Indian music in intercultural education – ISME Glasgow

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Whatever we understand and enjoy in human products instantly becomes ours, wherever they might have their origin – Rabindranath Tagore*

During this presentation, musical figures from several distinct traditions were explored in a practice-oriented manner. The figures selected are appealing beyond South Asia where they originated many centuries ago and continue to play a key role in classical and applied music.

Our shared goal was to enable young and old to collaborate in a memorable learning process that blends seemlessly into any chosen subject, academic and otherwise.

The criteria for selecting a particular figure were (1) its flexibility as for combining it with another subject, for instance mathematics, geography or history; (2) its appeal going by prior experience with learners from different age groups; and (3) its scope for variation, movement, visualisation and analysis in accordance with learners’ specific needs and abilities.

Click on the above image to view or download and print a sample lesson for free (PDF with mp3 audio and other links)
View or download this lesson for free (PDF with mp3 audio and other links)

Scope

As part of integrated music education, Indian music enables even complete strangers to share a useful learning process. This calls for a natural and playful approach to melody, rhythm, hand signs and body movement. In this manner we are prepared to include newcomers – children and adults lacking a common language – to instantly participate in music.

Indian music is valued for fostering memory, analytical thinking, concentration, and cooperation among peers. Its basic concepts are exhilarating and liberating whether or not there is scope for studying Indian culture in its own right. This is a boon in circumstances where verbal or written instructions fail to engage learners. Rather than resigning in the face of such formidable challenges, educators are free to experiment and spread solidarity through instant inclusion – the essential joy of “creating” music oneself. This aspect addresses a common fear among learners, namely to be left behind (again!), be it in music or other subjects – a fear that is all too often justified in competitive modern society.

To help educators to overcome such fears, we build lessons around simple figures that bind tunes, rhythms and movements together into a rounded whole. Some of these may appear familiar enough to “break the ice” if needed; and others are so fresh and mind-boggling as to trigger further experimentation among peers in informal settings – anywhere and anytime. For this to happen, we dispense with technical resources of any kind.

Adaptation is the key to rapidly changing learning scenarios wherein cultural stereotyping, a known stumbling block for educators all over the world, must be overcome. This is easily achieved by integrating Indian music into discussions of academic concepts, or by letting its rhythms enrich social and outdoor activities. Such activities are by definition location specific and all-inclusive.

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Educators from Canada, Finland, Germany, Hungary, India, Singapore and Switzerland were among the eleven participants in this one-hour session. They explored a time proven method suited to the needs of a wide range of abilities and learning goals; and this irrespective of participants’ cultural roots.

Date: 28 July 2016 | photos by courtesy of Dr. Tony Makarome, Yong Siew Toh Conservatory Singapore

More information

*Rabindranath Tagore in a letter to C.F. Andrews; quoted by Amartya Sen in The Argumentative Indian: Writings on Indian History, Culture and Identity. London: Penguin, 2005, p. 86.

More on and by Rabindranath Tagore >>

Poems that “salvage unheard voices”: Chaitali Sengupta’s The Crossings reviewed in Muse India

The Crossings | Poetry | Chaitali Sengupta |
Hawakal Publishers (2023) | ISBN: 978-81-963974-6-3 |
Paperback | Pp 119 | Rs 400

The poems map the complex historical, mythical and ideological trajectory of power and powerlessness that is rooted in colonialism, xenophobia and cross-border politics. […]

An immigrant herself, Sengupta’s poetic sensibilities are aligned with the “rights of undocumented migrants” in the Netherlands. In the preface, she talks about her experience of working as a volunteer translator in an organization that worked for the rights of migrants. […]

Conflicts, their ensuing displacement, and loss of moorings can be ravaging, both physically and psychologically. They leave indelible scars. The victims at times don’t have a vocabulary to fall back on while voicing their traumatic experiences. Sengupta’s poems unhinge these fault lines as much as they explore the borders that make and unmake human experiences. […]

The colonial nations may have lapsed into imperial amnesia, but the former colonies cannot. In “Lost Paths”, the speaker fails to “search through the far forgotten time, a home that stood/ next to a river that flew past those verdant fields” as space and time coalesce. […]


Read more about The Crossings by Chaitali Sengupta:
A Powerful Exploration of Migration and Identity

https://www.sundaymorningsattheriver.com/blog/the-crossings-by-chaitali-sengupta-a-powerful-exploration-of-migration-and-identity

Chaitali Sengupta is an accomplished writer and translator, skilled in crafting fiction, poetry, and non-fiction. As a reviewer and journalist, she garnered recognition for her debut collection of prose poems, “Cross Stitched Words,” which earned the ‘Honorable Mention’ award at the New England Book Festival in 2021. Her expertise in translation is evident in her notable work, “Timeless Tales in Translation,” which received the special jury award at the Panorama International Literature Festival in 2023. With three translation books to her name, Chaitali has been a consistent contributor to both online and print media. Her second book, “The Crossings,” delves into poems centred on themes of war, migration, and survival.

Find the book here and Chaitali here.

Raum für Ideen? Zeit zum Spiel! Zum Sinn eines unbefangeneren Umgangs mit der „klassischen“ Musik Indiens

Einleitung zum Beitrag von Ludwig Pesch zur Ouverture Spirituelle der Salzburger Festspiele 2015 organisiert vom Herbert-Batliner Europainstitut

Wollen wir die Musik Indiens nur ihrer “exotischen” Reize wegen genießen? Damit täten wir uns keinen Gefallen! Das Zusammenfließen verschiedener Kulturen Religionen und Philosophien hat die dortigen Musiker zu großen Errungenschaften befähigt. Dabei wird die Integration vielfältiger Einflüsse zu einem gerundeten Ganzen besonders geschätzt. Dies legt den Gedanken eines spielerischen Umgangs mit der Musik nahe. Ein “unbefangener Umgang” soll dabei nicht mit “Leichtfertigkeit” verwechselt werden.

Ein musikalisches “Leiterlispiel” – Design by Arun V.C. (Kerala)

Hermann Hesses Buch Magister Ludi (Das Glasperlenspiel) schildert eine großartige, im Laufe der Jahrhunderte gewachsene Symbiose; ein intuitives wie durchdachtes Zusammenspiel vieler, das die Grenzen von Künsten, Religion und Wissenschaft wenigstens zeitweilig aufzuheben vermag.

Indische Musiker kennen viele ungeschriebene Spielregeln, wodurch beim gemeinsamen Musizieren “innere Partituren” entstehen. Auch ihr Zusammenspiel ist keineswegs flüchtig oder oberflächig, denn sie können ein beliebiges Stück jederzeit präzise wiederholen, bei Bedarf auch in wechselnden Besetzungen. […]

Eine Kombination von Virtuosität, Improvisations- und Rechenkunst stellt die Konzentration von Musikern und Hörern gleichermaßen auf die Probe. Eine Voraussetzung für musikalische Spannungsbögen ist dabei das Maßhalten: die indische Musik beruht teils auf dem “unbewussten Rechnen der Seele”, das wir aus einem berühmten Ausspruch von Leibniz kennen, teils auf perfekt durchkalkulierten Abläufen; und selbstverständlich auch auf der Improvisationskunst der Musiker.

Der Reiz besteht für alle Beteiligten darin, dass man sich zwar auf das “Hier und Jetzt” einlassen muss, zugleich aber auch kombinatorisch mit vorherigen wie zukünftigen Abläufen beschäftigt ist. Dieses Spiel mit dem Zeiterleben bietet Raum für neue Ideen, die an die Errungenschaften der Ahnen anknüpfen statt sie zu verdrängen. Wer dabei gleich an professionelle Darbietungen denkt, wird kaum je die Möglichkeit zum “spielerischen”(sprich “unbefangeneren”) Umgang mit der indischen Musik erwägen. Aber gerade diese Option kann unsere eigene Kultur auf eine zeitgmäße Weise bereichern. Gleichzeitig wird in Indiens Institutionen und Medien seit vielen Generationen recht unbefangen mit den kreativen Möglichkeiten der westlichen Musik “gespielt”. […]

Veröffentlichung | Weitere Artikel und Bücher von Ludwig Pesch: Meine Welt & Worldcat.org >>

Spirituelle Kunst in der indischen Kultur

Uralte Bühnenkunst aus Indien präsentiert die “Ouverture spirituelle”, die dieser Tage die Salzburger Festspiele einleitet […]

Dass das Göttliche selbst in der Kunst in Erscheinung tritt, dass die Menschen Gott in Form von Musik und Tanz erfahren können, ist ein zentraler Grundsatz in den darstellenden Künsten Indiens. Man muss weder Sanskrit beherrschen, noch diese enorm elaborierte Sprache der Blicke, der Mimik und Gestik deuten können, um sie genießen zu können – das versichern alle Künstlerinnen und Künstler, die nun vor Salzburger Publikum auftreten. Die starke Emotionalität, die man in Musik und Tanz spürt, wirkt wie eine Mittlerin zwischen den Kulturen. Bei Alarmél Valli etwa, einer berühmten Vertreterin der klassischen indischen Tanzform Bharatanatyam, wirkt alles vollkommen natürlich, wie die spontanen Gesten und Gesichtsausdrücke, die jemand beim angeregten Kommunizieren macht. Und doch handle es sich gleichzeitig göttliche Ausdrucksformen, meint Valli: “Viele Traditionen sehen den Körper als etwas Unheiliges und Fehlbares an, etwas, aus dem man heraus muss, um in die Ewigkeit zu gelangen. Aber wenn man den Körper als Tempel auffasst, wie wir es in unserem Tanz tun, muss man viel mehr in sich hineinschauen. Dieser Tanz ist heilig und sinnlich zugleich, er ist erotisch, aber auch existentiell – ein freudvolles Gebet, wenn Sie so wollen.” […]

“Ich beschäftige mich viel mit Umweltfragen. Ich würde mich auch als Feministin bezeichnen, auch wenn ich solche Labels nicht mag. Aber es entspricht einfach meiner Lebensweise. Ich habe vor einiger Zeit ein fast 2000 Jahre altes Lied entdeckt. Es handelt von einer kleinen Pflanze, einem Sprössling, und von der Zärtlichkeit gegenüber Lebewesen. Ich war so berührt von dem Text, dass ich ihn aufgeführt habe. Das ist etwas anderes, als auf die Straße zu gehen und zu rufen: Fällt keine Bäume! Es beschreibt vielmehr die enge Verbindung zwischen Mensch und Natur.”

Gesellschaftliche Relevanz der Musik

Die Suche nach einer Ausdrucksform, die der Flötist und Musikwissenschaftler Ludwig Pesch er in der abendländischen Musik nicht finden konnte, ließ ihn in den 1970er Jahren nach Indien reisen. Er studierte karnatische Musik in Madras und legte später ein vielbeachtetes Handbuch über südindische Musik auf. In Salzburg hat er nun über das musikalische Zusammenspiel referiert, das zwischen strenger Regelhaftigkeit und individuellem Ausdruck den Spieltrieb des Menschen beflügelt – und die stark fragmentierte Gesellschaft des Subkontinents zusammenhält.

Ludwig Pesch, der heute in Amsterdam lebt, lehrt an Universitäten, vermittelt indische Musik aber auch im nicht-akademischen Bereich – und da vor allem das unbefangene Spiel. Zudem engagiert er sich in einer Stiftung für indigene Völker Indiens, die Adivasis, die zu den Verlierern der Industrialisierung und Urbanisierung zählen, da sie aus ihren Lebensräumen verdrängt werden.

Musik habe gesellschaftliche Relevanz, ist Pesch überzeugt, da sie die Achtsamkeit stärke und Problembewusstsein schaffe. Und so sind auch etliche Künstlerinnen Teil der weiblichen Protestbewegung, die sich nach den Mordfällen an Frauen in Neu Delhi gebildet hat. Doch an indischen Schulen lege man trotzdem wenig Wert auf humanistische Fächer, sagt die Tänzerin Alarmél Valli. Ein Thema, mit dem Valli auch mit österreichischen Bildungspolitikern trefflich diskutieren könnte.

Quelle: Audio und Text-Transkription: “Spirituelle Kunst in der indischen Kultur”  – Interviews von Sebastian Fleischer © ORF Kulturjournal (22.7.2015)

Zum „Klang des Glücks“ – und jetzt?

Statt Lampenfieber erfasste mich von einem Augenblick zum anderen ein unbeschreibliches Glücksempfinden.

Aus dem Beitrag von Ludwig Pesch zur Reihe
“Mein Indien ….. Mein Deutschland”
Meine Welt (Ausgabe 2, 2008)

 

Über uns >>

Integrated Music Education – Challenges of Teaching and Teacher Training

“Thinking and learning in South Indian Music” by Ludwig Pesch, chapter 4 in: Markus Cslovjecsek, Madeleine Zulauf (eds.)
Integrated Music Education – Challenges of Teaching and Teacher Training
Peter Lang Publishers, Bern, 2018. 418 pp., 29 fig. b/w, 2 tables
MOUSIKÆ PAIDEIA Music and Education/Musik und Bildung/Musique et Pédagogie. Vol. 1 pb. ISBN 978-3-0343-0388-0

Contents & contributors

Starting point. The school’s disciplinary learning scaffold : a challenge for integrated education / Rudolf Künzli ; The intertwining of music, education, and integration / Madeleine Zulauf & Markus Cslovjecsek
Step 1. Approaching integrated music education by exploring distant horizons. Integrating arts performance and education in communities of practice : a Brazilian experience / Joan Russell ; Thinking and learning in South Indian music / Ludwig Pesch ; Making connections : avant-garde visual artists and Varèse / Colleen Richardson
Step 2. Encountering integrated music education: where school meets life. Cooperative learning in music : music education and the psychology of integration / Frits Evelein ; Music/arts/language interdisciplinary intervention : cultural, linguistic, and artistic development in Francophone minority communities / Anne Lowe & Monique Richard ; Promoting spirituality through music in the classroom / Diana Harris
Step 3. Uncovering school models in integrated music education. Interdisciplinarity based on a deep understanding of disciplinarity : benefits for students’ self-development / Dagmar Widorski ; Considering frameworks for integrating music and the arts / Kari Veblen; Cross-curricular approaches in music teaching / Jonathan Barnes
Step 4. Becoming familiar with integrated music education activities in the classroom. Activities which use and unveil cultural artifacts / Smaragda Chrysostomou, Colleen Richardson & Joan Russell ; Activities which explore links between music and one other subject / Markus Cslovjecsek, Ludwig Pesch & Joan Russell ; Activities which develop from the learners’ presence / Anke Böttcher, Frits Evelein & Diana Harris
Step 5. Being invited into the minds of people engaged in integrated music education. Conceptions of integrated music education : models in dialogue / Madeleine Zulauf & Peter Gentinetta ; When teachers meet specialists : retrospect on the symposium ‘Practice and research in integrated music education’ as a form of professional development / Hermann Gelzer & Helmut Messner

Find a library copy on Worldcat.org >>

This book was presented  during the 33rd ISME World Conference for Music Education (isme2018.org) on Wednesday 18 July 2018.

About this book

Schools are generally oriented towards discipline-based programmes and therefore students often accumulate fragmented knowledge, disconnected from real life concerns. The eighteen contributors to this work suggest that music offers a highway to developing a more appropriate integrated education. They present a range of views on Integrated Music Education rooted in various cultural traditions, based on several interdisciplinary models and integrated arts curricula, inspired by psychological concepts and referenced to recent teaching experiments as well as original research.

In this innovative book, the reader is invited to go beyond the dichotomy between ‘education in music’ and ‘education through music’, exploring the opportunities put forward by Integrated Music Education thanks to a constant movement from the theoretical roots through a precise description of teaching activities to the benefits for students in terms of integration of knowledge, personal development, and social and cultural belonging. Lastly, there are some new and interesting ideas for training teachers.

Art: Arun VC (Wayanad, Kerala)
Illustration from
Vaitari: A musical picture book from Kerala
Audio file: Lakshmi and Marma talas combined in an original rendition by Thrikkamburam Krishnan Marar, a hereditary temple musician in Kerala. Recording location: Natanakairali Irinjalakuda; described in the present publication:
Vaitari: Syllable-based rhythm exercise from Kerala by Ludwig Pesch (pp. 290-4), Ch. “Activities Which Explore Links between Music and One Other Subject”
Worldcat lists compiled by Ludwig Pesch

Carnatic (South Indian classical) music 

Rabindranath Tagore: works by and about the influential writer, humanist and social reformer

Indian performing arts

History 

Publications, book chapters and articles by Ludwig Pesch

The music of life – remembering Mahatma Gandhi

“Gandhi is a universal figure. […] He is affirmed and avowed in many parts of the world while Indians might of course forget him or scorn him or defile him as they are doing now.” – Historian Ramachandra Guha in conversation with sociologist Nandini Sundar (The Wire, 21 March 2022) >>

I would go so far as to say that Western music which has made immense strides should also blend with the Indian. Visva-Bharati is conceived as a world university […] I have a suspicion that perhaps there is more of music than warranted by life, or I will put the thought in another way. The music of life is in danger of being lost in the music of the voice. Why not the music of the walk, of the march, of every movement of ours, and of every activity? […] So far as I know, Gurudev [Rabindranath Tagore] stood for all this in his own person.

From a letter to Rathindranath Tagore (dated 22 December 1945), quoted in: The Oxford India Gandhi: Essential Writings. Compiled and edited by Gopalkrishna Gandhi. New Delhi, 2008 (p. 568)

In true music there is no place for communal differences and hostility. True music is created only when life is attuned to a single tune and a single time beat. Music is born only where the strings of the heart are not out of tune.

Mahatma Gandhi – A unique musician” by Namrata Mishra >>

I interpret image-worship in two ways, in one form of image-worship, the person who contemplates the image becomes absorbed in the contemplation of the qualities for which it stands. This is image-worship in its wholesome form – in the other form of it, the person who contemplates the image does not think about the qualities but looks upon the image itself as the primary thing.

Gandhi on image worship in Singing Gandhi’s India, p. 78 

Born on October 2, 1869, the father of the nation is known of his struggles for non-violence, equality and freedom. However, does anyone know how good Gandhi was as a student?

Mahatma Gandhi was born in Porbandar on October 2, 1869 and received primary education in the city. He was not a bright student and used to learn by writing with his finger in the dust. He was neither considered to be very gifted in the classroom nor in the playing field. However, a book ‘Mahatma on the Pitch: Gandhi & Cricket in India’ talks about how his fondness of cricket. – Read more in the Indian Express (9 October 2018) >>

Unveiling of new UN stamps at “Non-violence in Action” (on the occasion of the International Day of Non-Violence)

You must not lose faith in humanity. Humanity is like an ocean; if a few drops of the ocean are dirty, the ocean does not become dirty.” – Mahatma Gandhi quoted by H.E. Mrs. María Fernanda Espinosa Garcés, President of the 73rd Session of the UN General Assembly on the occasion of the International Day of Non-Violence at the United Nations >>

More on and by Rabindranath Tagore >>

Listen to Tagore: Unlocking Cages: Sunil Khilnani tells the story of the Bengali writer and thinker Rabindranath Tagore: https://bbc.in/1KVh4Cf >>
The acclaimed BBC 4 podcast series titled Incarnations: India in 50 Lives has also been published in book form (Allen Lane).

“I was moved by how many of these lives pose challenges to the Indian present,” he writes, “and remind us of future possibilities that are in danger of being closed off.”1

Gopalkrishna Gandhi on misquoting Mahatma Gandhi
(addressing a gathering at Alladi Memorial Trust and the Centre for Human Rights of University of Hyderabad in 2017)

“‘Be the change you want to see, Enough for everyone’s need not anyone’s greed, An eye for an eye will end up making the whole world blind, Western civilization is a good idea’ were not Gandhiji’s words” [and] his style was “nourishing rather than lavish” >>

  1. Sunil Khilnani quoted in a review by William Dalrymple in The Guardian, 14 March 2016[]