Acknowledgements
This teacher’s guide for “Music Travels the Silk Road,” Calliope: Exploring World History (January 2007,
Volume 17, Number 5) was developed specifically for sixth grade teachers in the New York City Public
Schools.
I would like to express my gratitude to Yo-Yo Ma, Artistic Director and Founder; Dr. Laura Freid, Executive
Director and CEO; and Isabelle Hunter, Project Director, The Silk Road Project, for their support with the
development of this teacher’s guide. SPICE’s collaboration with The Silk Road Project began in 2001 and has
resulted in the development of a comprehensive curriculum unit for secondary schools called Along the Silk
Road; teacher professional development seminars for the Chicago Public Schools and the New York City
Public Schools; and a documentary and curriculum units (middle and high school versions) called The Road to
Beijing, which were developed in anticipation of the Beijing Olympics in 2008. Along the Silk Road and The
Road to Beijing curriculum units are available through SPICE’s website. The Road to Beijing documentary can
be viewed directly from The Silk Road Project’s and SPICE’s websites. A short teacher’s guide for the
documentary is also available to educators for downloading.
I would also like to thank Professor Coit Blacker, Director; Belinda Byrne, Associate Director for
Administration and Faculty Affairs; Dr. Judith Paulus, Associate Director for Communications; and Neil
Penick, Associate Director for Development and External Affairs, Freeman Spogli Institute for International
Studies at Stanford University, for their tremendous support of SPICE’s efforts with schools. Special thanks to
Professor (emeritus) Albert Dien, Stanford University, who has served as an academic advisor for all of SPICE’s
collaborative projects with The Silk Road Project, and my colleagues at SPICE: Gregory Francis, Naomi
Funahashi, Joon Seok Hong, Selena Lai, Stefanie Lamb, Rylan Sekiguchi, Piya Sorcar, and Johanna Wee.
Importantly, I would like to express my appreciation to Dr. Sabrina Hope King, Chief Academic Officer, and
Anita Cassity, Chief of Staff to the CAO, Office of Curriculum and Professional Development, New York City
Department of Education, for their support with the teacher professional development that was held on
February 25, 2009 at Teachers College, Columbia University; the Office of Social Studies (Anna Commitante,
Norah Lovett, and Fran Macko) and the Office of the Arts and Special Projects for their constructive feedback
on the teacher’s guide; and to Rosalie Baker, editor of Calliope: Exploring World History, for her support.
Special thanks are extended to Richard Lee, Rich Lee Illustration and Design, Millbrae, California, for
designing this teacher’s guide and for creating the graphics used in this guide.
—Gary Mukai
Websites
Calliope: Exploring World History
<http://www.cobblestonepub.com/magazine/CAL>
The Silk Road Project
<http://www.silkroadproject.org>
Yo-Yo Ma
<http://www.yo-yoma.com>
Stanford Program on International and Cross-Cultural Education
<http://spice.stanford.edu>
Music Travels the Silk Road | SPICE
1
Table of Contents
Acknowledgements ….….….…….…….…….…….…….…….…….…….…….…….…….…... 1
A Letter from Yo-Yo Ma ….…….…….…….…….…….…….…….…….…….…….…….……... 3
“New York City Social Studies Scope & Sequence” for Grade Six ….…….…….…. 4
“Blueprint for Teaching and Learning in the Arts” .…….…….…….…….…….……......7
Activity One: “Along the Silk Road”….…….…….…….…….…….…….…….…….…….…...
Handout, A Road with Many Routes ….…….…….…….…….…….…….…….……...
Physical Map of Asia ….…….…….…….…….…….…….…….…….…….…….…….…...
Map of the Silk Road ….…….…….…….…….…….…….…….…….…….…….…….…..
8
10
12
13
Activity Two: “The Legend of the Horse-Head Fiddle”….…….…….…….…….…….….. 14
Political Map of Asia ….…….…….…….…….…….…….…….…….…….…….…….…... 17
Handout, Sequencing and The Legend of the Horse-Head Fiddle ….…….…….. 18
Activity Three: “Meet Yo-Yo Ma”….…….…….…….…….…….…….…….…….…….…….… 20
Handout 1, Quotes by Yo-Yo Ma, Other Notable People, and Newspapers ..... 22
Handout 2, Learning from The Silk Road Project Website ….…….…….…….….. 26
Activity Four: “Music’s Role on the Road” ….…….…….…….…….…….…….…….……... 29
Activity Five: “Bringing Silk Road Music to Japan”….…….…….…….…….…….…...... 31
Activity Six: “A Musical Journey”….…….…….…….…….…….…….…….….......…........... 33
Chart, The Pipa Makes the Journey ….…….…….…….…….…….…….…….…….….. 35
Activity Seven: “5 Awe-Inspiring Chinese Sites Along the Silk Road”
and “A ‘Musical’ Word Search” ….…….…….…….…….…….…….…….…….…….…….…... 36
A Letter from Yo-Yo Ma
Dear Educators,
Inspired by the cultural traditions of the historical Silk Road, The Silk Road Project is a
catalyst promoting innovation and learning through the arts. Our vision is to connect the
world’s neighborhoods by bringing together artists and audiences around the globe. We have a
passion for education, and our goal is to inspire self-motivated learning through the arts.
In our complex world it is crucial that educators have the tools to help students understand
not only their own lives, but the broadest possible horizons as well. The Silk Road Project
provides a gateway to greater understanding of the world through active educational programs
and resources and multidisciplinary explorations of topics inspired by the Silk Road.
An education that incorporates the four priorities of making the subject memorable, inspiring
passion-driven learning, developing a disciplined imagination and fostering empathy will
result in citizens who are active participants in shaping a future of which we can all be proud.
Sincerely,
Yo-Yo Ma
Artistic Director
The Silk Road Project
<http://www.silkroadproject.org>
<http://www.yo-yoma.com>
Music Travels the Silk Road | SPICE
3
“New York City Social Studies Scope & Sequence”
for Grade Six
Lands that were once considered distant are no longer thought so—we are all becoming neighbors.
—Yo-Yo Ma
This teacher’s guide was developed specifically for sixth grade teachers in the New York City Public Schools to
encourage the use of “Music Travels the Silk Road,” Calliope: Exploring World History (January 2007, Volume
17, Number 5) and the study of the Silk Road in their classrooms. The suggested activities in this guide
support the “New York City Social Studies Scope & Sequence” for Grade Six.
The ten thematic strands of the “New York City Social Studies Scope & Sequence” are listed below as well as
the essential question and specific standards for Grade Six. Notes to teachers are included in brackets. In the
development of the suggested activities in this teacher’s guide, the “thinking skills” listed in the “New York
City Social Studies Scope & Sequence” were incorporated whenever possible.
The Ten Thematic Strands
[Note to teachers: Most of the suggested activities in this teacher’s guide address the thematic strands of Culture; Time,
Continuity, and Change; People, Places, and Environment; and Global Connections.]
Culture—A people’s way of life, language, customs, arts, belief systems, traditions, and how they
evolve over time.
II. Time, Continuity, and Change—The importance of understanding the past and key historical
concepts, analytically and from various perspectives.
III. People, Places, and Environments—The complex relationship between human beings and the
environments within which they live and work.
IV. Individual Development and Identity—The exploration of human behaviors as they relate to
the development of personal identities and the roles they play in people’s lives.
V.
Individuals, Groups, and Institutions—The impact of educational, religious, social, and
political groups and institutions and the integral roles they play in people’s lives.
VI. Power, Authority, and Governance—The complex purposes and features of individuals and
groups with respect to issues of power and government.
VII. Production, Distribution, and Consumption—The role of resources, their production and use,
technology, and trade on economic systems.
VIII. Science, Technology, and Society—The significance of scientific discovery and technological
change on people, the environment, and other systems.
IX. Global Connections—The critical importance of knowledge and awareness of politics,
economics, geography, and culture on a global scale.
X. Civic Ideals and Practices—The understanding that civic ideals and participatory citizenship are
central to democracy.
I.
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Essential Question for Grade Six
[Note to teachers: A study of the Silk Road can help to address this essential question. However, it is recommended that the
essential question be broadened to: How do geography, history, culture, and people connect to shape a continent or interactions
between continents?]
How do geography, economics, people, and key events connect to shape a continent?
Geography of Asia
[Note to teachers: A study of the Silk Road is an excellent way to introduce the geography of Asia. It is recommended that
“geography” be introduced in its broadest sense, perhaps by introducing the five themes of geography that were developed by
National Geographic in 1984: Location; Human/Environment Interaction; Place; Regions; Movement.
<http://www.nationalgeographic.com/education/themes.html>]
(e.g., deltas, deserts, mountains, rivers, peninsulas, plateaus, plains, islands)
Focus: Case study of an ancient culture of Asia (China, India, Korea, Japan)
[Note to teachers: A study of the Silk Road is an ideal case study of ancient culture across many cultures of Asia. All of the topics
below can be introduced through the study of the Silk Road.]
—key geographic features
—daily life
—social and political organization
—culture (art, music, literature, architecture, language, etc.)
—religious beliefs (Hinduism, Taoism, Buddhism)
—economic systems
—use of land and resources
—development of science and technology
—contributions and achievements
—people and events in history
Growth and Development
[Note to teachers: A study of the Silk Road is an excellent way to introduce many of the topics below. Specific examples are listed
in parentheses.]
Dynasties and social hierarchies (e.g., Han Dynasty, 202 BCE–220 CE)
Trade and cultural diffusion (see examples of goods traded along the Silk Road in “A Road with
Many Routes,” pp. 10–11; the movement of belief systems along the Silk Road would be a good
example of cultural diffusion along the Silk Road.)
Western vs. Eastern religion (e.g., Christianity; Buddhism)
Explorers and traders (e.g., Marco Polo; Zhang Qian)
Asia interacts with other nations (the Silk Road’s impact on European nations like Italy should be
introduced)
Missionaries and the arrival Christianity (See “Belief Systems,” Sourcebook for Silk Road
Encounters, which is a available on The Silk Road Project website,
<http://www.silkroadproject.org/Education/Resources/SilkRoadEncounters/tabid/339/Default.aspx>;
this article is recommended for teachers)
Effect of trade on people, government, economics (see “A Road with Many Routes,” pp. 10–11)
Asian resistance (an examination of the resistance to certain religions along the Silk Road could serve
as an example)
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5
Focus: Case study of a contemporary Asian nation (China, Japan, Vietnam, etc.)
[Note to teachers: A study of the historic Silk Road is essential for understanding contemporary Asia. For example, many of the
key trading centers along the Silk Road are thriving urban centers today. There are innumerable cultural legacies (e.g., diversity
of religions, traditional musical instruments) of the Silk Road in contemporary Asia.]
—geographic and political boundaries of modern Asia
—formation of modern Asia
—key events and people
—daily life
—cultural legacies
—forms of government
—Asian economy today
—land use, limited resources
—issues of diversity and interdependence
—religion
—development of urban centers
—impact of technology
—current issues
6
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“Blueprint for Teaching and Learning in the Arts”
We live in a world of increasing awareness and interdependence,
and I believe that music can act as a magnet to draw people together.
—Yo-Yo Ma
The study of the Silk Road can help to underscore the importance of understanding the cultural and historical
context of the arts. Many of the suggested activities in this guide can be used to support Strand III, Making
Connections, of the “Blueprint for Teaching and Learning in the Arts,” New York City Department of
Education. Teachers are encouraged to help students to see connections between the arts and other disciplines,
to recognize parallels between the arts and other disciplines, to transfer approaches to learning (e.g.,
observation, problem solving, analysis, decoding) from other disciplines to the arts, and to explore their
personal connections with the arts.
Strand III, Making Connections, “Blueprint for Teaching and Learning in the Arts,” New York City
Department of Education:
Music: Making Connections
By investigating historical, social, and cultural contexts, and by exploring common
themes and principles connecting music with other disciplines, students enrich their
creative work and understand the significance of music in the evolution of human
thought and expression.
Theater: Making Connections
Students make connections to theater by developing an understanding of self and others.
They respond to theater by identifying personal issues and universal themes in
performance and in dramatic text. They investigate theater by examining the integration
of other arts into a complex multi-media art form. Additionally, students connect and
apply learning in other disciplines to their inclusive understanding of theater.
Visual Arts: Making Connections
This strand provides social, cultural, and historical contexts in which students may
understand art, while indicating some links to other disciplines in the curriculum.
Students are expected to apply knowledge and skills learned in the art class to assist them
in interpreting the world around them.
Dance: Making Connections
By investigating historical, social and cultural contexts, and by exploring common themes
and principles connecting dance with other disciplines, students enrich their creative
work and understand the significance of dance in the evolution of human thought and
expression.
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7
Activity One: “Along the Silk Road”
Thematic Strands
• Culture
• Time, Continuity, and Change
• People, Places, and Environments
• Global Connections
• Visual Arts: Making Connections
Objectives
Students will:
• learn basic information about the Silk Road;
• learn about the physical geography of the Silk Road;
• learn about the various routes of the Silk Road;
• make social, cultural, and historical connections through the arts;
• calculate the approximate distances of various routes of the Silk Road; and
• develop research projects.
Materials
“Along the Silk Road,” Calliope: Exploring World History, pp. 2–3
“A Road with Many Routes,” Calliope: Exploring World History, pp. 10–11
Handout, A Road with Many Routes (included in guide)
Physical Map of Asia (included in guide)
Map of the Silk Road (included in guide)
Teacher Preparation
Scan the map on pages 2 and 3, Calliope: Exploring World History.
Procedures
1. Ask students what they know about the Silk Road. You may want to record their responses. Point
out that this activity introduces students to some basic information about the geography and
history of the Silk Road. Distribute copies of Handout, A Road with Many Routes, to students (in
pairs). Have student pairs read “A Road with Many Routes,” pp. 10–11, which provides a general
background of the Silk Road, and write responses to the six statements and questions on the
handout.
2. Distribute one copy of the Physical Map of Asia to each pair of students. Ask students to identify
some of the key physical geographic features on the map, e.g., mountains, deserts, seas.
3. Ask students to locate the city, Chang’an (modern-day Xi’an), on the map. Point out that
Chang’an is known as one of the four great ancient capitals of China and is often referred to as
the eastern terminus of the Silk Road. Ask students to locate Antioch (in modern-day Turkey)
and point out that Antioch was one of the westernmost cities along the Silk Road.
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Music Travels the Silk Road | SPICE
4. Ask students to imagine traveling from Chang’an to Antioch. Each student pair should plot the
route(s) that they would take. They should keep the physical geography of the region in mind.
Point out that very few people actually made complete journeys across the Silk Road.
5. Using a projected image of the map on pages 2 and 3 in Calliope: Exploring World History or the
Map of the Silk Road (included in this guide), ask students to share how their plotted routes are
similar to or different from the actual ancient Silk Road routes. Ask the following question: What
are some of the physical challenges along the Silk Road? (mountains, deserts, long distances, climate)
6. Using the legend on the map on pages 2 and 3, have students calculate the approximate distances
(in miles) of each of the routes, roads, and highway.
7. There are suggested research project topics below. Assign one research topic to each student pair
or ideally, have each student pair choose its own research topic. The following “thinking skills”
should be reinforced in this activity. Suggest a research project length (i.e., number of pages) to
the students. Encourage students to include images in their research projects.
•
•
•
•
•
•
•
getting information
organizing information
looking for patterns
interpreting information
applying information
synthesizing information
supporting a position
Possible research topics:
• Physical geographic features of the Silk Road
• Cultural and economic exchanges along the Silk Road
• Diversity of culture and people along the Silk Road
• The Han Dynasty in Silk Road history
• The Tang Dynasty in Silk Road history
• The Mongol-ruled period in Silk Road history
Optional Activities
• Have students research and develop tri-fold travel brochures for some of the key cities along the
Silk Road, e.g., Chang’an, Dunhuang, Turfan, Urumqi, Kucha, Samarkand, Bukhara, Tashkent,
Carrhae, Antioch.
•
Have students research and write short essays on Confucius, who is quoted in this article, “Along
the Silk Road.”
“Music produces a type of pleasure without which human nature cannot exist”—Confucius,
Chinese philosopher and teacher, 551–479 BCE.
•
Have each student develop a research paper on a significant city along the Silk Road of his or her
choosing. In their papers, students should investigate the geography, music, arts, history, food,
traditions, and language of the city.
•
Have students research a section of the Silk Road and examine the features of that section,
including possible challenges for would-be travelers.
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9
Handout: A Road with Many Routes
Directions: After reading “A Road with Many Routes,” write responses to the
following.
10
1.
What is the Silk Road?
2.
What is the significance of the title, “A Road with Many Routes,” of this article?
3.
Describe the significance of the Silk Road to cultural exchange and trade.
4.
How did physical geography influence the creation of the Silk Road routes?
Music Travels the Silk Road | SPICE
5.
Describe travel along the Silk Road.
6.
What led to the decline of the Silk Road?
Music Travels the Silk Road | SPICE
11
Physical Map of Asia
12
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Map of the Silk Road
Music Travels the Silk Road | SPICE
13
Activity Two: “The Legend of the Horse-Head Fiddle”
Thematic Strands
• Culture
• People, Places, and Environments
• Music: Making Connections
• Theater: Making Connections
• Dance: Making Connections
Objectives
Students will:
• learn about legends;
• learn about similes;
• practice sequencing skills;
• make social, cultural, and historical connections through music;
• engage each other in a theater performance;
• write legends; and
• create children’s books.
Materials
“The Legend of the Horse-Head Fiddle,” Calliope: Exploring World History, pp. 4–5
Political Map of Asia (included with activity)
Handout, Sequencing and The Legend of the Horse-Head Fiddle (included with activity)
“Where Music & Animals Meet,” Calliope: Exploring World History, pp. 28–31
“Caring for the Instruments,” Calliope: Exploring World History, pp. 36–38
“Build Your Own Silk Road Instruments,” Calliope: Exploring World History, pp. 34–35, 39–41
Bash the Trash website <http://www.bashthetrash.com>
“The Pipa-Playing Dancer,” Calliope: Exploring World History, p. 19
Friends of Dunhuang website <http://friendsofdunhuang.org/>
Procedures
1. Ask students to define “legend” (a story about mythical or supernatural beings or events). Ask
students for examples of legends from the United States and other countries of the world, e.g.,
Paul Bunyan (lumberjack of U.S. folklore); Pele (Hawaiian goddess of a volcano). Mention to
students that they will be learning about a legend, “The Legend of the Horse-Head Fiddle,” from
China.
2. Point out that the setting of “The Legend of the Horse-Head Fiddle,” pp. 4–5, is the country of
Mongolia. Show students where Mongolia is located on the Political Map of Asia.
3. Point out that “The Legend of the Horse-Head Fiddle” includes similes. Ask students to define
“simile” (a figure of speech comparing two unlike things, often using the words “like” or “as”). Ask
students for examples of similes.
4. Read “The Legend of the Horse-Head Fiddle” aloud (or have students in pairs read the legend).
After reading “The Legend of the Horse-Head Fiddle,” ask the following questions:
14
Music Travels the Silk Road | SPICE
•
•
•
•
•
•
•
•
•
•
•
•
•
What are some examples of similes in the story? (a colt as white as snow; a stallion that
could run like the wind)
How did the boy care for his grandmother? (by herding sheep)
What kind of animal did the boy find by a bush? (colt)
What types of activities did the growing boy and horse enjoy? (The boy enjoyed racing the
horse across the steppes and the horse enjoyed listening to the boy sing.)
Why was the great horserace significant? (The chieftain, who announced the horserace,
promised his daughter in marriage to the winner.)
Why didn’t the chieftain honor his promise to the boy who had won the race? (The
chieftain didn’t like the fact that a lowly herdsman had won the race.)
What happened after the chieftain demanded the horse for himself? (Upon mounting the
horse, the chieftain was thrown to the ground.)
How was the horse punished? (The horse was chained to several posts.)
What happened after the horse broke free? (The chieftain ordered his archers to shoot the
horse.)
What emotions did the boy experience after hearing the horse neigh? (He was initially
overjoyed upon hearing the horse’s neigh but saddened when he saw it dying.)
What kind of dream did the boy have? (The horse asked the boy to make an instrument out
of its body.)
What is the name of the instrument that was created from this legend? (horse-head fiddle)
What are some important morals or themes from this legend? (Answers will vary.)
5. Choose one of the following three activities:
(1) Divide the class into small groups of 3–4 students. Ask each group to write a legend
about a traditional Silk Road musical instrument. Encourage the students to reference
the article, “Where Music & Animals Meet,” pp. 28–31, which includes other examples
of instruments with animal imagery. In addition, students may want to creatively
integrate information from the article, “Caring for the Instruments,” pp. 36–38. The
latter part of the article mentions how some musicians who consider their instruments to
be a “living thing,” something with “life and spirit.” Have each group develop a children’s
book (with illustrations) based on the legend. Encourage the use of similes.
(2) Engage students in a theater performance of “The Legend of the Horse-Head Fiddle.”
Encourage the students to reference the article, “Where Music & Animals Meet,” pp. 28–31,
which includes other examples of instruments with animal imagery. In addition, students
may want to creatively integrate information from the article, “Caring for the
Instruments,” pp. 36–38, into their performance. The latter part of the article mentions
how some musicians who consider their instruments to be a “living thing,” something
with “life and spirit.”
(3) Divide the class into small groups of 3–4 students. Ask each group to develop a song
(with instruments or a cappella) about a traditional Silk Road musical instrument.
Encourage the students to reference the article, “Where Music & Animals Meet,” pp. 28–31,
which includes other examples of instruments with animal imagery. In addition, students
may want to creatively integrate information from the article, “Caring for the
Instruments,” pp. 36–38, into their song. The latter part of the article mentions how
some musicians who consider their instruments to be a “living thing,” something with
“life and spirit.” Have students perform their songs for the class.
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15
Optional Activities
16
•
As a follow-up activity, students may want to build their own Silk Road instruments, using the
directions on pages 34–35 and 39–41. They may want to include animal imagery on their
instruments. Inform students that Bash the Trash Environmental Arts is a group of artists and
educators who teach environmental awareness through the arts. Bash the Trash Environmental
Arts builds and performs with instruments made from trash, creates artwork from recycled and
reused materials, and provides performances, residencies and other events. See
<http://www.bashthetrash.com> for more information.
•
Using the Handout, Sequencing and The Legend of the Horse-Head Fiddle (included with this
activity), have students sequence the events of the legend in the proper order.
•
Have students read “The Pipa-Playing Dancer,” p. 19. This modern Silk Road tale could also
serve as the basis for a children’s book. Students could also research the city, Dunhuang, which is
located near the historic junction of the northern and southern Silk Roads. See
<http://friendsofdunhuang.org/> for more information.
•
Have students perform “The Legend of the Horse-Head Fiddle” through pantomime with
narration.
•
Have students research another legend from along the Silk Road and ask them to compare and
contrast it with “The Legend of the Horse-Head Fiddle” in various aspects (characters, animals,
plants, settings, similes/figures of speech, morals/themes/values, etc.).
•
Have students do independent research into a Silk Road culture’s theater tradition. This might
include puppetry, musical accompaniment, storytelling, or other theater-related arts.
Music Travels the Silk Road | SPICE
Political Map of Asia
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17
Handout: Sequencing and The Legend of
the Horse-Head Fiddle
Instructions for Teachers: Make copies for student pairs. Cut out the following
events along the dotted lines and mix up the event strips. After students have read “The
Legend of the Horse-Head Fiddle,” distribute one set of events to each student pair.
Have student pairs arrange the events in the order in which they took place.
-------------------------------------------------------------------------------------------------------Long, long ago in Mongolia, there was a boy who lived with his grandmother and
cared for her by herding sheep. A tall, well-built youth with a good and honest heart,
he loved to sing and play simple homemade instruments.
-------------------------------------------------------------------------------------------------------One day, when the boy was out on the steppes (grasslands) tending to sheep, he heard
a cry—a soft neigh. By a bush, he found a young colt, white as snow, without its
mother. The boy put a rope around its neck and led it home. In the years that
followed, he fed and cared for the animal until it grew into a fine stallion that could
run like the wind. The boy grew, too, and when his work was done, he liked nothing
more than to mount his horse and race across the steppes. The horse took much
pleasure in listening to the boy sing and play, and the two were best friends.
-------------------------------------------------------------------------------------------------------Then came some exciting news. The chieftain of a large, important clan announced a
great horserace. He promised to give his beautiful daughter in marriage to the winner.
When the boy’s friends urged him to compete, he agreed and rode off on his handsome
white horse.
-------------------------------------------------------------------------------------------------------Race day came, and the boy and his horse proved to be the fleetest. But, when the boy
went to claim his bride, the chieftain, angered that a lowly herdsman had won the race,
refused to honor his promise.
-------------------------------------------------------------------------------------------------------The boy was given a few coins and thrown out of the camp—without his horse.
Determined to have such a magnificent steed for himself, the chieftain had it brought
to him. When he mounted it, however, the horse reared and kicked with such force
that it threw him to the ground. Angry and humiliated, the chieftain ordered the horse
chained to several posts so that it could hardly move.
-------------------------------------------------------------------------------------------------------Determined to escape such a master, the horse kicked and reared until it broke free of
the chains. Immediately, it galloped toward home. Furious, the chieftain ordered his
archers to mount their own steeds and shoot the horse. Although many arrows hit
their target, the white stallion bravely dashed on and outran its captors.
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That night, as the boy lay on the mat in this yurt (felt tent), he heard a moaning neigh
outside. With a cry of joy, he bolted from the yurt. But joy soon turned to sorrow
when he saw his horse lying on the ground, the light of life fading from its eyes.
-------------------------------------------------------------------------------------------------------Overwhelmed by grief, the boy could barely move. But, as he slept fitfully the next
night, his horse appeared to him in a dream. Strong and whole, the horse told the boy:
Make an instrument out of my body. Use my skin to cover the base of the instrument.
Use my sinews to make two strings to bow, and carve my head out of wood at the top
of the fiddle. I will be with you always as you play and sing, and the music you make
will fill people’s hearts with joy.
-------------------------------------------------------------------------------------------------------The boy did as he was told. Sure enough, a wonderful instrument was born, one that
continues to make people happy even today.
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19
Activity Three: “Meet Yo-Yo Ma”
Thematic Strands
• Culture
• Individual Development and Identity
• Global Connections
• Music: Making Connections
• Art: Making Connections
Objectives
Students will:
• learn about one of the world’s greatest musicians, Yo-Yo Ma;
• learn about the Silk Road Ensemble;
• examine quotes from Yo-Yo Ma, other notable people, and newspapers;
• consider connections between music and other subject areas;
• make social, cultural, and historical connections through music and art;
• locate specific countries in the world; and
• consider how important people in our lives help to shape our identities and interests.
Materials
“Meet Yo-Yo Ma,” Calliope: Exploring World History, pp. 12–14
Handout 1, Quotes by Yo-Yo Ma, Other Notable People, and Newspapers (included with activity)
Handout 2, Learning from The Silk Road Project Website (included with activity)
Procedures
1. Point out to students that Yo-Yo Ma is one of the world’s greatest musicians and is widely
regarded as the world’s greatest living cellist. In 1998, he founded The Silk Road Project and
serves as its artistic director. Before having students read “Meet Yo-Yo Ma,” ask them to consider
these questions:
• How are our identities and interests shaped by important people in our lives?
• How are our interests in a specific subject (for example in sports, art, music, mathematics)
connected to other subjects?
• How has music influenced your lives?
• Can you imagine a world without music?
• What is globalization? (process of increasing the connectivity and interdependence of the world)
• What are some examples of music from different cultures?
2. Have student pairs read “Meet Yo-Yo Ma” pp. 12–14. Discuss the questions above with the class.
3. Distribute copies of Quotes by Yo-Yo Ma, Other Notable People, and Newspapers, to each student
pair. These quotes were taken from The Silk Road Project website,
<http://www.silkroadproject.org/>. Have students read the quotes. Ask student pairs to choose
one of the quotes or a quote from “Meet Yo-Yo Ma” and choose one of the suggested activities
listed at the top of Handout 1, Quotes by Yo-Yo Ma, Other Notable People, and Newspapers.
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Optional Activities
• During another class period or for homework, you many want to have students visit The Silk
Road Project website, <http://www.silkroadproject.org>, and choose one of the activities on
Handout 2, Learning from The Silk Road Project Website.
•
To further introduce students to Yo-Yo Ma, have them visit the Yo-Yo Ma website,
<http://www.yo-yoma.com>.
•
Yo-Yo Ma has referred to the Silk Road as the “internet of antiquity.” Have students consider the
benefits of the Silk Road and compare it with the benefits of today’s globalization. How are they
similar and different? Are there disadvantages? In what ways does today’s internet act
similarly/differently from yesterday’s Silk Road?
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Handout 1: Quotes by Yo-Yo Ma,
Other Notable People, and Newspapers
Directions: After reading the quotes below, choose one of the following activities.
• Choose one quote and create an artistic image that captures the essence of
the quote.
• Choose one quote and develop a poem that captures the essence of the
quote.
• Choose one quote and develop a legend or short story that highlights the
significance of the quote.
• Choose one quote and write an essay about how the meaning of the quote is
significant in your life or important to your identity.
• Choose several quotes and take photographs that capture the essence of the
quotes.
• Choose one quote and develop lyrics for a song that captures the essence of
the quote.
Quotes by Yo-Yo Ma:
“As we open up to each other, we form a bridge into unfamiliar traditions,
banishing the fear that often accompanies change.”
“This is about acknowledging what is precious to someone, and the gifts that
every culture has given to our world.”
“A thriving cultural engine can help us figure out how groups can peacefully
meld, without sacrificing individuality and identity.”
“Whatever our project contributes will come from understanding music,
people and cultures from the inside.”
“Nothing is totally distinct… If we want to preserve a tradition, the best way
to preserve it is to let it evolve.”
“I have always been more curious about what joins people together than
what separates them.”
“When we broaden our lens on the world, we better understand ourselves,
our own lives and culture.”
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“Every time I open up a newspaper, I am reminded that we live in a world
where we can no longer afford not to know our neighbor.”
“We live in a world of increasing awareness and interdependence, and I
believe that music can act as a magnet to draw people together.”
“Lands that were once considered distant are no longer thought so—we are
all becoming neighbors.”
“These initiatives are about… seeing the world’s multiple perspectives,
stirring the imagination, and getting people to dream.”
“We all feel we’re better musicians as a result of the Silk Road Project. We
were taken to musical areas we didn’t know well, and have widened our own
musical worlds. We have more tools with which to express ourselves. Most
importantly, I feel more human, more connected to others.”
“By listening to and learning from the voices of an authentic musical
tradition, we become increasingly able to advocate for the worlds they
represent.”
“You don’t need a passport or a plane to visit someplace new. Music provides
a shortcut, allowing you to be transported thousands of miles away and back
during the two-hour span of a concert.”
“How do we define our community? Who are we, and how do we fit into
this world?”
Quotes by Other Notable People and Newspapers:
“The immersion in this powerful repertoire leaves us moved and very aware
of how art can create passionate pathways to deep understanding across
cultural and material borders.”—Diana Sorensen, Dean for the Arts and
Humanities, Harvard University
“I feel blessed that the Silk Road produced such a fantastic mix of cultures—
a beautiful gift to humankind.”—Bright Sheng, former advisor, The Silk Road
Project
“We play music with the same feeling and the same heart, so it’s very easy to
cooperate with each other.”—Wu Tong, Silk Road Ensemble musician
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“Yo-Yo Ma has been able to bring the remarkable cultural tradition of the
Silk Road to the forefront of global attention and it has made us understand
how integral the arts have been historically to the evolution of history and of
human development in this region and beyond.”—James D. Wolfensohn,
former President, The World Bank
“When we ask why we find ourselves in such a fractured world, art and
music may be even more important than ever.”—Laura Freid, Executive
Director and CEO, The Silk Road Project
“The arts can contribute to an international dialogue of peace. Our purpose
is to promote these experiences.” —Laura Freid
“Given the contemporary global, political, and commercial environment
post-September 11, 2001, the motivating concepts of multicultural learning,
artistic exchange and international collaborations that inspire the Silk Road
Project are even more compelling today than they were at the Project’s
inception in 1998.”—Laura Freid
“Peace on earth just seems more possible when such positive, creative and
unifying musical expression is given voice.”—Tim Carr, American School in
Japan headmaster
“The question is not whether music will be globalized. The question is on
what terms. The only ethical solution is to put everyone on the same footing,
to give them all the tools they need.”—Theodore Levin, professor, Dartmouth
College; board of directors, The Silk Road Project
“A bold and timely venture to explore the interconnections of Asian, Central
Asian and Western culture along the historic Silk Road.” —The New York
Times
“This is an opulently detailed exposition of a simple but potent idea: that
music is on some level the same everywhere…”—Alex Ross, The New Yorker
“This music leapt across national boundaries in a strange and wonderful
way. We were reminded that multiculturalism has been a reality for many
contemporary musicians for a very long time.”—John Von Rhein, The
Chicago Tribune
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“A cornucopia of musical ideas… featuring instrumental and vocal artists of
almost unimaginable virtuosity.”—The Seattle Times
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Handout 2: Learning from
The Silk Road Project Website
Directions: Visit The Silk Road Project website, <http://www.silkroadproject.org>.
Choose one or more of the following activities.
General
Examine the many quotes on The Silk Road Project website. Write a quote that
captures your thoughts on the Silk Road or the Silk Road Ensemble. Send your quote
to The Silk Road Project. Selected quotes will be posted on The Silk Road Project
website.
Write poems or captions for three or more of the many photographs on The Silk Road
Project website.
Links in Orange Stripe at Top of Website
“Programs”
Many videos can be viewed under Education, Workshops, and Residencies. Select one of
the videos on The Silk Road Project website, and write a short film review, making sure
that it includes the following: a brief summary of the film; your opinion of the film;
your recommendation to other viewers.
Education: Video titles—The Road to Beijing; Storytelling Concert; Passport Launch
Workshops: Video titles—Composition Workshop and Performance in Chicago;
Creating a Life with Music
Residences: Video titles—Residency at the Art Institute of Chicago; Residency at the
Peabody Essex Museum
“Music & Artists”
The Silk Road Ensemble: Locate the home countries of the Silk Road Ensemble
musicians on a world map. Choose two musicians from different countries and
compare and contrast their backgrounds and experiences.
Instruments: Examine the instruments used by the Silk Road Ensemble. Write about
how one or more of the instruments or vocal categories (string instruments, wind
instruments, percussion instruments, vocal traditions) illustrates an interplay between
cultures—both along the historic Silk Road and today.
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Repertoire and Listen to Music: Locate the countries of the commissioned works (under
Repertoire) on a world map. Examine the titles of the music clips by the Silk Road
Ensemble and listen to some of the music clips. Consider how the music supports The
Silk Road Project’s vision, which is to connect the world’s neighborhoods by bringing
together artists and audiences around the globe. Develop lyrics for one of the music
clips.
Watch Video: In the video, “Silk Road Ensemble Performances,” Yo-Yo Ma says the
following: “Tonight I thought we might try another mode of transport just using
images and sound to travel to a lot of different places… As musicians, one of the
things that I think we can do is to create memories. We hope to create wonderful
memories.” Develop an artistic image for this quote or for the following quote by YoYo Ma: “You don’t need a passport or a plane to visit someplace new. Music provides a
shortcut, allowing you to be transported thousands of miles away and back during the
two-hour span of a concert.”
“Education”
The Silk Road: Read about the Silk Road and examine the Silk Road Maps (trading
routes; countries; languages; climate; principal belief systems). You can reference these
maps as you study about the Silk Road.
Activities: Try one of the following activities: (1) Draw a camel. Write about the
significance of camels in the history of the Silk Road. See Calliope: Exploring World
History, p, 5. (2) Create a constellation. Write a legend about a constellation and one or
more of the cultures represented along the Silk Road. You may want to integrate some
of the languages from Say Hello! in your legend.
“News”
Choose one of the following activities:
• “Letters to the editor” are letters sent to a publication about issues of interest
or concern to its readers. Review one of the newsletters and write a letter to
the editor of The Silk Road Project.
• An “editorial or political cartoon” is an illustration containing a political or
social message. Examples can be found in many newspapers and on the
internet. Draw a cartoon that captures the significance or meaning of one of
the newsletter articles. You may want to include a caption.
• A “cartoon strip” is a sequence of drawings that conveys or tells a story.
Examples can be found in many newspapers and on the internet. Draw a
cartoon strip that captures the significance or meaning of one of the
newsletter articles. You may want to include dialog and/or captions in the
cartoon strip.
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“Events”
Past Events: Choose one of the recent Silk Road travels. Examine the “Postcards from
the Road” and read the accompanying narrative. Develop captions for the postcards.
“About Us”
Mission & Vision: The mission and vision of The Silk Road Project are:
Mission—Inspired by the cultural traditions of the historical Silk Road, the Silk Road
Project is a catalyst, promoting innovation and learning through the arts.
Vision—Our vision is to connect the world’s neighborhoods by bringing together
artists and audiences around the globe.
Develop artistic images or a photographic exhibit that captures either the mission or
vision of The Silk Road Project.
Our World Mark: Read about the design filling the “O” in The Silk Road Project logo.
Create your own Silk Road logo using your own knowledge of the Silk Road.
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Activity Four: “Music’s Role on the Road”
Thematic Strands
• Culture
• Time, Continuity, and Change
• People, Places, and Environments
• Global Connections
• Music: Making Connections
Objectives
Students will:
• learn about music’s role on the Silk Road;
• consider the interaction of cultures along the Silk Road;
• learn about traditional instruments that were played along the Silk Road; and
• synthesize information.
Materials
“Music’s Role on the Road,” Calliope: Exploring World History, pp. 6–9
“Master of the Pipa,” Calliope: Exploring World History, pp. 20–21
“Master of the Kamancheh,” Calliope: Exploring World History, pp. 24–25
“Master of the Tabla,” Calliope: Exploring World History, pp. 26–27
“Master of the Sheng,” Calliope: Exploring World History, pp. 32–33
The Silk Road Project website <http://www.silkroadproject.org>
Procedures
1. Point out that music is an excellent way to study about the historical and cultural interaction
along the Silk Road. Mention that students in small groups of 3–4 students will first read an
article called “Music’s Role on the Road,” pp. 6–9, and synthesize information from the article
into key statements. Each group will then learn about a musician who plays one of four
traditional instruments (pipa, kamancheh, tabla, sheng) along the Silk Road.
2. Divide the class into small groups of 3–4 students. Have them read “Music’s Role on the Road”
and synthesize the information from the article into key statements. You may want to use a jigsaw
approach to synthesize the information from the article—that is, assign each group to develop a
key statement for one or two paragraphs. After students have completed this task, have student
representatives from each group share its key statements. Write these on the board. Some key
statements are listed below.
• The story of music on the Silk Road is largely one of interaction between two cultures: a
nomadic way of life and a sedentary or settled way of life.
• Nomadic and sedentary cultures have always relied on each other for trade and the
exchange of knowledge.
• Many of the instruments that traveled along the Silk Road westward to Europe also
traveled eastward.
• Some instruments have long histories with nomadic peoples and many have inspired the
development of other instruments.
• Some instruments of nomadic peoples are closely linked to spirit worship and shamanism.
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•
•
•
•
•
•
Music of nomadic peoples can tells stories and link people to history and to important
spiritual forces.
One of the most interesting aspects of nomadic music is its rhythm, which is closely
linked to the nomad’s world of sound.
In sedentary cultures, rhythmic drumming is a highly developed art and a central aspect
of this form of musical performance is the use of voices to embellish words and texts.
Embellishment has been called calligraphy in sound.
Religion has helped to shape musical life along the Silk Road.
Much of the music along the Silk Road is the result of the intermingling of various faiths
or worldviews.
The boundaries between the sacred and the secular, or worldly, that are clearly seen in
Western music are not so obvious in the traditional cultures along the Silk Road.
3. Assign each group one of the following articles: “Master of the Pipa,” “Master of the
Kamancheh,” “Master of the Tabla,” “Master of the Sheng.” Additional information about these
musicians and instruments can be found on The Silk Road website,
<http://www.silkroadproject.org>. Students should consider how information in the articles and
from the website supports (or does not support) one or more of the key statements. This can be
summarized into a short essay by each group.
4. Ask students (in pairs) to develop interview questions for each other. The interview questions
should solicit information about students’ backgrounds or family histories; special talents or
interests (and training or practice associated with these talents or interests); the significance of
music in their lives; and international connections. The interview questions and responses should
be written down on two sheets of paper and enhanced with graphics or photographs. Each
interview should be titled “Meet _________” (insert student’s name). These can be posted in
your classroom or compiled as a class book.
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Activity Five: “Bringing Silk Road Music to Japan”
Thematic Strands
• Culture
• People, Places, and Environments
• Global Connections
• Music: Making Connections
• Art: Making Connections
Objectives
Students will:
• consider something they have introduced to another culture;
• learn about traditional Japanese poetry;
• make social, cultural, and historical connections through art;
• learn about diasporas and homelands; and
• develop poems.
Materials
“Bringing Silk Road Music to Japan,” Calliope: Exploring World History, pp. 42–44
Political Map of Asia (from activity two)
Procedures
1. Locate Japan on the Political Map of Asia. Point out to students that Japan comprises over 3,000
islands. The four main islands are Honshu, Hokkaido, Shikoku, and Kyushu. Mention that the
article, “Bringing Silk Road Music to Japan,” pp. 42–44, is about Silk Road Ensemble musician
Ko Umezaki’s visit to Minamata city, Kumamoto Prefecture, which is located on the main island
of Kyushu.
2. Point out that Ko is part of the Japanese diaspora. He currently lives in New York and Montreal.
“Diaspora” refers to the spread of people beyond their original homeland. Ko’s ancestral homeland
is Japan. “Homelands” refer to one’s place of birth or the birthplace of one’s ancestors. Ask students
if they are aware of their homelands. Point out that one can have one, two, or more homelands.
3. Have students in pairs read “Bringing Silk Road Music to Japan.” Ask them to consider the
following while reading the article.
• What glimpses into history can we gain from this article? (use of shakuhachi by Buddhist
priests from the 17th century; atomic bombing of Nagasaki city, also located in Kumamoto
Prefecture)
• What types of cultural experiences did the Silk Road Ensemble musicians experience in
Kumamoto? (performing at a temple that was built around 1600; staying at a Japanese
home; examining a book of poetry; visiting a bamboo grove)
• What are some examples of global connections in this article? (World War II; World Expo;
Ko and two other Silk Road Ensemble musicians named Siamak, who live in Tehran, Iran,
made a recording in Japan; the book of poetry included poetry by a Chinese citizen living in
Japan and also Persian poetry)
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•
•
Describe an intercultural experience that you have had. The experience does not have to
be one of traveling to a foreign country. (Responses will vary.)
Describe an experience of introducing someone to your own cultural background or to a
culture that is familiar to you. (Responses will vary.)
4. As mentioned in the article, Ko’s uncle shared a book of poetry with the Silk Road Ensemble
musicians and also shared daily entries of traditional Japanese poetry in the local newspaper.
Mention that two very popular forms of traditional Japanese poetry are haiku and tanka. Haiku
poems consist of 17 syllables arranged in groups of 5, 7, and 5 syllables. Tanka poems are
structured in 31 syllables arranged in groups of 5, 7, 5, 7, and 7 syllables. One of the most famous
haiku poets in Japan is Matsuo Basho who lived in the 17th century. One of his most famous
haiku is the following.
furuike ya (old pond)
kawazu tobikomu (a frog jumps)
mizu no oto (the sound of water)
5. Have students write haiku or tanka based on their responses to intercultural experiences they have
had. You may want to have the students include illustrations with their poetry as well.
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Activity Six: “A Musical Journey”
Thematic Strands
• Culture
• Time, Continuity, and Change
• People, Places, and Environments
• Global Connections
• Music: Making Connections
Objectives
Students will:
• discuss journeys;
• learn about the significance of music to the history of the Silk Road;
• learn about the cultural interaction along the Silk Road; and
• design postage stamps.
Materials
“A Musical Journey,” Calliope: Exploring World History, pp. 48–49
“Then and Now,” Calliope: Exploring World History, back page
“The Pipa Makes the Journey,” Calliope: Exploring World History, pp. 15–18
Chart, The Pipa Makes the Journey (included with activity)
Procedures
1. Have students discuss different types of journeys. These can be physical journeys (trips,
vacations), spiritual journeys, imaginary journeys, etc. Have students share some journeys that
they have taken. Point out that they will be reading an article called “A Musical Journey,” pp. 48–
49, which describes musical experiences along the Silk Road.
2. Have student pairs read “A Musical Journey” and discuss the following questions. A few examples
are included in parentheses. There are many other examples.
• What types of activities took place in meeting places (like Kucha) along the Silk Road?
(people visiting markets, people dancing or playing music, storytelling)
• What are some examples of different cultures interacting? (Kuchean music and dance
developed from the union of visitors’ diverse styles)
• What types of entertainment took place in meeting places like Kucha? (music, dance,
puppet shows)
• What is the significance between music and animals in the history of the Silk Road?
(songs were developed for useful tasks like gathering sheep)
3. After students have had time to discuss the questions, ask students to think about their response
to one of the four questions. Instruct each student pair to design (on a large sheet of paper) a
postage stamp that illustrates their response. Ask students to look at the postage stamp on page
15 of the article “The Pipa Makes the Journey” as an example.
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4. During another class period, have students examine the ceramic figurine and photograph on the
back page of Calliope: Exploring World History. The following are suggested activities.
• Have students create a dialog between the musicians on the camel and those in the
photograph.
•
•
•
•
•
•
Have students create a figurine (out of clay) that represents or symbolizes an “old”
depiction of something important in their lives.
Have students create “Then and Now” posters that illustrate continuity and change in
something culturally significant in their lives.
Have students develop lyrics for a song called “Then and Now.”
Have students choreograph a dance called “Then and Now.”
Have students write short stories about the musicians on the camel and their travels
along the Silk Road.
Have students research the significance of camels along the Silk Road. Information about
Bactrian Camels can be found on page 5 of Calliope: Exploring World History.
Optional Activity
•
34
Assign “The Pipa Makes the Journey,” pp. 15–18, for homework. Ask students to fill out
the Chart, The Pipa Makes the Journey, included with this activity.
Music Travels the Silk Road | SPICE
Chart: The Pipa Makes the Journey
Directions: As you read this article, fill in the following chart. It is not necessary to fill
in every box under each of the four columns.
Features of the Pipa
Origins of the Pipa
(including how the
pipa is played)
(including cultural
influences on
the pipa)
Types of Pipa
Instruments
Similar to the Pipa
Other important information
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Activity Seven: “5 Awe-Inspiring Chinese Sites Along
the Silk Road” and “A ‘Musical’ Word Search”
Thematic Strands
These activities can be used to cover all ten thematic strands for social studies and the “Making Connections”
strand for the “Blueprint for Teaching and Learning in the Arts.” These activities are recommended as
concluding activities to the study of the Silk Road and can be used as an assessment of students’ learning as
well.
Objectives
Students will:
• learn key facts about the Silk Road;
• summarize key information about the Silk Road;
• make social, cultural, and historical connections through music and art;
• consider how geography, history, culture, and people of the Silk Road are interconnected; and
• work collaboratively in small groups.
Materials
“5 Awe-Inspiring Chinese Sites Along the Silk Road,” Calliope: Exploring World History, p. 1
posterboard (one per small group)
“A ‘Musical’ Word Search,” Calliope: Exploring World History, p. 45
The Silk Road Project website <http://www.silkroadproject.org>
Procedures
1. Divide the class into small groups of 3–4 students.
2. Using the format of the “5 Awe-Inspiring Chinese Sites Along the Silk Road,” p. 1, have each
group create five other “awe-inspiring” facts about the Silk Road based on the articles in Calliope:
Exploring World History and The Silk Road Project website. The facts should focus on geography,
history, culture, and people of the Silk Road. Have students put these facts on a sheet of paper.
3. Instruct each group to create an “Along the Silk Road” poster based on its facts. Importantly,
students should show how at least two or more of their facts are interconnected. Have each group
share its poster with the rest of the class and explain why these facts were chosen.
4. Using “A ‘Musical’ Word Search,” p. 45, as a model, have students in small groups create their
own word searches. Assign each group one of the following categories: geography of the Silk
Road, economics and the Silk Road, people and the Silk Road, and key events in the history of
the Silk Road. Have each group identify words related to its category in Calliope: Exploring World
History or The Silk Road Project website. Alternatively, have students create crossword puzzles
instead of word searches.
5. Allow students a class period to develop their word searches. Like the word search for “A ‘Musical’
Word Search,” students should list the hidden words on the bottom of the page. On a subsequent
class period, have each group switch its word search with another group.
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Optional Activities: Ask students to write a paper on one of the following topics:
•
•
•
•
The parallels between the work of the composer and the visual artist
Students’ personal connections with a variety of musical styles
The ways in which different musical styles and genres evoke ranges of responses
How the arts reflect artists’ emotions, ideas, imagination, and historical context
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