Transcript PESTALOZZI Cyprus 25/09 /2012 * 28/09/2012

Antonia Forari, Cyprus Pedagogical Institute
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
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
FRERE JACQUES
FRENCH
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
Antonia 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
Antonia 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
Antonia 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.
Antonia 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.
Antonia 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
Antonia Forari, Cyprus Pedagogical Institute
Frere Jacques
Antonia Forari, Cyprus Pedagogical Institute
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
Anti-semitism
Gustav Mahler (1860-1911)
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
Mahler writing to Ludwig Karpath (1866-1936):
“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).
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Mahler’s 1st symphony, 3rd movement.
Antonia Forari, Cyprus Pedagogical Institute
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
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
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
(3rd Sym. - “Eroica”, 9th Sym.)
• Formation of nation states  national composers
• Nazism  Wagner
• Slavery in America  Jazz
• Communism  Shostakovich
• Greek – Turkish war 1919 - 1922  Rembetiko