music in world history

[Jeremy Greene]

Looking for a little help here.

 

I might be writing an article / list / links / web/biblio - graphy on music in world history, specifically using it in the classroom.

 

This is in connection to a discussion on the H-world listserv (some excerpted below)

 

So, please post here with songs, song movements, lessons, articles, cds, websites that should go into an article on this.

 

If written, it will be written with John Maunu and probably look something like his articles on World History Connected, except with a little more text (I hope):

http://worldhistoryconnected.press.illinois.edu/6.2/maunu.html

http://worldhistoryconnected.press.illinois.edu/4.2/maunu.html

http://worldhistoryconnected.press.illinois.edu/6.1/maunu.html

http://worldhistoryconnected.press.illinois.edu/7.1/maunu.html

 

We will both be generously remunerated with words of thanks.  We are willing to share the profits.

 

----------------------------------------------------------------------------------

 

Date: Sat, 2 Apr 2011 09:23:30 -0400

From: David Kalivas <[e-mail]>

Subject: Music as Pedagogy in the World History Classroom (formerly 'Perceptions of Reality')

 

From: Pete Burkholder

Fairleigh Dickinson U

[e-mail]

 

 

 

Charles Weller's hunch on the power of popular music for teaching purposes

is spot-on. Students can certainly compose their own songs along a

historical theme, as Weller suggests, or they can use extant soundtracks and

lay them over image and text to create a story. These days, those latter

sorts of teaching practices generally fall under the rubric of "digital

storytelling," and a Web search for that phrase will yield dozens of hits.

 

Years back, I investigated this pedagogy as part of a scholarship of

teaching & learning project, and co-published my results with Georgetown U's

Visible Knowledge Project. See it here:

http://www.academiccommons.org/commons/essay/video-killed-term-pape...

o-views (PDF version available at bottom of web page).

 

Other recent studies include:

 

Rossiter & Garcia, "Digital Storytelling: A New Player on the Narrative

Field," _New Directions for Adult & Continuing Education_ 126 (2010)

 

Oppermann, "Multimedia Authoring in the New Humanities," _Liaison_ 2 (2009)

 

Oppermann, "Digital Storytelling & American Studies," _Arts & Humanities in

Higher Education_ 7 (2008)

 

Or, if you're desperately trying to fall asleep, you can watch a workshop I

delivered on the subject at Quinnipiac U's Center for Excellence in Teaching

last fall: http://www.youtube.com/watch?v=IXzb6Q5UTSQ

 

------------------------------

 

Date: Sat, 2 Apr 2011 09:24:02 -0400

From: David Kalivas <[e-mail]>

Subject: Music as Pedagogy

 

From: Jason Dormady

[e-mail]

 

I like to use music when we address the question of resistance movements.

 

When we address the question of bandits or social banditry I use a

collection called "Roots of the Narcocorrido" that examines Mexican corridos

that celebrate "social banditry" in the nineteenth century and then corridos

that celebrate the narco society of the twentieth and twenty-first

centuries.

 

When it comes to resistance to neo-colonialism or revolution I use Central

American protest songs such as Juan Carlos Urena and Oveja Negra from Costa

Rica "Sovereignty (Soberania)," Carlos Mejia Godoy, "El Cristo de

Palacaguina," or Arlen Siu, (Chinese Nicaraguan folk singer that died

fighting Somoza)and her "Maria Rural." To point out it isn't all rainbows

and butterflies, Godoy's "Que es el FAL" from his Guitara Armada (Armed

Guitar) album is great - a folk song about machine guns and how to work

them.

 

I provide English translations of the lyrics.

 

------------------------------

 

Date: Sat, 2 Apr 2011 09:25:06 -0400

From: David Kalivas <[e-mail]>

Subject: radio in world history

 

[Editor's Note: Congratulations Donna]

 

 

From: Donna L. Halper

Lesley University

[e-mail]

 

 

 

This doesn't entirely relate to world history, but I did want some of my

friends on the list to know that I just successfully defended my

dissertation yesterday (Thursday). It was a media ecology analysis of early

broadcasting. So now, finally, after years of plugging away part-time (and

working full-time), I will have my PhD. And speaking of broadcasting, the

topic of world broadcasting systems is one that can always use more

research, especially regarding how broadcasting (radio in particular) has

been used by the state as well as by the mass audience. Dr. Donna signing

off for the first time!

 

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Date: Sat, 2 Apr 2011 09:25:48 -0400

From: David Kalivas <[e-mail]>

Subject: Music as Pedagogy in the World History Classroom (formerly 'Perceptions of Reality')

 

From: Pamela McVay

Ursuline College

[e-mail]

 

 

And if I could add my voice to this topic, it is not always necessary to

identify particular music that has to do with historical topics. Music is

highly culturally inflected. You can learn a lot about a society by learning

what a little bit about kind of music they make, how, when, where, why and

by and for whom it is made. Even examining one form and one performance in

it can be highly revealing.

 

But if we're making lists of useful tools, here's a few:

 

Beverly Mack, _Muslim Women Sing: Hausa Popular Song_ includes extensive

discussion of context, lyrics, and recordings (on cd).

 

_Umm Khulthumm: A Voice Like Eygpt_ (Arab Film Distribution, 1996). My

school has it in VHS, but I'm pretty sure it's available as a dvd. This is a

biography of Umm Khulthumm in the context of twentieth century Egyptian

history that I use when teaching the middle east.

 

Patricia Sheehan Campbell, _Teaching Music Globally: Experiencing Music,

Expressing Culture (Oxford: 2004), part of Oxford's _Global Music Series_

 

..and also in that series, Bonnie Wade, _Thinking Musically_. Most of the

series have listening cds. They mostly assume a fair amount of music theory

background, but they also have chapters that are devoted to cultural issues

that require a lot less music background.

 

The University of Oklahoma produced two videos on the history of Japanese

music which I find very helpful, _Gagaku: the Court Music of Japan_ and

_Music of Noh Drama_. They are part of a series called _Early Music

Television_, most of which I don't have in our library. Each episode is half

an hour.

 

And of course, the ever-increasing series of collections put out by Putomayo

world music provides a pretty large number of short introductions to many

musical traditions. But I'm sure most of us are already using some of their

things.

 

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Date: Sat, 2 Apr 2011 09:26:38 -0400

From: David Kalivas <[e-mail]>

Subject: Music as Pedagogy in the World History Classroom (formerly 'Perceptions of Reality')

 

From: Alex Zukas, Ph.D.

National University

[e-mail]

 

 

Please pardon the flagrant immodesty but, in response to Charles' questions

at the end of his message, I would like to refer H-WORLDERs to two pieces I

published that deal with using music to teach world history and to show the

importance of music to modern world-historical events and movements (since

ca. 1520). The first is strictly pedagogical: "Different Drummers: Using

Music to Teach History." Perspectives, newsletter of the American Historical

Association. 34, 6 (September 1996): 27-33. The other appeared in revised

form in the 2nd edition of the Berkshire Encyclopedia of World History:

"Music and Political Protests." Berkshire Encyclopedia of World History. 2nd

ed. William H. McNeill, et al., eds. Great Barrington, MA: Berkshire

Publishing Group, 2010, 1772-1779.

 

 

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Date: Sat, 2 Apr 2011 09:27:42 -0400

From: David Kalivas <[e-mail]>

Subject: Music as Pedagogy in the World History Classroom (formerly 'Perceptions of Reality')

 

 

 

From: Tim Vermande

[e-mail]

 

 

Most of my students think of protest songs as something from the 60s and 70s

(an era that many of them are fascinated with) but I have also used:

 

- "Adeste Fidelis" (O come all ye faithful): specifies that the "faithful"

are those who adhere to the Nicene Creed, and therefore, others need not

come (and probably aren't welcome).

 

- Johann Sebastian Bach's "Coffee Cantata": a satirical look at coffee

consumption and "wants" vs. "needs," also use to talk about trade.

 

- Beethoven's music, especially the story of the "Eroica" and Napoleon,

captures the minds of many of my students. So does the funeral scene which

opens _Immortal Beloved_, especially compared to Michael Jackson.

 

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Date: Sat, 2 Apr 2011 09:28:37 -0400

From: David Kalivas <[e-mail]>

Subject: Music as Pedagogy in the World History Classroom (formerly 'Perceptions of Reality')

 

From: Michelle Peck Williams NBCT

AP World History & Humanities Teacher

Paul Laurence Dunbar High School, Lexington, KY USA

 

 

I use Nikita as part of an end-of-the Cold War DBQ (document-based question)

with my AP World Students. The question is "Analyze the patterns of change

and continuity in the responses of the west firing the 1980s" (since the

composers are all western).

 

The other songs are:

Ronnie Talk to Russia by Prince

Hammer to Fall by Queen

Russians by Sting

Land of Confusion by Genesis

Komrade Kiev by Corey Hart

Leningrad by Billy Joel

Wind of Change by Scorpions

 

I would love to find a Soviet song to contrast these with!

 

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[Ryan Goble]

Oh geez, and I almost forgot this one..

CROWDSOURCE PLAYLIST! - World History & Music

Maybe we could find a way to condense the posts?

[Jeremy Greene]

Thanks, that is helpful.

 

Of course, the more the merrier!

 

If we do write the article that hard part will be selection.

 

Good article here on three of my favorites:

 

http://worldhistoryconnected.press.illinois.edu/7.2/lockard.html

 

This looked good too:

http://www.kirkusreviews.com/book-reviews/non-fiction/dorian-lynske...