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Music Unites Us Lesson Plan Overview: From India: The Rhythms of Life Visiting artists – Sandeep Das, tabla and Rajib Karmakar, sitar Lesson Plan Writer: Barbara Cardarelli, Waltham Public Schools Context: This is an overview of the high school mini-unit that will precede and accompany the September 30, 2016 performance From India: The Rhythms of Life. “According to ancient Hindu treatises, it is believed that the universe was created when Lord Shiva danced with his drums in hand. The idea that sound itself can connect us to the cosmos and to each other is at the heart of Indian classical music. This evening’s journey calls to the ancient Gods, evoking rain, thunder and lightning through the polyrhythms of Das’s tabla and magical resonances of Karmakar’s sitar…” The unit is planned to utilize three class days of History class, plus one day of the performance. There are several places where the unit can be shortened. The lessons are for the teachers to use as written or modify and arrange information in whatever way the teacher wants to use it. Objectives: The overarching objectives for the mini-unit are as follows: To prepare students for the MUUS performance by giving them context relating to the geography/traditions/culture of India To supplement the history curriculum based on MA History Frameworks for 9th-12th History and Common Core Standards To help teachers by reinforcing the vocabulary and concepts already in use Students will acquaint themselves with modern Indian geography and culture To explore the history of India and that history can be shared musically Students will understand that history is more than places and dates Students will understand the role that music plays in the Indian culture and tradition Students will be able to define the music genre of Raga Students will be able to recognize musical instruments of classical Indian music Daily Objectives: Day 1 – To give context to the performance by reviewing the geography of India. Students will be able to complete a map of India labeling key political and physical features. Students will explore the history and culture of India and complete a map of India and explore the CIA World Fact Book for information and key facts about India. Students will complete a timeline of important dates in India’s history. In addition, students will explore modern India and reflect on two interesting facts. Day 2 – Students will explore Hinduism for an understanding of that religion. They will define vocabulary words and make connections to various concepts. Students will investigate “chanting” as an oral tradition and the relationship between the music genre of Raga and chanting. Day 3 – Students will read about the Tabla and Sitar, the musical instruments that the performers will be playing. Students will be able to listen to the music of Sandeep Das and Rajib Karmakar. Students will watch videos of the musicians and write down questions that they would like to ask them. They will try to identify the musical instruments and evaluate the customs and rituals of the raga music genre. Students will describe the music in their own words (melody, rhythm, texture) and what they think the music is trying to convey. There are no teacher lessons for Day 3. A student handout will be given to the students for them to complete. Day 4 – Performance Assessments: Formative assessments are built into each lesson Standards: MA Curriculum Frameworks Concepts and Skills, Grades 8–12 Students should be able to: 1. Apply the skills of prekindergarten through grade seven. 3. Interpret and construct timelines that show how events and eras in various parts of the world are related to one another. 4. Interpret and construct charts and graphs that show quantitative information 2 7. Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. World History ll Learning Standards WHII.12 Identify major developments in Indian history in the 19th and early 20th centuries. (H, E) A. the economic and political relationship between India and Britain B. the building of roads, canals, railroads, and universities C. the rise of Indian nationalism and the influence and ideas of Gandhi CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 3 LESSON PLANS DAY ONE – Ask students about any pre knowledge they may have about India. Make a list on the board. Pass out the map of India. Refer the students to the website: https://www.cia.gov/library/publications/the-world-factbook/geos/in.html Students will also complete the Fast Facts about India. After they complete the “comment” question, they will share their paragraphs. Students will complete the timeline of India’s history. If the date on the student sheet is one year before or after, they can use that date. Use for reference: http://www.bbc.com/news/world-south-asia-12641776 http://www.timeforkids.com/destination/india/history-timeline http://www.ducksters.com/geography/country/india_history_timeline.php Refer to the website: www.roughguides.com/article/interesting-facts-about-india/ Students will give 2 interesting facts about India today and comment on them. Check papers for completion. 4 Day 1: Geography of India. Use an Atlas or the website below for reference. On the map of India label: Use this link - https://www.cia.gov/library/publications/the-world-factbook/geos/in.html Country: India River: Ganges Capital: New Delhi Mountain Range: Himalayas Major cities: Ahmadabad, Mumbai (Bombay), Kolkata (Calcutta), Kanpur Bodies of water: Arabian Sea, Bay of Bengal, Indian Ocean 5 Bordering countries: Afghanistan, China, Nepal, Myanmar, Bangladesh, Pakistan, Maldives, Sri Lanka Fast Facts: 1.Government – 2.Area – 3.Terrain – 4.Environment Current Issues – 5.Major Language – 6.3 Major Religions – 7.Continue to look through the information on Factbook. Comment on life in India referring to five specific areas. (Example-literacy, children underweight, school life expectancy, etc) 6 From Junior Scholastic, 9/14/2014 “India’s civilization, dating from about 2500 B.C., is one of the world’s oldest. Conquered by the British in the 19th century, India became “the jewel in the crown” of the British Empire. In the 20th century, the Indian subcontinent was partitioned (divided) into India, Pakistan, and Bangledesh. “ Make a timeline of important dates in India’s History. 1500 B.C. 1526 A.D. 1757 1919 1930 1947 1965 2000 There is an interesting website about interesting facts about India. Choose two facts and write below why you find them interesting. www.roughguides.com/article/interesting-facts-about-india/ 7 DAY TWO Share with students, “Hinduism, unlike most major religions, does not have a central figure upon whom it is founded. Rather, it is a complex faith with roots stemming back five thousand years to the people of the Indus Valley, now part of Pakistan. When the Aryan tribes of Persia invaded the Indus Valley around 1700 BCE, the groups’ beliefs merged and Hinduism began to form.” (World Religions, by Gabriel Arquilevich) Refer students to the following website and have them read about Hinduism. Put the following words on the board and have the students define them on another sheet of paper: and define the following terms: https://sites.google.com/site/worldreligionsforkids/home/hinduism Hinduism, Vedas, Upanishads, Brahman, reincarnation, karma, dharma, Caste System, Ganges River Discuss meanings. Ask students to share any personal stories they might have about the term “karma”. The following website has some well-known stories from both the sacrificial portion of the Vedas and the Upanisads. Students may want to share personal connections to one or more of the stories. http://www.hindukids.org/old/grandpa/index_upanishads.html 2 The following information was shared with me by Judith Eissenberg, Director of Music Unites Us. Share it with students: “Many musical traditions originate to connect with a spiritual presence (god, gods, ancestors, spirits, etc.). Even in the 21st century, music is used in this way in churches, temples, mosques, etc. Ask students, “How is music used in this way in your life?” “Raga, the classical music of India, has its roots in ancient chants, called Vedas. We tend to think of these as Hindu prayers and chants, but the chants and the prayers came even before Hinduism. During the Vedic Period, 3000-1200 BCE, the music was “chanting”. Chanting was the oral tradition. Before texts were written down, they were spoken in chant, and the chant sounded musical. Long, long texts were remembered because the musicality of the chants made it easier to remember.” Ask students, “Has anybody learned information though a melody or song?” Maybe it was the ABC’s, or names of states, etc. 8 “This musical chanting began to expand into pure music, eventually into a musical tradition that we know today as raga and this is what we will listen to at the performance. Some of the music can include singing and dance. But even without, raga musicians and the people who know this music well believe there is still the possibility of spiritual meaning inside the music. Those that listen to the music, feel it is an inner journey, and that if you listen deeply, it will put you in touch with essential truths (some say God) of the universe.” Examples of Chanting: The following websites will introduce Day 3 and the relationship between the music genre of Raga and the Vedas. If you like, you can use this information on Day 3. Moving closer to raga, view the South Indian Brahmin’s chanting (Rig) Veda in traditional style: https://www.youtube.com/watch?v=0tZv9utp-oc And traditional chanting of the Sama Veda https://www.youtube.com/watch?v=rAB38UtEY9k 9 DAY 3 Read the following information on the website for background information on the music of India. You will see that the music is extremely meaningful. “Indian musicians learn to play raga (patterns of notes) by imitating and memorizing. The music is passed on from teacher to student by oral tradition… Indian Ragas are patterns of notes but are different to a Western scale or melody.” You will get an overview of the meaningful purpose of the music. You will learn that the sitar and tabla are instruments that take practice and years to master. Improvisation is an important part of North India classical music. http://www.bbc.co.uk/schools/gcsebitesize/music/world_music/music_india_print.shtml Here are two websites for you to look at. With a partner, compose 5 questions that you would like to ask EACH of the performers after viewing their presentations. http://www.sandeepdas.com/ http://sitarrajib.com/about/ SANDEEP DAS, tabla RAJIB KARMAKER, sitar As you listen to the music, describe the music in your own words (melody, rhythm, texture) and what you think the music is trying to convey: 10 Works Cited for MUUS 2016 India Websites: This is a reading about the Music of India http://www.bbc.co.uk/schools/gcsebitesize/music/world_music/music_india_print.shtml General introduction (without any glaring errors), including a bit on the Vedas: https://sites.google.com/site/worldreligionsforkids/home/hinduism Some basic narratives—all very well-known, even celebrated—from both the sacrificial portion of the Vedas and the Upaniṣads: http://www.hindukids.org/old/grandpa/index_upanishads.html Great video of South Indian Brahmins chanting (Rig) Veda in traditional style: https://www.youtube.com/watch?v=0tZv9utp-oc Moving one step closer to raga, traditional chanting of the Sama Veda: https://www.youtube.com/watch?v=rAB38UtEY9k An excellent, and very brief, introduction to Indian philosophy (without too many egregious errors)! http://lukemuehlhauser.com/ancient-indian-philosophy-a-painless-introduction/ This is used as a reference for Hinduism: http://www.primaryhomeworkhelp.co.uk/religion/hinduism.htm This is an article on interesting facts about India that Americans may not know. www.roughguides.com/article/interesting-facts-about-india/ Book: Arquilevich, Gabriel. World Religions: Grades 6-8. Westminster, CA: Teacher Created Resources, 2007. Print. 11 12 13