PESTALOZZI PROGRAMME Cyprus

25/09 /2012 – 28/09/2012What 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 1Music in history classroom

 

Activity 2: Historical Topic: Anti-semitism

Mahler, 1st Symphony, 3rd Movement

DiscussionIdentities

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-semitismGustav 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).

Antonia Forari, Cyprus Pedagogical Institute

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

Antonia Forari, Cyprus Pedagogical Institute