# data[].attributes.headline
Migration to the US in the 18th and 19th Centuries

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Migration to the US in the 18th and 19th Centuries

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CZM Lesson Hub 2, Path 1: Rendezvous in Lousiana!

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CZM Lesson 02: Migration and Location w/notes

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CZM Lesson Hub 1, Path 2: Put it in the Pot: The Sights and Sounds of Cajun and Zydeco

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CZM Lesson 01: Gumbo - Intro to Cajun and Zydeco w/notes

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CZM Lesson Hub 2, Path 2: Exploring Traditional Song Types

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CZM Lesson 02: Migration and Location w/notes

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Cajun and Zydeco: Listening for Language

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Cajun and Zydeco: Listening for Language

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CZM Lesson Hub 3, Path 2: Listening for Colloquialisms

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CZM Lesson 03: The Role of “Louisiana French” in Cajun and Zydeco (w/ notes)

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CZM Lesson Hub 1, Path 1: What's in a Gumbo?: People and Place

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CZM Lesson 01: Gumbo - Intro to Cajun and Zydeco w/notes

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CZM Lesson Hub 2, Path 1: Rendevous in Louisiana!

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CZM Lesson 02: Migration and Location w/notes

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Cajun and Zydeco: Listening for Language

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Cajun and Zydeco: Listening for Language

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CZM Lesson Hub 3, Path 1: Louisiana French!

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CZM Lesson 03: The Role of “Louisiana French” in Cajun and Zydeco (w/ notes)

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Mexican-American War, Treaty of Guadalupe Hidalgo, and the Mexican Revolution

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Mexican-American War, Treaty of Guadalupe Hidalgo, and the Mexican Revolution

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MCM Lesson Hub 2, Path 1: A History of Displacement

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Lesson 02: A History of Struggle (w/ notes)

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MCM Lesson Hub 8, Path 1: Remembering Displacement

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Lesson 08: A People without a Place (w/ notes)

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APA Lesson Hub 4, Path 1: Pacific Islanders and Colonization

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Lesson 04: Music and Colonialism in Hawai’i and other Pacific Islands

# data[].attributes.headline
Understanding the Political Status of Puerto Rico

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Understanding the Political Status of Puerto Rico

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MPR Lesson Hub 1, Path 3: Fiesta as Identity in Puerto Rico and its Diaspora

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Lesson 01 - Fiesta Aquí, Fiesta Allá: Exploring Puerto Rican Fiesta

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Patterns of Asian Migration to the United States (1800s - 1965)

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Patterns of Asian Migration to the United States (1800s - 1965)

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APA Lesson Hub 2, Path 1: Patterns of Asian Migration to the United States through 1965

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Lesson 02: The World of Asian American Experiences through 1965

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WIB Lesson Hub 6, Path 1: The Great Migration and Music

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Lesson 06: Blues in the City (6th - 8th)

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WIB Lesson Hub 8, Path 2: The Harlem Renaissance and the Blues

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Lesson 08: Intersections of Race and Class in the Blues (6th - 8th)

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APA Lesson Hub 3, Path 1: Why E.O. 9066?

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Lesson 03: Musical Cultures of Japanese American Incarceration Camps

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CRM Lesson Hub 1, Path 1: Sounds of Civil Rights

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MCM Lesson Hub 5, Path 2: The "Big Four": Leaders of the Chicano Movement

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Lesson 05: Themes and Leaders (w/ notes)

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"Soy del pueblo" (6th-12th Grade Music Classes)

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"Soy del pueblo" (6th-12th Grade Music Classes)

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MCM Lesson Hub 2, Path 3: "Soy del pueblo": Demonstrating Solidarity Through Music

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"Zydeco Sont Pas Salé" (6th-8th Grade Music Classes)

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"Zydeco Sont Pas Salé" (6th-8th Grade Music Classes)

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CZM Lesson Hub 8, Path 3: Arranging "Zydeco Sont Pas Salé"

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CZM Lesson 08: Stylistic Developments in Zydeco Music WMP Path Version

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How did French Creole music in Southwest Louisiana lead to what we know today as “zydeco”?

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UFW and the Farm Workers Movement (1960s)

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UFW and the Farm Workers Movement (1960s)

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MCM Lesson Hub 6, Path 1: ¡Sí se puede! (Yes We Can!)

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Lesson 06: ¡Sí se puede! Advocating for Farm Workers (w/ notes)

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APA Lesson Hub 6, Path 1: Asian Immigration to the US Since 1965

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Lesson 06: The World of Asian American Experiences, Since 1965

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APA Lesson Hub 7, Path 1: Legacy of the Asian American Movement

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APA Lesson Hub 2, Path 3: Holehole Bushi (Work Songs)

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Lesson 02: The World of Asian American Experiences through 1965

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APA Lesson Hub 5, Path 1: Hawai'i's Influence on US Popular Music

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Lesson 05: Music of the Hawaiian and Pacific Islander Diaspora

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APA Lesson Hub 7, Path 2: Taiko Drumming

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APA Lesson Hub 8, Path 1: Preserving and Sustaining Cultural Heritage: Kulintang and Kundiman

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Lesson 08: Cultural Preservation and Adaptation: Kundiman and Pinpeat in the U.S.

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APA Lesson Hub 8, Path 2: Preserving and Sustaining Cultural Heritage: Pinpeat

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Lesson 08: Cultural Preservation and Adaptation: Kundiman and Pinpeat in the U.S.

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MPR Lesson Hub 2, Path 2: Seis Jíbaro

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Lesson 02 - Música Jíbara Culture: Seis Music and Concursos

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MPR Lesson Hub 6, Path 2: What is Bomba?

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Lesson 06 - Santiago Apostol de Loíza: Bomba and Community

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MPR Lesson Hub 4, Path 1: What is Plena?

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Lesson 04 - Plenazo: Music, Migration, and Puerto Rican Identity on the Move

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MPR Lesson Hub 8, Path 3: Calypso: Connecting Communities

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Lesson 08 - Vejigante a la Bolla: Puerto Rico’s Carnival Tradition

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MPR Lesson Hub 9, Path 1: Danza: Early Puerto Rican Dance Music

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Lesson 09 - Fiesta Means Dancing: Danza, Salsa, and Reggaeton

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MPR Lesson Hub 9, Path 2: Salsa: A Transnational Phenomenon

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Lesson 09 - Fiesta Means Dancing: Danza, Salsa, and Reggaeton

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MPR Lesson Hub 9, Path 3: The Reggaeton Revolution

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Lesson 09 - Fiesta Means Dancing: Danza, Salsa, and Reggaeton

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MPR Lesson Hub 10, Path 3: Parranda and Parang in the Circum-Caribbean

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Lesson 10 - Traigo Esta Trulla: Fiestas Navideñas in Puerto Rico and Its Diaspora

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Gagaku: Imperial Court Music of Japan

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Gagaku: Imperial Court Music of Japan | Smithsonian Folkways Recordings

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Gagaku 雅楽 [Ga-gaku] (meaning “elegant music”) is the classical music and dance of the Imperial Court of Japan. Gagaku is recognized as one of the oldest living court traditions in the world, and was used in Buddhist temples in Japan around the eighteenth century.

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Jeong-Ak: Music of the Korean Court

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This lesson will open your ears to Jeong-ak, music of the royal court in Korea during the Joseon Dynasty, which lasted for over 500 years, from 1392 to 1910. Many generations of a single royal family-the Yi family-ruled the land for all that time. In fact, Korea was a remarkably stable political state. There were only three dynasties from the first unification of the country until 1910.

There are multiple types of court music; each is performed in different settings. You will learn about three important instruments--the pyeon-gyeong, eo, and chuk, which are a part of the ritual Jongmyo jerye-ak that honors the former kings. Jongmyo jerye-ak also features a dance known as ilmu. Ilmu is a line dance with no steps forward, back, or to the side (it is danced in place!).

In this lesson, you will also learn about traditional Korean manners and learn to properly bow to the King. You will even have a chance to learn and perform the ilmu dance!

Lesson Paths & Learning Objectives

1. 17th Century Korea

Identify where Korea and Seoul are on a map and understand the basics of geomancy.

Explain the basics of Korean Confucianism through learning Korean mannerisms.

15-20 minutes

2. Jeong-Ak Instruments

Aurally identify three jeong-ak instruments: pyeon-gyeong, eo, and chuk.

Explain the purpose of the Jongmyo jerye-ak ritual.

15-20 minutes

3. The Ilmu Dance

Perform the ilmu dance and then create your own dance choreography to accompany a-ak music.

15-20 minutes

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This lesson will open your ears to Jeong-ak, music of the royal court in Korea during the Joseon Dynasty, which lasted for over 500 years, from 1392 to 1910. There are multiple types of court music; each is performed in different settings. You will learn about three important instruments--the pyeon- ...

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Court Music of China

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Yayue (雅乐), or "elegant music," was the imperial court music in ancient China. The basic conventions of yayue were established in the Western Zhou period (西周, ca. 1045 BC-771 BC), and it has been an important part of East Asian music and dance culture since then. Through creative engagements, this lesson offers an imaginative space to explore the history and culture of Chinese court music, gain knowledge of traditional Chinese instruments, and learn pentatonic music. You will also have a chance to decorate your own zheng and compose yayue for your own event!

Lesson Paths & Learning Objectives

1. Exploring Chinese Court Music

Describe your experience with at least 3 of the following: location, instruments, hierarchy, and artwork, in connection to your own life.

20+ minutes

2. Listening to Chinese Court Music

Following exploration of two Chinese court instruments, demonstrate knowledge of instrument names, construction material, playing technique, and how these relate to pitch change and language.

15-20 minutes

3. Playing Chinese Court Music

Given a series of activities based on a 5-tone scale, display the ability to sing, play, and create using a pentatonic scale, with cipher notation.

15-20 minutes

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Yayue (雅乐), or "elegant music," was the imperial court music in ancient China (西周, ca. 1045 BC-771 BC), and it has been an important part of East Asian music and dance culture since then. This lesson offers an imaginative space to explore the history and culture of Chinese court music, gain ...

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Vietnamese Court Music

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Music at the Vietnamese Court | Smithsonian Folkways Recordings

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Vietnamese court music is diverse, including instrumental, vocal, dance, and theatrical music. This Lesson Hub offers experiences with listening, learning about rituals and stories, and investigating face-painting traditions in hát bội theater.

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"The Mardi Gras Song" (6th - 8th Grade Music Classes)

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"The Mardi Gras Song" (6th - 8th Grade Music Classes)

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CZM: Lesson Hub 10, Path 3: Learning "The Mardi Gras Song"

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CZM Lesson 10: Cajun & Creole Culture - Food, Dance, & Music (w/ notes)

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"Patria Borinqueña" (9th-12th Grade Music Classes)

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"Patria Borinqueña" (9th-12th Grade Music Classes)

# data[].attributes.body
MPR Lesson Hub 4, Path 2: People and Plena on the Move

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Lesson 04 - Plenazo: Music, Migration, and Puerto Rican Identity on the Move

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"Patria Borinqueña" (3rd-5th Grade Music Classes)

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"Patria Borinqueña" (3rd-5th Grade Music Classes)

# data[].attributes.body
MPR Lesson Hub 4, Path 2: People and Plena on the Move

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Lesson 04 - Plenazo: Music, Migration, and Puerto Rican Identity on the Move (3rd - 5th)

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"I'm Feelin' Alright" (6th-8th Grade Music Classes)

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"I'm Feelin' Alright" (6th-8th Grade Music Classes)

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WIB Lesson Hub 6, Path 3: Singing with Big Mama, Part 2

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Lesson 06: Blues in the City (6th - 8th)

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WIB Lesson Hub 2, Path 2: Before the Blues: Ring Shouts and "Jubilee"

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Lesson 02: Before the Blues: From Africa to America (6th - 8th) WMP Path Version

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What West African stylistic characteristics can you hear in blues music?

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Before the Blues: West African Connections

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Before the Blues: West African Connections

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WIB Lesson Hub 2, Path 1: West African Connections to the Blues

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Lesson 02: Before the Blues: From Africa to America (6th - 8th) WMP Path Version

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What West African stylistic characteristics can you hear in blues music?

# data[].attributes.body
WIB Lesson Hub 3, Path 1: Before the Blues: Spirituals

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Lesson 03: Melting Pot: Becoming the Blues (6th - 8th)

# data[].attributes.attachment_link.description
In what ways did the mixing of cultural influences (especially characteristics from African and European musical styles) affect the creation of the blues?

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WIB Lesson Hub 5, Path 1: The Deep South: Mississippi Delta Blues

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Collecting and Documenting Early Blues Music

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Collecting and Documenting Early Blues Music

# data[].attributes.body
WIB Lesson Hub 11, Path 1: "Collecting" the Blues

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Lesson 11: Capturing the Blues (6th - 8th)

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WIB Lesson Hub 6, Path 1: The Great Migration and Music

# data[].attributes.attachment_link.title
Lesson 06: Blues in the City (6th - 8th)

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WIB Lesson Hub 4, Path 1: The World Meets the Blues

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WIB Lesson Hub 6, Path 2: Urbanization: Sounds of the Electric Blues

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Lesson 06: Blues in the City (6th - 8th)

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WIB Lesson Hub 12, Path 1: Building the Foundation of Popular Music

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Lesson 12: The Blues Influence (6th - 8th)

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WIB Lesson Hub 12, Path 3: From Blues to Hip Hop

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Lesson 12: The Blues Influence (6th - 8th)

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"Soy del pueblo" (Vocal AND Instrumental Music)

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"Soy del pueblo" (Vocal AND Instrumental Music)

# data[].attributes.body
MCM Lesson Hub 2, Path 3: "Soy del pueblo": Demonstrating Solidarity Through Music

# data[].attributes.body
APA Lesson Hub 8, Path 1: Preserving and Sustaining Cultural Heritage: Kulintang and Kundiman

# data[].attributes.attachment_link.title
Lesson 08: Cultural Preservation and Adaptation: Kundiman and Pinpeat in the U.S.

# data[].attributes.headline
Playing the Fife and Drum Blues (Instrumental Music)

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Playing the Fife and Drum Blues (Instrumental Music)

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WIB Lesson Hub 3, Path 3: Fife and Blues: A New Generation

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Lesson 03: Melting Pot: Becoming the Blues (6th - 8th)

# data[].attributes.attachment_link.description
In what ways did the mixing of cultural influences (especially characteristics from African and European musical styles) affect the creation of the blues?

# data[].attributes.headline
Learning "La Bamba" (Vocal or Instrumental Classes)

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Learning "La Bamba" (Vocal or Instrumental Classes)

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MCM Lesson Hub 2, Path 3: Music and the Mexican American Generation

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Lesson 02: A History of Struggle (w/ notes) April Revision

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How did historical events contribute to injustices faced by members of the Mexican American community during the time of the Chicano movement?

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"Cape Breton" (3rd - 5th Grade Music Classes)

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"Cape Breton" (3rd - 5th Grade Music Classes)

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Sound Communities - Lesson Hub 2: Celebrating African Heritage Through the Music of Lassana Diabaté. Path 3: "Playing Cape Breton"