You must work on the Music Theory.net first. For fun you can visit Music Lab or Incredibox for the remaining class time.
Ms. Shore 🙂
Brown vs. Board of Education is a very important place for all future educators to learn about. It gives you a good idea as to how education was in that time and how difficult it was for some people to even get an education. It gave me a sense of hope that education will always improve and will always be wanted by the people. It also made me appreciate my education a lot more and not take it for granted.
What is Segregation?
According to Dictionary.com, segregation is defined as, “segregation
1550s, “act of segregating,” from L.L. segregationem (nom. segregatio), noun of action from segregare (see segregate). Meaning “state of being segregated” is from 1660s. Specific U.S. sense of “enforced separation of races” is attested from 1883. Segregationist is from 1915.” In the mid 1900’s segregation was a huge problem in the United States. Many people finally stood up for their right against segregation. According to the Fourteenth Amendment segregation was not legal and it was a hard time for both the white and colored population of children. During this time there was a lot of fighting and troubles in the schools.
Oliver L. Brown and Plaintiffs
In 1951 a group of 13 parents on behalf of their 20 kids filed a class action suit against the Board of Education of Topeka, Kansas. Oliver L. Brown was the named plaintiff. The lawyers and other plaintiffs appointed Brown to have his name on the case so that it looked better to the court system to have a man for the official name (“Oliver Brown et al. v. The Board of Education of Topeka, Kansas,”). He was a welder for the Santa Fe Railroad and an assistant Pastor at his local church. Brown had a daughter (Linda) that was a 3rd grader that had to walk 6 blocks to the bus stop then ride another mile to her required school, Monroe Elementary. Whereas, Sumner Elementary was only 7 blocks away from where she lived but it was an all white school. In the fall of 1951 all 13 parents applied for their children to attend the closest school to where they lived and were all denied and directed to the nearest all colored school.
The Fight Against Segregation
The District court ruled in favor of the Board of Education of Topeka while citing the earlier case Plessy v. Ferguson (1896) that held a state law that the segregated facilities were to be separate but equal for whites and blacks. In the spring of 1953 he Court heard the case but was unable to come to a ultimate decision and was asked to come back to rehear the case in the fall of 1953. They focused mainly on the Fourteenth Amendment and whether or not its Equal Protection Clause prohibited public schools being separated by whites and blacks. The Brown v. Board of Education that was heard in the Supreme court was a total of five combined cases: Brown itself, Briggs v. Elliott (filed in South Carolina), Gebhart v. Belton (filed in Delaware), an Bolling v. Sharpe (filed in Washington D.C.), Davis v. County School Board of Prince Edward County (filed in Virginia). In the Davis case, it began when 16-year-old Barbara Rose Johns organized a 450-student walk out at Moton High School. The Gebhart case was the only one to where the court deemed discrimination unlawful when, every other case had lost.
In the end of all the fight and turmoil of Segregation, the Topeka high schools were integrated in 1871 when the Middle Schools integrated in 1941. It took a great while for them to win their rights but all it takes is a couple people to stand up to what they believe and deserve to make such a huge impact on their lives as well as our lives today.
My most inspiring teacher is my flute studio professor, Dr. Large. She has done nothing but push to excellence my entire freshman year of college. Dr. Large is new at this University, and has taken an interest to every student of hers. I take lessons with weekly, and she has pushed me so far and I could not have gotten through my freshman year so good without her. She requires so much out of all of her students but she never pushes us unless she knows we can do it. I have gone so far this year in my playing and in my studies with the help of her. Every week I am to learn a new piece which is a lot to learn in a short amount of time. I know that I will succeed because I have put in the work of learning what I need to learn as a freshman in college. She has inspired me to push through the hard to get to whats good ahead. I have been so inspired to go far and beyond in my other classes as well. She is very supportive of all of us in the flute studio and I will never forget what an amazing teacher she has been to me.
I chose a video of an instrument called the algoza, which is a pair of flutes played together with one being a drone while the other plays a melody. I picked this particular instrument to transcribe because of the way it was played; you have to be very experienced to be able to play this instrument. I found this instrument very interesting because it is two flutes that are being played at the same time and with a constant sound being played throughout the entire tune.
I came upon several challenges by picking this piece. One of the biggest challenges of picking this particular piece is that when playing the algoza, the one thing that you have to master to play the algoza is to constantly blow rapid air into the instrument by using a technique called circular breathing, which is very challenging. Another challenge with this piece is putting it into a time signature, because the melody of the piece is mostly improvised, which puts a lot of grace note like playing. The flute is also played with five tones of the musical octave and no two instruments are tuned the same.
There were definitely some challenges in using this piece for my project but it was well worth it. I learned so much more about the culture of the instrument as well as how it’s played and when it is played. I love that this instrument is so old and that it is used to tell stories. I think it’s very interesting to know that the experience level of the instrument is so high and so difficult to learn to play it well.
I chose a video of an instrument called the algoza, which is an aerophonic instrument, which is a double flute. It is a Punjab woodwind instrument adopted by Sinhdi folk singers. It uses only five tones of the musical octave. One of the flutes is for a drone and the other is playing the melody on top of the drone. The player plays it using three fingers on each hand to play the melody. An expertise player can play the instrument using circular breathing. The instrument is made out of bamboo and is usually decorated with strings hanging off of the flute.
This instrument is found in the rural parts of Pakistan, India, and Punjab. This instrument was originally used to tell folk tales of Soni, Mahival and Mirza, Sahiban, which are both old tales of the Punjab. These are two of nine tragic love tales that have been passed from generation to generation using the algoza to tell the story. It has also become very popular in contemporary Bhangra music in the UK. Bhangra music first started in the 1960’s when several Punjab bands started experimenting with playing more western styles in the music. When these bands started experimenting with a more western style, the music had more of a rock feel in the music rather than a folk sound. Bhangra is a mix between Punjab and western style music. It became wildly popular in Britain and replacing the Punjab folk bands because it had rock sounds in the music instead of the repetitive sounds of the Punjab folk. The 1980’s became known as the golden age, or referred as the age of Bhangra music by the “bhangraheads”. By this time the music had changed so much that the original folk instruments including the algoza were rarely used at in the music. The very first Bhangra boy band was the Sahotas, which was a mix between Bhangra, rock, and dance. By the 1990’s Bhangra music took a turn back to the original folk sounds which used more dhol drumbeats and tumbi and more uses of the original folk instruments including the algoza.
The people who play this instrument for folk tunes are called the Langhas from Rajasthan. They are a muslim community found in Gujrat and Rajasthan in India. The community sings and plays music while entertaining the Sindhi-Sipahi, which is a community of Muslim Rajputs, who act as their jajmans (patrons). The Langhas are a community of folk musicians that play for others. They play at weddings as well to set the mood with songs of the desert.
The Algoza is a mystical instrument played by old groups that are very experienced players. The level of talent to play this instrument is high and has been passed down from generation to generation to pass the old stories along to others.
My most memorable moment from Introduction to Music Education was actually getting to observe in the schools over Christmas break. We all as a class got to choose where we wanted to observe in a school and what grade you wanted to observe. I got to meet new people and learn new things about teaching as well as what I’m expected to do as a teacher. The experience I had with observing another teacher in a completely different setting than what I am used to, will be something that I will never forget.
I grew up in a little town called Wellington. It’s a rural town just south of Wichita, Kansas. I grew up on a farm with my eight siblings: Kendra, Jesse, Miranda, Haley, Monica, Anna, Alexander, Aidan, and Myself. I attended our local high school and I went to Regional’s and competed every year with a solo. The last three years of high school I made it to State, which made me change my mind from majoring in Chemical Engineering to Music Education. It was definitely a positive change for me to pursue Music as a Career. I was also involved in Jazz Band which was something that I enjoyed greatly and it showed me how much I enjoy making music of any kind.