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PESTALOZZI PROGRAMME Cyprus 25/09 /2012 – 28/09/2012 What does it mean to think historically? Promoting historical understanding in classrooms of mixed.

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Presentation on theme: "PESTALOZZI PROGRAMME Cyprus 25/09 /2012 – 28/09/2012 What does it mean to think historically? Promoting historical understanding in classrooms of mixed."— Presentation transcript:

1 PESTALOZZI 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 diversity Antonia Forari Cyprus Pedagogical Institute Antonia Forari, Cyprus Pedagogical Institute

2 Structure of the Workshop Activity 1: «Frere Jacques» Reflection on Activity 1 Music in history classroom Activity 2: Historical Topic: Anti-semitism Mahler, 1st Symphony, 3rd Movement Discussion Identities Musical sources as historical sources Further examples Issue to be borne in mind: Musical Meaning Conclusions Antonia Forari, Cyprus Pedagogical Institute

3 FRERE JACQUES FRENCH Frere Jacques, Frere Jacques 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 Antonia Forari, Cyprus Pedagogical Institute

4 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 Antonia Forari, Cyprus Pedagogical Institute

5 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 Antonia Forari, Cyprus Pedagogical Institute

6 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. Antonia Forari, Cyprus Pedagogical Institute

7 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. Antonia Forari, Cyprus Pedagogical Institute

8 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 Antonia Forari, Cyprus Pedagogical Institute

9 Frere Jacques Antonia Forari, Cyprus Pedagogical Institute

10 Aims 1. Music can contribute in history teaching for: It describes the context in which music was composed It can offer cross-curricular links; holistic approach It can offer practical, experiential and engaging activities It provides sources that can enrich history teaching in various ways, e.g. audio, visual, etc. It can include ICT It offers a variety of meta-cognitive, creative activities which promote critical thinking 2. Music can celebrate diversity for: Music unites cultures… Antonia Forari, Cyprus Pedagogical Institute

11 Anti-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 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

12 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

13 Mahler’s 1 st symphony, 3 rd movement. Antonia Forari, Cyprus Pedagogical Institute

14 Identities We are hybrids; amalgams Our identities are fragmented; changing All identities are equal and need to be celebrated Cultural capital and Canon in school curricula (ideologies, stereotypes) Antonia Forari, Cyprus Pedagogical Institute

15 Music History Sources Music: (a) the music itself (melody, orchestration, rhythm, harmonies, etc) (b) music’s extra-musical meanings Letters (Auto)Biographies Manuscripts Concert programmes Music reviews, critiques Pictures, Photographs Antonia Forari, Cyprus Pedagogical Institute

16 Further Examples Songs related to several historical events, e.g. End of cold war  Wind of Change, Scorpion Operas related to several historical events, e.g. Nixon in China, Tosca, Akhnaten, The Coronation of Poppea Ancient Greece  Plato and Aristotle on music French Revolution, Napoleon  Beethoven (3 rd Sym. - “Eroica”, 9 th Sym.) Formation of nation states  national composers Nazism  Wagner Slavery in America  Jazz Communism  Shostakovich Greek – Turkish war  Rembetiko Antonia Forari, Cyprus Pedagogical Institute


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