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World Music
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Two students on metallophones Plans
and Vision | Progress Report (1)
| Resources | Workshops
Ongoing Progress Report (2)Spring 2002
During the spring of 2002 the Center continued the Balinese program in the Museum School and began, with support from the California Arts Council, an ambitious program on the music and culture of India at the Freese Elementary and Hawthorne Elementary schools in San Diego. Students learned vocal music, drumming, and dance. A series of assembly programs was designed and made available to local schools. Spring 2003 – Fall 2005 International music and dance programs continued in the city of San Diego and surrounding county. Visiting and teaching world music artists worked with youth to introduce and educate students in local public schools in at least one of three regions of international music, dance, and related arts of Africa, India, and/or Indonesia. Visiting and teaching artists of African, Indian, and Indonesian music and dance worked directly with area students, hosted workshops, and presented performances. Participating students received regular instruction including hands-on, interactive learning opportunities, and student performances as well as world music concerts and performances by professional international artists were presented.
Through the World Music in the Schools project, a wide range of children and youth are provided access and exposure to international music and dance through a hands-on, participatory, structure over an extended period of time in a primarily school-based setting. Students are directly engaged with skilled artists and teachers who provide rich and engaging learning experiences and exemplify best practices in teaching and the arts. This project celebrates cultural diversity through the exploration of world music and dance while advancing learning in the arts for participating students and teachers, as well as their families and friends. This project also promotes partnership and collaboration while strengthening arts in the community.
This program was made possible by support from the National Endowment for the Arts, the Asian Cultural Council, the California Arts Council, and the City of San Diego Commission for Arts and Culture, as well as support from individuals, partnering and community organizations, and regional public schools. World Music in the Schools Program: “The World Music experience enhanced group dynamics and listening skills and also improved student engagement in learning, self-confidence, and self-esteem.“ “Students in these programs exhibited increased sense of cooperation and teamwork showing reciprocation, cohesiveness, mutual support, and respect.” “Given the fact that there were not enough kanjira for each individual child to have one for the duration of the day’s instruction, I anticipated behavioral difficulties with the children over possession of the instruments. To my surprise, however, the children assisted each other with learning the music while those who did not at the moment have the instrument counted tala (rhythm) for those who held the kanjira. Children even voluntarily switched roles, with the ‘player’ taking on the role of ‘counter.’ In this manner the children actually aided one another in acquiring musical skills.“ --
Ms. C., Brooklyn Elementary “The music fits together like a puzzle and the kids understand that this [music] is a sum of all of its parts—every part is important.” “I have noticed at least five areas of increased student performance that I attribute directly to the musical program. They are: 1) ability to concentrate for longer periods; 2) rise in student confidence levels; 3) multitasking in their senses; 4) more awareness of themselves, their colleagues, and their environment; and 5) the physical manifestation of thought .” --Mr. T., High Tech High “There is, and must be, room for different points of view of many things in the world.“ “Students’ curiosity is encouraged through these programs and this growing curiosity is not confined only to the music classroom. Students see that if something as commonplace as music is different between various peoples, then what else is there to explore?” Alas, “The most important thing a school can do is feed their [the students’] curiosity.” “Through these lessons the students became familiar with East Indian concepts of rhythm and dance. Through the teaching of these concepts, students learned movement and coordination. Students learned, particularly in the dance, to be aware of their bodies and the maintenance of appropriate posture.” “The students are provided not only with musical instruction but the cultural background information that enriches their experience and expression. The instructor conveys a great deal of knowledge while providing the students with confidence in their performing abilities and learning capacities. This is accomplished in an environment of mutual respect between students and teacher as well as among the students themselves.” World Music in the Schools Program: “It is awesome to learn (about) a different religion and culture on the other side of the world. We get to play and dance it. Not many people get that opportunity to (experience) this gift. Every time we play, the sound is so beautiful . . . it’s like the school is a bird (that) sings with so much happiness.” --A.O. “Sometimes it feels like America is the only place with life, but I am (now) learning that I could help people from all over the world by doing the same stuff as them.” --S.C. “Gamelan is a very special thing because we get to learn new things about other cultures.“ --V. “I’m just going to tell you about how my life changed in gamelan. My school is very lucky to have people from Bali. They teach us a lot (about) dance and music, and we also get to play a lot of music.” --K.D. “We have wonderful (Balinese) teachers who teach us amazing things. By far my favorite is gamelan! It expresses so much (about) art and creativity! We learned so many dances and songs from Bali, and it is so much fun to see how different cultures have their differences from us! The gamelan echoes through the whole school, making a beautiful song that can never be mistaken. Gamelan is a wonderful way to learn of others’ cultures! I hope do learn more in the years to come.” --A.G. “My first day here I had no idea what gamelan was. My friends who had already been to this school told me that gamelan was a lot of instruments that are played in Bali. As the school year went by, I learned that gamelan is much more than just instruments. Gamelan is the sound of peacefulness; it is beautiful music, and sounds wonderful when (everyone) plays together. This is my last year here, and I am so thankful that I got to dance and play an instrument I have never seen before. I think everybody should get this opportunity to hear the wonderful sound of gamelan and (to) see the tricky but beautiful dance steps. And hopefully everybody will.” “I think this school is so, so, amazing. We learn (about) different cultures . . . like we learn Balinese dance and learn how to play Balinese instruments.” --S.E. “I’m 9 years old. I love Balinese dancing. Each day we get to learn something new. And the music is beautiful, and every time we play it’s still new. It’s great we get to learn a new culture from half way across the world. I love Balinese dancing.” --M. “ Dear Center of World Music, Thank you for giving us this beautiful music because it will change my life forever. I will always remember the joy you put in my life.” --R. “I learned (that) the oldest dance in India is called Bharata Natyam and (I learned) how to move my arms and feet and the different things to say (when dancing). Through the drumming lessons, I learned how to listen to others and (how to) speed up and slow down as a group. Through the study of India’s culture, I learned that India is (a) rich tradition (and that) the oldest religion is called Hinduism.” --R.H. “Thank you for bringing us music from India. I enjoyed dancing, drumming, and singing. Through dance I learned how to keep the rhythm with my whole body. I learned how to dance Bharata Natyam. During drumming, I learned how to work as a team. I know how to keep tala with the rest of my classmates. I now (know) how to work as a group. I like working as a team. I learned that India is a rich culture in traditions.” --T.A. “Thank you for bringing (us) music and dance. It’s worth not missing classes because we are learning (about) a different culture. This is something I will never forget. Everything you teach us is very interesting. I think it is going to be great if when I grow up I can go to India to explore. I really think that all of this drumming is helping us to work as a group. I really think I have learned a lot, and I will never forget this. I will always keep it in my mind, and I will practice and practice over and over. I will always remember “ta-ki-ta” and also “ta-ka-di-mi. Thank you for everything you have taught us.” “I really enjoyed dancing, drumming, and singing class. Through dance I learned three different adivas, (and) I learned how to make a diamond sitting position. Through drumming I learned how to listen to each other as a group, how to keep tala with the group, (and) how to speed up and slow down.” --A.E. “I learned that music is all about concentration and how to stay in rhythm and keep up with each other as a group. Thank you for all the experience you have brought us. I really enjoyed the music.” “Thank you for bringing us their (Indian) culture. Though dance I learned how to keep coordination with my hands and feet. Through drumming I learned to listen to my surroundings.” --K. “Thank you. Through (Indian) dance I learned to concentrate on what I’m doing and how (other) people perform. Through drumming I learned to listen to each other and how to speed up and slow down (as a group). Thank you for what you taught us.” --L. P.
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Modified: June 8, 2006 |
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The youth performing troupe for Balinese gamelan music and dance called Puspa Warsa has been a successful outcome of this project, providing a valuable opportunity for students to practice and perform publicly in a wide range or forums. Moreover, the project also inspired the creation of a special 2005 program designed to include young students for the first time in the World Music Summer Program in Indonesia and the World Music Payangan Festival in Bali. Through this wonderful opportunity, children and youth from the U.S. were able to visit, tour, and study with Balinese, Sudanese, and Javanese musicians and dancers in their home country of Indonesia, learn more of the richness of these cultures first-hand, and participate in the international music festival in Payangan as well.