Music___the_Culture_Barrier_Breaker

CAN MUSIC WORK AS A BARRIER BREAKER BETWEEN CULTURES' Can Music Work as a Barrier Breaker Between Cultures' FYSM Community Engagement - Research Paper Andrew Rubich Siena College Over the past few years I have developed a passion that has really helped me understand the industry of music production much better. I was introduced to electronic music by my cousin who is currently a DJ and performs in New York City. He showed me this software that incorporated all different soundboards, pre-sets, and instruments together to form one masterpiece of a beat that was hard not to bob your head to while hearing it. It wasn’t as much of the software that impressed me so much though. He was showing me each genre within electronic music and it was amazing seeing what was actually put into the song to generate the sounds that it does. I was listening to these songs on high-grade studio headphones, which cancelled out any excess noise other than the song. I felt as if I developed a 6th sense that I never knew I had. After spending time with the kids from the writing partnership, I realized that I want to give every single one of those kids to the same experience I had from my cousin. I would like to show them all of the main genres within the electric field and see which ones really speak to them and show them how each of those genres are made from scratch. Through research, I’d like to find out if music is a good source of communication and what methods have people been using to break cultural barriers with it. The kid that I have been working with has a big interest in playing the bass and guitar. I asked him if he ever listened to any sort of electronic music and he had no idea what it was. I had a good feeling that if I showed him an electro song that was based off of a guitar he would like it because mainstream music that has gradually formed a base off of electronic dance music (EDM). Before I was introduced to production software, I never realized that behind every song that there was a person who created the beat that was being listened to or even danced to. Usually, the artist singing the vocals gets all of the credit for the song. I want to be able to make that very clear to the kids. Most people go into production with experience with numerous instruments but I had none. I literally started from nothing. I knew that music was not something that could only be created from skill or experience. The only experiences that I’ve ever had with music were two video games called “Guitar Hero” and “Rock Band.” I was no expert on the actual instruments but in the games, I was sure able to play song in the game on expert with either the guitar or drums. What I saw was all it took to make those sounds were pressing or hitting 5 buttons in different variations depending on if I was playing the guitar or drums. What hit me was that if I had 5 buttons to mess around with on a computer that was responsible for a different sound effect, I could eventually put them together to create a song or a beat. If you think about the most famous electronic songs, each beat is so simple that it seems like anyone could’ve thought of the sound in their head. People don’t think they can produce beats but if you have an idea for what you want in terms of a sound, it can easily be put into reality with the proper software provided. It takes effort and a lot of practice though. I spent weeks just figuring out how the software works and when I got it down, everything was just so simple. This was something I noticed immediately and I think it would be a great idea to separate the kids all up into different tables with each table representing a different genre within the electronic music field such as Progressive House, Dub-step, Electro House, Trance, and Techno. At each table I would have a fact sheet about each genre and a certain number of headphones and demo playlists for the kids to listen to and differentiate each genre from one another and then rotate at a certain time so every group gets a chance to go to every table. By the end of that session I have an idea for a game in which I would play a song and they would have to guess what genre it is. Another game that I still personally use to help me with production is a beat layering game. In this game, one person starts out with a base beat. You go around in a circle and every person has to make a different beat pattern with a different surface, to make a different pitched sound. By the time everyone goes around in the circle, everyone is using their own personal rhythm and each person’s is layered with one another making a song. I would like to have this game set for everyone in the room at first, and then at each of their tables. The members at the table who makes the best song would each get a prize and at the end I will give every kid a CD of a genre of there choice. Also if there is more time, we could all do freeze tag or musical chairs just for fun and for more additional prizes. I am eager to learn a bit about their culture’s music as well. It’s amazing how different cultures resort to different beats and melodies. The industry of electronic music brings all nationalities together through festivals such as Tomorrowland; which takes place in Belgium in mid-July every year. It is one of the largest electronic dance music festivals of the world. Because of the enormous success of Tomorrowland, in less than one day, all of the tickets sold out and at some moments there were 2,000,000 people on the online waiting list. Within less than 2 hours, the other 100,000 tickets sold out. The event became the most international one as yet, attracting over 75 nationalities. More than 35,000 people used the camping option at “Dreamville” where they stay over night for 3 nights; much similar to the rock concert from the 1960’s “Woodstock.” Its festivals like these that really bring people and nationalities together as one. The fact that people can make peace over the fact that they love the same type of music is incredible. Today it is difficult to say that any culture listens only to its own music. I really love my idea of spreading my passion to the kids from the Writing Partnership. I feel like I could give at least one of those kids a new passion just the way that I was brought into it. After meeting with the kids from first semester, I realized that they interact much better with each other and the Siena students when it comes to games rather than writing essays. I know that we are there to help them write but I feel like having them conversing is helping them just as much. From this project, I’d really like to know how the Karen kids were impacted and what they took the most out of the presentation. From past experiences, they’ve always loved interactive games between themselves as well as Siena students. The only problem is that when doing these activities, there is a communication barrier. They can’t understand everything we tell them and it is sometimes hard for us to simplify what we are saying. The good thing about my project is that all I want to see is them listening to a song and a smile on their face. Although there is a language barrier between me and the Karen students, I’ve always been able to make connections with the same interests that we have such as soccer. I was trying to get to know one of the students and when I asked him what he liked to do, he said, “I play soccer.” Immediately after, I was able to make connections with him talking about our favorite teams and what position we play. I feel like music is something that I’ll be able to make comparisons with the kids with as well. Once I hear who one of their favorite artists are, I’ll be able to make connections with them and I will be able to tell what their favorite genres are and I’m sure I’ll be able to show them some similar songs that they would maybe like. I just want the kids to feel comfortable with what they are doing and be enjoying themselves at the same time. After meeting with Adderlin, she thoroughly enjoyed my project proposal. She stated that she thinks mine is one of the most interactive projects and that she thinks the kids are going to love it. I was excited to hear this because I know my topic is completely different from the other kids in the class. I was lucky that I had a clear vision of what my passion is on the first day of class because it made this project so much easier for me to find out how I wanted to present it to the Karen students. I want to show them my passion the exact same way that I was introduced to it except a bit more simplified. We came up with a few ideas for activities that we think the kids will enjoy doing. One game is where one kid starts off making a beat on the table, and then kids have to each input a beat on top of the person before them so it would eventually make one cool “song.” After doing that, I plan to separate the group into 5 teams to each make their own personalized song and then each team presents it when they are finished. Also, we are trying to get an iPad so that we can download an app that will allow the kids to start mixing and mashing up songs to get the feel of a DJ. I was scheduled to present on April 18th, but I unfortunately was diagnosed with asthma and bronchitis that Thursday afternoon so I was not able to make it to class neither that day nor the writing partnership. I never really got a good sense of what the Karen students were used to listening to. I had the chance to ask two or three of the students who their favorite artists were and the only names I got were people you would hear on the radio every day. None of them ever mentioned their favorite hometown songs from Burma or anything. Burmese music has a very unique style compared to other cultures. The folk music of the Karen is beautiful and simple, with melodies and storytelling reflecting life in the thick tropical jungles of the region. “ Instruments include the Kana, a homemade mandolin, the gweh , a reeded horn made from buffalo horn or bamboo, the occasional one-string violin, and the Ta Ki, a mouth harp through which young lovers whisper poetry to each other so that others can’t hear the words. They have a central dance that they all do called the Dohn.” (Htoo, 2008) It is an intricate choreographed routine of men and women that can last up to 20 minutes. Musicologists learn music with other cultures. It is difficult but you learn to play with them and they accept you and they learn to trust you. Timothy Rice, (professor of ethnomusicology and Associate Dean for Academic Affairs of the School of Arts and architecture at the university of California) has written two books on Bulgarian music. He had the privilege to play the drums for a band in Bulgaria and they trusted him, knowing that he wouldn’t mess up during the duration of the music. It is very different from speech. He thought it was very funny how they viewed him because one day when he was at a fair dancing to their music, and speaking their language, someone came up to him and asked him where he was from. Tim said “I live in America.” The Bulgarian man responded saying “Oh so you’re Bulgarian'” Tim responded saying no and that he has just been studying the culture. The man responded and said, “You lie. You speak the language, and you know our dances. You are Bulgarian.” (Rice, 2007) I find that that level of acceptance is absolutely incredible. The fact that he was able to just travel to a country and dance at a fair, and be completely accepted by everyone there is really something special. However, even though all have music, not all cultures value it the same way. Islamic societites regard music as the work of the devil. In our country we view music as good. We have the sayings such as “music to my ears” which really says something about our attitudes towards music. It is used in religion to communicate from the human world to the supernatural world. (Rice, 2007) One of the mot important things to know about the differences between two languages is that people usually will master one but not the other as well. Children learn language with so little effort which is why they can be babbling one year and speaking fluently another. For the most part, learning language is behavioral, meaning that children imitate what they hear the most which is their parents. Seeing is also very important for communicating between cultural barriers. Most people have very similar gestures when they see each other such as waving and shaking someone’s hand. If someone is able to understand a language, but cannot speak it, a simple nod or shake of the head is always able to confirm or deny what the person is trying to say (yes/no answers). In working with students with visual impairments, the development of sensory-processing skills in the auditory system are crucial to daily functioning, as well as being a means to compensate for the loss of visual information. Using music-based auditory stimulation can affect change in the auditory system by improving the way information is processed in the brain. The Listening Program (TLP) is one method of providing music-based auditory stimulation for students with visual impairments. Clinicians, teachers, and parents who have used the program with both children and adults have reported successes. Improvement in the behavior of each student was reported by their teacher and two service providers, who were interviewed informally. Decreased body rocking, better sitting posture, more verbal communication among peers and teachers, better balance on unstable surfaces, and improved learning ability were reported. “TLP was first manufactured by Advanced Brain Technologies in 1999. It is based on the work of a physician, Alfred Tomatis, who began using sound-based interventions as treatment modalities for various medical diagnoses in the 1950s (Hall & Case-Smith, 2007). Dr. Tomatis ascertained that specific frequencies of sound relate to different areas of bodily function” (Advanced Brain Technologies, 2009). TLP uses certain classical music that produces sound waves in organized patterns of time, space, frequency, and volume, which is designed to affect the nervous system. “Curriculum theorists have provided knowledge based concerning aesthetics, agency, creativity, lived experience, transcendence, learning through the body, and the power of the arts to engender visions of alternative possibilities in culture. Research on nonverbal communication and cognition, coupled with illustrative programs, provides key insights into dance as a distinct performing art discipline and as a liberal applied art that fosters creative problem solving and the reinforcement and assessment of non dance knowledge. “ (Villasenor, 2012) History points to dance as captivating nonverbal communication and it constitutes a central feature of human development, knowing, and learning. The body communicates through gesture and locomotion using touch, facial expression, posture, physical appearance, smell, and emotion. Cultural barriers are being broken through music on a daily basis at this Low-Cost community center in manhatthan, New York. Mismatched desks are scattered amidst tables and other pieces of furniture. A shabby community center on the first floor of one of the 12 buildings that make up the vast Gov. Alfred E. Smith public houses is where social workers and teachers are hoping music can break down cultural barriers. Remnants of English language lessons line the walls on yellowing easel paper. “The Music School” -Hamilton Madison House a progressive non-profit center which offers piano, violin, guitar and even steel pan lessons for a reduced fee, is a well-kept secret, patronized almost entirely by Asians and not as many blacks and latinos. Goodman said there is something intriguing about a mostly-Asian steel pan band.  It’s the only one of its kind in the city, and class teacher Rudy Crichlow says it’s no different than American-born children learning European or African music. “Music is something that’s exported,” he said. “When you start something like a steel band or whatever cultural expression you have and it’s captured and spread around the world it’s a beautiful thing.” Goodman recognizes it will be a challenge to bring in new faces. Most hear about it through word-of-mouth. (Streich 2013) However, black and latino families are making their ways in to the program. Surprisingly, it’s the kids that are really encouraging it. Kids who aren’t growing up in these privileged lifestyles are really striving to learn new things whether it is playing an instrument, playing sports, or just getting an education at school. The families are all coming together under one common interest which is their kid’s dreams and goals. This center has been great for the people who can’t afford music classes and private lessons for their kids. Most of all, they are bringing races together whether or whether not they speak the same language. Potential participants might think they have to purchase or own an instrument. But this is exactly the opposite image Goodman said she wants to portray. She said there are people who have paid nothing, people who have paid reduced rates, and people who have volunteered in exchange for lessons. “No one gets turned away because of cost,” she said.  “And that’s one of the reasons we’re always having to fundraise.” (Streich 2013) However, Goodman said there’s no formal scholarship. The discounts happen on a case-by-case basis at Goodman’s discretion.  If they want to expand diversity, experts said, they need to solicit advice from the black and Latino youth in the community, and not just those who are already participating in the music school. “There are some types of musical opportunities that appeal to some cultures more than others,” said Watson-Thompson.  “For some cultures, soccer is the popular sport; for others it may be basketball.” Goodman said the school has a lot to offer once students commit. They perform in at least two recitals a year, and some have even performed at Carnegie Hall in an inter-school orchestra. And she said, studies show that music helps children develop lifelong skills, like math and reading. “It helps develop discipline,” Goodman said. “And also helps them to develop talents that they may have. And if they don’t go on to use it in some more formal way, they’ll be wonderful audience members and really appreciate music for the rest of their lives.  And I don’t think that that has a downside.” (Streich 2013) After taking the Strengthfinders test, I found out that my 5 strengths are, Ideation, Maximizer, Futuristic, Individualization, and Adaptability. Taking this test brought me to so many realizations about what I do everyday and how I do it. It is amazing how by just taking a survey, they were able to accurately pinpoint all of my strengths Out of those five, I think all of them will be extremely helpful for me if I use them to their potential. I am not surprised that Ideation was my number one trait because I am always a creative thinker when it comes to tasks that I have to complete. I like accomplishing things that people have never thought of before and I am fascinated whenever someone sparks an idea into my head. I take that idea and I maximize all of the possible potential into that one thought and I make the best of it. That is why Maximizer was my second trait probably. When I have interest in something, I like to know everything there is to know about that topic. When I was first learning how to make music on the computer, I wanted to know how the entire program worked before I started messing around with it so I could use it to its full potential. This helped me a lot because I would have been wasting time trying to make something out of nothing. It is like learning how to work Microsoft Excel. If you don’t know the formulas and shortcuts, you are going to take forever trying to accomplish your task. My third trait was Futuristic. I definitely consider myself a dreamer. Everyday I try to envision the world four years ahead to think about what I might be doing or what I might have accomplished by then. This Strengthfinders test actually aspired me to join in on a network marketing company because I know that way I have the chance to control my future and I get to determine the earnings I get based on personal effort. I’ve been basing everything I do since then off of the quote, “Whether you think you can or can’t, you’ll always be right.” My fourth trait was individualization. I’ve noticed that throughout my hours that I’ve spent at the writing partnership, most of the kids that I have worked with turned out to really like me. I always know not to push anything over the edge when I’m trying to get to know them and they usually feel the same way since they are uncomfortable to begin with. I try to give them the best experience possible every time I meet with them knowing that they are going to be very shy or very insecure about what we are talking about. I get that they don’t know me and that I’m a stranger to them but that is why I try to make as many connections as possible. Even if it is small talk about how we want to go home and eat or that we are really bored. I try to get on the same level as them and act as if I am one of the Karen students. My final trait was Adaptability. I like to expect change and I always make sure that I’m prepared for it. After doing this Strengthfinders test, it makes sense to me why golf is my favorite sport. Golf is one of the most unpredictable sports you can play because there are so many little factors in it that can change your entire round. With every shot I take, I take everything into account and I always try to avoid the worst possible scenarios that could occur. Even when they do occur, I enjoy finding my way out of difficult positions and turning around my scores. 1. Have your career options been expanded by your service experience' 2. What were your initial expectations' Have these changed' How' 3. What are the most difficult or satisfying parts of your work' Why' 4. Do you see benefits of doing community work' 5. What sorts of things make you uncomfortable when you are working in the community' Why' Works Cited 1. ) Hassantafaghodtari, Marzeih. "Dissertation Abstracts International Section A: Humanities and Social Sciences." US: ProQuest Information & Learning. 71.6 (2010): 6-10. EBSCOHost. Web. 01 May 2013. . 4.) Rice, T. (2007, November 01). Breaking cultural barriers through music. Retrieved from http://www.artistshousemusic.org/videos/breaking+cultural+barriers+through+music/ 5.) Streich, C. (2013, May 07). Community center's low-cost music program breaking down cultural walls. Retrieved from http://www.youthtoday.org/view_article.cfm'article_id=6019 6. ) Villasenor, Romana. "Journal of Visual Impairment & Blindness." Vargas-Colon 9.109 (2012): 564-567. ProQuest. Web. 01 May 2013. .