Ethnomusicology in the Elementary Music Classroom

1. Ethnomusicologyin the Elementary Music Classroom TEKS: Texas Essential Knowledge and Skills Dr. Stephen Duncan, Director of Fine Arts Galveston Independent School District Galveston, Texas Adjunct Professor of Music Galveston College

2. General Considerations: all grades • (1) Four basic strands— • perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. In music, students develop their intellect and refine their emotions, understanding the cultural and creative nature of musical artistry and making connections among music, the other arts, technology, and other aspects of social life. Through creative performance, students apply the expressive technical skills of music and critical- thinking skills to evaluate multiple forms of problem solving. • (2) By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices.

3. Kindergarten (K.2) Creative expression/performance. The student performs a varied repertoire of music. The student is expected to: (A) sing or play classroom instruments independently or in a group; and (B) sing songs from diverse cultures and styles or play such songs on musical instruments. (K.3) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (A) sing songs and play musical games from different cultures; and (B) identify simple relationships between music and other subjects.

4. Grade 1 (1.2) Creative expression/performance. The student performs a varied repertoire of music. The student is expected to: (A) sing or play a classroom instrument independently or in groups; and (B) sing songs from diverse cultures and styles or play such songs on a musical instrument. (1.5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (A) sing songs and play musical games from diverse cultures; and (B) identify simple relationships between music and other subjects.

5. Grade 2 (2.2) Creative expression/performance. The student performs a varied repertoire of music. The student is expected to: (A) sing or play a classroom instrument independently or in groups; and (B) sing songs from diverse cultures and styles or play such songs on a musical instrument. (2.5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (A) identify music from various periods of history and culture; (B) sing songs and play musical games from diverse cultures; and (C) identify relationships between music and other subjects.

6. Grade 3 (3.2) Creative expression/performance. The student performs a varied repertoire of music. The student is expected to: (A) sing or play a classroom instrument independently or in groups; and (B) sing songs from diverse cultures and styles or play such songs on a musical instrument. (3.5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (A) identify aurally-presented excerpts of music representing diverse genres, styles, periods, and cultures; (B) perform songs and musical games from diverse cultures; and (C) describe relationships between music and other subjects.

7. Grade 4 (4.2) Creative expression/performance. The student performs a varied repertoire of music. The student is expected to: (A) sing or play a classroom instrument independently or in groups; and (B) sing songs from diverse cultures and styles or play such songs on a musical instrument. (4.5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (A) identify aurally-presented excerpts of music representing diverse genres, styles, periods, and cultures; (B) perform music and movement from diverse cultures; (C) perform music representative of American and Texas heritage; and (D) identify connections between music and the other fine arts.

8. Grade 5 (5.2) Creative expression/performance. The student sings or plays an instrument, individually and in groups, performing a varied repertoire of music. The student is expected to: (A) perform independently, with accurate intonation and rhythm, demonstrating fundamental skills and basic performance techniques; (B) perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures; and (C) demonstrate appropriate small- and large- ensemble performance techniques during formal and informal concerts. (5.5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (A) identify aurally-presented excerpts of music representing diverse genres, styles, periods, and cultures; (B) describe various music vocations and avocations; (C) perform music and movement from diverse cultures; (D) perform music representative of American and Texas heritage; and (E) identify concepts taught in the other fine arts and their relationships to music concepts.

9. Elements of this Spiral Curriculum • Two significant sections involve ethnomusicology specifically: • Performance of diverse music • Historical/Cultural understanding of diverse music

10. What elements are ours as ethnomusicologists? Repertoire of music representing styles from diverse cultures Music representing diverse genres, styles, periods, and cultures Music and movement from diverse cultures Music games and dances of diverse cultures Music representative of American and Texas heritage

11. Some significant cultures of Texas • Immigrants • German • Czech • Greek • East Indian • Chinese • Everyone comes to Texas! • Native American • Spanish • French • Mexican • Tejano • Anglo (American) • African American

12. Our class rooms can reflect the cultural diversity of the world we live in even when we are not covering music of “diverse cultures.”

13. Organology adds a framework for our student’s understanding Chordophones – String instruments String + sound Aerophones – Wind instruments Air + sound Membranophones – Drums Membrane + sound Idiophones – Its self vibrates Self + sound Student with Russian balalaika

14. Music of Texas cultures is found all around us: Texas Renaissance Festival 2005 I Musiki Bouzouki djembe guitar violin Tia Piah Society of Oklahoma Annual Chieftain Park Carnegie, Okahoma

15. History teachers love that we can approach history through music: Spain 1529-1685 and 1690-1821 The United States of America 1845-1861 and 1865 - present France 1685-90 Mexico 1821 - 1836 The Republic of Texas 1836 - 1845 The Confederate States of America 1861-5

16. We can help our students to realize that cultural traditions are important. Texas Gulf Coast Tia Piah Society members at the Tia Piah Society of Oklahoma Annual in Carnegie Oklahoma

17. We make cultural exchange a part of everyday life for our students. The Rotary GSE team from District 3200 in South India and the Rotary District 5910 GSE

18. With regards to our students we can say in the words of the Wooloof people of Senegal: • Wherever you go … • Whatever you do … • You are mine … • I am yours … Wooloof proverb