Teaching Music International Perspectives Andy Gleadhill MUSIC EXPO MANCHESTER 2018 Www.andygleadhill.co.uk
GETTING TO KNOW YOU RAP MY NAME IS... I COME FROM... I M IN TO... AN' GETTIN DOWN
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Spainish Gypsy Music Steel Pans Salsa African Indian Vocal Rhythms Drumming Gamelan Bali
Musical Diaspora Spain, Indonesia, India, Caribbean, Africa, Columbia and back to Africa.
How different cultures teach music Not all see things the same way Otherness
RED BLUE GREEN YELLOW BLACK GREEN BLUE BLACK YELLOW RED BLACK BLUE RED GREEN YELLOW YELLOW BLUE RED BLACK GREEN BLACK BLACK RED YELLOW GREEN
RED BLUE GREEN YELLOW BLACK GREEN BLUE BLACK YELLOW RED BLACK BLUE RED GREEN YELLOW YELLOW BLUE RED BLACK GREEN BLACK BLACK RED YELLOW GREEN
Spanish Gypsy Music
Clapping or Palmas A round of applause please!
How did you clap? Right to Left Left to Right or Both together?
Are you Right or Left handed? Try it the other way round Fold your arms
Two pitches Low sound = Cup High sound = Slap
Alegrias Rhythm 1 2 3 4 5 6 7 8 9 10 11 12
1 2 3 CCS 4 5 6 C C S 7 8 9 C S C 10 11 12 S C S
Chunking and Slow It Down
1 2 3 4 5 6 CCS C CS 7 8 9 1`0 C S CS 11 12 C S
Compare to West Side Story 1 2 3 4 5 6 CCS C CS 7 8 9 1`0 C S CS 11 12 C S
GAMELAN
FOLLOW THE HAMMER (an oral tradition)
Gamelan music is end weighted Most western music is front weighted
Gamelan Rap It' cool to sing, cool to dance, cool to play gongs slap knee
It's cool to sing, cool to dance, cool to play gongs clap clap clap slap knee
It' cool to sing, cool to dance, cool to play gongs click click click slap knee
It' cool to sing, cool to dance, cool to play gongs slap knee It's cool to sing, cool to dance, cool to play gongs clap clap clap slap knee It' cool to sing, cool to dance, cool to play gongs click click click slap knee
Traditions and Customs Every player learns to play all the parts in the Gamelan Does this lead to a better understanding? Compare to our Western Classical Orchestras
MUSIC IN INDIA MUSIC IN INDIA
Indian Vocal Rhythms In some Indian musical traditions, particularly thouse of Southern India, syllabals are often used to create rhythmic patterns. Each syllable represents a beat which are then grouped into phrases to create rhythms. These are know as Jatis.
1...Ta 2...Taka 3...Takita 4...Takadimi
5...Taka Takita...2+3 6...Taka Takadimi...2+4 7...Takita Takadimi...3+4 8...Takia Takia Taka...3+3+2 9...Taka Takita Takadimi...2+3+4
Add in calps = C 5...Taka Takita...2+3 C C 6...Taka Takadimi...2+4 C C 7...Takita Takadimi...3+4 C C
Add in calps = C 8...Takia Takia Taka...3+3+2 C C C 9...Taka Takita Takadimi...2+3+4 C C C
Key Themes for Teaching World Music Social and cultural context. Pupils need to show understanding. Why is it different? What is particularly, African/Brazilian/Caribbean/Guatemalan nose flute, about the music?
Traditions and Authenticity An honest representation Our own interpretations Accessibility and Inclusiveness Disney's Lion King/Kodo Taiko (Sony Music)
MUSIC IN THE CARIBBEAN
The Development of Steel Pan Bands The Islands of Trinidad and Tobago were developed as sugar cane and cocoa plantations, with many workers coming from West Africa and other parts of the Caribbean and bringing with them their traditional African Drumming rhythms, much of which was played on drums.
Soon the plantation owners banned the workers from playing their African drums as they were using them to communicate between plantations and to practice their African religions. So instead the plantation workers developed "Tamboo Bamboo", making their music using sticks of Bamboo that were readily available on the plantations.
This was in turn banned, as it often turned into stick fighting between rival groups and so the workers made music with what ever they could lay their hands on. This included drums made from biscuit tins. The players noticed that where the biscuit tins had become misshapen, they played different notes and so they began to hammer out different areas to produce two distinct tones; this became known as "Ping Pong" music.
When the petroleum industry made a base in the country, musicians started to experiment with the technique of hammering oil drums into tuned instruments. These oil drums became the full Steel Pans used by bands we know today.
TAMBOO BAMBOO
FANGA PART 1 S = Stomp large bamboo on the floor C = Click small bamboo on to large bamboo 1 2 3 4 S O C C 5 6 7 8 S O C C 9 10 11 12 S O C C 13 14 15 16 S O C C
FANGA PART 2 1 2 3 4 S O O C 5 6 7 8 O C C O 9 10 11 12 13 14 15 16 S O S O C C O O
FANGA PART 3 1 2 3 4 S O O S 5 6 7 O O C 8 9 10 11 12 13 14 15 16 C S O O S S O C C
FANGA FULL SCORE 1 2 3 S O 1 4 5 6 7 8 9 10 11 12 13 14 15 16 C C S O C C S O C C S O C C 2 3 5 6 7 8 9 10 11 12 13 14 15 16 S O O C O C C O S O S O C C O O 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 S O O S O O C C S O O S S O C C 4
Biscuit Tin Band
Ping Pong Music H = Play high Agogo bell L = Play low Agogo Bell
Madagascar 1 2 3 4 5 6 7 8 9 10 11 12 H H H H L L H H H H L L 1 2 3 4 5 6 7 8 9 10 11 12 H O O H H O O H H O L L 1 2 3 4 5 6 7 8 9 10 11 12 L O O L H O L O H H H O
MUSIC IN AFRICA
Music is an important part of everyday life in Africa and fulfils many roles. Folklore, Dance and Drama. Religious rituals, at ceremonies such as weddings, funerals and birth of a child. An accompaniment to dayto-day activities e.g. working in the fields, tending cattle and collecting water. War songs, Lullabies etc.
DRUMS Everyone participates in music making but there are also professional musicians and master drummers who are highly valued. Drums in Africa come in many shapes and sizes and have many different playing styles.
D JEMBE DRUMS The D jembe drum is a West African drum. It is shaped like a large goblet and meant to be played with bare hands. The name of the djembe comes directly from the saying "Anke dje, anke be" which literally translates to "everyone gather together. "Dje" = "gather" (Wood) "be" = "everyone" (Skin) So Djembe = gather everyone
MONO AFRICAN Part 1: H L H Part 2: Part 3: L H L
POLY AFRICAN Part 1: H L Part 2: Part 3: H L H L
POLY AFRICAN Part 1: H L Part 2: Part 3: H L H L
POLY AFRICAN Part 1: H L Part 2: Part 3: H L H L
THE 3-2 AND 2-3 CLAVE { { { { { { { { { { { {
Pupils Compose, Improvise and Create music together Music, rather than the spoken word, is the principle language of the classroom Pupils learn about music by making music together Pupils participate in the music making whatever their ability
The Royal Drummers of Burindi
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