7. Prereading assignments if any (study questions, journal writing, observations; often it is useful to you if questions are presented in the form you can duplicate for students).
Tonality Major/ minor/ uses both
Instrument piano/ clarinet/ saxophone/ flute/ voice/ other
Kind of Song a slow singing kind of melody/ a fast technique piece/ waltz/ a march/ a song about something/ interesting sound combinations/ dance
Register mostly high notes/ mostly low/ middle/ mixes the registers/ uses them all
Direction of melody upward/ downward/ both
Phrases long/ short/ both long and short
Dynamics loud/ soft/ getting louder/ getting softer
Texture simple melody/ melody with harmony
Articulation, special effects
slur/ staccato/ tenuto/ accent
Tempo fast/ slow/ moderate/ fast/ very fast/ changes tempo
Duration of tones long sounds/ short sounds/ long and short/ rests
Meter moves in 2’s /in 3’s / mixed meter changing 2/4 to 3/4 for example/ compound meter 6/8/ a more uncommon meter such as 5/4
Beat steady throughout/ getting faster/ getting slower/ stop and hold places
Phrases some ways of creating climax
- rise in the pitch
- fall in the pitch
- texture change
- tempo change
- change in rhythmic note values
- dynamic change
Sequential repetition much sequence/ no sequence
Classroom activities (use of small groups, discussion questions if different from study questions, debates, etc.); outside activities-films, museum visits etc.
Speakers through the International Relations Council will present on cultural assimilation.
Film: Gaijin: A Brazilian Odessey
Writing assignments, examinations questions (possibly in form to use to hand out to students).
A. PowerPoint Presentation:
· Japanese Diaspora to South America
· “Virtual field trip” to web sites listed on hand-outs and in PowerPoint presentation
· Analyse Renga work from Octavio Paz: “Renga, A Chain of Poems
C. Essay / Research Paper Topics
· The student may choose a cultural aspect of Japanese influence in Latin America. Paper:
Culture of a County: Compare and Contrast research paper. The students will be provided a list of artists, music/instruments, religions, festivals, and dances. From this list, they will be required to compare/contrast 2 in each category, i.e. compare/contrast 2 artist, 2 festivals, etc. using information such as the country of origin, history (indigenous/African/Asian influence), major works, evolution, etc. 5- 6 pages; double space, MLA citations.
Short bibliography for instructors interested in this topic; works you used.
In addition to the Internet links specified above (section 6), the following may be useful in researching the Japanese influence in Latin America:
(The following are articles regarding the Life of Paulo Mitsuo Takahashi)
Shimbun, Asahi “THIS IS THE FIRST INSTALLMENT OF A SERIES CENTERING ON THE BODY.” Copyright 2002 Financial Times Information, June 15, 2002
HAYASHI, NOZOMU “PAULO FOUND NO PEACE WHEREVER HE WENT” Copyright 2002 Asahi News Service, June 17, 2002 Monday
Shimbun, Asahi “MIGRANTS' DASHED DREAMS TRANSLATE INTO PROFITS FOR JOB AGENCIES” Copyright 2002 Asahi Shimbun Publishing Co, June 18, 2002
Shimbun, Asahi “IN THE END, NEITHER COUNTRY WAS HOME” Copyright 2002 Asahi Shimbun Publishing Co., June 19, 2002
Shimbun, Asahi “BRAZILIAN MOTHER EXPECTS THE WORST AFTER SON LEAVES FOR JAPAN” Copyright 2002 Asahi Shimbun Publishing Co., June 22, 2002
Renga: A Chain of Poems, trans. Charles Tomlinson. N.Y.: George Braziller, 1972 (collaborative poem written with Tomlinson, Jacques Roubaud, & Edoardo Sanguineti).
Yamashita, Karen Tei. Through the Arc of the Rainforest. Coffe House Press, Minneapolis, 1990.
Yamashita, Karen Tei Brazil Maru. Coffee House Press, Minneapolis, 1992.
11. Any other comments.