Zentz 1
Heidi Zentz
Teaching Secondary School Music
Dr. Wolf
10 April 2012
“Sakura Sakura” and the Kumoi-joshi Scale of Japan
Grade Level: Middle School
Content Category(ies): General Music (or Band)
Description
Discuss Japanese customs regarding spring and the meaning of cherry blossoms. Create Orff
ensemble to play “Sakura Sakura.” Listen to Japanese and American versions of the same song
and discuss the similarities and differences.
Objectives
TSWBAT describe authentic Japanese instruments.
TSWBAT sing “Sakura Sakura” on a neutral syllable.
TSWBAT play the ostinato part with correct pitches and rhythm.
TSWBAT improvise an eight bar melody in the kumoi-joshi scale, beginning and ending on E.
National Standards
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1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
5. Reading and notating music.
9. Understanding music in relation to history and culture.
Materials
- Internet Access, Computer, Projector, Smart Board (if possible)
- Instruments: xylophone (with E, F, A, B, C) piano (not completely necessary)
- Books/Notation: Copies of the Score of "Sakura, Sakura."
- Traditional Japanese Instruments.
http://www.plattscsd.org/oak/smartboard/music.htm
- “Sakura Sakura” with Japanese photos
http://www.youtube.com/watch?v=chwADnoFDng
- Taiko Drumming in U.S.A.
http://www.youtube.com/watch?v=AiIuZdD0sCA&feature=related
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- “Sakura Sakura” Score with Lyrics
http://erato.uvt.nl/files/imglnks/usimg/e/e7/IMSLP68504-PMLP109485Sakura_sakura_japanese_traditional.pdf - “Sakura Sakura” Score with Colored Noteheads
http://petrucci.mus.auth.gr/imglnks/usimg/2/21/IMSLP114906-PMLP109485Sakura_sakura_color.pdf
- “Sakura Sakura” Score
http://petrucci.mus.auth.gr/imglnks/usimg/1/1c/IMSLP63817-PMLP109485Sakura_Sakura.pdf
- Addiss & Crofut 1968 version on koto (2:11)
http://www.youtube.com/watch?v=utLSw03D8eA
Prior Knowledge
Reading music (melody line)
Procedures
Motivation & Input:
1. Play recording of "Sakura" (http://www.youtube.com/watch?v=chwADnoFDng); ask students
to tap lightly with the beat if they can and try to figure out where the song might be from (only
the first 60-90 seconds of the track is sufficient).
2. Briefly have students share their thoughts of the listening example by discussing where the
song might be from, why it might be from a given location, what specifically in the music
reminds them where it’s from, etc.
3. State that this is a song from Japan; show pictures of cherry blossoms, and share with them
the fond affection that the Japanese feel for the cherry blossom, the annual parties that the
Japanese have when the cherry blossoms are in full-bloom; how the cherry blossom blooms for
such a short time is an allusion to the brevity of life.
4. Use Smart Board to interact with http://homeworkhelper.ca/jmi/lice.swf - Traditional
Japanese Instruments. Read descriptions of the four Japanese instruments (Shakuhachi,
Shamisen, Taiko, Koto) and listen to excerpts.
5. Watch YouTube Clip of Taiko Drumming Ensembles in the U.S.A. (8:15) http://www.youtube.com/watch?v=AiIuZdD0sCA&feature=related
6. Listen to “Sakura Sakura” again. How many students have heard it before?
7. Inform students that this song is written using a Japanese scale called the "kumoi-joshi"
scale, which is made up of the pitches E, F, A, B, C.
8. Hand out score and teach the song to the students on a neutral syllable (unless time to learn the
Japanese) - (use a version that does not use a "D" in the last phrase if written in A minor).
Zentz 3
*9. Teach bass xylophones the ostinato that is E-B-E’ over 2 beats (2 eighths followed by
quarter) (Have extraneous pitches (G and D) removed from the Orff instruments beforehand.)
10. (Teacher) Sing the piece on a neutral syllable over the ostinato. Students, follow along in the
score.
*11. Have the class sing gently over the ostinato. (Switch out ostinato players now if necessary
to give multiple students in the class a chance to play.)
*11. Isolate the first two phrases (1st four measures) and ask students in groups of 3-4 to "figure
out" what the notes might be using the instruments. Remind them that the pitches on the xylos
that are missing are not necessary to play this song. (A,A,B – A,A,B – A,B,C,B- A, B,A, F)
*12. Invite students to improvise an 8-beat pattern, beginning and ending on the pitch "E"; give
students one minute to figure out what they might want to do individually (or, in pairs).
*13. Have each individual student/pair exhibit their "improvisation."
14. Play the Steve Addiss and Bill Crofut version of "Sakura"
(http://www.youtube.com/watch?v=utLSw03D8eA – 0:00 - 2:11) to the class
15. Briefly discuss how these two Americans have "changed" the song from how it was
performed on the koto in the original recording (a portion of the "original" may be replayed, if
desired); how the Japan-inspired work on the recording is similar and/or different from the
class’s Japan-inspired creation from today’s lesson.
*16.What authentic Japanese instruments do you hear? Briefly discuss how music from a
different part of a world can inspire musicians to create something very different from what
they’re "used to," just like our activity today created something that is a little bit different than
usual.
Extension:
Create an Orff-inspired arrangement of "Sakura" using xylophones, recorders (using both a
melody and a counter melody), and singing, and perform it at a concert.
Assessment
* Assess students during activities for successful achievement of objectives.
Supplemental Resources
http://www.smithsonianglobalsound.org/images/teaching/SakuraJapan.pdf
http://www.smithsonianglobalsound.org
Source
Lesson Plan adapted from Sean Ichiro Manes: A Smithsonian Global Sound Lesson http://www.menc.org/lessons/view/642/ - Sakura Lesson Plan on MENC Website