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ThePhoe nix ofPersia Teacher Resources 1 Khosh amadid! Welcome to The Phoenix of Persia and The Shahnameh Box. The Phoenix of Persia by Sally Pomme Clayton, illustrated by Amin Hassanzadeh Sharif, is based on a story from the ABOUT THE AUTHOR ABOUT THE ILLUSTRATOR Shahnameh, an epic poem by the 10th century Iranian poet Sally Pomme Clayton is a pioneering storyteller and writer. Amin Hassanzadeh Sharif was born in Tehran Ferdowsi. She is the author of The Phoenix of Persia and has a long in 1979 and is an award-winning illustrator connection with the Iranian epic Shahnameh. She loves to whose work has been published worldwide. Storytellers in Iran would often tell the stories of the Shahnameh bring fairytales and forgotten myths to new life. Sally Pomme To illustrate The Phoenix of Persia, Amin has to the accompaniment of music. The Phoenix of Persia introduces co-founded The Company of Storytellers with Ben Haggarty used a distinctive sgraffito technique which original music composed by contemporary Iranian musicians and Hugh Lupton (1985), and together they spearheaded involves scratching through a layer of still-wet Amir Eslami (ney), Nilufar Habibian (qanun), Saeid Kord Mafi storytelling across the UK. She is an inspiring educator, paint to reveal what’s underneath. (santur), and Arash Moradi (tanbur), set to Sally Pomme Clayton’s teaching practical workshops in storytelling and creative stunning narration of this classic tale. writing. www.sallypommeclayton.com Use the QR code Our cross-curricular resource explores the Shahnameh as one in the book to play of the great epics of world literature, with activities on history, the music or visit art, music, drama and more! These resources complement the ABOUT THE MUSICIANS www.tinyowl.co.uk/ creation of The Shahnameh Box - available free to loan via your for Amir Eslami is an award-winning and widely phoenixofpersia schools library service across the UK. more information. recorded ney player, composer and music instructor who lives in Vancouver, Canada. Nilufar Habibian is an award-winning qanun player, composer and improviser based in London. She performs a variety of styles ranging from Iranian classical and Middle Eastern music to experimental contemporary Western music. Saeid Kord Mafi is a composer, santur player and PhD candidate in Ethnomusicology at SOAS, Saeid Kord Mafi, Nilufar Habibian, Sally Pomme Clayton University of London. He has participated in and Arash Moradi (L-R) numerous concerts and workshops throughout the world, and has released two albums in Iran. Arash Moradi is the eldest son of Iran’s leading tanbur player Ali Akbar Moradi from whom he The Phoenix of Persia project was led by Tiny Owl Publishing, in collaboration with City, learnt tanbur from an early age. Arash lives in University of London, HEC Global Learning Centre, Tower Hamlets Schools Library Service and London where he teaches and runs workshops Pop Up Projects CIC, with support from Arts Council England and the Iran Heritage Foundation. on Iranian and Kurdish music. He has performed The book and accompanying music was conceived and initiated by Professor Laudan Nooshin throughout the world. (City, University of London). The Creative Producer and Assistant Editor for the music was Soosan Lolavar and the music was mixed, mastered and edited by Julius Johansson and other students at Meet the creators of City, University of London. The music was recorded in the sound studios of the Music Department The Phoenix of Persia at Amir Eslami at City, University of London. The teacher resources were created by Professor Laudan Nooshin www.tinyowl.co.uk/ (City, University of London), Lisa Taner (HEC Global Learning Centre) and Sophie Hallam (Tiny Owl). phoenixofpersia in a series of short films. 2 3 Contents About the Shahnameh....... 6 Adult-level Thinking: English.............................. 8 This resource for teachers provides cross-curricular classroom activities Stereotypes and the danger of a to support The Phoenix of Persia and its music as well as the other books Art................................... 10 single story and objects in your resource box. Here you can delve into the rich artistic Music............................... 12 and cultural heritage of Iran by exploring its literature, art, music, history, The Nigerian writer Chimamanda Ngozi Adichie geography and more. Geography....................... 14 warns us about The Danger of a Single Story The Shahnameh Box (see the film on Ted Talks) and how damaging History............................. 16 it is to reduce people and situations to a single The Shahnameh Box, available via your local schools library service, explores is a free resource for narrative. She was talking about Africa but this one of the greatest epics of world literature and its history through cultural schools. To borrow Other curriculum links......18 is equally important when we consider any artefacts, books and objects. The teacher resources complement these The Shahnameh Box country or region. Adichie’s point was that physical resources but the activities can also be enjoyed alone as complete from your schools reducing people to one single narrative removes units or smaller learning components and are available online: library service, please 5 Persian Miniatures their humanity and individuality. As children www.tinyowl.co.uk/shahnamehbox. contact gillian.harris@ Discover Mahmoud Farshchian – a modern master of towerhamlets.gov.uk Persian painting and miniatures. In these postcards, can be exposed to limited, or even loaded, or call 020 7364 6428. he has illustrated famous poems by Hafez. information about people and places, it is See pages 10-11 for art activities. important to understand what they think they The Shahnameh Box know and to support their critical development. 6 The Phoenix of Persia Chain Game 1 Discover the different instruments and characters Global Citizenship Education by playing this listening and memory game (also available online). We’ve included two evaluation tools to use 2 See pages 12-13 for music activities. before and after your learning about Iran and The Phoenix of Persia. These simple activities are based on widely-used evaluation practices 7 Geometric tiles 4 Discover the beauty of geometric Islamic art. in the field of Global Citizenship Education and See pages 10-11 for art activities. are drawn from the open site http://toolkit.risc. org.uk. This methodology allows teachers to 3 understand where their learners are in terms 8 Iranian material 4 8 This is an ornamental design using the buta or of knowledge and attitudes. Use it before you boteh, a teardrop-shaped motif with a curved start your learning with this resource, and then 5 upper end. Notice the intricate weaving at the again either at an interim period or at the end, 10 back of the material. depending on the duration and depth of your 9 7 learning. We hope that you will find these useful 6 in directing your planning and teaching and in 9 Iranian coins In The Phoenix of Persia, the children discover an being able to capture attitudinal change. ancient coin. Examine these contemporary coins 11 from Iran. The Iranian currency is called rial. There are two activities in The Shahnameh Box or you can download them online: www.tinyowl.co.uk/shahnamehbox. 10 Dried rose flowers Pink rose buds from Iran are used for making tea. 1 The Phoenix of Persia 3 I is for Iran Ask the pupils to smell the rose buds and describe 1. What would you see in Iran? Enjoy the beautiful story and listen to the music A non-fiction book on Iran to discover the geography the scent. An open-ended activity, good for helping using the QR code at the beginning of the book. and culture of this fascinating country. See page 15 for more Iranian delicacies. learners consider what they know of a country See pages 14-15 for geography activities. without any prompts: for all age groups. 2 Bijan and Manije 11 Phoenix feathers 2. Iran or UK? A simple sorting activity, using either/or to The story of Bijan and Manije is another ancient story 4 Musical instruments In The Phoenix of Persia, the Simorgh gives from the Shahnameh. An epic love story, reminiscent A ney – an Iranian flute and a frame drum, similar to the Prince Zal feathers from her tail to protect him. sort visuals: for all age groups. of Romeo and Juliet. daff in the story. See page 11 to create your own phoenix feather See pages 12-13 for music activities. using the sgraffito technique. 4 5 Storytelling and the Shahnameh WHAT IS AN EPIC? Epics are usually long cycles of connected, or branching, poems. They are often concerned with battles and heroic deeds, combining historical fact with romance, adventure, magic, the “The bird flapped her wings, and the tree shook. Seeds blew, seeds flew, supernatural, and the Gods. They often tell the stories of several generations of families. The seeds scattered across Earth. Life came into being”. epic tradition is one of performance, so the text is the result of a living performance tradition which incorporates both poetry and prose, speech and song, and is often accompanied by For thousands of years, in many cultures around the world, stories have been music. Other examples of the epic tradition you may be more familiar with are Homer’s The Iliad accompanied by music. Together, storytelling and music can transport listeners to and Milton’s Paradise Lost. www.bl.uk/learning/cult/inside/corner/shahbground/questions other worlds, other times, and other places. Iran has an ancient tradition of storytelling and poetry where musicians play instruments to THE ART OF PARDEKHANI bring stories to life. The most important epic in Iran is called the Shahnameh (pronounced Shaah-naah-meh), which means “The Book of Kings”. It was written by the poet Abolqasem The oral storytelling tradition of pardekhani is one of the most widely practised forms of Ferdowsi who lived about a thousand years ago.
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  • SOUNDSCAPES: the Arab World Vocabulary

    SOUNDSCAPES: the Arab World Vocabulary

    SOUNDSCAPES: The Arab World Vocabulary ADHAN The Islamic call to prayer. MAFRAJ A window‐lined room at the AL‐ANDALUS Around 1000 CE, the area now top of a house. called Spain and part of North MAGHREB The North African dessert. Africa. MAQAM Scales and notes that define AL‐QAHIRAH The Arabic name for Cairo, Arabic music tonality. Egypt. MINARET Part of a MOSQUE, a tower ARDHA A traditional Arabic dance, used for communication. common in Saudi Arabia. MIZHWIZ A double‐pipe double‐reed AS‐SANTOOR A multi‐stringed instrument wind instrument. played with wooden sticks. MIZMAR A single‐pipe double‐reed wind BEDOUIN Nomadic people of the Arabian instrument. and North African desert. MOSQUE An Islamic place of worship. BENDIR A round, flat, wooden‐framed NAY An end‐blown wind instrument. drum. OSTINATO Italian musical term for a BERBER Indigenous people of the North repeating pattern. African desert OUD/AL‐‘UD A pear‐shaped string CHA’ABI/SHA’ABI A style of dance and music instrument, similar to a lute. popular in some poorer Arab QANUN A large, flat multi‐stringed communities. instrument. DABKE A traditional line dance, RABABEH A single‐stringed bowed fiddle. popular in Lebanon. REBEC The European version of the DALOONAH Improvised music often used REBABEH, precursor to the with DABKE. violin. DERVISH Devout SUFI Muslims, similar to RIQ/TAR A round, flat, wooden‐framed Christian monks. drum with jingling plates DJELLABA A tunic, often worn by BERBER around the rim, similar to a men. tambourine. DJEMBE A West African drum, similar to SAWT A bluesy style of Arabic music, a DUMBEK.