back to Joseph Peck Comparing Cultures Through Rhythms
The residency is designed to
compare the cultural differences that took place in Trinidad between slave
owners and slaves, and how the Afro-Caribbean rhythms differed from that
of European rhythms to the point that slave owners banned African descendant
slaves from playing their drums. Comparing Cultures Through Rhythms
is a four day residency (3 - 40 minute sessions per day, 12 sessions
total, and 1 performance). The first two sessions will focus on the history
of Afro-Caribbean music and how it differs from European music. These
sessions will be used to empower students with the background, knowledge,
and skills needed for them to appreciate and perform the music, specifically
Afro-Caribbean rhythms . On the second day, students will begin rehearsing
the selected concert piece, which will merge the European and Afro-Caribbean
styles together. The third day provides additional rehearsal time. The
fourth day will consist of a dress rehearsal on stage, in addition to
a small group of students who will accompany the artist in giving a performance/lecture
demonstration to a social studies class. The sessions break down as follows.
Day 1, part 1 (1.1) introduces all band students to the cultural, historical,
and musical perspectives of Afro-Caribbean music, explains the differences
of Non-Western European music, and explores why the European slave owners
on the Island of Trinidad feared the slave music and eventually banned
the Africans from playing it. During 1.2, students work through rhythmic
exercises that enable them to understand the rhythmic differences between
European and Afro-Caribbean music. This will be followed by a question
and answer session in which the students will write a summary of their
views on Afro-Caribbean vs. European music. For session 2.1, the selected
composition will be distributed. Students and guest artist will discuss
and rehearse difficult "problem" areas. For 2.2, the percussion section
will meet and rehearse syncopation exercises and explore what it takes
to be a strong section that "plays the music properly." In the Caribbean
the percussion section is often referred to as the Engine Room. Its
purpose is to keep the tempo steady, and the feel intact, which provides
the driving force in the music. For session 3.1 (one day before
the performance), all band students will rehearse the selected composition
with the guest artist. 3.2 will focus on the percussionist, who will rehearse
the Tamboo-Bamboo performance that will be integrated into the concert.
Percussionists, as well as other band students, will receive a worksheet
that displays the Tamboo-Bamboo rhythms, in addition to other rhythms
written in music notation without bar lines. This exercise will challenge
them in mathematics. Session 4.1is a dress rehearsal on stage with all
eighth grade band students. The guest artist will use this opportunity
to discuss post assessment activities with students. The classroom instructor
will facilitate these activities in the days following the performance.
4.2 is a workshop in a social studies class in which the artist will explain
Afro-Caribbean culture and discuss his experiences living in the Caribbean.
Writing prompt worksheets will accompany this workshop. The evening concert,
a culminating event, will showcase the eighth grade band performing the
selected music with the guest artist. Approximately four hours of developmental
planning time with the director of bands will be necessary to further
develop this residency.
APPLICATION CRITERIA
1. Students will be provided with handouts and worksheets to help them better understand the similarities and differences between Afro-Caribbean rhythms and European rhythms. Topics covered include the cultural, social, and historical significance of Afro-Caribbean music, mathematics worksheets that transform rhythms into fractions, and writing prompts that encourage creative writing. (Please note that Caribbean music is extremely syncopated and will challenge all students mathematically.)2. Upon completion of the residency, students will be able to understand the differences and similarities of European and Afro-Caribbean cultures through rhythm. Students will have an enlightened understanding of the history of Afro-Caribbean music from the history handouts, a practical application for fractions from the fraction conversion worksheet, the competence needed to further their studies in Afro-Caribbean music from the reference handout, the bona fide experience of performing music that represents the styles learned, and increased self esteem as a result of performing on stage with a featured guest artist. Furthermore, these experiences, when presented with respect for music and culture, will allow the student to transcend significance and competence of the subject matter into virtue.
3. Band students will be required to fill
out worksheet handouts during the first two sessions. They will receive
first hand experience and instruction on their instruments for the remainder
of the residency.
4. The artist will take into consideration the difficulty level for the Grade 8 band student when developing the musical work. All handouts, worksheets, and music will be geared to the Grade 8 student.
5. The artist and teacher have agreed to provide students with handouts and worksheets as a pre performance experience. Planning time between artist and teacher will determine the appropriate methods and materials needed to address pre and post performance experiences and performance/demonstration to the social studies students.
6. The artist and teacher have agreed that
four hours of collaborating and planning should suffice.
7. Assessment of student learning will begin
with the pre performance handouts, and will continue through the handouts,
the worksheets, the dress rehearsal, the concert performance, and the
post performance experience.
8. The residency does not disallow students with special needs from participating. Classroom is wheelchair accessible and no student costs will be incurred.
9. This residency provides students the chance to play in an Engine Room. It also provides the full concert band the opportunity to perform a selected musical work that incorporates Afro-Caribbean rhythms and harmony with European instruments. Throughout the residency, students will become familiar with Afro-Caribbean culture and history, and the musical similarities and differences with European music.10. Students will discover a new and exciting
multi-cultural world by incorporating the rich and uplifting sounds of
Afro-Caribbean rhythms and harmony with the traditional concert band instrumentation.
Students will also learn to compare and contrast traditional European
music and Afro-Caribbean music. They will learn how history, anthropology
(cultural differences), and available instruments shaped the Afro-Caribbean
music and rhythm.
11. Music is a form of art, language, analytical mathematics, and socialization, all of which impact the field of arts education. Music provides a basis for understanding the history and culture of a society. Students will learn how to integrate these disciplines with music from different cultures, as they work toward mastery of selected musical pieces. When they perform, they will gain pride of accomplishment, a sense of self worth, and respect for a unique art form.
