Available September through December, and March through June.
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Artist brings a large assortment of authentic musical instruments and artifacts representative of the American natural environments and its many cultures.
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," "I 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 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 K: History: Perspective: K.3: Compare perspectives of people in the past to those in the present.
Grade K: Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment: K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. DCI: Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things.
Grade Level: K: Music: Performing: Anchor Standard 6: Convey meaning through the presentation of artistic work. A. With guidance, perform music with expression
Grade 1: Structure, Function, and Information Processing. 1-LS1-1: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. DCI: Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
Grade 1: Geography: Human-Environment Interaction: Places, Regions, and Culture: 1.4: Explain how weather, climate, and other environmental characteristics affect people"s lives in places or regions.
Grade Level: 1: Music: Responding: Anchor Standard 9: Apply criteria to evaluate artistic work. A. With limited guidance, apply personal and expressive preferences in the evaluation of music for specific purposes.
Grade K-2: Engineering Design: K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. DCI: Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem"s solutions to other people.
GRADE 2: HISTORY : Change, Continuity and Context: 2.3 Generate questions about individuals and groups who have shaped a significant historical change.
Grade Level: 2: 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 3: Interdependent Relationships in Ecosystems: 3-LS4-1: Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. DCI: Populations live in a variety of habitats, and change in those habitats affects the organisms living there.
Grade 3: Economic: Exchange and Markets 3.2 Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used.
Grade Level: 3: Music: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding A. Demonstrate understanding of relationships between music and the other arts, other disciplines,varied contexts, and daily life.
Grade 4: Geography: Human-Environment Interaction: Places, Regions, and Culture: 4.3: Explain how culture influences the way people modify and adapt to their environments.
Grade 4: Waves and Information: 4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information. DCI: Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints.
Grade Level: 4: Music: Responding: Anchor Standard 9: Apply criteria to evaluate artistic work. A. Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.
Grade 5: Earth Systems: 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth"s resources and environment. DCI: Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth"s resources and environments.
Grade 5: History: Causation and Argumentation: 5.10: Use evidence to develop a claim about the past.
Grade Level: 5: Music: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. A. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.