One World: A multi-cultural celebration of story, song and musical instruments (K-5)
Last changed: 08/16/2021 4:33pm
| K , 1 , 2 , 3 , 4 , 5 | Music |
| Music | Social Studies |
| Both Grade Level and Arts/PE Program | Alignment |
| 2 | 60 min |
| 2 | 60 min |
| Combo In-School Performance & In-School Workshop |
One World: A multi-cultural celebration of story, song and musical instruments: Is a two part program The first is a performance intended for the entire grade level to experience together. The second will be a hands on musical instrument workshop intended for one classroom at a time. |
| All Year | In-School, |
| $10 | 0 |
| $250 | 0 |
| yes | In-Person , Phone , Email |
| None needed. | |
| None |
The Performance: I prefer* the most comfortable, quiet space available with students pulled up close in a slightly rounded seating arrangement. The Workshop: I prefer* a place to spread out 6 blankets and room around those blankets for the students to move (a gym, a stage, open library space...) * No worries! I have worked with thousands of groups in many different situations, from hallways to auditoriums and most can be made workable. |
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I can identify each of the peopled continents of the world and though stories/song/musical instruments, celebrate the similarities and differences that arise from the cultures and environments of the worlds people I can listen to the stories and music from many cultures and speak about how they touched my life in the present. I can listen to music played on musical instruments from around the world, understand a bit about the people from which the music arose, speak about the sounds I most enjoyed, and perhaps choose a style of world music I might like to peruse further. I can identify the wonder of our common humanity and celebrate the blessing of our differences. Along the way I can better see that of myself in the eyes of others. |
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Part A is a performance entitled "One World: A Multicultural Celebration of Story, Song, and Musical Instruments." At this performance, I take students on a whirl wind tour around the world. I tell funny and moving stories from many of the world's people and play fascinating/beautiful musical instruments from many of the places they come from. Stories, songs and music that tickle life's funny bone, touch the heart and celebrate with great gladness our common humanity. Part B extends the learning from my performance with a “round the world musical instrument 'petting zoo’.” Placed on 6 cloths, one for each of the world's peopled continents, will be around 100 irresistible musical instruments. First I give a quick “taste test of the amazing sounds they make. Next I teach students to gently and carefully handle them (in 34 years of sharing my instruments with children, never once has one been broken!). Then we set up a “freeze” signal, with a surprisingly realistic “bird whistle” with European/West Asian roots. Students are invited to try out the instruments (with the exception of those played in the mouth). At the end we regather, closing with a song. Along the way I look to: Share a “taste test” of our diverse multicultural world. Help students grow their sense of our world’s geography. Plant seeds of understanding, so that students consider how our difference help make us stronger and our similarities, the needs-hopes-laughter-tears we share, are universal. Help students see that each one of us is a marvel and part of the tapestry that makes our one world beautiful. 34 full-time years of experience help me adapt my work to the wit and intellect of each age group. |
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In this two part program, student take a whirl wind tour of our world through story, song and musical instruments. Along the way they “visit” each of the six peopled continents. PART A: THE PERFORMANCE "One World: A Multicultural Celebration.” Students listen to funny and moving stories from many of the world's people and hear fascinating/beautiful musical instruments from many of the places they come from. Stories, songs and music that tickle life's funny bone, touch the heart and celebrate with great gladness our common humanity. PART B: THE PLAYSHOP: “A Musical Instrument Petting Zoo.” Around 100 irresistible musical instruments are placed on 6 colorful cloths, one for each of the world's peopled continents. First students hear the amazing and varied sounds the musical instruments make. Next students learn to gently and carefully handle them (in 34 years of sharing my instruments with children, never once has one been broken!). Then we set up a “freeze” signal, with a surprisingly realistic bird whistle with European/West Asian roots. After that students are invited to try out the instruments (with the exception of those played in the mouth). In the end we regather, with a closing song and/or dance. My hope is to plant seeds of understanding, so that students consider how our difference and our similarities (the needs-hopes-laughter-tears we all share) help make our world a little more fun and fascinating. 35 full-time years of experience help me adapt my work to the wit and intellect of each age group. |
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Yes! Absolutely! This program by far takes the most schlepping of all my programs. Extra hands to help me set it up and pack it out are EXTRAORDINARILY HELPFUL As well caregivers are welcome to the performance part of this two part program and would be TRULY HELPFUL at the "playshop" part of this program. They can help small hands with my musical instruments, help me give periodic gentle reminders on how to handle them and enjoy both listening and trying out of those instruments. |
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Grade K |
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Kindergarten: Geography: Human-Environmental Interaction; Places, Regions, Culture: GEO K.3 Use maps, globes, and other simple geographic models to identify cultural and environmental character |
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Kindergarten: History Perspectives HIST K.3 Compare perspectives of people in the past to those in the present. |
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Grade K Theatre:Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding a. With prompting and support, identify stories that are different from one another in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama). |
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Grade K Music: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. a Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music. |
Grade 1 |
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Grade 1: Geography: Human-Environmental Interaction; Places, Regions, Culture: Geographic Representations: Spatial Views of the World: GEO 1.3 Use maps, globes, and other simple geographic models to identify cultural and environmental character |
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Grade 1: History: Perspectives: HIST 1.3 Compare perspectives of people in the past to those in the present. |
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Grade 1 Theatre:Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding a. Identify similarities and differences in stories from one’s own community in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama). |
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Grade 1 Music: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. a Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music. |
Grade 2 |
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Grade 2: Geography: Human-Environmental Interaction; Places, Regions, Culture: GEO 2.6 Identify cultural and environmental characteristics of a place/region |
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Grade 2: History: Perspectives: HIST 2.4 Explain perspectives of people in the past to those of people in the present |
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Grade 2: Theatre:Connecting:Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding a Identify similarities and differences in stories from multiple cultures in a guided drama experience (e.g., process drama, story drama, creative drama) |
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Grade 2: Music: Responding: Anchor Standard 7: Perceive and analyze artistic work Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes. |
Grade 3 |
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Grade 3: Geography: Geographic Representations: Spatial Views of the World GEO 3.3 Use maps of different scales to describe the locations of cultural and environmental characteristics. |
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Grade 3: History: Perspectives: HIST 3.4 Explain connections among historical contexts and people’s perspectives at the time. |
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Grade 3 Theatre:Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. a. Use personal experiences and knowledge to make connections to community and culture in a drama/theatre work. |
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Grade 3 Music: Responding: Anchor Standard 7: Perceive and analyze artistic work a Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes |
Grade 4 |
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Grade 4: Geography: Human-Environment Interaction: Places, Regions, and Culture GEO 4.3 Explain how culture influences the way people modify and adapt to their environments |
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Grade 4: History: Perspectives: HIST 4.1 Explain connections among historical contexts and people’s perspectives at the time. |
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Grade 4 Theatre:Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. a. Identify the ways drama/theatre work reflects the perspectives of a community or culture. |
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Grade 4 Music: Responding: Anchor Standard 7: Perceive and analyze artistic work a Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, purposes or context |
Grade 5 |
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Grade 5: Geography: Human-Environment Interaction: Places, Regions, and Culture: GEO 5.2 Explain how culture influences the way people modify and adapt to their environments. |
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Grade 5: History: Perspectives: HIST 5.5 Explain connections among historical contexts and people’s perspectives at the time. |
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Grade 5 Theatre: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. a.Explain how drama/theatre connects oneself to a community or culture. |
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Grade 5 Music: Responding: Anchor Standard 7: Perceive and analyze artistic work a Demonstrate and explain, citing evidence, how selected music connects to, and is influenced by specific interests, experiences, purposes, or contexts |
