1. teaching history and exploring diversity
Antonia Forari, Cyprus Pedagogical Institute
PESTALOZZI PROGRAMME Cyprus 25/09 /2012 – 28/09/2012 What does it mean to think historically? Promoting historical understanding in classrooms of mixed abilities and diverse backgrounds and developing channels of communication with the wider community.
Musical encounters:
teaching history and exploring diversity
Antonia Forari
Cyprus Pedagogical Institute
Antonia Forari, Cyprus Pedagogical Institute

2. Structure of the Workshop
Antonia Forari, Cyprus Pedagogical Institute
Structure of the Workshop
 Activity 1: «Frere Jacques»
Reflection on Activity 1
Music in history classroom
Activity 2: Historical Topic: Anti-semitism
Mahler, 1st Symphony, 3rd Movement
Discussion
Identities
Musical sources as historical sources
Further examples
Issue to be borne in mind: Musical Meaning
Conclusions

3. Antonia Forari, Cyprus Pedagogical Institute
FRERE JACQUES
FRENCH Frere Jacques, Frere Jacques Dormez vous? Dormez vous? Sonnez les matines X2 Ding dang dong X2 ENGLISH Are you sleeping, are you sleeping, Brother John? Brother John? Morning bells are ringing! X2 Ding, dang, dong X2

4. Antonia Forari, Cyprus Pedagogical Institute
GERMAN Bruder Jakob, Bruder Jakob, Schläfst du noch? Schläfst du noch? Hörst du nicht die Glocken, Hörst du nicht die Glocken? Ding, dang, dong, Ding, dang, dong ESTONIAN Sepapoisid, sepapoisid Teevad tood, teevad tood Taovad tulist rauda X2 Paeval-ool X2

5. Antonia Forari, Cyprus Pedagogical Institute
RUSSIAN Брат Иван! Брат Иван! Brat Ivan, Brat Ivan Спишь ли ты? Спишь ли ты? Spysh li ty? Spysh li ty? X2 Звонят в колокольчик X2 Zvonjat v kolokol'chik X2 Динь-динь-динь X2 ding dang dong X2 PORTUGUESE Por que dormes, irmão Joao? Vem brincar, vem brincar! Soam as matinas, soam as matinas Ding dang dong, din dang dong

6. Antonia Forari, Cyprus Pedagogical Institute
SERBIAN Dragi bato, dragi bato, Spavaš li? Spavaš li? Već zvona sva zvone, već zvona sva zvone, Ding, dang, dong. Ding, dang, dong. ΙTALIAN Frà Martino, Campanaro, Dormi tu? Dormi tu? Suona le campane, Suona le campane, Ding, dang, dong. Ding, dang, dong.

7. Antonia Forari, Cyprus Pedagogical Institute
CROATIAN Bratec Martin, Bratec Martin Kaj još spiš? Kaj još spiš? Več ti vura tuče, več ti vura tuče Ding, dang, dong. Ding, dang, dong. MALTESE Fra Martinu, Fra Martinu qum minn hemm, qum minn hemm cempel l-qanpiena, cempel l-qanpiena Ding, dang, dong. Ding, dang, dong.

8. Antonia Forari, Cyprus Pedagogical Institute
GREEK Η καμπάνα του χωριού μας I kambana tou choriou mas την ακούτε παιδιά tin akoute paidhia τι γλυκά που παίζει Χ2 ti glyka pou paizei X2 ντιν νταγκ ντογκ Χ2 ding dang dong X2

9. Antonia Forari, Cyprus Pedagogical Institute
Frere Jacques

10. Aims 1. Music can contribute in history teaching for:
Antonia Forari, Cyprus Pedagogical Institute
Aims
1. Music can contribute in history teaching for:
It describes the context in which music was composed
It can offer cross-curricular links; holistic approach
It can offer practical, experiential and engaging activities
It provides sources that can enrich history teaching in
various ways, e.g. audio, visual, etc.
It can include ICT
It offers a variety of meta-cognitive, creative activities
which promote critical thinking
2. Music can celebrate diversity for:
Music unites cultures…
Antonia Forari, Cyprus Pedagogical Institute

11. Anti-semitism Gustav Mahler (1860-1911)
Antonia Forari, Cyprus Pedagogical Institute
Anti-semitism Gustav Mahler ( )
Austrian Composer. His jewish background stood in the way of his ambition to become director of the Vienna Court Opera. He, therefore, decided to convert to a Catholic in 1897.
Alma Mahler, Gustav Mahler: Memories and Letters
“[…] Cosima Wagner, whom [Mahler] greatly esteemed, tried to bar his appointment in Vienna because he was Jew” (p. 101)
Cosima Wagner was the daughter of opera composer Richard Wagner whose “1850 polemic on Judaism in music had challenged German composers to suppress “Jewish Music” (Potter, p. 21).
Antonia Forari, Cyprus Pedagogical Institute

12. Antonia Forari, Cyprus Pedagogical Institute
Mahler writing to Ludwig Karpath ( ): “I do not hide the truth from you when I say that this action, which I took from an instinct of self-preservation and which I was fully disposed to take, cost me a great deal” (La Grange, p.412). Alma Mahler, Gustav Mahler: Memories and Letters “thrice homeless, as a native of Bohemia in Austria, as an Austrian among Germans, as a Jew throughout the world—always an intruder, never welcomed” (p. 109). “he never denied his Jewish origin. Rather, he emphasized it. He was a believer in Christianity, a Christian Jew, and he paid the penalty” (p.101). Mahler to Ricshard Specht “I am a musician. All else is contained in that” (Lebrecht, p. 186).
Antonia Forari, Cyprus Pedagogical Institute

13. Mahler’s 1st symphony, 3rd movement.
Antonia Forari, Cyprus Pedagogical Institute
Mahler’s 1st symphony, 3rd movement.

14. Identities We are hybrids; amalgams
Antonia Forari, Cyprus Pedagogical Institute
Identities
We are hybrids; amalgams
Our identities are fragmented; changing
All identities are equal and need to be celebrated
Cultural capital and Canon in school curricula
(ideologies, stereotypes)
Antonia Forari, Cyprus Pedagogical Institute

15. Music History Sources Music: Letters (Auto)Biographies Manuscripts
Antonia Forari, Cyprus Pedagogical Institute
Music History Sources
Music:
(a) the music itself (melody, orchestration, rhythm, harmonies, etc) (b) music’s extra-musical meanings
Letters
(Auto)Biographies
Manuscripts
Concert programmes
Music reviews, critiques
Pictures, Photographs
Antonia Forari, Cyprus Pedagogical Institute

16. Antonia Forari, Cyprus Pedagogical Institute
Further Examples
Songs related to several historical events, e.g. End of cold war  Wind of Change, Scorpion
Operas related to several historical events, e.g. Nixon in China, Tosca, Akhnaten, The Coronation of Poppea
Ancient Greece  Plato and Aristotle on music
French Revolution, Napoleon  Beethoven
(3rd Sym. - “Eroica”, 9th Sym.)
Formation of nation states  national composers
Nazism  Wagner
Slavery in America  Jazz
Communism  Shostakovich
Greek – Turkish war  Rembetiko
Antonia Forari, Cyprus Pedagogical Institute