India Music
Speaker: Matthew Rahaim
Email: mrahaim@gmail.com
Matt Rahaim has been studying Hindustani vocal music for nine years. His primary teacher is Vikas Kashalkar of Pune, India. He is currently a doctoral student in ethnomusicology at UC Berkeley and is researching the hand gestures of Hindustani vocalists.

We will begin with a workshop in the classical music of North India. Topics will include time organization, raga, improvisation, and the history of music institutions. We will listen to a few recordings, but for the most part we’ll be making our own music--be ready to sing.

In the second portion of the session, we will consider together three cases in which music has been used to imagine Indian-ness: as an icon of cultural synthesis in the court of Akbar the Great, as an icon of multiple belongings at bhangra dance parties in New York City, and as a forum for imagining the Indian nation in the 20th century.

 

Ali Akbar College of Music in San Rafael is a great local resource for live experiences of Indian music. They encourage field trips and provide free visiting performers for schools.
http://www.aacm.org/

Contacts:
David Yovino, Operations Manager: david@aacm.org
Mary Khan, Managing Director, Library Manager: mary@aacm.org

Phone
During business hours, (11-6pm M-Th; 11-5 Friday PST): 415-454-6264

Artists in the Schools Program
AACM Artists In The Schools program is designed to be an on-going partnership with the schools in which the College fulfills and formalizes its traditional role as cultural ambassador and informant about Hindustani music and the culture(s) from which it was forged, and from which it continues to evolve. The purpose of this program is:

1. To expose school-age children/students to classical North Indian music and culture, especially those who have little opportunity to attend performances or learn about Indian music or culture.
2. To enhance curriculum in schools by making the music accessible, intelligible, and enjoyable to both students, teachers, administrators and parents.
3. To provide AACM students and disciples opportunities to perform and engage with un-initiated, yet interested audiences. To raise AACM students’ level of professionalism. Our students are the next in line to take on the leadership and mission of the College.
   Indian classical music, having evolved from such a rich, varied and ancient culture, and thoughtfully presented has a profound and positive impact on students’ learning. Its potential connection to all curricular areas, be it Social Studies, The Visual and Performing Arts, Language Arts, Science, and Math is almost limitless. Thus the performers and organizer of this program are committed to working with teachers to make sure students’ experience of our Schools Program is woven into the web of their academic life in purposeful, meaningful, and engaging ways.
   

Bagchee, S. (1998). Nad: understanding raga music. Mumbai, Eeshwar.

A good introduction to raag development and differences between vocal styles. Appropriate for music theory or world music classes.

Bakhle, J. (2005). Two men and music: nationalism in the making of an Indian classical tradition. Oxford; New York, Oxford University Press.

A critical history of the invention of a single classical music tradition in North India in the 20th century. Possibly too sophisticated for many high school students, but could fit well into an honors world history course wanting to include cultural studies of nationalism.

Maira, S. (2002). Desis in the house: Indian American youth culture in New York City. Philadelphia, Temple University Press.

An ethnographic study of identity formation via Indian American dance parties. Appropriate for advanced high school social studies classes.

Ruckert, G. (2004). Music in North India: experiencing music, expressing culture. New York, Oxford University Press.

Though there are some mistakes here, this is just about the best starting-from-zero introduction to Hindustani music that one could hope for in a hundred pages. Well-suited for high school students.

Wade, B. C. (1998). Imaging sound: an ethnomusicological study of music, art, and culture in Mughal India. Chicago, University of Chicago Press.

A beautiful and detailed study of the role of music in 16th-17th century Mughal courts using paintings as a primary source. Good for world history classes.

FILMS:

Sant Tukaram (1936) (http://www.upperstall.com/films/santtukaram.html)

Prabhat Film Company
Directed by: V. Damle, S. Fattelal

• (English translation of Tudkaram's lyrics: http://www.tukaram.com/english/english.asp)
• Tukaram's abhanga is set to music by Shrinivas Khale. Lata Mangeshkar: AgA karuNAkarA http://www.sawf.org/audio/todi/lata_abhang.ram (from Connect site: http://www.sawf.org/newedit/edit06262000/)

Baiju Bawra (1952)

Producer: Prakash Pictures
Director: Mehboob
Available on Netflix http://www.netflix.com/

The Music Room (1958)

Directed by: Satyajit Ray
NYTimes reveiw - http://movies2.nytimes.com/gst/movies/movie.html?v_id=103265

WEBSITES

Rajan Parrikar's articles on various raags, with many sound clips
http://www.sawf.org/music/articles.asp?pn=Music

Excellent Lectures on Indian Music by Veena Sahasrabuddhe
http://www.it.iitb.ac.in/~hvs/Veena/semester_series.html

Sangeet Research Academy
http://www.itcsra.org/

• Thinking Musically
• Korean music
  
• Hip hop in Tanzania
• Indian music
• Arab music
• Chinese music

The ORIAS 2005-6 working group will explore the field of ethnomusicology as a resource for internationalizing curriculum. The group is open to educators in all disciplines especially music, history, language and fine arts. We will approach music as an expression of culture and national identity, while at the same time considering ways to actively expose ourselves and our students to unfamiliar musical traditions that provide the "soundtrack" to world history.

• WHERE: 2223 Fulton Street 6th Floor, University of California, Berkeley (contact Michele for building entry code)
• WHEN: 10:00 AM to 1:00 PM
• Materials, coffee and lunch provided.
• Registration required. (Class limited to 25.)
• Working Groups are free and open to all K-14 educators and librarians

ORIAS Working Groups are established to provide professional development support for K-14 teachers with shared interests in international studies. The working groups provide teachers with the opportunity to extend their content knowledge by participating in seminars with University scholars; meeting with colleagues to share resources and experiences; and working independently or collaboratively on classroom materials with ORIAS staff.

Co-sponsored by the Office of Resources for International and Area Studies (ORIAS) and the Bay Area Global Education Program (BAGEP) at the World Affairs Council of Northern California.

For further information contact Michele Delattre at ORIAS: 510-643-0868 or orias@berkeley.edu