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Title: Eternal Love
Performer(s): Sound of China Guzheng Ensemble Musical 凉凉古筝二重奏-唐韵古筝乐团 Culture: Chinese
Instrumentation: Guzheng
Pitch: Tuned to the pentatonic scale, four octave range, pitch bends
Harmony: Six guzheng parts
Timbre: Bright, open, light, vibrato
Cultural Contexts: The guzheng is a mix of new and old. The modern instrument is a product of the 1960s - but like the electric guitar, it traces its origins to earlier instruments. Unlike the electric guitar, its predecessors date from 6th century BCE in China or earlier. Check out this website explaining the history of the guzheng!
Teaching Strategy Possibilities: Lead a class discussion on the guzheng. How does this Chinese string instrument compare and contrast to our traditional orchestral instruments, such as the violin, viola, cello, or bass? How does it compare and contrast to the acoustic or electric guitar?
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Performer(s): African UniquesTraditional Dance & Music Group
Musical Culture: West African
Instrumentation: Balafon, Djembe and Shekere Pitch: Bass, tone, and slap (high, medium, and low pitched drums)
Timbre: Perfect attacks on beat. Bright, hard
Cultural Contexts: The djembe has been an integral part of spiritual and ritualistic life in West Africa for many generations. It was traditionally played be griots, well respected high-class court musicians, who used the instrument for story telling, passing on important historical, religious, and cultural information to future generations.
The drum is linked with singing and dancing. various dances have different symbolic meanings and are performed at important festivals calling for rain or a good harvest, or at ceremonies, births, weddings, and funerals.
To learn more about the djembe, click here.
Teaching Strategy Possibilities: Study basic djembe rhythms, beats, and dances as a class. How can we tell stories through our music? What are some examples of songs that we sing during important celebrations?
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Title: O Ke Ahi Lonomakua
Performer(s): Kumu Hula Sonny Ching and Hālau Nā Mamo O Puʻuanahulu
Musical Culture: Hawaiian/ Polynesian
Instrumentation: Voice (chant), drums
Pitch: Unison
Timbre: Pure, open, strong
Cultural Contexts: The hula was developed in the Hawaiian Islands by the Polynesians who originally settled there. The hula dramatizes or portrays the words of the oli or mele in a visual dance form.
Teaching Strategy Possibilities: Learn a traditional hula dance. Stay on time and on beat. How does this dance portray the lyrics and/or meaning of the song?
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Performer(s): Cahir O'Doherty
Musical Culture: Irish
Instrumentation: Voice, guitar
Timbre: Strong, resonant
Cultural Contexts: Cahir O'Doherty is the uncle of one of my own colleagues, Mairead Reilly. When Mrs. Reilly dropped her students off at the music room today, I asked her if she had any suggestions of traditional Irish artists, as her parents are from Ireland and she speaks about her heritage frequently. She was very excited to e-mail me a list of traditional Irish musicians, including some family members. This is a wonderful example of bringing together culture and heritage within our school through modern and popular music.
To learn more about Cahir O'Doherty, click here!
Teaching Strategy Possibilities: I plan to start a unit on world music after spring break. Students will have the opportunity to research the music and culture from one country and present their findings for the class. Mrs. Reilly would be an excellent source for students to interview and discuss the topic of Irish music.
Not everyone may have a colleague at their school who can help provide the background on non-Western music, however, Mrs. Reilly is a great resource for my students at my school. I plan to use her extensive knowledge on Irish music to help further my student's growth in music culture.
This video was filmed in our very own Cocoa Beach!
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Title: Fake Love Performer(s): BTS Musical Culture: South Korean Instrumentation: Vocal, electronic Time: 4/4 Timbre: Strong, resonant Lyrics: 널 위해서라면 난 슬퍼도 기쁜 척 할 수가 있었어 널 위해서라면 난 아파도 강한 척 할 수가 있었어 사랑이 사랑만으로 완벽하길 내 모든 약점들은 다 숨겨지길 이뤄지지 않는 꿈속에서 피울 수 없는 꽃을 키웠어 I'm so sick of this fake love, fake love, fake love I'm so sorry but it's fake love, fake love, fake love I wanna be a good man just for you 세상을 줬네 just for you 전부 바꿨어 just for you Now I don't know me, who are you? Hi, 우리만의 숲 너는 없었어 내가 왔던 route 잊어버렸어 나도 내가 누구였는지도 잘 모르게 됐어 (eh) 거울에다 지껄여봐 너는 대체 누구니 널 위해서라면 난 슬퍼도 기쁜 척 할 수가 있었어 널 위해서라면 난 아파도 강한 척 할 수가 있었어 사랑이 사랑만으로 완벽하길 내 모든 약점들은 다 숨겨지길 이뤄지지 않는 꿈속에서 피울 수 없는 꽃을 키웠어 Love you so bad, love you so bad 널 위해 예쁜 거짓을 빚어내 Love you so mad, love you so mad 날 지워 너의 인형이 되려 해 Love you so bad, love you so bad 널 위해 예쁜 거짓을 빚어내 Love you so mad, love you so mad 날 지워 너의 인형이 되려 해 I'm so sick of this fake love, fake love, fake love I'm so sorry but it's fake love, fake love, fake love Why you sad? I don't know 난 몰라 웃어봐 사랑해 말해봐 나를 봐 나조차도 버린 나 (oh no) 너조차 이해할 수 없는 나 낯설다 하네 니가 좋아하던 나로 변한 내가 (oh) 아니라 하네 예전에 니가 잘 알고 있던 내가 (oh) 아니긴 뭐가 아냐 난 눈 멀었어 사랑은 뭐가 사랑 it's all fake love I don't know, I don't know, I don't know why (Woo) 나도 날 나도 날 모르겠어 (Woo) I just know, I just know, I just know why 'Cause its all fake love, fake love, fake love Love you so bad, love you so bad 널 위해 예쁜 거짓을 빚어내 Love you so mad, love you so mad 날 지워 너의 인형이 되려 해 Love you so bad, love you so bad 널 위해 예쁜 거짓을 빚어내 Love you so mad, love you so mad 날 지워 너의 인형이 되려 해 I'm so sick of this fake love, fake love, fake love I'm so sorry but it's fake love, fake love, fake love 널 위해서라면 난 슬퍼도 기쁜 척 할 수가 있었어 널 위해서라면 난 아파도 강한 척 할 수가 있었어 사랑이 사랑만으로 완벽하길 내 모든 약점들은 다 숨겨지길 이뤄지지 않는 꿈속에서 피울 수 없는 꽃을 키웠어
Cultural Contexts: K-pop (Korean popular music) originated in South Korea in the late 1990's. Most critics tend to agree that K-pop's origin story begins on April 11, 1992, when the trio Seo Taiji and Boys performed its soon-to-become a hit "Nan Arayo (I Know)" on South Korea's Munhwa Broadcasting Corporation. K-pop is still very popular today. BTS is known around the world. Teaching Strategy Possibilities: Compare and contrast the original version of Fake Love and the cover version. What other cover songs have you heard?
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