Ethnomusicology in the Elementary Music

Classroom

TEKS: Texas Essential Knowledge and Skills

Dr. Stephen Duncan, Director of Fine Arts

Galveston Independent School District Galveston, Texas

Adjunct Professor of Music Galveston College

General Considerations: all grades (1) Four basic strands— perception, creative expression/performance, historical and cultural

heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. In music, students develop their intellect and refine their emotions, understanding the cultural and creative nature of musical artistry and making connections among music, the other arts, technology, and other aspects of social life. Through creative performance, students apply the expressive technical skills of music and critical- thinking skills to evaluate multiple forms of problem solving.

(2) By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices.

Kindergarten(K.2) Creative expression/performance. The student performs a varied repertoire of music.The student is expected to: (A) sing or play classroom instruments independently or in a group;

and(B) sing songs from diverse cultures and styles or play such songs on

musical instruments.(K.3) Historical/cultural heritage. The student relates music to history, to society, and to culture.The student is expected to: (A) sing songs and play musical games from different cultures; and(B) identify simple relationships between music and other subjects.

Grade 1(1.2) Creative expression/performance. The student performs a varied repertoire of music.The student is expected to: (A) sing or play a classroom instrument independently or in groups;

and(B) sing songs from diverse cultures and styles or play such songs on

a musical instrument. (1.5) Historical/cultural heritage. The student relates music to history, to society, and to culture.The student is expected to: (A) sing songs and play musical games from diverse cultures; and(B) identify simple relationships between music and other subjects.

Grade 2(2.2) Creative expression/performance. The student performs a varied repertoire of music.The student is expected to: (A) sing or play a classroom instrument independently or in groups;

and(B) sing songs from diverse cultures and styles or play such songs on

a musical instrument. (2.5) Historical/cultural heritage. The student relates music to history, to society, and to culture.The student is expected to: (A) identify music from various periods of history and culture;(B) sing songs and play musical games from diverse cultures; and(C) identify relationships between music and other subjects.

Grade 3(3.2) Creative expression/performance. The student performs a varied repertoire of music. The student is expected to: (A) sing or play a classroom instrument independently or in groups;

and(B) sing songs from diverse cultures and styles or play such songs on a

musical instrument. (3.5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (A) identify aurally-presented excerpts of music representing diverse

genres, styles, periods, and cultures;(B) perform songs and musical games from diverse cultures; and (C) describe relationships between music and other subjects.

Grade 4(4.2) Creative expression/performance. The student performs a varied repertoire of music. The student is expected to: (A) sing or play a classroom instrument independently or in groups; and(B) sing songs from diverse cultures and styles or play such songs on a

musical instrument. (4.5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (A) identify aurally-presented excerpts of music representing diverse

genres, styles, periods, and cultures;(B) perform music and movement from diverse cultures;(C) perform music representative of American and Texas heritage; and(D) identify connections between music and the other fine arts.

Grade 5(5.2) Creative expression/performance. The student sings or plays an instrument, individually and in groups, performing a varied repertoire

of music. The student is expected to: (A) perform independently, with accurate intonation and rhythm, demonstrating fundamental skills

and basic performance techniques;(B) perform expressively, from memory and notation, a varied repertoire of music representing

styles from diverse cultures; and(C) demonstrate appropriate small- and large- ensemble performance techniques during formal

and informal concerts. (5.5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (A) identify aurally-presented excerpts of music representing diverse genres, styles, periods, and

cultures;(B) describe various music vocations and avocations;(C) perform music and movement from diverse cultures;(D) perform music representative of American and Texas heritage; and(E) identify concepts taught in the other fine arts and their relationships to music concepts.

Elements of this Spiral Curriculum Two significant sections involve

ethnomusicology specifically:

Performance of diverse music

Historical/Cultural understanding of diverse music

What elements are ours as ethnomusicologists?Repertoire of music representing styles from diverse cultures

Music representing diverse genres, styles, periods, and cultures

Music and movement from diverse cultures

Music games and dances of diverse cultures

Music representative of American and Texas heritage

Some significant cultures of Texas Native American Spanish French Mexican Tejano Anglo (American) African American

Immigrants German Czech Greek East Indian Chinese Everyone comes to

Texas!

Our class rooms can reflect the cultural diversity of the world we live in even when we are not covering music of “diverse cultures.”

Organology adds a framework for our student’s understanding

Chordophones – String instruments

String + sound

Aerophones – Wind instruments

Air + sound

Membranophones – Drums

Membrane + sound

Idiophones – Its self vibrates

Self + sound

Student with Russian balalaika

Music of Texas cultures is found all around us:

Texas Renaissance Festival

2005

Tia Piah Society of Oklahoma Annual

Chieftain Park Carnegie, Okahoma

I Musiki

Bouzoukidjembeguitarviolin

History teachers love that we can approach history through music:

Spain 1529-1685

and 1690-1821

France

1685-90

Mexico

1821 - 1836

The Republic of Texas

1836 - 1845

The Confederate States of America1861-5

The United States of America1845-1861 and 1865 - present

We can help our students to realize that cultural traditions are important. Texas Gulf Coast Tia Piah Society members at the Tia Piah Society of Oklahoma Annual in Carnegie Oklahoma

We make cultural exchange a part of everyday life for our students.

The Rotary GSE team from District 3200 in South India and the Rotary District 5910 GSE

Wherever you go … Whatever you do … You are mine … I am yours …

Wooloof proverb

With regards to our students we can say in the words of the Wooloof people of Senegal: