work: A. Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.
Grade 7: Music: Evaluate: Anchor Standard 9: Apply criteria to evaluate artistic work: A. Select from teacher-provided criteria to evaluate musical works or performances.

Grade 8

Grade 8: Geography: Human Population: Spatial Patterns and Movement: GEO 8.3 Explain how changes in transportation and communication technology influence the spatial connections among human settlements and affect the diffusion of ideas and cultural practices.
Grade 8: History: Change, Continuity and Context: HIST 8.1 Analyze connections among events and developments in historical contexts.
Grade 8: Music: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. A. Generate rhythmic, melodic and harmonic phrases and harmonic accompaniments within expanded forms (including introductions, transitions, and codas) that convey expressive intent.
Grade 8: Music: Evaluate: Anchor Standard 9: Apply criteria to evaluate artistic work. A. Apply appropriate personally developed criteria to evaluate musical works or performances
Get to Know Our Arts Provider:

Giovanni Ciarlo

http://www.siriuscoyote.org