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Kodo One Earth Tour: Evolution

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Kodo One Earth Tour: Evolution Kodo One Earth Tour: Evolution Taiko: The Art of Layered Listening A Professional Development Workshop for Educators Cheryl Mochalski Carole Ono Philip Pickering Taiko Teaching Artist Taiko Teaching Artist Taiko Teaching Artist Galen Rogers Jesse Wiener Taiko Teaching Artist Taiko Teaching Artist Saturday, December 8, 2018 10:00 a.m. – 1:00 p.m. Longfellow Middle School Café, 1522 Ward Street in Berkeley In preparation for the Kodo, One Earth Tour: Evolution SchoolTime performance Monday, February 4, 2019, 11am at Zellerbach Hall, University of California, Berkeley Table of Contents Workshop Outline .............................................................................................................................. 3 Artistic Literacy .................................................................................................................................. 4 Workshop Leaders ............................................................................................................................. 5 About Kodo & the performance.......................................................................................................... 7 Artistic Concept: Layered Listening ..................................................................................................... 8 About the Art Form: Taiko Drumming ............................................................................................... 10 Types of Taiko Drums ....................................................................................................................... 12 Engagement Activities ..................................................................................................................... 13 Resources ........................................................................................................................................ 31 Your Starring Role in the Theater (theater etiquette for students) .................................................... 32 Acknowledgements.......................................................................................................................... 33 About Cal Performances and the Cal Performances Classroom .......................................................... 34 Appendix A: Additional Information ............................................................................................... 35 Cal Performances Department of Artistic Literacy Staff: Rica Anderson, Manager of Student Engagement David McCauley, Master Dance Teaching Artist Marilyn Stanley, Administrative Coordinator Laura Abrams, Artistic Residency and Community Programs Manager Sabrina Klein, Director of Artistic Literacy © Cal Performances, Regents of the University of California, Berkeley 2018. pg. 2 1. Workshop Outline 9:45-10:00 a.m. MEET & GREET ● Check in / Coffee / Greetings 11:35 – 11:40 a.m. RHYTHM CIRCLE ● Each member adds a rhythm to create a group 10:00 – 10:10 a.m. WELCOME & INTRODUCTIONS rhythm song. ● Sabrina Klein gives workshop overview & frame ● Taiko teaching artists welcome participants 11:40 – 11:50 a.m. KATA MOVEMENT ● Diamond configuration: follow the leader 10:10 – 10:20 a.m. OROSHI CLAP PATTERN ● Reflect ● A clap rhythm & ritual to bring our ensemble together. 11:50 a.m. – 12:05 p.m. TAIKO SONG ELEMENTS ● Keeping the beats 10:20 – 10:30 a.m. KATA/STANCE WARM-UP ● Beginning & ending Oroshi ● Connect to breath ● Call & response ● In pairs: create a strong base ● Rhythm patterns ● Exploring Kata shape & movement ● Flow Movement (Bound vs Free) 12:05 – 12:10 p.m. SANBON-JIME CLAP ● Reflect ● Clapping rhythm ritual to close session 10:30 – 10:40 a.m. CALL & RESPONSE RHYTHMS 12:10 – 12:15 p.m. WATCH VIDEO ● Kuchishoga system: creating rhythms with word syllables 12:15 – 12:20 p.m. OROSHI CLAP 10:40 – 10:50 a.m. 12:20 – 12:30 p.m. EMBODYING IMAGES FROM THE RANDOM COMPOSITION GENERATOR PERFORMANCE ● Adding an accent in an 8-beat rhythm ● Reflection on show ● Adding another accent in the 8-beat rhythm ● Share & reflect 12:30 – 12:40 p.m. REVIEW TAIKO SONG ELEMENTS 10:50 – 11:00 a.m. THROWING ENERGY / CUEING ● Review readiness to play ● Pass the imaginary object ● Create beginning pose together ● Throwing & catching energy ● Review taiko song elements ● Reflect together ● Create a rhythm ● Review musical elements 11:00 – 11:05 a.m. SANBON-JIME CLAP ● Clapping rhythm ritual to close session 12:40 – 12:50 p.m. PERFORM TOGETHER ● Hear each group’s piece 11:05 – 11:20 a.m. BREAK / SCHEDULE CLASS ● Put the taiko song pieces together VISITS ● Reflect 11:20 – 11:25 a.m. OROSHI CLAP 12:50 – 1:00 p.m. NEXT STEPS & CLOSING ● Discussion: Preparing students for class visits 11:25 – 11:35 a.m. ● Closing & evaluation LISTENING FOR THE INSTRUMENTS ● Demonstrate sounds instruments make 1:00 - 1:15 p.m. FINALIZE RESIDENCY SCHEDULES ● Play song & identify instruments ● School Coordinators finalize residency schedules ● Teaching artists perform song with Rica. ● Reflect & Discuss pg. 3 2. Artistic Literacy What is Artistic Literacy? Having the skills and knowledge you need to connect meaningfully with works of art—that’s what we mean by artistic literacy. We think that means something different than knowing the names of all the different instruments musicians might play (though that’s a great thing to know!), or being able to reproduce the exact movement you might see during a show. To us at Cal Performances, it means you and your students will have a significant glimpse into the artistic process and will have a chance to try to solve the problems the artists aim to solve creatively. It means that the next time you see a performance, you’ll be able to use these same insights to connect with a work of art through the artist’s process and that this will deepen your experience as an audience member. Artistically literate student audiences come to understand that every artist draws from a core set of concepts skillfully chosen and applied in performance to create a work of art both unique to the artist, and connected to other works of art. And along the way, we hope that students of all ages—and their teachers and adult mentors—will be inspired to experiment with artistic decision-making and creativity themselves. How to use this material We invite you to challenge yourself and your students to think with the curiosity and passion of the arts. This workshop guide is organized around four key artistic practices (as identified by the National Coalition for Core Arts Standards at http://nccas.wikispaces.com/) Investigating: Questioning, exploring and challenging. Imagining: Opening the door to what’s possible, and even to what seems impossible. Creating: Making artistic choices with a work of art in mind. Connecting: Reflecting on both process and product and making connections to other aspects of life and study. We’ve included pre- and post-performance engagement activities for reflection and artistic practice. Engaging your students in these activities gives them tools to make personal and meaningful connections to the performance. By no means should you feel limited by these suggestions! Go, make art, learn more…and share your experiences where you can. And check out our Cal Performances Classroom Engagement Guide for further activities and tools with which to explore each SchoolTime performance. These are available online several weeks before a performance at http://calperformances.org/learn/k-12/. If you have photos or lesson plans to share, please let us know! Use #Kodo@Cal pg. 4 3. Workshop Leaders CHERYL MOCHALSKI is a member of Tatsumaki Taiko of Richmond, CA. She finds great joy in creating taiko music with the group and in sharing that music with the greater Bay Area community. Cheryl has studied the art of playing the Shinobue with Marco Leinhard of the taiko group, Taikoza. She plays and arranges the traditional song melodies of the Shinobue to the taiko songs of Tatsumaki Taiko. She has also studied with Riley Lee to play the Shakuhachi. Trained in classical western silver flute, Cheryl played in the University of Wisconsin concert band and at recitals and weddings. Since moving to the Bay Area, Cheryl has taught high school Spanish in public schools is San Francisco, South San Francisco and in Marin County. She sees the study and performance of taiko as an expression of her passion for learning about the languages, music, traditions and cultures of the world. Growing up in Berkeley, CAROLE ONO was drawn to the rhythms of taiko she heard at Community events and festivals. She was always captivated by the power of the sound as it reverberated through her body. Carole has taught 5th and 6th graders in the Berkeley Public Schools for many years, working alongside artists participating the “Artists in Residence” program, including the Latin Percussion Band and the African Dance Ensemble. In 2008, Carole enrolled in a taiko class at Tatsumaki Taiko with Phil Pickering and has never looked back. She even made a trip to the Kodo facility on Sado Island in Japan. Carole says, “Playing taiko is as rewarding as teaching a great lesson. You find yourself one with the other players, then look out at the audience and see by their faces that they are truly understanding what you are trying to communicate.“ PHIL PICKERING started playing drums at age 12. After high school, he spent 5 years performing full time in local bands around Northeast Pennsylvania. After moving to San Francisco to pursue a degree in computer science, he played in several Bay Area bands. Inspired by a performance by the taiko group
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