What in the World Does That Sound Like?
Rodolfo Espinoza
What in the World Does That Sound Like?
Geography
9th Grade
Duration: 1 day of instruction, 3 days of research with a portion of that in class, 2 days of presentations
Lesson Theme and Topic: This lesson deals with identifying traditional instruments around the world with introspection as to their place in the culture of a region, identifying the influence of place on materials and construction, their diffusion around the world and their relationship to the modern popular music of that area. The project also seeks to explore cultural diffusion of modern popular music and instruments.
Instructional Objectives:Students should learn how to identify the connection between place and culture. They will make connections of place and traditional local materials used to construct instruments. Students will also understand the concept of cultural diffusion to and from their selected region of study. Students will be able to identify similarities of construction and sound in types of instruments around the world.
Specific Global Competencies:This project helps to promote the ideals of global competency by developing students’ awareness, curiosity, and interest in learning about world music and how it crosses borders. It encourages students to think about global connections outside of their own understanding of music and local culture. This project highlights the use of instruments as elements of cultural expression and the movement of ideas across national boundaries.
Standards: The following are based on Louisiana Grade Level Expectations in World Geography
-Analyze how certain cultural characteristics can link or divide regions
-Determine the unifying characteristics that regions possess and explain changes that they have experienced over time
-Explain how changes in technology have contributed to the spread of ideas and information throughout the world
Instructional Strategies and Activities:
Day 1- Teacher will present instruction through PowerPoint and video of various traditional Chinese instruments such as the Dizi, Ehru, Sheng, Hulusi, and Guzheng.
The class will then discuss local Cajun and Zydeco music and their relevant instruments. Teacher will show web based slide show and video on common Cajun/Zydeco instruments.
The teacher will present and demonstrate a variety of traditional instruments from China, Chile and the Acadiana region of Louisiana.
The class will discuss the instruments’ technological construction, materials and their relation to location.
The teacher will show several examples of Chinese Popular music (C-Pop) such as Wei Wei, Jay Chou, and Cheer Chen. The class will discuss instrumentation and style as they relate to cultural diffusion.
Students will begin process of selecting a region around the world to research.
Day 2: Students will be assigned a project to develop a PowerPoint or video to present at least 2 instruments used in a selected region’s traditional music. Students will also show examples of that region’s current popular music. Students should cover the following topics.
- Include a map showing the region to be discussed
- What materials are used in the construction of the instrument?What is the physical geography of the region? Does it impact the materials used? Did major migration patterns contribute to the spreading of this instrument? What does the instrument sound like (audio or video)? Is this instrument used in other places or other styles of music? Is this instrument used in that region’s current popular music?
- Bring an example (audio or video) of the selected region’s popular music (with or without traditional instruments). Identify and discuss the instruments used in their popular music and their possible place of origin.
Day 3 and 4: Time for research (in or out of school).
Day 5 and 6: Presentations
Formative Assessment:Students’projects will be assessed using a rubric that includes judging of presentation skill as well as content.
Resources:
World Geography Text- For physical characteristics of selected region.
Musical Instruments for demonstration: Chinese- Ehru, Hulusi, Dizi Chilean: Charango, Quena, Cacho Cajun/Zydeco: Accordion, Triangle, Fiddle, Guitar
World Instrument Gallery Ehru, Pipa, Sheng, Dizi, Hulusi, Guzheng:
“The Ehru”
Cajun Music- History, Instruments and Development:
Introduction to Common Cajun Musical Instruments with performance demonstrations:
Chinese Pop Artists such as Jay Chou, Cheer Chen, Wei Wei
Song book as an example of Chinese music notation
How to read Chinese music notation:
Name:______
Organization10 pts / Voice Projection/ Presence
5 pts. / Instruments Acurately
Presented.
Visual/Explained
20 pts / Diffusion
Discussed
10 pts. / Current Popular
Music
10 pts / Appearance
15 pts
Total:______