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Friday "Musical BYTE": Four-Minute "Exposure"

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Friday "Musical BYTE": Four-Minute "Exposure"

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Attentive Listening: Students listen to the recording with the following questions in mind:

-What instruments do you hear?  <listen>

-Which instrument comes in first? Second? Third? Fourth?  <listen>

Engaged Listening:
-Choose an instrument, and play along in the air.   <listen>

-Let’s focus on the melody line- starting with the violin. Can you tap the rhythm of the melody
somewhere on your body and move to a new body part when the instrument carrying the
melody changes?  <listen>
Enactive: repeat rhythm #1 on the right.
Engaged: Tap along and find how many times it repeats before it changes to the next rhythm  <listen>
Enactive: repeat rhythm #2 on the right.
Engaged: Tap along and find how many times it repeats before it changes to the next rhythm  <listen>

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Conjunto of Combapata - Traditional Music of Peru, Vol. 1: Festivals of Cusco

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Traditional Music of Peru, Vol. 1: Festivals of Cusco

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Traditional Music of _____, Vol. 1: Festivals of __________

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As a culture, what does the music that we choose to preserve and venerate say about our identity and values as a community?

· Do we feel as if we have agency in these decisions?  What external
factors color our decisions?
· Which elements are within our control?  Which elements are outside of
our control?
· How do we discern the value our culture places on various themes?
Lyrics? Dance forms? Preservation of traditions?
Collaborative/soloistic music making?  Performance venues?
Rhythmic and melodic heritage?

· What evidence do we see of transculturalization do we see in our
music? In Peru?

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Suggested Grade Levels: 1st-3rd grade
Country: Peru
Region: South American Andes
Culture Group: Peruvian Music
Genre:  Folk music of the Andes; instrumental music; carnival music; parade music
Instruments: Xylophones
Language: no text included
Co-Curricular Areas: Social Studies, Dance
National Standards: 2, 3, 6, 8, 9
Prerequisites: Lesson 1, basic proficiency with recorder