THE BIG PICTURE€¦ · was the invention or improvement upon an instrument. Now, this in modern era, technology became a true partner with music— inventions such as the phonograph,

HISTORY & HUMANITIES | MUSIC

THE BIG PICTURE

The Salvation Army Adventure Corps: Rangers 1 History & Humanities | Music

Think of your favorite song right now. Try to hear it in your mind. Notice what your body is doing. Are you nodding your head to the rhythm? Perhaps a little smile came on your face? Maybe your mood was bumped up a notch?

Music has been a part of every single culture since the beginning of man’s existence! One of the earliest instruments, which resembled a flute, was found among places where bones of early man were excavated by archeologists. Just imagine how cave-man over thousands of years ago also had the same experience you did in thinking about his favorite song!

Through the ages, music has evolved from mainly a part of religious rituals to being a part of an almost 24-7 element of our lives. In this emblem, not only will you explore the various ways music has changed over time, but also how music affects the way we feel and breathe, and even influences the products we purchase!



ZOOMING INMUSIC OVER THE CENTURIESWhen we look back at the history of music, there are six eras that influenced and moved forward the development of music. Check out how each of these parts of our history had a distinct impact on the wonderful thing we know as music.

Medieval Ages (500-1400)

Sure, the cavemen played music, as we mentioned above, but the foundation of music how you know it was built during this time, all started with two forms of music—plainchant and polyphony. Plainchant was a chanting type of music used in church rituals and worship; it was the only type of music allowed in Christian churches when it emerged in 100 A.D. Polyphony started when several music lines (poly means many) were sung at the same time, rather than just a singular chant. In ancient Greece, where many of the ideas started, mathematicians and philosophers gave their brainpower to develop what we know as music. Pythagoras (yes, the same one with that theorem on right triangles!) developed the octave scale, while Aristotle helped to create what is known as music notation.

Renaissance (1400-1600)

Renaissance means rebirth, and that is what happened with music during this era. Not only were more instruments invented and used in this time period, but more composers were creating music and more people were listening to it outside of religious places. The vocal element of songs became a focus, mainly because stories and tales were spreading via music during this period, beyond religious worship. Societies in each country were also changing; people in higher status circles wanted to learn how to play music, and they wanted to hear others play music. As a result, musicians moved into a more important role than they were in past societies. Music moved from the church to extravagant sitting rooms and the town square; smaller groups of royals gathered to hear a new piece of music, while townsfolk listened to a travelling group of musicians who spread stories and news from other parts of the country.

Baroque (1600-1760)

Believe it or not, Baroque means bizarre. You could say that the Baroque period of music was when many musicians experimented with new forms, styles, and ways to compose and play music. During this era, opera was born, and the violin and other stringed instruments moved into the spotlight as the main instruments used by composers in their pieces. Some of the most famous composers of all time—Bach, Pachelbel, and Vivaldi, to name just a few—produced their works during the Baroque era. The music became more dramatic, and the power of music was realized, as composers focused on using music to communicate and emotionally affect a listener. The idea of a public concert, beyond just that of small, travelling bands, became more common.



Classical (1730-1820)

The Classical era is the “simple and direct” era. The piano is classical music’s instrument of choice. Classical music is simple, clearer, and streamlined compared to the music in all of the previous eras. The Classical time period gave us the symphony, as well as one of the most famous composers of all time: Mozart.

Romantic (1815-1910)

If someone tried to create music that balanced the extremes of the Baroque period and the Classical period and then added a dash of storytelling emphasis, you’d get the Romantic period. This time period had a huge surge in creativity beyond just music—in arts, music, theater, writing and more, people felt free to explore, imagine, and create. Romantic composers added passion and imagination to the simplicity of the music of the Classical period. More instruments were introduced, including woodwinds such as the clarinet and the saxophone, as well as other horns like the tuba. And if you had to use just one word to describe the music of the Romantic period, it would be Beethoven.

20th Century (1900-2000)

Before this century, the main way technology impacted music was the invention or improvement upon an instrument. Now, this in modern era, technology became a true partner with music—inventions such as the phonograph, the television camera, the tape recorder and more affect how people listened to music, how it is shared, how accessible it is. Music was combined with other art forms such as movies, TV, and theater. The music you know now and listen to emerged during this time—blues, gospel, jazz, rock-n-roll, country. The piano is still a main instrumental star for music in this era, but it’s now joined by the guitar.

Let’s see how music affects you (and everyone around you) today.

#ONE MORE THING

With all of the new technology we have available, we can listen to music anytime and anywhere. It’s amazing to think that just three generations ago, the best device to listen to music was with a vinyl record being played on a record player. Now, you can listen on your phone, your computer, and your TV. Just 10, 20 or 30 years ago, the only way to find a new song you liked was to listen to the radio or watch a music video channel. It was hard for young, new musicians to breakthrough to the public and get their songs heard…let alone, music lovers to discover new genres they may really like. The rise of Pandora, Spotify, and other music streaming services allows us all to find genres, artists, songs, and songwriters that we may never have known about.



MUSIC AND YOUIn the grocery store. In the car. At a football stadium. During an exercise class. What do all of these places have in common? They are all places where you may hear music. Maybe you’re able to select what you listen to—maybe you got to pick what radio station or which track on the playlist to hear. Maybe the music was selected by someone else, such as what is played in a store. Whichever the case, the music that is playing may affect you in more ways than just thinking that you like it (or don’t).

Imagine you are going for a jog or working out. Listening to music definitely affects how fast you run, right? That is an obvious way music affects you, but music is powerful in so many more ways…and there has been a lot of scientific research dedicated to understanding just HOW powerful music is.

MUSIC HELPS YOU RELAXWay back when, the philosopher Plato suggested that music could help calm anxiety. You may have heard the phrase that “music soothes the savage beast.” But thanks to modern research, we have actual scientific results that prove music has beneficial effects on calming nerves. Studies have shown that music, especially classical music, lowers people’s blood pressure, leading to a more relaxed frame of mind, as explained by Dr. Levitin and other researchers in their analysis of 400 studies, which was published in the journal Trends in Cognitive Sciences.

MUSIC HELPS YOUR BODY FEEL BETTERMusic is the new Motrin—it can reduce pain! One study called Psychology of Aesthetics, Creativity, and the Arts found that you were more likely to feel less pain when listening to music compared to having a visual distraction or nothing at all. Music also helps people suffering with neurological diseases, like Parkinson’s disease, which affects your ability to move and control your body. Playing music with a steady beat allows their brains to match up to the rhythm of the music, vastly increasing their ability to walk without struggle. That’s pretty amazing!

MUSIC CAN IMPROVE YOUR MEMORYMusic can help you remember things better and make you more productive. It can even improve your creativity! Studies, including one done on college students by researchers at the Universite de Caen Basse-Normandie, show that when people listen to music while studying or listening to a lecture, they are able to recall the facts they were reviewing with more ease than those who did not listen to music. The basic biology of listening to music ignites almost all parts of your brain, which helps doing almost anything, especially when having to focus on a project or even just doing that crossword puzzle. Music doesn’t just help you when you’re trying to cram for a quiz, it can also help senior citizens who are struggling with memory loss. When listening to music, senior citizens tend to have better memory recall as well as faster speeds doing certain tasks.


ACTIVITY | MUSIC

GO DO SEE BE NAME:

DATE:

There’s a great song from 1969 called “Make Your Own Kind of Music” and was sung by a singer named Mama Cass Elliot. As you work through the tasks for your Music Humanities emblem, you may not make your own kind of music, but you will learn more about how the history of music, affects you and others. Complete three tasks to achieve this emblem!

TASK 1

For this task, you will explore a genre of music that you aren’t as familiar with as well as music from other eras.

Part One

You’ve seen how music has transformed over the centuries. Select a piece of music you know from today and then pick another piece of music that was composed from another century. List three ways they are similar, and three that they are different.

SIMILAR

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2.

3.

DIFFERENT

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2.

3.


ACTIVITY | MUSIC

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Part Two

Pick a genre of modern music that you love as well as one you aren’t familiar with. You may love country, but don’t know much about rap. You may really like pop music but do not care for jazz. As you listen to songs in both genres, think about ways they are similar as well as different. List three ways they are similar, and three that they are different.

SIMILAR

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2.

3.

DIFFERENT

1.

2.

3.


ACTIVITY | MUSIC

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TASK 2

As you read in the Zooming In section, you learned how your brain—when concentrating and per-forming—is impacted by listening to music. Do your own experiment! For a week, as you are doing homework, listen to music. For one night, listen to your favorite songs. On another night, listen to classical music. Another, don’t listen to anything. Still another, select a different type of music. Include a variety of music you like and genres you do not know well.

Keep a journal and after doing your homework each night, record how it felt having that music playing each night. Also, record if you felt it helped or hurt you later in class when recalling things you studied during those nights. Share what you learned with your guide and/or group.

Type of Music Findings

Monday

Tuesday

Wednesday

Thursday

Friday


ACTIVITY | MUSIC

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TASK 3

Lullabies are a part of every culture. Getting a baby to sleep is essential—and music has proven to be an important tool in helping do that, generation after generation. For this task, choose two common lullabies—they can be ones you know well or would like to learn more about, ones from different cultures, or ones you have heard others sing. You can use books or the internet to help you, or you might consider interviewing someone who takes care of children, asking for details concerning particular lullabies that he or she might sing. Then, listen to your two chosen lullabies. and think about why it would be useful to fall asleep.

SHARE YOUR OBSERVATIONS BELOW AND WITH YOUR GROUP AND GUIDE.

TASK 4

Head to a running track or a park or a place where you can run for a bit of length. With the help of your guide, have a playlist of at least 10 songs that are very different—different genres, different tempos, from different decades, and so on. When each song is played, run around the area as if you are running to work out. What happens? Is there a song that pushes you more to run? Is there one that you wouldn’t think would be good for working out, but actually is? Afterwards, as a group, go through each song and how it affected your workout.

NOTES


ACTIVITY | MUSIC

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TASK 5

Music is everywhere…including in ads on TV for certain products. Have you ever wondered if the music affects people who buy that product? Advertisers and the companies are hoping it does. As a group, look at a few advertisements that use a popular or catchy song. Pick one or more, and answer the following questions and discuss as a group.

HOW DOES IT MAKE YOU FEEL AS YOU WATCH IT?

WHY DO YOU THINK THAT COMPANY USED THAT SONG?

DID THE SONG MAKE YOU WANT TO BUY THAT PRODUCT?

TAKE A CLOSER LOOK!Many professional athletes listen to music before competing. From Michael Phelps to Tom Brady, athletes have geared up to give it your all in the pool or on the field by listening to certain tunes. Research one professional athlete and find out what he/she listens to before games and why. Share your results with your guide.

The Salvation Army Adventure Corps: Rangers GR-1 History & Humanities | Music


GUIDE’S RESOURCES


RESOURCES

Music Great Ted Talks On Music (Beyond Just Enjoying It):

» https://www.ted.com/playlists/363/how_music_affects_us

Studies And Research About Music:

» http://bjp.rcpsych.org/content/199/2/132

» http://psycnet.apa.org/journals/aca/2/3/162/

» https://www.daniellevitin.com/media

» http://www.health.har-vard.edu/staying-healthy/music-and-health

» http://bjp.rcpsych.org/content/199/2/132

» http://www.everydayhealth. com/columns/therese-borchard-sanity-break/music-therapy-to-relieve-de-pression/

» http://www.apa.org/moni-tor/2013/11/music.aspx

» http://www.sciencedirect. com/science/article/pii/S1041608011001762

» http://classwiseforteachers.com/for-better-grades-try-bach-in-the-background/

For Side Bar

» http://www.npr.org/sections/krul-wich/2014/04/01/297686709/the-list-of-animals-who-can-truly-really-dance-is-very-short-who-s-on-it

For this topic, the boys will explore the historical development of music and the effects of music on our bodies and souls. This is a particularly inclusive emblem, as every boy will have some experience with music to share, whether or not he considers himself a musician. This topic could be completed with other music emblems. Unlike other music emblems, however, it does not require any capacity of performing. Therefore, some boys who are more hesitant to perform or less confident in their musical abilities may find this music-centered emblem more accessible than others. This emblem may also pair well with Dance History and Humanities, as music is usually a natural partner to dancing.

The purpose of this emblem is to provide a brief overview of the history of dance. This emblem might best be completed in tandem with the Dance Arts emblem, as the boys would have a complete picture of dance as an art form as well as the evo-lution of dance across cultures.

X Differentiation point. Be sure to listen carefully to a piece of music first before allowing it to be shared in group. You may need to find printed lyrics beforehand and familiarize yourself with expressions that young people use. If a boy does share a piece of music that challenges Christian beliefs, be sure to address it in line with the values of the Corps.

X Differentiation point. This emblem is a wonderful opportunity to celebrate diversity in your group of boys! Every culture utilizes music for ritual, cele-bration, and or socialization. Be sure to allow boys to share traditional music in their families and/or communities. You may even consider holding a social celebration involving music. If this emblem is paired with Dance History and Humanities, a social event in which the community shares dances and music could be a wonderful way to build and nurture relationships!

X Differentiation point. Boys who speak other languages or are from particu-lar regions may be knowledgeable in pronouncing certain terms related to music. Allow them to to take the lead, as appropriate, and teach others how to say terms like an expert!

X Differentiation point. Some of the tasks may include internet research, if such resources are available. Be sure to monitor and insist on the practice safe internet search procedures.

The group task will involve each boy sharing what he knows about music popular in his region, culture, and/or among his loved ones and friends. The individual tasks are designed for the boys to research different types of music, expanding their understanding of music. The closing task will consider the most musical chapter of the Bible, the Book of Psalms.




GUIDE’S RESOURCES

MATERIALS

¨ Copies of manual

MATERIALS

¨ Copies of manual

¨ Chart paper OR white/black board and

¨ Writing tools, if desired

MATERIALS

¨ Devices for internet research and/or texts for research

¨ Audio clips for viewing videos

INTRODUCTION1. Welcome students and have them sit down. For this lesson, the boys can sit in

any configuration.

2. Distribute manual and read The Big Picture together. You or a few students can read it aloud, or you can give them a moment to read to themselves.

GROUP TASK: ACTIVATING SCHEMA & ZOOMING INIn order to launch this emblem:

3. Ask boys about what they already know about music, which is most likely quite a bit! You may consider asking the following:

+ Which kinds of music do they listen to? What do they like about them?

+ How often do they listen to music? Do they listen alone, with friends/loved ones, at celebration? Have them name as many places, occasions, and rea-sons the boys can think of! Draw attention to the fact that music is often a centrepiece of worshipping God.

+ Why is music so important?

+ Do certain kinds of music make you happy? Sad? Full of energy? Sing you to sleep? Why?

X Differentiation point. You may wish to record answers on a board or on chart paper.

X Differentiation point. You may wish to listen to different music clips to help spark discussion.

4. Read Zooming In together.

X Differentiation point. As you go through the history of music, you may wish to have boys add details if they have particular knowledge. Creating a time-line together on a board or chart paper may be helpful for comprehension.

INDIVIDUAL TASKSFour tasks are required to achieve the emblem.

TASK 1This task aims to show boys the similarities and differences of music across time periods and genres by having boys compare and contrast two types of music. Differentiation point. The boys can either listen to clips of music during session or on their own, depending on where they have access to audio. You may prefer to have them listen in your presence, if you are concerned they may access unseemly content.

1. Have each boy choose two pieces of music to compare. In part one, they will choose music from different time periods. They may use the manual as a guide,




GUIDE’S RESOURCESand consult outside sources as needed. In part two, they should choose genres according to their interest, as directed.

2. Facilitate as the boys listen to music clips, if this is being completed during meeting time.

3. Help the boys as needed as they complete the prompts in the manual.

4. Once the prompts are complete, ask the boys:

+ What similarities do musical pieces share across time periods, cultures, and genres?

+ What kinds of notable differences are there?

TASK 2This task gives boys the opportunity to see possible effects of music on their con-centration. It also gives them experience with recording and analyzing data by having them write down their observations concerning their concentration level while simultaneously studying and listening to music.

This task will require the boys to take notes outside of session time for one week. Direct them to follow the manual. After a week’s time, they may share their find-ings with the group, or they may show their results to you, depending on interest level with the topic and the time you wish to devote to the emblem during meet-ings. Praise them for their dedication in completing the task independently!

TASK 3This task asks boys to research two lullabies, a common genre that exists across cultures and languages.

1. Have each boy choose two lullabies. You may need to guide them in finding lullabies if they find it challenging.

X Differentiation point. It is also acceptable to have more than one boy research the same song and work together if the group is large.

2. Facilitate as the boys research their song. They may research using devices for internet research. Alternatively, or in addition, they may consult books, ency-clopedias, or printouts. Finally, we encourage them to interview members of the community who care for children or who have raised children and most likely have sung lullabies. It would be acceptable for them to interview their own caregivers. Boys should also listen to the lullaby, either via recording or having a person sing it for them.

3. Have the boys answer the questions as prompted in the manual. They should write down their responses, and they should be prepared to informally present what they have learned to the group.

4. Ask the boys to share what they have learned, and if possible, play or sing the lullaby for the group. Praise them for their hard work!

MATERIALS

¨ Paper & writing tools for writing reflections




GUIDE’S RESOURCES

MATERIALS

¨ Speakers (boombox OR car speakers OR per-sonal listening devices)


¨ Water

MATERIALS

¨ Devices for internet research and/or a televi-sion for viewing


TASK 4This task gives boys a chance to combine music and movement, studying the effects (if any!) that music has on physical performance.

X Differentiation point. If this task is completed during meeting time, be sure to arrange logistics for arriving at a running track or other safe, open place to run. It will be necessary to gain permission from caregivers, and be pre-pared to accommodate boys with mobility challenges, low vision, and/or allergies. We recommend having chaperones accompany the boys to serve as resources.

X Differentiation point. If completing as a group, you may wish to bring a boom box or play music from car stereo speakers. However, be mindful of people who may live or work in the area to avoid disturbance! Alternatively, the boys may listen to music on personal listening device. Be sure to have water on hand!

1. Monitor as the boys complete the directions in the manual. After they choose their ten songs, they may begin running.

X Differentiation point. They should run for only as long as they feel com-fortable. Experienced runners may encourage others, and may wish to run longer, listening to more of the song each time. Boys should not push them-selves unnecessarily. Be clear that this is a safe space for all athletic abilities, and the main goal is to study the connection between music and physicality!It would be acceptable for boys to “relay” by having them take turns listen-ing to music and running along.

2. Help them keep track of time by reminding them when there are 10, 5, and 2 more minutes to complete the task. If the boys enjoy running, they may wish to take up to an entire session to complete the task. Otherwise, the boys may com-plete the task 20-40 minutes after choosing their songs. Most boys will listen and run to 1-3 minute stretches of music, with breaks in between for jotting down thoughts and resting.

3. Have the boys share their reflections with the group!

TASK 5This task gives boys insight into the role music plays in promoting products. Be mindful of the types of music that are being shown, ensuring that their lyrics and tune adhere to Corps values. Network television advertisements are most likely suitable; closely monitor any viewing of internet channels that are not subject to censorship.

X Differentiation point. This may be done by having the whole group look at several advertisements. Alternatively, you could divide into small groups, and have each group view or present on one advertisement. The adver-tisements may be from television or from the internet (with appropriate monitoring).

X Differentiation point. If you do not have access to television during meeting time, you might consider selecting some commercials beforehand,




GUIDE’S RESOURCESand then locating them on a mobile device or computer through an internet search.

1. You and/or the boys will choose a few advertisements that utilize music.

X Differentiation point. The exact number you choose will depend on the boys’ interest in exploring the topic of music and advertisement. It may also depend on how familiar you and/or the boys are with current commercials and their accompanying music. Watching a few advertisements during popu-lar sporting events may be a good way to see current commercials.

2. Facilitate as the boys listen to the music accompanying the commercial. Remind them to jot down their thoughts; they should be prepared to informally present their reflections to the group.

3. Have the boys share their reflections with the group!

CLOSING TASK: THE BOOK OF PSALMSShare with the boys the fact that the Book of Psalms is the largest Book of the Bible. Psalms are meant to be sung, so it is, in fact, a book of biblical music!If possible, have the boys listen to recordings to one or more of the Psalms. Here are some possible resources:

+ https://www.youtube.com/watch?v=edwX4akkCP8 (Psalm 113 sung in with the lyre)

+ https://www.youtube.com/watch?v=vEvHfETUDLQ (Psalter sung by Anglican choir)

Say or sing a Psalm together as a group (we suggest Psalm 113, which is printed below), in praise and thanks for God’s gift of music.

Psalm 113 NIV1 Praise the Lord.

Praise the Lord, you his servants; praise the name of the Lord.2 Let the name of the Lord be praised, both now and forevermore.3 From the rising of the sun to the place where it sets, the name of the Lord is to be praised.4 The Lord is exalted over all the nations, his glory above the heavens.5 Who is like the Lord our God, the One who sits enthroned on high,6 who stoops down to look on the heavens and the earth?7 He raises the poor from the dust and lifts the needy from the ash heap;8 he seats them with princes, with the princes of his people.9 He settles the childless woman in her home as a happy mother of children. Praise the Lord

Documents

THE BIG PICTURE€¦ · was the invention or improvement upon an instrument. Now, this in modern era, technology became a true partner with music— inventions such as the phonograph,