Music



Music | |

|Music and Mathematics |

|Explore Greek ideas, largely Pythagorean, about mathematics and harmonic series. |

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|Origins of Musical Instruments |

|The earliest existing example of a song dates from 4,000 years ago. There is a lot of speculation about the earliest |

|instruments. Flutes made from animal bones have been found from 37,000 years ago. It is possible that the earliest instruments|

|may have been forms of percussion, for example bamboo struck for rhythm. Conch shells were used like trumpets (and continue to|

|be used in some parts of the world). The saxophone and piano are relatively new instruments. The harmonica is said to be |

|descended from the Chinese sheng. Students could explore various forms of harps and tambours around the world and the |

|development of the guitar. What is the earliest existing example of a guitar like instrument? Har-Mose’s guitar like |

|instrument from 3500 years ago in Egypt. Students could research different types of drums and the function of drumming in |

|various cultures (drummer boys in European armies, drums in Buddhist temples). |

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|Earliest musical instrument found – BBC article |

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|Early musical instruments |

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|Musical Instruments |

|Modern electronic instruments are used across the world, new instruments are being invented, there is a huge range of musical |

|instruments. Students could explore instruments from around the world, ancient and modern and find examples of the music they |

|make. |

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|List of musical instruments |

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|Religious or spiritual significance of music |

|Music has religious or spiritual significance in many cultures. Some Christians and Muslims feel music is harmful and takes |

|you away from god. Music palys a very important part in some Christian churches. In Islam the Qur’ran is recited in very |

|specific ways and music has no other role in the mosque but Sufis use music widely. Many other religions use music and song. |

|Students can explore diverse attitudes towards music within faiths and in different faiths. |

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|Bhajans – Hindu deveotional songs |

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|Candomblé Music – music of a sycretic religion of Brazil |

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|Gregorian Chant |

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|Qawwali – from Islamic music from Northern India and Pakistan |

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|Musical Genres |

|Students can search for a range of musical genres and make brief presentations on a genre giving its origins, spread, |

|accompanying dance styles and the instruments used. Students should be encouraged to explore traditional music, classical |

|styles and popular music. |

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|Listed below are styles student could explore: |

|Afrobeat, Sabar, Klezmer, Samba, Salsa, Funaná, Highlife, Makosa, Rhumba, Son, Cha Cha Cha, Merengue, Mambo, Bogaloo, |

|Bachata, Baille Funk, Lambada, Bhangra, Batucada, Benga, Marzuka (Polish and French Caribbean), Gwo Ka and Gwo Ka Moderne, |

|Biguine, Ghazal, Qwwali, Mento, Rock Steady, Ska, Logobi (dance/music), Palm Wine, Parang, Bolero, Go Go, Bossa Nova, Kuduro,|

|Cajun, Calyso, Soca, Charanga, Gaita, Choro, Gnawa, Chutney Soca, Coupé-Décalé, Punk, New Wave, New Jack Swing, Tango, New |

|Tango, Afro-Peruvian, Kaiso, Mariachi, Rara, Rebetiko, Rapso, Sega, Vallenato, |

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|Examples and information and about these gengres can be found on Youtube, Wikipedia and other sources on the internet. |

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