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Musical Instruments Indigenous to Each

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Musical Instruments Indigenous to Each MUSIC TRADITIONAL ARTISTIC PROCESSES ® CLASSICAL 1. CREATING (Cr) Artsource CONTEMPORARY 2. PERFORMING, PRESENTING, PRODUCING (Pr) The Music Center’s Study Guide to the Performing Arts EXPERIMENTAL 3. RESPONDING (Re) MULTI-MEDIA 4. CONNECTING (Cn) ENDURING FREEDOM & THE POWER THE HUMAN TRANSFORMATION VALUES OPPRESSION OF NATURE FAMILY Title of Work: Bolivia. Their sound is unique because they com- Peace Pipes and Soaring Over the High Plains bine traditional music of different ethnic cultures Creators: from the Americas with contemporary elements of Company: Arco Iris jazz and pop. Sometimes they play ethnic instru- Founder, composer, percussionist: Danais Tokatlian ments, such as the bombo lugüero - a hollowed out (1939 - 2003) Composer, woodwinds, voice, synthesizer: Ara Tokatlian log drum from Argentina, caja challera - Argentine (b. 1951) drums, siku - bamboo panpipes, moxenio - a lower Percussionist: Hartt Stearns register version of the pincullo which is an end- Strings: Bill Fowler and Julio Ledezma blown flute with a fipple, pincullo - a bamboo flute Background Information: and quena - an Andean notched flute. This blending Arco Iris, an instrumental group, founded in the late of instruments, rhythms and melodies, along with 1960s by Danais and Ara Tokatlian, originated in contemporary elements, gives the music of Arco Buenos Aires, Argentina. When they moved to Los Iris its particular character and color. Angeles many years ago, they began performing over Creative Process of the Artist or Culture: 200 times yearly in the greater Los Angeles area. The In the time they’ve been together, several world Tokatlians based their personal and professional lives on class percussionists have joined Arco Iris. They the principles of universal acceptance, understanding of brought to the group the percussion instruments different cultural values and free artistic expression. of Cuba and Brazil. In Brazil, where the African These ideas are communicated through their culture is mixed with the cultures of the exhilarating music. During its history, Arco Iris has Portuguese descendants and the original Indians, performed throughout South America and Europe. idiophones (metal and wood) make up the bulk of They have released many albims and singles, two of percussive instrumentation. In Cuba, where the which became gold records in Argentina. Their film African culture is mixed with those credits include Out On a Limb (Shirley McLaine), of Spanish and Extreme Prejudice (Nick Nolte), The Telephone indigenous peoples, the (Whoopie Goldberg) and Stand and Deliver (James membranophones (drums) are Olmos). Ara Tokatlian joined the Harry Belafonte band most important. and toured the USA and Europe during 1995 and 1996. California About the Artwork: Cuba Arco Iris is described as a ‘musical rainbow.’ Two of “We represent the spirit of their pieces, Peace Pipes and Soaring Over the High Peru the music of the Americas.” Brazil Plains reflect their sense of harmony with the music of Bolivia Ara Tokatlian the Quechua and the Aymara Indians of Peru and Argentina Discussion Questions: Additional References: After the recorded or live performance: • State Adopted Music textbooks, levels K-8. See sections • In Soaring Over the High Plains Arco Iris uses on Latin American songs, dances and listening lessons. wind, string and percussion sounds. Can you identify one instrument from each category? Sample Experiences: • Identify the instruments that played the melody LEVEL I lines in Soaring Over the High Plains. • Identify and learn about the instruments used by Arco • What are the mental images that came to mind as Iris that came from the environment. Name and you listened to Soaring Over the High Plains? describe them. Categorize them in regard to instrumental • What is the name of the ethnic wind instrument groupings (or families), i.e., percussion, winds or strings. that solos in Peace Pipes? (Panpipes or Siku) To Describe their sounds. Create original instruments from which family of winds (brass or woodwinds) does your environment. (1 gallon ice cream tubs - drums; this instrument belong? (woodwinds) Analyze this rattles made from cans filled with seeds, stones, sand or instrument for its familial similarities, likenesses rice; flutes made from plastic piping) and differences. (See Addendum) * • Learn to sing folk songs, play musical games and dance • How is the historical/cultural fusion created in to music from Latin America. For an accompaniment, add both compositions? (Use a combination of ancient rhythm patterns using instruments that are often heard and contemporary instruments.) Describe the over- in Latin American music, such as claves, maracas, all effect in each composition in regards to bongo drums, guiros, cowbells or triangles. instrumentation, styling, tone color, rhythms. • Listen to an excerpt or a short composition by a Latin • How does the physical arrangement of American composer, such as Alberto Williams, Alberto instruments affect the results in a live performance? Ginastera, Heitor Villa-Lobos, Oscar Lorenzo Fernandes, A recorded performance? (closer to audience or Camargo Guarnieri, Roque Cordero or Carlos Chavez. recording microphone) Compare and contrast it with the music of Arco Iris. LEVEL II Multidisciplinary Options: • Create movement to communicate ideas generated by • Select one instrument, such as the flute, and listening to Soaring Over the High Plains. research its counterpart in different cultures. • Analyze Peace Pipes to identify patterns of • Explore the scientific basis for sound production rhythm, melodic lines and the presence or on selected instruments. absence of harmony. • Fill narrow-necked bottles with different amounts * • Trace the evolution of selected of water. Blow across the ends to produce different instruments from their origins to pitches. Use mathematical calculations (ratios) to present-day forms. determine pitch intervals. LEVEL III • Explore selected world cultures to learn about the * • Create original compositions employing musical instruments indigenous to each. Discover electronic, vocal and acoustic sounds. basic similarities and unique differences. • Listen to the recording of either Peace Audio-Visual Materials: Pipes or Soaring Over the High Plains . Using • Artsource® audio recording: Peace Pipes and a selection of percussion instruments, create Soaring Over the High Plains, Arco Iris Records, a variety of complimentary rhythmic patterns Pan-pipes P. O. Box 2929, Blue Jay, CA 92317. © 1987. to accompany the recording. • Photos: courtesy of Arco Iris. * Indicates sample lessons 2 MUSIC SAME AND DIFFERENT ENDURING VALUES LEVEL I Sample Lesson INTRODUCTION: Padre Sol, an original song by Ara and Danais Tokatlian, is a short composition having three phrases and an easy-to-sing melody. OBJECTIVES: (Student Outcomes) Students will be able to: • Perceive same and different phrases in music (Form). (Responding) • Sing, with expression, a Latin-American folk song accurately in Spanish and English. (Performing & Responding & Connecting) • Describe, discuss, analyze and connect information and experiences based on this lesson. Refer to Assessment at the end of this lesson. (Responding & Connecting) MATERIALS: Music- Padre Sol (provided in the lesson), Rhythm Instruments - bongo drums, castanets, claves, cowbell, guiros, hand drum, maracas, triangle (optional), autoharp, guitar or keyboard instrument for accompaniment. 3 PROGRESSION: • Part I - Learning the song and understanding its organization. • Listen to Padre Sol and identify the phrases which sound alike: phrases 1 and 2. • Students learn to sing the two phrases which are the same (Note: The English words differ in phrase two, however the notation for each phrase is identical.) Write the letter symbols for the two phrases on a chart or chalkboard. A A Leave a blank space for phrase 3. Phrase 1 2 3 • Sing the entire song. Students perform phrases 1 & 2 and teacher sings phrase 3. • Call attention to the different sound of phrase 3. Write the letter symbol “B” in the blank space. The symbols for the phrases should read - A A B Phrase 1 2 3 • Students learn to sing phrase 3. All sing the entire song. • To further emphasize same and different, use a small group of volunteers, or an individual to sing the phrase that is different. (Phrase B) • Learn the Spanish language version. Follow the same procedure of learning by phrases. Part II - Creating instrumental accompaniments to emphasize the song’s form. • Tap the basic, or metric beat as the song is sung. (Four beats per measure.) Teach the following rhythm pattern to accompany the two A phrases. (Tap the pattern with hands on knees.) Explain that this pattern requires two taps for each beat. This pattern imitates the rhythm of the melody. • Select one or two students to play the pattern on rhythm instruments. • Review the metric beat. This will be used to accompany the third phrase. • Select one or two students to play the pattern. Use instrumental sounds that differ decidedly from those used for the first pattern. 4 • Explain that the first pattern learned emphasizes the rhythm of the melody. The second pattern is different. It emphasizes the four beat meter. • Sing the entire song using the two patterns together. EXTENSION: Change instruments to accompany the song. Keep in mind the emphasis on same and different. Continue to select instruments for each pattern which produce markedly different sounds. Add another simple rhythm pattern. For instance, select a metallic sound to be played
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