POST PERFORMANCE WORKSHOP
After the performance, your group will reconvene in the same room. The class may be shorter than the first class because of travel time and because the concert with a Q & A may run a bit over. Anticipate a 40 minute class, but it could be closer to 30. While the first workshop was an experiential/performance oriented workshop, our goal now is a narrative response to the performance. Many of choices have the students return to the images and lyrics of the early workshop – now with new eyes! There are several choices below to choose from. With the exception of the Image/Writing Activity and postcards, you may have to make additional copies. In your packet you will find:1. Postcards for individual reflections2. Suggestions for a Debriefing Discussion3 A Call and Response Performance using Lyrics and or dialogue w/H'Sao4. Links to H'Sao video for group creative writing activity5. Words and Images for Group reflection and analysis6. Two readings: a poem and a story w/ activities and questions
Our suggestion??? Start with the post cards to give kids a chance to reflect in quiet, then move on to a group share of the performance and issues raised in workshops, then, depending on time, move to one of the remaining activities (group, round table, videos, readings)# 1 Post Cards Home – individual writing @ 6 - 10 minutes
In your packet, you will find B & W copies of the images from the earlier workshop. Before discussing the performance, give each student time to process the performance by writing. We will supply a bunch of “postcards” based on the images that they saw in the first workshop. Have students select a post card and ask them to write a postcard home from one of the places they visited today; that is, they heard a concert and some songs and it impressed them because…; or they visited a marketplace in Chad or a refugee camp and this disturbed them because…. In other words, they will revisit any of the experiences of the day (images / lyrics /ideas) and describe what it meant to them in a postcard form as if they were describing it to friends or family. At the end of 5 – 8 minutes of writing, you can share ideas and/or begin a general debriefing of the performance and the day.
# 2 Debriefing – group discussion @ 8 - 12 minutes
Facilitate a class sharing of the experience today focusing particularly on the concert, lyrics, and images. Remember our Essential Question: What is our global voice? 10 min: reflection on the performance and even the value of this way of learning:
#3 Call and Response - Performance of Lyrics @ 20 - 25 minutesThis is a fun activity that uses a musical technique called call and response. It gets kids up on their feet and clapping. You can also watch some interesting music videos to help them get the idea.
- What did you feel when you were listening to the music?
- What themes emerged throughout the performance?
- How did H’Sao use their platform as musicians to bring their voice to life for you?
- How did the way they performed the songs enhance the meaning of the lyrics.
- How would you describe the music? What style?
- What was unique about the style and use of voice?
- You can play a piece of the music to evoke responses - link: "One Love"
- How did the images help you appreciate the concert?
- How did the analysis and performance of the lyrics help you understand the concert?
songs come from a CD called ORIA meaning ARE YOU FED UP? What sense of their frustration and their
appeal for awareness came out in the performance? What are they fed up by?
- If a stranger asked you about H’Sao or Chad, what would you say?
- What do you want to know more about?
- How is this day different from the typical day at school?
- What might make a day like this more meaningful to you?
Step One: Embody Call and Response
Begin with a basic call and imitate pattern: clap your hands or (use your voice or snap your fingers) to a rhythm and have students imitate the rhythm. Clap out a more complex pattern and have students imitate. You can use a pattern we all know (We Will Rock You, Pop Goes the Weasel, Mary Had a Little Lamb, etc.)
Then you can have students respond instead of imitating. Clap, snap, or vocalize a rhythm and ask them not to imitate but to respond. You can use words now instead of sounds. For example, you can say, “Hello, Brooklyn….. How you do?” (Jay Z) So you repeat, “Hello Brooklyn”… and the students respond with “How you do?” Or We are from Scarsdale and we are Raiders. Teacher says Scarsdale, students say Raiders…. Or any combination of call and response. ANOTHER idea is to make up words that go with the pattern you last clapped and have them answer in the same patter: example, Call: “I saw you at the store, so what did you buy?” Response: “I brought some bread, brought some bacon, brought some butter to my sugar!”
Next, you can ask them if they know any songs that use this pattern, which by the way is an ancient music style originating in Africa and used extensively in Gospel, Work Songs, Blues, and Jazz); You can ask them if they heard this in the concert; If you have time and interest, you can play the song Pouseez, Reistenz (see schoolwires), which uses call and response. You can play “One Love” which is a call and imitate, you can show them the beginning of “Circle of Life” which uses call and response. You can then show them the first minute of a video they will all know: “Wannabe” by the Spice Girls (I’ll tell you want I want, what I really, really want; You tell me what you want what you really, really want – LINK on schoolwires) which is also in the Chicken Little movie and my 10th grade daughter recognized it in a flash……"One Love" Live, by H'Sao . This is call and imitate- one voice then a group repeatingCircle of Life From Lion King; This is call and response"Wannabe" By Spice Girls. The first 45 seconds are not musical, but a theatrical introduction. Call and response.
Step two: Apply Call and Response
Now that they know the idea, it is time to try it. Students will go back to the small groups they were in before the concert. You can hand out copies of H’Sao lyrics to them and ask them to find a section of the lyrics that is 8 – 12 lines long which, with slight alteration, they can perform in a call and response fashion. So, they will select a section and alter it so it can be performed as a call and response. (They can use a melody from a familiar song to help them: Spice Girls, Pop Goes the Weasel, This Land is Your Land, Mary Had a Little Lamb, etc.) Give them 5 minutes to prepare and then have them all perform.
OPTION for the creative (or second round; that is, after using lyrics, they can write their own): Instead of using lyrics from H’Sao, the students will create their own call and response lyrics and perform those. The lyrics that they write will be based on a call from them here in Scarsdale and a response from H’Sao or what they learned from H’Sao. For example, they will call what the heard or experience today, and answer what they heard/ learned. So, “tell me what you heard, what you really, really heard today,” “I’ll tell what I learned, what I really, really heard was music from Chad.” “And tell me what you learned, what you really….. And tell me what you saw….. Tell me what you like most…” Or, I asked H’Sao about Chad and they told me….” For either activity, they can use the melody/rhythm of any song which is familiar to them.# 4 Watching a Video by H'Sao and Creating the Story @ 15 - 20 minutes
This could be a fun activity involving interpreting a song in a foreign language through the video images that go with the song. It can also be a lesson in how positive or optimistic Chadian are. Although the past few years in Chad have been difficult, the music that H'Sao has created continues to be positive and upbeat and as they said in last years Q & A, Chadians are happy people, a country with a lot of joy and life. Play a YouTube video of H’Sao’s song “Baba” (which they may play at the show). The song is in a Chadian language, but the images and story created are interesting and universal. After watching the video (maybe a second time; first time watch; for second time tell them what they will be doing with the video so they can watch more closely), tell students to discuss the "story" or message in the video and to begin to write a story, in song form, about the music and video. They should refer to specific images in the video when they tell their story. (The homeless person or quarreling couple for example and their transformations; or the group leaving the church) Then, they should create actually lyrics. They should create a title for their piece - What does "Baba" mean - and at least a refrain or chorus to go along with their story.
How does the video express their voice? What is the theme or message of their music?#5 Words and Images @ 20 minutes
If the kids in the first workshop gravitated toward the images and liked that part best, this activity might be a good choice as it is visual in nature and uses images of refugees, etc. In your packet, you will find pairs of images and words. They are paired up so that you can have kids work in groups. Set up 5 – 6 stations where there is an image and a “prompt” at each station. Create groups for each station of 4 – 6 students and have the students read and discuss the prompts and then write responses. Then rotate the groups until every group has experienced every station. At the end, share thoughts for each prompt. So, the kids move, but the stations stay put (you can tape the image and prompt to a desk!)Here is a powerpoint with all the images so you can project them for class discussion (following the kids working in groups.PPT
# 6 Refugee Writing – Reading, discussion, activity - poem @ 12 - 15 minutes; Story @ 12 minutes
In the packet you will find two readings, one is a poem/ image with questions and an activity, the other is a story with questions for comprehension and discussion and a creative writing activity. The poem discusses the outrage of being an emigrant or refugee in the 40's and how a refugee can never be an emigrant because he will always yearn for his country and the story follows a day in the life of a refugee from Ethiopia in the 21st century, pondering whether there is justice in the world. The poem is juxtaposed with the image below and asks students to give voice to the women; the story is juxtaposed with lyrics from H'Sao, but can also be juxtaposed with this interesting and informative video
- POEM: Bertolt Brecht’s “Concerning the Label Emigrant.” Poem
- STORY: Misganaw Worknehe’s “All Tomorrows Are the Same.” Story