Current Music of Non-Western Cultures:
Indigenous, 21st-Century Western, or Fusion?
Resource ID#: 62233
Primary Type: Lesson Plan
This document was generated on CPALMS - www.cpalms.org
This lesson, part of a larger unit, prepares students to independently research and analyze a
"musically rich" 21st-century, non-western culture to determine how global its music is in terms
of other western and non-western cultures. Because of the structural development required to set
students up for success with this project, it is recommended that this lesson be used late in the
3rd marking period or later.
Subject(s): NGSSS: Music
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Document Camera, Computer for Presenter, Computers for Students,
Internet Connection, Interactive Whiteboard, LCD Projector, Speakers / Headphones, Computer
Media Player
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: world music, cultural music, indigenous instruments, indigenous music, traditional
music, non-western music
Instructional Component Type(s): Lesson Plan, Problem-Solving Task, Assessment, Project,
Learning Goal
Instructional Design Framework(s): Guided Inquiry (Level 3)
Resource Collection: iCPALMS
ATTACHMENTS
CurrentMusic.NonWesternCultures.Indigenous21stCenWesternFusion.Project Guide.docx
CurrentMusic.NonWesternCultures.Indigenous21stCenWesternFusion.Rubric.docx
Music of the World1300340.Course Description.docx
LESSON CONTENT
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Lesson Plan Template: Guided or Open Inquiry
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Learning Objectives: What will students know and be able to do as a result of this
lesson?
Learning Goal (Posted on the wall for the Unit): We are learning about and sharing the
current status of music in a specific non-Western culture of the world, as well as its status
in Western music markets.
Success Criteria (Posted with the Learning Goal):
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Select a musically rich, non-Western culture.
Select a broad array of digital and print resources about the culture to gain an
overview (e.g., political stability, socio-economic factors, religious freedom,
freedom of speech, ease of access to technology and the Internet) and prepare an
analysis of those effects on its musical past and present.
Gather photographs (or links to same) and digital sound samplings of its
indigenous instruments, categorizing them according to Western instrument
categories and justifying the categorizations.
Describe the traditional uses for music over time within the culture and address
the effect of technology on both the music and its uses.
Address the degree to which the culture embraces Western music, and the degree
to which its instruments and/or music have been or are becoming infused in
Western music.
Analyze the degree to which there is evidence of fusion (or general
modernization) within its own culture and address how technology is playing a
role in that change.
Lesson Objective (Posted on the wall for the Lesson): Students will:
Complete preliminary organization, explore the depth of information available (including
availability of digital visual and audio samples), and gain approval for the research
project.
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Guiding Questions: What are the guiding questions for this lesson?
Question for Investigation:
In the 21st century, how “global” is music as it functions in non-western (or developing)
cultures of the world?
Guiding Questions:
1. What are the indications that a culture is "musically rich?" What could the term
"musically rich" mean in a culture?
2. What factors strongly contribute to developments in a culture's music?
3. What purpose(s) does music serve for various segments of society in a culture?
4. How does technology affect non-western indigenous music and its relationship
with music of other cultures, if at all?
5. What is the relationship between the indigenous musical instruments of a culture
and instruments used in American and other western music?
6. How and why does borrowing or fusion of musical characteristics happen among
cultures?
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Prior Knowledge: What prior knowledge should students have for this lesson?
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This lesson is part of a unit intended for use near the latter portion of the 3rd
marking period, for completion by the end of the marking period. It is the most
extensive research project to date for this class, and one students enjoy doing,
because they're allowed fairly broad parameters in selecting the culture for study.
In addition to serving obvious educational purposes within (#1300340) Music of
the World, the procedures in this project also help set students up for success in
completing their culminating project. The students have worked with the requisite
structures for research projects throughout the year in increasingly independent
increments.
Content knowledge about cultural uses for and influences on music, indigenous
music and instruments, etc. is also clearly required for students to enter into and
complete this research successfully.
Introduction: How will the teacher inform students of the intent of the lesson? How
will students understand or develop an investigable question?
Essential Question: In the 21st century, how “global” is music as it functions in Western
and non-Western cultures around the world?
1. Review the Essential Question (EQ) as a guiding premise for this research project.
The Learning Goal and Success Criteria, like the EQ, are posted in the room (see
Project Guide).
2. Review the functions music generally serves in cultures around the world (e.g.,
cultural and historical preservation, rites, work, entertainment, protest,
subterfuge).
3. The initial work is to A) investigate non-western culture choices for sufficient
quantity and quality of available information, as well as for sufficient differences
from western musical traditions and instruments over time; B) prepare and
maintain a log of keywords used, noting how successful they are, and a log of
print and digital media accessed (including URLs); and C) create a plan for
completing the research, written, and presentation portions of the project.
4. Students should begin by reviewing their class notes for the names of nonWestern nations. Some may be so large and/or diverse as to warrant focusing on
a particular region. A preliminary investigation, noting the items in Step #3,
should provide a reasonable idea as to the quantity and quality of information, and
whether the music and indigenous instruments are sufficiently different from
those of Western cultures. The students should build their plans, maintaining the
list of keywords, a list of works to be cited with brief (informal) annotations,
URLs, discography, and other information, etc.
5. Before proceeding, the student must submit the plan with associated deadlines for
each portion of the project and gain written approval from the teacher to move
forward with the selected nation or region. Every effort will be made to avoid
duplication of cultures.
6. When written approval is noted on the plan, students should begin making notes,
collecting written citation information, and gathering digital photographs (or
links) and sound samplings. Students will be encouraged to reference the
handouts to maintain their focus and support note-taking.
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Investigate: What will the teacher do to give students an opportunity to develop, try,
revise, and implement their own methods to gather data?
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Students will work independently, with guide-on-the-side conversations with the
teacher and periodic deadlines for progress checks. One other important facet of
this project is an occasional pause for small-group student-to-student checks.
This allows students to share successes and concerns, roadblocks, and potential
solutions, helpful resources, and more.
Students will have full access to the Learning Goal, Success Criteria, and the
Rubric (based on the Success Criteria) throughout the project to encourage deep
student engagement, self-assessment, and individual "gap analysis."
Analyze: How will the teacher help students determine a way to represent, analyze,
and interpret the data they collect?
This lesson addresses the preliminary investigation of a non-Western country, state, or
region to determine its viability for study. The analytical and interpretive processes of
this particular lesson will be limited to quantity and quality of print and digital
information, including visual and digital samplings. The students' responsibility, in this
lesson, is to provide adequate information to the teacher to ensure that the selected
country, state, or region is a viable subject for study.
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Closure: What will the teacher do to bring the lesson to a close? How will the
students make sense of the investigation?
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Before proceeding, the student must submit his/her plan with associated deadlines
for each portion of the project and gain written approval from the teacher to move
forward with the selected nation, state, or region. Every effort will be made to
avoid duplication of cultures selected by the students.
When written approval is noted on the plan, students will deepen their research,
making more detailed notes, collecting written citations, and gathering digital
photographs (or links) and sound samplings (or links). Students should reference
the handouts to maintain their focus and support note-taking.
ASSESSMENT
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Formative Assessment:
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The students have completed previous research in various forms, both as a means
of gaining important course-specific knowledge and as a means of setting them up
for success with this major project. Inquiry-based learning is a familiar and
reasonably comfortable process for this group. Therefore, it is appropriate that
the students be expected to perform at a reasonably independent level of inquiry
once the initial parameters have been identified and discussed.
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Feedback to Students:
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The Project Guide includes both the Learning Goal and associated Success
Criteria related to this project, and the classwork leading up to it. This
information is posted in the classroom, as is the Essential Question that has
engaged the students and guided their study throughout the year. The Rubric,
linked in the Summative Assessment section, is also made available to students
from the beginning of the project.
Formative assessment includes teacher observation with note-taking regarding
students' independent work; and subsequent guide-on-the-side conversations with
students as they select the specific culture (non-western country, state, or region)
for study, maintain a record of their work, and create a plan for the three major
portions of the project.
Students will complete both an analytical research paper and a multi-media class
presentation to show and share knowledge of content.
The teacher will hold systematic guide-on-the-side conversations with students as
they identify the specific culture (non-western country, state, or region) for study,
maintain a record of their work, and create a plan for the three major portions of
the project provide regular opportunities for students to check on their progress,
ask questions, and seek/receive feedback. Periodic status checks, at which points
they will submit materials for brief written comments, will also allow students to
learn how they are doing.
One other important facet of this project is an occasional pause for small-group
student-to-student checks. This allows students to share successes and concerns,
roadblocks, and potential solutions, helpful resources, and more.
Students will be able to use the feedback they gain from the teacher and their
peers in an on-going manner.
Summative Assessment:
The guiding tool for final assessment is the Rubric, which is based on the Success
Criteria. Students will self-assess, provide feedback on others' class presentations, and
receive a final grade that is a weighted combination of the teacher's rubric-based
assessment, the student's self-assessment, and an average of the class members'
assessment of the student's presentation to them.
ACCOMMODATIONS & RECOMMENDATIONS
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Accommodations:
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Students with special needs may be provided with assistive technology, additional
time for guided research, or help with note-taking.
Alternative forms of showing knowledge and understanding of the teacherprovided and guiding questions is perfectly acceptable, as appropriate to any
given student's needs. This exceeds the legal or traditional definition of "special
need," as some students may find it tremendously difficult to speak in front of the
class, but could prepare for and manage a "gallery walk" style of presentation to
small numbers of students standing or sitting at the same level.
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Students may need some assistance with organization of information. Software or
techniques for such specific skills as taking and organizing notes may prove
helpful and set students up for success now and in college or career.
Students may need an extension of time for revisions, particularly in the more
formal, written portions generally expected in this project.
Extensions:
1. The students complete their research, analysis, and written material over a
carefully focused and guided 4-6 days, depending on access to the media center
and/or computer lab. Early submissions and revisions/re-writes will be strongly
encouraged.
2. The students will then have 2-4 days to assemble their multimedia presentations
for sharing in class and a total of 3 days for each student to present to his/her
peers. The students should take notes and be responsible for information
presented by other students so they may A) assess each presentation; B) be
assessed on others’ project content, and; C) participate knowledgeably in class
discussions.
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Suggested Technology: Document Camera, Computer for Presenter, Computers for
Students, Internet Connection, Interactive Whiteboard, LCD Projector, Speakers /
Headphones, Computer Media Player
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Special Materials Needed:
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Student access to print and digital research tools (computers or suitable
alternatives, as available and allowed by policy)
Student access to presentation software with digital media linking capabilities
Project Guide
Project Rubric
Further Recommendations: The structuring of research experiences prior to this project
needs to be positive and incrementally logical, each step setting students up for success at
the next level. The overall environment for this class absolutely MUST include two
primary characteristics:
1. Mutual respect among all constituents
2. The "safety" (trust) required for students to be willing to take creative risks
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Linda Lovins
Is this Resource freely Available? Yes
Access Privileges: Public
License: Attribution-NonCommercial 3.0 Unported
Related Standards
Name
MU.912.C.1.3:
Description
Analyze instruments of the world and classify them by common
traits.
Remarks/Examples: e.g., classical and folk instruments
from around the world
Investigate and discuss how a culture’s traditions are reflected
through its music.
MU.912.H.1.1:
MU.912.H.2.4:
LACC.910.SL.2.4:
LACC.910.WHST.3.7:
Remarks/Examples: e.g., patriotic, folk, celebration,
entertainment, spiritual
Examine the effects of developing technology on composition,
performance, and acquisition of music.
Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task.
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.