Google Earth World Music Tour Teacher Guide · Google Earth World Music Tour Teacher Guide ... Spanish Guitar Solos b) ... ‘It was easy for me to erase from my

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Google Earth World Music Tour Teacher Guide

Prepared by Labanya Mookerjee, undergraduate researcher, Penn State Brandywine, with assistance from Teri Yerger, doctoral candidate, music education, Penn State – University Park

Purpose: To explore and identify genres of world music while making connections between

music, culture, and geography

Connection to Curriculum: Music appreciation, technology, geography Materials: -Connection from computer to projection screen at the front of the room -Student Worksheets (provided) Time Needed: 1- 1.5 class periods (60+ minutes) National Geography Standards for Grades K-4: 4) Places and Regions, The Physical and Human Characteristics of Places 6) Places and Regions, How Culture and Experience Influence People's Perceptions of Places and Regions 10) Human Systems, The Characteristics, Distribution, and Complexity of Earth's Cultural Mosaics 17) The Uses of Geography, How to Apply Geography to Interpret the Past Source: National Geography Standards, Geography Education Standards Project. 1994. Geography for Life: The National Geography Standards. Washington, DC: National Geographic Society Committee on Research and Exploration. National Educational Technology Standards: 2) Communication and Collaboration

-Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

c) Students develop cultural understanding and global awareness by engaging with learners of other cultures

Source: International Society for Technology and Education. 2007. National educational technology standards (NETS-S) and performance indicators for students. National Music Standards for Grades K-4: 6) Listening to, analyzing, and describing music -Students identify simple music forms when presented aurally

-Students demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures

7) Evaluating music and music performances

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-Students devise criteria for evaluating performances and compositions; students explain, using appropriate music terminology, their personal preferences for specific musical works and styles

8) Understanding music in relation to history and culture -Students identify by genre or style aural examples of music from various historical periods and cultures -Students identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use

Source: http://artsedge.kennedy-center.org/teach/standards/standards_k4.cfm#02

Instructions on how to use the World Music Tour on Google Earth 1. Go to <http://www.tinyurl.com/googleearthmusic> -Click on the Google Earth file for the World Music Tour 2. Expand “World Music Tour.kmz” on left panel on Google Earth 3. Expand (+) and check the box next to “Global Exploration #1” Note: Make certain that all other Explorations are left unchecked (shown below) 4. Click on the link, “Music Exploration #1”, on the left panel 5. Discuss questions with class 6. Go through Music Examples A, B, C 7. Let students think about the question and consider the music. Once a consensus has been reached, reveal answer to students by double-clicking on “Answer to Exploration #2” 8. Uncheck “Global Exploration #1” and check “Global Exploration #2”; repeat cycle. 9. After going through the entire tour, engage the students in a brief discussion, applying the knowledge they have gained from the tour 10. Engage the class in a collaborative follow-up activity (provided on page 5)

STEPS 2 & 3 STEPS 4 & 5

NOTE: Check "Borders and Labels" under "Layers" tab (as shown)

NOTE: Check "Borders and Labels" under "Layers" tab

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Answers/Information Information on Audio Clips The songs and their background information (provided below) are taken from the Smithsonian Folkways website (http://www.folkways.si.edu/index.aspx). 1) Spain a) Song Information:

-Artist: Carlos Montoya -Title: “Bulerias” -Album: Spanish Guitar Solos

b) Background Information: Unavailable

2) Ireland

a) Song Information: -Artist: Fox Watson and Laurie Diehl -Title: “Drowsy Maggie” -Album: Fishers Hornpipe and Other Celtic Traditional Tunes b) Background Information: “The songs and tunes presented on this record are all Celtic in origin; predominantly Irish, but also collected from other places where Celtic influence is found such as Scotland, the Shetland Isles, Northeast England and even Nova Scotia. Many a fiddle tune found in the Appalachian region of the United States has its original counterpart in Ireland.

Irish traditional music today is still a growing art form, and this is reflected in the varied use of instrumentation featured on this record.

Arrangements, too, are more complex, largely as a result of the growing popularity of Irish music. Some instruments featured, particularly the Hurdy-Gurdy, would not have been heard in Irish music even 20 years ago; the earliest instruments being the pipes, harp and fiddle.”

For more information, visit the album’s liner notes at <http://media.smithsonianfolkways.org/liner_notes/folkways/FW03520.pdf> 3) China

a) Song Information: -Artist: Northern Illinois University. Chinese Orchestra -Title: “The Happy Spinning Workers” -Album: West Meets East: Chinese and Balinese Music

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b) Background Information: “A piece composed in the 1950's, the title reveals the ideology for the arts in socialist China: emphasis on the working class, promotion of production, and jubilant spirit to reflect the new society. It has been arranged in ABA form (the favorite form of many modern Chinese instrumental works) with an added percussion introduction. The melody is in 5-tone Kung mode (do, re, mi, sol, la; do = G) ending on do. The B melody is derived from the A melody. The last A section is performed in four levels of melodic stratification all based on the A melody. (Chang Hsiao-feng 1973 : 12-13)” For more information, visit the album’s liner notes at <http://media.smithsonianfolkways.org/liner_notes/folkways/FW37455.pdf>

4) Iran a) Song Information:

-Artist: Jarrahi Dervishes and others -Title: “Sufi Hymn” -Album: The Silk Road: A Musical Caravan

b) Background Information: Unavailable 5) Greece a) Song Information:

-Artist: Chris Kalogerson Ensemble -Title: “Gorgona” -Album: Greek Songs and Dances b) Background Information: Unavailable

6) Mali a) Song Information:

-Artist: Dogon musicians -Title: “Wedding at Timbuktu” -Album: Music of Mali

b) Background Information: “In this Sudan region stands the fabled, legendary city of Timbuktu which had flourished over 600 years ago and on whose caravan trails passed much of the riches of the African kingdoms. Later this city was to become a center of learning famous throughout the Islamic world. Through the years, conquered and looted, Timbuktu became (except for a few surviving monuments of its past) just another unremarkable assortment of mud houses which is its condition today.” For more information, visit the album’s liner notes at <http://media.smithsonianfolkways.org/liner_notes/folkways/FW04338.pdf>

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7) Moscow

a) Song Information: -Artist: Kauriga Balalaika Ensemble -Title: “Karapet” -Album: Russian Dances

b) Background Information: Unavailable

8) Mexico a) Song Information:

-Artist: Nati Cano's Mariachi Los Camperos -Title: “Se me hizo fácil” -Album: ¡Viva el Mariachi!: Nati Cano's Mariachi Los Camperos b) Background Information: “This old canción ranchera in a ¾ walz meter tells of a man trying to forget the lover who abandoned him. ‘It was easy for me to erase from my memory that woman whom I loved so much. It was easy for me to erase the crying. Now I love her each day more and more.’” For more information, visit the album’s liner notes at <http://media.smithsonianfolkways.org/liner_notes/smithsonian_folkways/SFW40459.pdf>

9) India

a) Song Information: -Artist: Ramayan Sewak Sang of Trinidad: B.O. Girwarr, vocal -Title: “Selections from the Traditional Hindu Ceremony 1” -Album: The Ramayana b) Background Information: “The Ramayana, first of two great Sanskrit epics, is several times the length of the Iliad and Odyssey combined. As these epics are to ancient Greece, so is the fifteen-centuries-old Ramayana to India; it is still performed as a play every autumn, all over India. The undying qualities of the ancient Veda (wisdom), Ramayana and Mahabharata keep them brightly alive in the hearts of Hindus the world over, wherever they have come to live.” For More information, visit the album’s liner notes at <http://media.smithsonianfolkways.org/liner_notes/cook/COOK01023.pdf>

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10) Poland

a) Song Information: -Artist: The Kaszowski Brothers -Title: “Mountain Polka (Polka Góralska)” -Album: Polish Dance Time

b) Background Information: Unavailable

Music All Around Me Follow-Up Classroom Activity In this Activity, students will engage in creative thinking by applying the concepts learned from the Global Exploration. The students will create their own music with the objects around them, and in doing so, they will learn that music can be created out of anything at anytime. It will also demonstrate the concept that a country’s music is shaped by the material available in their environment. Procedures: 1) Split the students into small groups of three or four. 2) The students will use the materials available in their classroom to develop a song that is at least 30 seconds long.

Challenge: Add lyrics to the song! 3) After 15-20 minutes, once everyone has constructed a song, bring the students back to form a circle. Let each group perform their piece. 4) Brief discussion about the lessons learned in this activity.