It got me wondering if my students could do a project researching and sharing the oldest examples of their home culture’s music?
I did a quick online search, and there certainly are many examples. At the bottom of this post, I’ve embedded videos of ancient Mesoamerican and Arab music.
So, I’m thinking of asking students to research their culture’s music, make a short report on the instruments used and the role of music in their ancient culture, explain what it sounds like to them and what they visualize when they hear it, and then play it for the class.
What do you think? Do you have ideas on how I can make the lesson a better one for both learning about history and for language development?
It’s from PBS, and is a great one for IB Theory of Knowledge teachers when exploring the arts.
Even more interesting – to me, at least – is how it can applied to an understanding of “close reading.” I suspect David Coleman, the primary author of the Common Core Standards, would not necessarily agree with what the video says about the critical importance of context…
This song was generated using refugee data from the United Nations from 1975 to 2012. The quantity, length, and pitch of the song’s instruments are controlled by the volume of refugee movement and distance traveled between their countries of origin and asylum.
I have periodically shared links to lessons on using art as a language-learning activity, and have published some of my own. I thought it would be useful to start compiling them here, and to invite readers to contribute what I hope are a whole lot more.
I’m excluding music lessons from this list since I have several separate ones for them:
From my NY Times posts for ELLs: Students separate run-on sentences in this interactive about International Dance Day, and use it as a model for creating their own. In addition, they can view a variety of dance videos and write a compare/contrast essay.