Title:  The Drums of Noto Hanto: A Creative Exploration of Japanese History, Music and Art

 

Abstract:

The fifth grade classes will explore a brief overview of the history of Japan with specific reference to Noto Hanto.  In addition, they will be introduced to the artistic works of Hiroshige (died 1858), particularly his works as found in Views of Edo: 2003.  Thirdly, the students will be introduced to basic instrumentation of Japanese music with performance possibilities on drums and winds (recorders).  Fourthly, a brief study of Japanese Noh theater – its content, music, and costuming (including masks) – will be studied.  The goal of this fifth week project is to explore the above areas and use the information garnered to produce a play based on the story by J. Alison James, The Drums of Noto Hanto.  The students will create simple “scenery sets” based on the artistic style of Hiroshige, compose drumming music consistent with contemporary taiko styles, perform a traditional Japanese flute melody on recorders, create masks and/or other costuming found in the Noh theater style.

 

Description and Time Frame:

This “creative production” project will take place within the music classroom setting having two thirty-minute periods a week for five weeks.  There are thirty-two students in each class.  There will be four lecture/power-point presentations on the history/geography of Japan, the art of Hiroshige, Japanese musical styles and instrumentation, and Noh theater procedures.  Following the basic presentations, the students will choose the area in which they will cooperatively work:  scenery, music, or play production.  (This may involve some extra “lunch hour” work sessions!)  The last four sessions deal with “putting it all together” for performance.  This project allows for students of varying abilities and/or learning styles to work in an area of their interest.  Each group is responsible for determining the tasks needed to be completed, how to go about accomplishing these tasks, and working cooperatively and efficiently to a “get the job done!”

 

Curriculum Goals:

Part of the fifth grade music curriculum is “creative and integrated play production,” i.e. using international stories, folk tales, legends, or myths as a basis to create and produce a play with music, movement, scenery and costumes.  Music is composed and performed in styles consistent with the story’s location and within the framework of the melodic, rhythmic, and performance skills of fifth graders.  The story-play is always rooted in the geography and history of a particular region with special attention given to the nature and the importance of that tale to the given culture.  Thus the history, geography, music, art, and literature form a strong “learning web;” the many strands of the web support and reinforce a learning experience.  Nothing is learned in isolation.

 

The students can further explore these areas “on-line” and, perhaps, might e-mail students from Japan to further their understanding of that country, its people and its arts.  A power-point presentation using text, pictures, and music will help to engage the students visually in this project. We can also use Music Ace to notate the music that is created.

 

Expected Student Outcomes:

 

The fifth graders will be able to do the following:

  1. Understand the basic geography of Japan (location, terrain, major cities, climate)
  2. Be aware of the large “strand” of Japanese history
  3. Understand the artistic style of Hiroshige as send in VIEWS OF EDO
  4. Be able to work cooperatively and efficiently within the “task group” of their choice
  5. Understand the basics of Noh theatre style
  6. Compose and perform drumming rhythms
  7. Play a simple Japanese melody on the recorder
  8. Have a working vocabulary of the geographical, artistic, musical, and theatrical terms of Japan

 

Standards (MENC)

 

This five-week project addressed most of the MENC standards for grade 5:

  1. Performing on instruments with others.
  2. Improvising melodies and rhythms.
  3. Arranging music within specified guidelines.
  4. Reading and notating music.
  5. Listening to, analyzing, and describing music.
  6. Understanding relationships between music and other arts.
  7. Understanding music in relation to history and culture.

 

Lesson Activities:

 

            Materials Needed:

*        The Drums of Noto Hanto, by J. Alison James, illustrations by Tsukush (“scripts” for the narrator and actors)

*        Hiroshige: Views of Edo – 2003 – (scan pictures for easy viewing on screen)

*        Pictures of traditional & widely used Japanese instruments (scan pictures…)

*        Worksheets for students outlining each of the four power-point presentations for the students (history/geography, a map of Japan, art of Hiroshige, Japanese instruments, Noh theater, and a vocabulary list)

*        Musical scores for “Sakura” and other music used

*        Assorted drums, clappers, recorder, xylophones

*        Scenery paper, paint, brushes/sponges, newspaper

*        Costumes: kimonos and masks (made in art class)

*        Group “task sheets”

*        Concluding vocabulary, geographical, historical tests as well as student “reflections” on this project

*        Four power-point and /or overhead presentation

o       History/geography

o       Japanese musical styles and instrumentation (incl. recordings)

o       Artwork of Hiroshige

o       Noh theater

Activities:

*        Days 1-4:  four power-point presentations (as outlined above)

*        Day 5 – Japanese drumming

*        Day 6 – Melodies for singing and recorder playing

*        Days 7 & 8 – Group projects/scenery, musicians, actors

*        Days 9 & 10 – Putting it all together

 

*        Production & Assessment Days

 

Assessment Plan:

 

            This entire project is worth up to 100 points and they are distributed as follows:

1.      Each “interest group” will complete their “task completion” sheet which details what needs to be done, how it will be accomplished, and materials needed to accomplish the tasks (1 – 10 points)

2.      Each group will be graded on how they cooperatively and efficiently accomplish their tasks prior to the production itself (1 – 20 points)

3.      Geographical Assessment (1 – 5 points)

4.      Vocabulary Test (1 – 20 points)

5.      Personal reflection regarding the project (1 – 10 points)

6.      The production itself (1 – 35 points)

 

Extra Credit points will be awarded for time spent on additional reports, projects, or e-mail pals.  Only time and ingenuity are your limits!

 

 

References:

 

Books

 

Collcut, Martin, et al. The Cultural Atlas of the World: Japan. Richmond, Virginia:

Stonehenge Press (Division of Time-Life Inc.), 1991.

 

DeFerranti, Hugh.  Images of Asia: Japanese Musical Instruments.  Hong Kong: Oxford

University Press, 2000.

 

Hiroshige.  View of Edo: 2003.  New York: The Metropolitan Museum of Art, 2002.

 

James, J. Alison.  The Drums of Noto Hanto.  New York: DK Publishing, Inc., 1999.

 

Tames, Richard.  A Traveller’s History of Japan, 2nd Edition.  New York: Interlink Books, 1997.

 

What Life was Like Among Samurai and Shoguns: Japan AD 1000 – 1700.  Alexandria,

Virginia: Time-Life Books, 1999.

 

Compact Discs and other Recordings

 

Japan: Traditional Vocal & Instrumental Music: Shakuhachi, Biwa, Koto, Shamisen. 

Soloist of the Ensemble Nipponia.  Explorer Series (A Division of Warner Communications) 9 72072-2

 

Japanese Noh Music.  The Kyoto Nohgaku Kai. Lyrichord LL 137.

 

Splendour of the Japanese Instruments.  Shamisen, Koto, Shakuhachi.  Melodie

Distribution SA 601 (SA 360705).