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Bringing the World to the Band Room

Kimberly Ricci, WMEA State Chair, Band

The first thing I thought of when I sat down to write this article was a You- Tube video link sent to me by a relative. The video showed the Narashinodai Daiichi Elementary School Band per-

forming Leonard Bernstein’s “Slava!” at the Japan Wind Orchestra and Ensemble Competition in 2009 – completely memo- rized. It blew my mind! I immediately called for the kids practicing in the band room to come in and listen/watch. Not only were we amazed by the technical accuracy of the performance, but as one of my students so succinctly put it, “Those little kids rocked that music!”

After searching out some information in the comment section, we found out that these students were part of a “band club” at their elementary school, and rehearsed for at least three hours each afternoon. This started a long and involved discus- sion with my sixth grade students about how different it must be to go to school in Japan, and how expectations for kids differ from country to country. The tone of the conversation was inquisitive, upbeat and open-minded. I’ll be honest and say that I was not anticipating such a “teachable mo- ment” to come out of that viewing. Those unexpected opportunities are abundant when we expand our horizons, even just a little bit.

(Unfortunately, the video is now “private” and inaccessible on the site; otherwise I would certainly encourage people to check it out.)

Learning by Performing

Obviously, playing world music is a great way to expand our horizons and embrace a more multicultural approach in the band rehearsal. Some directors have music from diverse cultures at each concert, while

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others may choose to focus on the music of one country for a longer period of time, exploring several pieces. The important thing is that the students are actually expe- riencing the music. All ages and levels of band students can understand stylistic and compositional differences between, for example, Latin and Irish music if they are given the opportunity and guidance from their directors. Focusing on articulations, a specific scale, or rhythmic figures is a way for students to take a musical element they are familiar with and recognize how changing it affects a piece of music.

“Music can make the whole world accessible to students.”

Another part of performing multicultural music is repertoire selection. There is certainly a lot more to choose from in the band world these days! It can be tricky to balance philosophy and practicality. While careful consideration should be given regarding authenticity, educational merit and musicality, too many limitations can discourage directors from pursuing this component of music curriculum. Reaching out to mentors or colleagues is a great way to get an exchange of repertoire and lesson ideas going, and reduce the frustration a teacher may feel.

Learning by Listening

Listening to different types of music can be just as beneficial, especially when used in combination with playing. It gives the students a chance to hear music that could include instruments the school does not have access to, playing techniques that they have not learned, complex rhythms, costuming, choreography, etc. When

students have the opportunity to listen to or watch an authentic performance (whether recorded or live), the more curious and open they become. These are characteris- tics students will need as they progress in an ever-changing environment.

Learning Locally

Involving multicultural music in a band program can be done on a local level as well. Embracing the varied heritages of your students and community provides op- portunity for true connection and a sense of pride or ownership. If a school has a substantial ethnic population, why not study the music of that culture? A demon- stration, formal performance, or question- and-answer session would be a great way to introduce the musical background these students have, and could perhaps be a starting point for a cross-curriculum unit. Not only would band students have a chance to learn about instrumental music in a different culture, but also it could forge or strengthen a sense of community within the school.

Bringing in local musicians that celebrate their heritage (the town polka band, Native Americans that compete/perform in pow- wows or other traditional settings, etc.) brings members of your community into your program. What a great way for kids to see that music doesn’t have to stop once they graduate! It also provides an excel- lent venue for music advocacy, which is paramount in each and every school.

Music can make the whole world acces- sible to students. Finding a way to bring that world into the band room – or to bring the band room out into the world – can hone musicianship, broaden perspectives and better prepare students to be global citizens.

kricci@scc.k12.wi.us

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