Module 6

1. Unknown
2. Children in Kenya
3. Kenya
4. Voice, Membranophone
5. When I first saw this video when combing through YouTube, I fell in love with it.  Mostly because the one little boy that is called up second in the game is so happy when he's singing and dancing and having his turn to lead.  I thought that one moment truly showed the concept of children socializing through music and dance.  When he was chosen he was ecstatic, and his smile and dancing showed it.  These types of activities are important for children because it does encourage socialization with each other musically as well as enhancing their listening skills.  They are required to listen to the drummer and other singers in the group in order to keep time and on pitch.  They also call each other out during the song to come join them in the circle allowing them some independent time throughout the game.

Module 5

1. Unknown
2. West Virginia University Steel Band
3. Mixed cultures of origin
4. Steel pans, drum set, and Mariachi (violins, trumpet, guitar, singer)
5. After reading Chapter 6 in Campbell, the first thing that came to mind was actually a performance I participated in.  In college I was very active in the world music ensembles at WVU, including Steel Band.  The summer after I graduated, we were asked to spend a couple weeks in Washington, D.C. performing at the Smithsonian Folklife Festival on the National Mall.  It was a great experience seeing so many different cultures of music performed in the same place.  Our graduate assistant who came on the trip happens to be a composer from Brazil, and during this trip, he put together a piece for the steel band, and another performance group that was there, the University of Texas Pan Am Mariachi Band.  This song incorporated many different cultures of music, and followed along with the idea of "re-creating music" as stated in the reading.  Campbell states, "Straight from the mouths of culture-bearers, the message to teachers is that "It's OK to create and re-create 'world music'" Particularly for educational purposes, the performance and composition of songs and instrumental pieces that are association with various musical cultures other than mainstream are successful strategies for developing students' further understanding of music, musicians, and culture. (Campbell, p. 193)."  In my opinion, students can also include any audience member that you are trying to inform about music.  In the case of this particular piece of music, the purpose was to inform the audience about both mariachi and steel pans.  The music was still treated respectfully, and in fact, we had Ellie Mannette with us on the trip, who is considered to be "the father of the modern day steel pan", and he enjoyed this rendition of music.  I'm certain that as long as music from another culture is treated respectfully, many people from that culture would enjoy hearing different renditions of their music re-created.

Campbell, Patricia S. (2004). Teaching music globally: Experiencing music, expressing culture. New York, NY: Oxford University Press.