for Middle School grades

Teresa Rains

Nezperce School District trains@sd302.k12.id.us

How is world music present in our society today?

Every modern type of music can be traced back to some form of world music that has been introduced to our country through the various ethnic groups that have immigrated or been brought to the United States over the past 500 years. Even Rock and Roll can be traced back to African Spirituals and work songs.

The purpose of this activity is to bring world music to our music classroom. This activity looks at world music as it is present in the United States.

I have used this unit as an introduction to a whole world music curriculum.

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The Task (Objectives)

Students will be able to:

identify what cultures are present in the United States today.
identify music from these different cultures.
list traits that are common to all types of music.
give background information about all the different types of music present in the United States today.

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The Process

Steps

Day 1: Introduction to World Music

As the students are coming in play an example of world music. (play African, Japanese, Native American, etc.)
When the students are seated pose this question: What is World Music? Write their responses on the board.
What is different about the music that was playing and the music they are used to? Write these responses on the board.
Where do we find world Music? Is world music present in The United States? What kinds of World Music is present? Can you think of a kind of World Music that we cannot find in the United States?
Play examples of different world musics.
Give background information about each type of world music you play. What is it used for? Where does it come from?

Day 2: Religion and World Music

Again as students are coming into the classroom play some world music. Try to find some religion based world music. Preferably some that the students are not familiar with.
Ask students if they go to church. What kind of songs do they sing during thier church service?
Do you think that Muslims sing in church? Do you think that they sing the same kind of songs that you do in church? What about other religions? ie. jewish, hindu, etc.
Play examples of different religious music.
What religion is it from? Where is this religion most prominent? How common is it in the United States?

Day 3: Wrap-up

Review what they have learned throughout these three days.
Illustrate how this has affected modern types of music. Rock and Roll is an easy type of music to use to illustrate this. Rock and Roll evolved from Rhythm and Blues, which evolved from African spirituals, work songs, and the Africanization of Christian hymns and spirituals. These developed from Africans brought to the United States as slaves desperately trying to hold on to their identities.
Have a question and answer session at the end of class.

Resources

Organization

The Background information is yours to find. Each teacher has different things that they would like to stress. I have just offered you some ideas. The websites listed above have very good information. I have also listed some books that I would highly recommend to help you out.
You may choose to take more time with each "day" then just one class time.
Questions to ask to evaluate whether the students understand:

1. Where can we find "world music"?

2. How has world music influenced us?

3. What are some difference between "world music" and our modern music?

4. What "world musics" are found in the United States?

5. How did these "world musics" find their way to the Uniteds States?

6. How has religion influenced "world music" in the United States?

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Evaluation

Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades.

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4
Demonstrates undertstanding of different cultures and where they are from.	Has a very limited idea of what we have discussed; very easy to determine that they have not paid attention.	Has a very basic idea of what has been discussed; can give limited answers but they are correct.	Has a good grasp of knowledge; answers correctly; can add a few of their own ideas.	Has an excellent grasp of knowledge; does not hesitate to answer; answers correctly; can use their own ideas to expand on their answers.
Class Participation	Is goofing around and talking in class; need 3-4 reminders to come back to attention.	Is goofing around and talking in class; only need 2-3 reminders to keep attention.	Is talking a little bit in class; only needs 1 reminder to keep attention.	Is not talking or goofing around in class; needs no reminders to pay attention.

Conclusion

This is meant to be an introduction to World Music. Many students have a very limited knowledge of music outside of western influence. This is a shame. World music has much to offer a student in music appreciation as well as an appreciation of other cultures. Using this is just the start. After this students will know why this is important in their lives. From there is it much easier to get them more involved in their learning. For the rest of their learning about world music relate it back to the United States and how it will play a part in your students lives.

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Teacher Information

Grade Level(s): 7-9

Subject(s): Music

Length of project: three days; can be extended

Teaching models used: Inquiry Model

Extensions to additional grades and subjects: World History

Prior knowledge/critical skills needed (either for students or teachers): Teacher will need background information on world music and how it has become integrated into the United States.

Learning Outcomes/Curriculum Standards:

Students will be able to:

identify what cultures are present in the United States today.
identify music from these different cultures.
list traits that are common to all types of music.
give background information about all the different types of music present in the United States today.

Standards:

Music: 936.01, 938.01, 938.02
US History: 475.01, 476.01, 479.01, 485.02
World History: 980.01, 980.03, 982.02
Here's a link to the Idaho State Board of Education website for standards.

Other Information:

The biggest problem I have found is that many students in rural school districts resist learning about things that are different then what they are used to. My biggest struggle has been to make it really interesting to them. It also helps to try to relate it to their life.

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Credits, References & Resources

All of the internet resources were found through a search using the Yahoo search engine.

Books of interest:

Nettl, Bruno. Capwell, Charles. Bohlman,Philip. Wong, Isabel. Turino, Thomas.(2004) Excursions in World Music. New Jersey: Pearson Education Inc.

Fletcher, Peter. (2001) World Musics in Context. New York: Oxford University Press.

Nidel, Richard. (2005) World Music, the Basics. New York: Routledge Taylor and Francis Group.

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Based on a template from The WebQuest Page