Antonia Forari Cyprus Pedagogical Institute PESTALOZZI PROGRAMME Cyprus

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

Antonia Forari, Cyprus Pedagogical Institute FRERE JACQUES FRENCH Frere Jacques, Frere Jacques Dormez vous? Sonnez les matines X 2 Ding dang dong X 2 ENGLISH Are you sleeping, are you sleeping, Brother John? Morning bells are ringing! X 2 Ding, dang, dong X 2

Antonia Forari, Cyprus Pedagogical Institute GERMAN Bruder Jakob, 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 X 2 Paeval-ool X 2

Antonia Forari, Cyprus Pedagogical Institute RUSSIAN Брат Иван! Brat Ivan, Brat Ivan Спишь ли ты? Spysh li ty? X 2 Звонят в колокольчик X 2 Zvonjat v kolokol'chik X 2 Динь-динь X 2 ding dang dong X 2 PORTUGUESE Por que dormes, irmão Joao? Vem brincar, vem brincar! Soam as matinas, soam as matinas Ding dang dong, din dang dong

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

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

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 Χ 2 ti glyka pou paizei X 2 ντιν νταγκ ντογκ Χ 2 ding dang dong X 2

Antonia Forari, Cyprus Pedagogical Institute Frere Jacques

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 Anti-semitism Gustav Mahler (1860 -1911) 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 Mahler writing to Ludwig Karpath (1866 -1936): “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 Mahler’s 1 st symphony, 3 rd movement.

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 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 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 (3 rd Sym. - “Eroica”, 9 th Sym. ) • Formation of nation states national composers • Nazism Wagner • Slavery in America Jazz • Communism Shostakovich • Greek – Turkish war 1919 - 1922 Rembetiko