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Teaching world music authentically

summary of "Facing the Music" by H. Schippers chapter 3
by

Jamie Ryder

on 10 July 2011

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Transcript of Teaching world music authentically

The Myth of Authentic Traditions in Context Tradition Authenticity Context "Tradition and the related concepts of authenticity and context have been sources of both inspiration and confusion for discussions on cultural diversity in music education.” "musical
museum" Creativity Classical Other cultures' rules: Gagaku of Japan maqam of Iraq Raga of India Tradition in
music education “authenticity” in regards to music has focused on the idea of historically accurate or in original context Brainstorm question:
if you had limitless resources,
what would it take to make
a completely authentic
cultural musical experience? Teacher student Schippers' 5 ways to look at authenticity 1. Follow ancient scores or the canon
2. Using period instruments and ensembles
3. Re-creating the original context or setting
4. Obedience to rules and the approach to playing defined by the tradition
5. Aiming at sincerity of expression, the essence of musical style 2 Approaches to Authenticity in Music Education #1:Take the notated music and interpret it as a westerner #2 Create as much context as possible Case study: 2 schools attempt to be musically authentic Key idea: Strategic Authenticity recontextulization religion population ceremony customs land mass “That type of information can add a layer of understanding in approaching many musical styles. But it is important to remember that not all context is relevant and that random context does not make for a more interesting or convincing music lesson.” 5 distinct approaches to tradition
1. Tradition as a canon or body of works
2. Tradition as a standard with an explicit or implicit set of rules
3. Tradition as a performance practice
4. Tradition as music in culture
5. Tradition as a mechanism of handing down music static in constant flux
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