Presentation on theme: "teaching history and exploring diversity"— Presentation transcript:
1teaching history and exploring diversity Antonia Forari, Cyprus Pedagogical InstitutePESTALOZZI PROGRAMME Cyprus 25/09 /2012 – 28/09/2012 What does it mean to think historically? Promoting historical understanding in classrooms of mixed abilities and diverse backgrounds and developing channels of communication with the wider community.Musical encounters:teaching history and exploring diversityAntonia ForariCyprus Pedagogical InstituteAntonia Forari, Cyprus Pedagogical Institute
2Structure of the Workshop Antonia Forari, Cyprus Pedagogical InstituteStructure of the Workshop Activity 1: «Frere Jacques»Reflection on Activity 1Music in history classroomActivity 2: Historical Topic: Anti-semitismMahler, 1st Symphony, 3rd MovementDiscussionIdentitiesMusical sources as historical sourcesFurther examplesIssue to be borne in mind: Musical MeaningConclusions
3Antonia Forari, Cyprus Pedagogical Institute FRERE JACQUESFRENCH Frere Jacques, Frere Jacques Dormez vous? Dormez vous? Sonnez les matines X2 Ding dang dong X2 ENGLISH Are you sleeping, are you sleeping, Brother John? Brother John? Morning bells are ringing! X2 Ding, dang, dong X2
4Antonia Forari, Cyprus Pedagogical Institute GERMAN Bruder Jakob, Bruder Jakob, Schläfst du noch? Schläfst du noch? Hörst du nicht die Glocken, Hörst du nicht die Glocken? Ding, dang, dong, Ding, dang, dong ESTONIAN Sepapoisid, sepapoisid Teevad tood, teevad tood Taovad tulist rauda X2 Paeval-ool X2
5Antonia Forari, Cyprus Pedagogical Institute RUSSIAN Брат Иван! Брат Иван! Brat Ivan, Brat Ivan Спишь ли ты? Спишь ли ты? Spysh li ty? Spysh li ty? X2 Звонят в колокольчик X2 Zvonjat v kolokol'chik X2 Динь-динь-динь X2 ding dang dong X2 PORTUGUESE Por que dormes, irmão Joao? Vem brincar, vem brincar! Soam as matinas, soam as matinas Ding dang dong, din dang dong
6Antonia Forari, Cyprus Pedagogical Institute SERBIAN Dragi bato, dragi bato, Spavaš li? Spavaš li? Već zvona sva zvone, već zvona sva zvone, Ding, dang, dong. Ding, dang, dong. ΙTALIAN Frà Martino, Campanaro, Dormi tu? Dormi tu? Suona le campane, Suona le campane, Ding, dang, dong. Ding, dang, dong.
7Antonia Forari, Cyprus Pedagogical Institute CROATIAN Bratec Martin, Bratec Martin Kaj još spiš? Kaj još spiš? Več ti vura tuče, več ti vura tuče Ding, dang, dong. Ding, dang, dong. MALTESE Fra Martinu, Fra Martinu qum minn hemm, qum minn hemm cempel l-qanpiena, cempel l-qanpiena Ding, dang, dong. Ding, dang, dong.
8Antonia Forari, Cyprus Pedagogical Institute GREEK Η καμπάνα του χωριού μας I kambana tou choriou mas την ακούτε παιδιά tin akoute paidhia τι γλυκά που παίζει Χ2 ti glyka pou paizei X2 ντιν νταγκ ντογκ Χ2 ding dang dong X2
9Antonia Forari, Cyprus Pedagogical Institute Frere Jacques
10Aims 1. Music can contribute in history teaching for: Antonia Forari, Cyprus Pedagogical InstituteAims1. Music can contribute in history teaching for:It describes the context in which music was composedIt can offer cross-curricular links; holistic approachIt can offer practical, experiential and engaging activitiesIt provides sources that can enrich history teaching invarious ways, e.g. audio, visual, etc.It can include ICTIt offers a variety of meta-cognitive, creative activitieswhich promote critical thinking2. Music can celebrate diversity for:Music unites cultures…Antonia Forari, Cyprus Pedagogical Institute
11Anti-semitism Gustav Mahler (1860-1911) Antonia Forari, Cyprus Pedagogical InstituteAnti-semitism Gustav Mahler ( )Austrian Composer. His jewish background stood in the way of his ambition to become director of the Vienna Court Opera. He, therefore, decided to convert to a Catholic in 1897.Alma Mahler, Gustav Mahler: Memories and Letters“[…] Cosima Wagner, whom [Mahler] greatly esteemed, tried to bar his appointment in Vienna because he was Jew” (p. 101)Cosima Wagner was the daughter of opera composer Richard Wagner whose “1850 polemic on Judaism in music had challenged German composers to suppress “Jewish Music” (Potter, p. 21).Antonia Forari, Cyprus Pedagogical Institute
12Antonia Forari, Cyprus Pedagogical Institute Mahler writing to Ludwig Karpath ( ): “I do not hide the truth from you when I say that this action, which I took from an instinct of self-preservation and which I was fully disposed to take, cost me a great deal” (La Grange, p.412). Alma Mahler, Gustav Mahler: Memories and Letters “thrice homeless, as a native of Bohemia in Austria, as an Austrian among Germans, as a Jew throughout the world—always an intruder, never welcomed” (p. 109). “he never denied his Jewish origin. Rather, he emphasized it. He was a believer in Christianity, a Christian Jew, and he paid the penalty” (p.101). Mahler to Ricshard Specht “I am a musician. All else is contained in that” (Lebrecht, p. 186).Antonia Forari, Cyprus Pedagogical Institute
14Identities We are hybrids; amalgams Antonia Forari, Cyprus Pedagogical InstituteIdentitiesWe are hybrids; amalgamsOur identities are fragmented; changingAll identities are equal and need to be celebratedCultural capital and Canon in school curricula(ideologies, stereotypes)Antonia Forari, Cyprus Pedagogical Institute
15Music History Sources Music: Letters (Auto)Biographies Manuscripts Antonia Forari, Cyprus Pedagogical InstituteMusic History SourcesMusic:(a) the music itself (melody, orchestration, rhythm, harmonies, etc) (b) music’s extra-musical meaningsLetters(Auto)BiographiesManuscriptsConcert programmesMusic reviews, critiquesPictures, PhotographsAntonia Forari, Cyprus Pedagogical Institute
16Antonia Forari, Cyprus Pedagogical Institute Further ExamplesSongs related to several historical events, e.g. End of cold war Wind of Change, ScorpionOperas related to several historical events, e.g. Nixon in China, Tosca, Akhnaten, The Coronation of PoppeaAncient Greece Plato and Aristotle on musicFrench Revolution, Napoleon Beethoven(3rd Sym. - “Eroica”, 9th Sym.)Formation of nation states national composersNazism WagnerSlavery in America JazzCommunism ShostakovichGreek – Turkish war RembetikoAntonia Forari, Cyprus Pedagogical Institute