Grade by Grade
A. Dance / C. Music · Music and Dance

Music: Music in Communities, Then and Now

C3.1 C3.2 C2.1About 40 minutes
Learning goals
  • I can identify the role of music in a community today and compare it with its role in a community of the past.
  • I can describe characteristics I hear in musical traditions from different times, places and communities.
  • I can listen respectfully and give a detailed personal response.

Words to know

role
The job something does. The role of music might be to celebrate, to pass on history, or to help people work.
tradition
A way of doing things that is passed down from older people to younger people.
griot (jeli)
In parts of West Africa, a musician, storyteller and keeper of history. The role is often passed down in families.
kora
A West African harp-lute with many strings (usually 21), played by many griots.
troubadour
A poet-musician who sang songs in parts of Europe, mainly in what is now southern France, about 900 years ago.
work song
A song sung while working, to keep everyone moving together and make the work feel easier.
call and response
One person sings or plays a phrase (the call) and a group answers (the response).
katajjaq
Inuit throat singing, traditionally a friendly contest between two women facing each other.

Remember from Grade 3

In Grade 3 you explored how music was used in Upper Canada about 200 years ago (fiddles at bees, voyageur paddling songs, First Nations songs and drums) and how it is used today.

This year we will look further back in time and further around the world, and ask: What role did music play in a community then? What role does it play now?

Before recordings

The phonograph, one of the first machines that could record and play back sound, was invented by Thomas Edison in 1877. Before then, if you wanted to hear music, someone almost always had to make it, right there, live (a few machines, like music boxes, could only play a set tune). Music was something people did together: singing at work, at home, at celebrations and at gatherings.

Today you can hear almost any music at any time on a phone, a speaker or a computer. That changes music's role in a community a lot!

An antique phonograph with a large brass horn on a wooden box, displayed in a museum.
Early phonographs like this one could record and play back sound. Before machines like this, music almost always had to be made live. AI-generated image
Before 1877Today♪ live ♪Someone has to makethe music, right there♪Almost any music,any time, anywhere1877:phonographinvented
Before the phonograph (1877), hearing music meant someone made it live, usually with people gathered together. Today a phone can play almost any music, any time.

Then and now: four examples

1. Griots of West Africa. For hundreds of years, in places that are now Mali, Senegal, Guinea and The Gambia, griots (also called jeli) have been musicians, storytellers and historians. Long ago, in kingdoms like the Mali Empire, griots remembered the history of kings and families and sang it, often playing the kora. There were few written books, so their songs kept the community's history. Today, griots still sing at weddings and celebrations, and some perform on stages and recordings around the world.

2. Troubadours of Europe. About 900 years ago, troubadours travelled in what is now southern France, singing songs and poems about love, heroes and news. Without newspapers or radio, travelling musicians helped share stories and news. Today, singer-songwriters share their stories through concerts, videos and streaming.

3. Sea shanties. Sailors on sailing ships sang work songs called shanties to pull ropes and raise the anchor together, on the beat. Today, few people need shanties for work, but people sing them for fun. In 2021, a sailors' song called The Wellerman became popular all over the world on social media!

4. Inuit throat singing (katajjaq). Traditionally, two Inuit women face each other and make rhythmic sounds with their voices and breath, as a friendly contest: the first to laugh or run out of breath loses. It was a way to pass the time, to have fun and to share skills. Today, throat singing is still shared in Inuit communities and is also performed on concert stages by Inuit artists, such as Tanya Tagaq, from Ikaluktutiak (Cambridge Bay), Nunavut. Inuit communities are teaching it to young people so it stays strong.

Role of musicIn a community of the pastIn a community today
Keeping historygriots singing the history of kings and familiesgriots still do this; also songs, films and podcasts about history
Sharing news and storiestravelling troubadoursnews, singer-songwriters, social media
Helping people worksea shanties, voyageur songs, field songsmusic playing in workplaces, songs to help kids tidy up
Fun and contestskatajjaq contests, music at gatheringskatajjaq on stages and at festivals, music games, talent shows
Celebratinglive music at weddings and festivalslive and recorded music at weddings, festivals and sports events
Many roles of music stay the same, but how people make and hear music changes.
LeadercallCrewresponseLeadercallCrewresponseOne sings a line, the group answers, again and againPULL·PULL·PULL·PULL·a strong, steady beat helps everyone pull at the same time
Call and response, as in a sea shanty: the leader sings, the crew answers. The strong, steady beat tells everyone exactly when to pull the rope together.

Listening to musical traditions

Every musical tradition has characteristics: things you can hear that make it special. Here are some to listen for:

TraditionWhere it comes fromListen for
Cape Breton fiddlingNova Scotia (with Scottish roots)fast reels, foot-tapping beat, often with piano accompaniment
Métis fiddlingMétis communities across the Prairies and beyondlively fiddle tunes like the Red River Jig, played for jigging, with a steady, driving beat
West African drummingWest Africadjembe drums, call and response, many rhythms layered at once
TaikoJapanhuge drums, strong and forte, players moving with big arm movements and shouts
Indian classical musicIndiasitar and tabla, a steady drone (a note held under the music), melodies that are often made up on the spot
MariachiMexicoviolins, trumpets and different sizes of guitars, with singers and lively rhythms
Steel panTrinidad and Tobagodrums made from steel oil barrels, tuned to play melodies, with a bright, ringing timbre
Seven musical traditions to listen to. Look for recordings and videos made by musicians from these communities.

Listening with respect

  • Listen with an open mind. "That's new to me!" is a great thing to say.
  • Some songs are sacred or belong to a family or ceremony. We learn about them, but we don't copy them or sing them as a game.
  • First Nations, Métis and Inuit music is living music, made today by musicians of all ages, as well as in the past.
  • Describe what you hear with music words (timbre, tempo, dynamics, texture), not "weird" or "funny".
Just for fun

Sailors once sang sea shanties to haul heavy ropes together. Today people sing them just for fun, and the heaviest thing most of us pull is the TV remote across the couch!

Worked example

Example: Let's compare a role of music then and now

Compare how music helped people work in the past and today.

  1. Then: sailors sang sea shanties. The call and response (one sailor sang a line, the crew answered) and the strong, steady beat helped everyone pull the rope at exactly the same time. Voyageurs in Canada also sang while paddling.
  2. Now: most heavy work is done by machines, so we don't need songs to pull together. But many people still play music while they work, to stay energized or focused. Shanties are now sung for fun.
  3. Same: music still helps people feel together and makes work feel easier.
  4. Different: in the past, workers made the music themselves, live; today, people often listen to recorded music.

The role (helping people work) is partly the same, but how music is made and used has changed, mostly because of machines and recordings.

Worked example

Example: Let's describe a musical tradition

Kai listened to a recording of taiko drumming. How can he describe its characteristics?

  1. Timbre: "Very deep, booming drums, plus some higher, sharper drums."
  2. Dynamics: "Mostly forte, with some sudden sfz hits that made me jump."
  3. Rhythm and texture: "Different drummers played different rhythms at the same time, then all hit together."
  4. What I noticed: "The drummers moved their whole bodies and shouted. It looked a bit like a dance!"
  5. My response: "It made me feel powerful and excited. I wonder how heavy the biggest drum is."

Kai described the tradition's characteristics with music words (timbre, dynamics, texture), noticed something special, and gave a personal response with a question.

Hands-on activity

Music then and now interview

You need: paper, a pencil, and an older family member, neighbour or family friend.

  1. Ask them: "When you were my age, how did you hear music? Who made it? Where?"
  2. Ask: "Was there music your family sang or played together? At work? At celebrations?" Ask them to sing or play a little if they'd like to share.
  3. Ask: "How do you listen to music now?"
  4. Make a then and now chart with two columns.
  5. Choose one musical tradition from the table in this lesson. Listen to a recording with a grown-up. Write three characteristics you heard, using music words.
  6. Share your chart with your family. Which roles of music stayed the same? Which changed?

Your turn

1

What is a griot?

2

Why were griots' songs so important long ago?

3

What was the role of sea shanties for sailors?

4

Describe katajjaq.

5

What changed after the phonograph (1877) and other recording machines were invented?

6

Name two characteristics you might hear in West African drumming.

7

Give one role of music that is the same then and now.

More practice: warm-up

1

What is a work song?

2

What instrument do many griots play?

3

Where does steel pan music come from?

4

What is call and response?

5

Is Inuit throat singing only from the past?

More practice: on your own

1

Compare how news and stories were shared through music 900 years ago and today.

2

Why might a community today work hard to teach young people a traditional music like katajjaq?

3

Listen to (or imagine) taiko and Cape Breton fiddling. Name one difference in timbre.

4

How did the role of music at home change after recordings?

5

Write a detailed response to a piece of music you love. Include what you heard, an element, a feeling, a reason and a question.

Challenge

1

Choose one role of music. Compare it in a community of the past and a community today, with one similarity and one difference.

2

Griots pass on history through songs. What is a way your family or community passes on history? Could music help?

3

Pick two musical traditions from the table. Write three ways they are different, using music words.

Check your understanding

Quiz

1.

Long ago in West Africa, griots helped their communities by ___.

2.

Sailors sang sea shanties mainly to ___.

3.

Katajjaq is ___.

4.

Before the phonograph was invented in 1877, people could usually hear music only when ___.

5.

Steel pan music comes from ___.

6.

Which is a respectful way to describe unfamiliar music?

7.

A steady note held under the music, as in Indian classical music, is a ___.

For parents and teachers

Big idea: Students identify the role of music in a community today and compare it with its role in a community of the past (C3.1), and show awareness, through listening, of the characteristics of musical traditions of diverse times, places and communities (C3.2). They give detailed personal responses (C2.1). This lesson connects to Grade 4 Social Studies (early societies) through griots, troubadours and the Mali Empire.

How to help at home:

  • Do the interview! Children love hearing how their grown-ups heard music as kids (records, cassettes, radio, family singing).
  • Find recordings and videos made by the communities themselves: Inuit artists, Métis fiddlers, griot musicians, taiko groups, mariachi bands, steel pan orchestras.
  • Ask, "What role does music play in our family?"

Common difficulties:

  • Thinking the past had no music, or that Indigenous music belongs only to the past. Stress that music has always existed everywhere and that First Nations, Métis and Inuit music is living and growing today.
  • Describing with "weird" or "old". Model music words: timbre, tempo, dynamics, texture.
  • Confusing "role" with "instrument". Role = what the music does for people.