Figure 36: Cover Page
Responding Statement
In exploring how music has changed over time, here is a brief history of western music with a biblical focus.
Music can be dated back to the Old Testament. Found in the Psalms, the primary focus of the music of this time was to please God. Progressing to the New Testament, the singing of the Psalms was continued, and hymns were gradually introduced as a tool to spread the gospel and praise to Christ. During the Middle Ages, the Church became the most powerful entity in society and the gregorian chant became the primary music used in church. Congressional singing and instruments were done away with as professional singers performed the monophonic melodies as a sign of purity and a connection to God. Moving on to the Renaissance period, the development of 'modern' instruments reestablished a polyphonic melody back into music.
The Reformation saw the emergence of new hymns and congregational singing, as Martin Luther translated the Bible into the common language for everyone to spread the word of God. Progressing into the Baroque period (1600 - 1750), the grand and ornate style of art and music of this time period provided the opportunity to experiment with new harmonies, new forms, and new instruments. The extravagant polyphonic music developed the first oratorios and operas during this time. Leading on to the Classical period (1750 - 1825), Baroque music had become so ornate and complex that the Classical period saw to simplify and lighten the texture of the music. The 'pianoforte' became popular during this period, and Vienna, Austria became the musical capital of Europe. Proceeding into the Romantic period (1820 - 1900), the free expression of feelings of; fear, love, hope, and individualism were emphasised and expressed in song. It became typical for the music compositions of this time to require increasingly larger ensembles, from previous periods.
Transcending into the Twentieth Century and Beyond, music has become exponentially and increasingly varied due to the development in the technology of instruments, sheet music, and the recording and producing of music. Experimentation allowed for new styles and genres to evolve.
Styles of the art (expressive) music include:
Music can be dated back to the Old Testament. Found in the Psalms, the primary focus of the music of this time was to please God. Progressing to the New Testament, the singing of the Psalms was continued, and hymns were gradually introduced as a tool to spread the gospel and praise to Christ. During the Middle Ages, the Church became the most powerful entity in society and the gregorian chant became the primary music used in church. Congressional singing and instruments were done away with as professional singers performed the monophonic melodies as a sign of purity and a connection to God. Moving on to the Renaissance period, the development of 'modern' instruments reestablished a polyphonic melody back into music.
The Reformation saw the emergence of new hymns and congregational singing, as Martin Luther translated the Bible into the common language for everyone to spread the word of God. Progressing into the Baroque period (1600 - 1750), the grand and ornate style of art and music of this time period provided the opportunity to experiment with new harmonies, new forms, and new instruments. The extravagant polyphonic music developed the first oratorios and operas during this time. Leading on to the Classical period (1750 - 1825), Baroque music had become so ornate and complex that the Classical period saw to simplify and lighten the texture of the music. The 'pianoforte' became popular during this period, and Vienna, Austria became the musical capital of Europe. Proceeding into the Romantic period (1820 - 1900), the free expression of feelings of; fear, love, hope, and individualism were emphasised and expressed in song. It became typical for the music compositions of this time to require increasingly larger ensembles, from previous periods.
Transcending into the Twentieth Century and Beyond, music has become exponentially and increasingly varied due to the development in the technology of instruments, sheet music, and the recording and producing of music. Experimentation allowed for new styles and genres to evolve.
Styles of the art (expressive) music include:
- 12-tone music
- Microtonal music
- Neoclassicism
Genres of popular music include:
- Jazz
- Blues
- Rock 'n' roll
- Hip-hop
- Country
- New age
This brings us back to:
'what makes music endure?'
Is it because some songs are passed down through generations as significant memories or traditions are attached to music? For example, Johann Pachelbel's Canon in D signifies a wedding and marriage.
Or,
Simply put, is it because people just find a connection with music? Whether played or listened to music, to find a connection with God, to describe feelings and emotions, or to express life circumstances and tell stories, there is no doubt that the medium of music has the ability to endure and connect with people all over the world.
Learning in Music
Exploring Indigenous Aboriginal and cultural music, this week we had the pleasure of video calling Pastor John Beck, where he shared his skills and knowledge about Aboriginal music. Pastor John explained that the term 'Didgeridoo' is the white man's name given to the Indigenous instrument called Yidaki. The Yidaki is traditionally played by men and requires intense skill in maintaining 'circular breathing' - continuous breathing 'in' the nose and 'out' the mouth. This circular breathing technique can be practiced and strengthening through placing the end of a plastic Yidaki or PVC pipe in a bucket of water. Through trapping the air inside the cylinder between the musician's mouth and the water, as seen in figure 37, the musician must focus on using the nostrils to inhale, continuously filling the mouth with air and maintaining bubbles in the water; improving awareness and technique of circular breathing. The Yidaki is a storytelling instrument. Often accompanied by clapping sticks, the Yidaki is played to represent and express stories to be shared between others or passed down through generations.
Figure 37: Circular breathing training (Oakes, 2019)
Making in Music
This weeks' making in Music activity encouraged song composition. Working in pairs (2) we were to create a melody using C, F, and G chords on the ukulele and write lyrics. The topic was a Christian or school value. Composing the song we started with the lyrics, brainstorming terms that represented or linked to our main topic of 'honesty'.
For example:
For example:
- Trust
- Truthful
- Reliable
- Do not lie
Using these words we began to write the first 4 lines of our song, making sure the 2nd and 4th lines rhyme. For example, ahead and the end, or crunch and lunch. Figure 38 shows our final lyrics.
Figure 38: 'Honesty' Lyrics
Clapping out a steady beat, we could sing out our lyrics into a rhythm, adding chords to harmonise and complement our composition. Figure 39 is an example of what the song composition could result in.
Figure 39: 'Honesty' Performance
This activity could be achieved across the grades with modification, aligning with the content descriptors:
Foundation to Year 2
ACAMUM082 Create compositions and perform music to communicate ideas to an audience
Year 3 and 4
ACAMUM086 Create, perform and record compositions by selecting and organising sounds, silence, tempo, and volume.
Year 5 and 6
ACAMUM090 Rehearse and perform music including music they have composed by improvising, sourcing and arranging ideas and making decisions to engage an audience
(ACARA, 2019)
Responding in Music
In concluding my music journey in EDUC24112, I can now reflect on my personal experience of learning to play ukulele over the past six weeks. At the beginning of this journey I felt quietly confident, as I had had previous experience with another stringed instrument; the violin, but I did, rather find the ukulele a challenge due to the different holding and strumming techniques. I found it challenging at first to move to and from a G chord position with ease but with practice, I now barely notice a transition. I now feel comfortable in holding and playing the ukulele, learning C, G, F, D, Am, Dm, A, and C7th chords, and many more to come. I now have an understanding of different strumming techniques and patterns although I still find it challenging to perform a complex strumming pattern and sing at the same time. I look forward to improving and broadening my ukulele ability and song selection to use this instrument as a learning and teaching tool in my primary classroom.
Figure 40: Ukulele fun
References
ACARA. (2019).
Retrieved from Australian Curriculum: https://www.australiancurriculum.edu.au/
Oakes, G. (2019). CIRCULAR
BREATHING 101. Retrieved from DANSR:
https://www.dansr.com/vandoren/resources/circular-breathing-101
Tasker, J. (2019).
The Music Curriculum EDUC 24112 – Curriculum Studies: Creative Arts.
Cooranbong, NSW, Australia: Avondale College of Higher Education.
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