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Xorox Univarsity Microfilms 3 0 0 North ZMb Road A nn Arbor, Michigan 40100 7 4 -3 1 8 1 GRIFFIN, Robert James, 1935- TEACHING HISPANIC FOLK MUSIC AS A MEANS TO CROSS-CULTURAL UNDERSTANDING. The Ohio State University, Ph.D., 1973 Education, theory and practice University Microfilms, A XERQXCompany, Ann Arbor, Michigan Copyright by Robert James G riffiu 1973 THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED. TEACHING HISPANIC POLK MUSIC AS A MEANS TO CROSS-CULTURAL UNDERSTANDING DISSERTATION Presented in Partial Fulfillment of the Reauirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Robert J. Griffin, A.B., M.A. * # * * * The Ohio S ta te U n iv ersity 1973 Approved by A dviser Department of Humanities Education TABLE OP CONTENTS ACKNOWLEDGEMENTS i i VITA ill Chapter I . INTRODUCTION 1 The Meaning and Role of Culture in the Classroom Folk Music: "A Culture-Bearer" Integrating the Culture Component into the Foreign Language Curriculum Scope Limitations Conclusion I I . THE MUSIC OF SPANISH AMERICA: AN OVERVIEW................................. 30 Introduction Pre-Conquest Music The C olo n ial P erio d The Period of Independence Contemporary Music I I I . THE MUSIC OF SPANISH AMERICA: A DEEP-CULTURE VIEW .... 88 Orientation to Self and Society O rie n ta tio n to Work and Play Orientation to Life and Death Coda IV. THE MUSIC OF SPANISH AMERICA: THE AFRICAN INFLUENCE . 115 The Nature of African Musical In flu en ce Cuba . Dominican Republic Puerto Rico Conclusion V. TEACHING FOLK MUSIC FOR CROSS-CULTURAL UNDERSTANDING: PLANNING AND PROCEEDING................................... 138 Pedagogical Procedures for Teaching Music Selecting the Song Motivating the Song Teaching the Song Designing and Implementing a Music-in- Culture Program The Level One Program The Level Two Program Sample Lesson Plans C onclusion APPENDIX A . 151* B « i • 162 172 BIBLIOGRAPHY 18U ACKNOWLEDGEMENTS I wish to express heartfelt appreciation to Dr. Frank Otto for his assistance in the initial stages of this study and to Dr. Edward Allen for his special efforts and guidance in the latter stageB. Rianks are also due to Professors Herb Jones and Marilyn Helm of Western Michigan University who contributed their time and expertise to help resolve various technical difficulties. Finally supreme gratitude is owed to my wife, Christina, who illustrates this study and illuminates my life. 1 1 VITA. May 6, 1935 . Boxn--Elizabeth, New Jersey 1 9 3 8.................. A.B., Seton Hall University, South Orange, New Jersey 1959-1962 . Latin and Spanish Teacher, Brick Township High School, B rick Town, New J e rs e y 1965-1966 . Latin and Spanish Teacher, Seton Hall Preparatory School, South Orange, New Jersey 1 9 6 6.................. M.A., Seton Hall University, South Orange, New Jersey 1966-1969 . Latin and Spanish'Teacher and Foreign Language Chairman, Lawrence High School, Lawrencevllle, New Jersey 1 9 6 9. Diploma de Estudlos HispAnicos University of Zaragoza, Spain 1969-1971 • • • Teaching Assistant, Department of Foreign Language Education, The Ohio State University, Columbus, Ohio 1 9 7 1 . Certificate in Teaching English to Speakers of Other Languages, The Ohio State University, Columbus, Ohio 1971-present . Assistant Professor of Spanish, Western Michigan University, Kalamazoo, Michigan PUBLICATIONS "TENES Anyone?” American Foreign Language Teacher, Vol. 3» No. 3* pp. 27-28, Spring, 1973. i n FIELDS OF STUDY Major Field: Foreign Language Education Old Spanish, Professor David Griffin Applied Linguistics and TESOL, Professor George Landon iv CHAPTER I INTRODUCTION The past fifteen years have witnessed a "revolution'* in foreign language education which has affected modern language teaching as profoundly as the Industrial Revolution affected modem life . The Industrial Revolution gave a new meaning to the word "manufacture," transforming it from its etymological significance ("made by hand") to its contemporary sense ("made by machine"). The "Audiolingual Revolu­ tion" has given a new meaning to the word "culture," transforming it from what Brooks calls its "Olympian" sense^: the monuments and masterpieces of a society's literature, music, painting, architecture, technology, politics; to its "Hearthstone" sense: the behavioral patterns or life styles of a people. Influenced by the goals and objectives of classical language instruction, modem language teachers for many years tended to be e litist, literature oriented, and inclined to view-language study prim arily as a mental discipline. The humanistic values were stressed: language should cause a certain refinement of taste; it should lead the student to appreciate the universal truth and beauty of the great books. In the late fifties under the impetus provided especially by the National Defense Education Act, modem language educators began to stress the unique and immediate relationship that foreign language 1' study- has to present day needs of communication in a world growing ever smaller. This resulted in an effort to produce a "modem humanist" one who does not confine his interest to the great literary documents of the past, hut also recognizes the merit of the contemporary documents of living societies. He is concerned not only with the eternal literature of ''belles-lettres," but also the ephemeral literature of newspapers, magazines, movies, etc. This change from a classical to a modem humanistic outlook was not immediately accepted by foreign language teachers at all levels of instruction, but, as Grittner Indicates, "... the new, or modem, humanism spread rapidly, and by p the mid-sixties had come to dominate the secondary school curriculum." Now, in the period of the early seventies, the foreign language teacher finds himself facing a "new student," a student described in the Northeast Conference Reports 19703 as demanding three qualities of his educational experience: (a) relevancy, that is, the subject matter should relate to his immediate and current interests and not simply be something "to use latter"; (b) appeal, that is, the subject matter should be interesting and attractive and give a sense of participation; (c) democracy, that is, the subject matter should not be elitist, hut available to all. What do such student attitudes and criteria bode for foreign language Instruction in the future? Certainly one does not need the g ift of prophecy to recognize that "the cultural component" w ill be the sine qua non factor lndiBpensihle to an on-going, viable foreign language program in the coming years. The student "demands" reveal a "people orientation," they Indicate a learner whose interest is primarily in using the language as a bridge to meeting, knowing, and relating to other peoples of the world, and even to "the other" people of his own society. This attitude is verified by the numbers of young people who continue to volunteer for service to the Peace Corps and VISTA. The new student is inclined to be open to and interested in the differences that are especially amenable to the notion of cultural pluralism, the notion that "... each culture is recognized as possessing unique values; each contributes in its special way to the 'Family of Man'."** From the beginning, our country's motto has been "E pluribus unum"—"one out of many"; the message is still perfectly valid but the stress has shifted from the "unum" or the "melting pot" concept, to the "pluribus" or the "divers ity- in-unity" concept. In her excellent article on "Cultural Pluralism" (Britannlca Review of Foreign Language Education. Volume 3)> Genelle Horain writes that current Interest, acceptance, and inclination toward cultural pluralism means: . the foreign language profession must itself be­ come more open—more pluralistic in its approach to cultural instruction.

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