Transcript Appalachian Folk Instruments

APPALACHIAN FOLK
INSTRUMENTS
A WebQuest by: Michelle Laker
Introduction:
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You live in a peaceful Appalachian mountain village. But the folk life you
know and love is about to change. A natural disaster is about to hit and your
village must be evacuated. There is no time to pack and you will not be
returning. As a musician, you have been assigned to carry one instrument.
You must decide which instrument will survive while the others will be
destroyed. The fate of folk music for future generations will depend on your
decision.
Task:
 Your task will be to research (read, study, listen to and watch) three folk instruments:
the banjo, fiddle and Appalachian dulcimer. Then you will have to decide which of
these instruments you will take with you. Your decision must be supported with at
least three reasons in favor of your instrument and one reason in opposition to each of
the other two instruments.
 You will present your decision to the class by performing a reenactment of the scene
which must include, but is not limited to: the natural disaster, your dilemma, and your
conclusions. Keep in mind, there are no right or wrong answers. You will be graded on
the thoughtfulness and relevancy of your reasons, your ability to communicate those
reasons, and how well you worked with your classmates.
Let’s Get Started!!
Process:
1.
Divide into groups of three of your own choosing.
-Designate one person to be the recorder. The recorder will be in charge of taking notes and doing any
writing that will need to take place.
-Designate one person to be the spokesman. The spokesman keeps the group on task, leads any
discussions, mans the computer, and makes sure everyone’s voice gets heard.
-Designate one person to be the director. The director is in charge of the reenactment. They are like the
director of a play. They take charge and make sure the play runs smoothly and that everyone knows their parts.
The director is also in charge of getting any props that are needed.
2.
Before you begin your research you must prepare a piece of paper in which you will brainstorm, take notes,
write thoughts, etc. The recorder will divide a piece of paper into three sections. At the top of each section, the
recorder will write the name of each of the instruments. This paper will be used to write down all ideas used
throughout the project. See example:
Banjo
Fiddle
Dulcimer
Process: (continued)
3.
The first website you will look at gives you some background information on folk music and folk life and also a
description of each instrument. While reading and after reading the article have the recorder write down your
thoughts, feelings, likes, dislikes, etc., for each instrument (you are only required to read the article up through
the dulcimer section). Remember to write down ALL your ideas. When you are ready to view this website click
on the picture below.
4.
The next website you will visit contains a short video about all the instruments you just read about. This video
will help you understand a little bit about the “heart and soul” of those who love folk music. After watching the
video discuss any feelings/experiences you may have had with this type of music/instruments. Click on the
words below and then hit the play button to view this video.
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5.
Why Old Time?
You are now ready to study each instrument separately. For each instrument you will visit two websites. After
watching/listening to each instrument record some reasons why or why not you should take this instrument
with you during the evacuation. Write down as many reasons as you can. The more ideas you have the easier it
will be to make a decision in the end. Click on the words and pictures below to view the websites.
Process: (continued)
To hear the fiddler play, on the website
below, you must click on the gramophone
in the upper left corner.
Process: (continued)
6.
Now you are ready to make your final decision: which instrument will you take. Look over all your reasons and
together as a group discuss and decide. Don’t forget you must have three reasons why you chose your
instrument and one reason why you did not choose each of the other instruments. The reasons must be
legitimate. Reasons like “it’s cool, it sounds neat, it’s my favorite, etc…” do not count. Make sure everyone in
the group has a chance to voice their opinion and everyone agrees on the final decision.
7.
You are now ready to present your decision to the class. You will do so by acting out the scene. Below is a list of
the items your reenactment must contain, but feel free to add additional items to your presentation.
a. The natural disaster: create this anyway you like
b. The dilemma: What instrument will you take and not take? Here’s where you may present
your reasons to the class, and add anything else you might think interesting.
c. The conclusion: We see you leave on your journey and clearly understand your decision.
d. Props: you must use at least one prop from the classroom. It can be a desk, chair, pencil,
table, etc.. Anything that is in the classroom is allowed.
e. All members of your group must participate in the reenactment.
Remember the designated director is in charge of the reenactment. Let the director know your ideas and
thoughts so he/she can make the reenactment run smoothly.
Be creative and have fun with your presentation. For an example of a written reenactment click here.
For more detailed information on how you will be graded, please see the assessment portion of this WebQuest.
Basic Reenactment Example
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(All reasons for choosing an instrument have been left out so that you will not be swayed one way or another)
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Beginning scene: All is dark. Richard is sleeping in bed. The ground rumbles and he is thrown from his bed.
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Richard: “What was that? It felt like an earthquake?”
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Neighbor Susan knocks on door: “Richard open the door, open the door?”
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Richard opens the door.
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Susan: “A massive earthquake has just hit. We are expecting another one to hit as well. They say the one that just hit is small compared to the next
one. We have to leave immediately. Quickly come….”
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Susan runs away.
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Richard looks around the room and sees three instruments. The audience hears his thoughts as he “talks through his dilemma.”
Peter arrives at door and opens it.
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Peter: “Come on Richard. We have to go now.”
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Richard grabs the instrument he has chosen.
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Peter asks as they are running away, “What made you decide to take this instrument and not the other instruments?”
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Richard explains his reasons. We see them meet up with Susan.
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Susan: “Oh, I’m so glad you decided to save that instrument. Now play us a song as we wait for the earthquake to be over.”
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THE END
Assessment Rubric:
Name:
Date:
3 points
2 points
1 point
Total
Points
Group Work
Worked well in a group. Took charge
when it was your role and let others do
the same. Considered other opinions
and gave input. Participated in
reenactment.
Could not resolve arguments. Let
others voice opinions, but did not
take them into consideration. Only
fulfilled part of role responsibility.
Did not fulfill your role
responsibilities. Gave no input.
Refused to participate in the
WebQuest.
On Task
Stayed on track. Worked the entire
time on the WebQuest. Did not spend
too much or too little time on any one
task.
Got off track occasionally. Spent too
much time on some activities and
not enough on others.
Spent too much time talking or
doing other things that were not
related to the WebQuest. Did
not stay on task.
Content of
Reenactment
Included a disaster, dilemma (with
three clear reasons for taking an
instrument and one reason for leaving
the others), conclusion, and prop.
Parts were missing.
No reasons were stated for taking
an instrument. Content was
unrelated to WebQuest.
Delivery of
Reenactment
Voice was clear, confident and easy to
understand. Interaction with other
characters was appropriate and body
language was clear. Rehearsed lines
were memorized.
Voice was difficult to hear at times.
Some grammar and pronunciation
mistakes. Speech was too fast or too
slow at times. Forgot some
rehearsed lines.
Audience could not hear speech.
Words were unclear because of
speed or pronunciation of
dialogue. Body language did not
relate to scene. Rehearsed lines
were not memorized.
Organization of
Reenactment
There was a definite beginning, middle
and end. The scene was easy to
understand and transitions were clear.
Transitions were unclear and some
parts of the scene were missing or
misplaced.
There was no clear beginning,
middle, or end. Audience could
not understand what was taking
place due to disorganization.
Comments:
Total Score:
Conclusion:

Congratulations, you have finished your WebQuest.
Now that you have seen others’ reenactment take a
moment and reflect on your decision. Was it the
right one? Did someone else’s reenactment
convince you otherwise?

Luckily this scenario never existed and many folk
instruments have survived. Your history is full of
musical experiences waiting to be discovered.

If you are interested in viewing more videos about
American roots cultures please visit
www.folkstreams.net or www.oldtimemusic.com.
Teacher’s Page:
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This WebQuest is targeted for 5th graders in a developmental music program who have
had past experiences with folk music.
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It is meant as an extension to the Appalachian folk songs they have studied in previous
years as well as give the students some experience with theatre.
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To better prepare the learner, the teacher may want to present some lessons on general
folk life before completing this WebQuest.