‘Culture Jam’ – Music and Mandarin
In just a couple of weeks I’ll be starting my artist residency at Elsternwick Primary School (EPS), a state primary school in the inner southern suburbs of Melbourne. EPS has very well-established music program and a strong performance tradition; they also take languages very seriously and have a full-time teacher of Mandarin (the school has almost no students of non-English speaking backgrounds).
The aim of the residency is to explore ways that voice and speech can be embedded and integrated into music compositions. I’ll be working with just 15 grade 4 students across terms 2, 3 and 4 to create an original music outcome that has Mandarin language in it (in all sorts of ways) and that could be used as a tool to help other students in the school improve their Mandarin.
Our creative music efforts will be focused around a number of field trips and visits to Mandarin-speaking people. The first visit is to my other students at the English Language School – after playing some music games and ice-breakers together, the EPS children and the Language School children will engage in conversations about culture and knowledge from their countries of origin. The EPS children will speak in Mandarin for the conversations with the Chinese children (they’ll speak in English with the children from other countries), and record their conversations on small voice recorders.
In Term 3, they will visit China Town in Melbourne CBD, where they will record themselves buying things from the shops in Chinese, ordering food in a dumpling restaurant, and talking with the Chinese people they meet (elderly people, working people, and quite possibly some university students), and recording all of these conversations too. Lastly, they will meet with a Chinese musician who lives very near the school – he will play his traditional instruments for the children and answer their questions. All this will be recorded too.
Meanwhile, we’ll be exploring different ways of using voice and speech in music compositions – anything from songs, to speech melody, to electronic music, to iPad apps (this means I have to buy an iPad – yes!) to compositions with a mix of live and recorded sounds… Excerpts from the field recordings will find their way into the children’s creations (or at least, that’s our intention at the outset). I’m gathering examples of music to listen to and discuss, and we’ll also do a lot of group-composing workshops to get the composition ideas flowing.
The project is called Culture Jamming, and I’ll be sharing its progress (and its challenges) with you over the coming months. What do you think of the project idea? What music would you play to your students to get them inspired with a project like this? Have you explored using recorded speech in any student composition work or music technology? Please share your ideas and experiences!