That's all folk!
Students will explore folk music and its relation to the history. Each country has unique folk traditions. Often folk is used to elaborate on events taking place at the time that the song was created. Therefore, folk music can be used to study history and better understand human experience. In this project students will explore global folk music and its role in recording and interpreting history. They will compare folk traditions around the world noting similarities and differences. Finally they will explore the unique role of folk music as a global historic heritage.
What role does music play in recording and interpreting history?
How are global music traditions similar and different?
How does folk music depict human experience?
What role will folk music play in the future?
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others.3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations
The student understands music in relation to culture and
The student listens to, analyzes, and describes music.
The student understands the relationship between music,
the other arts, and disciplines outside the arts.
The student understands the relationship between music
and the world beyond the school setting. (MU.E.2.2)
The student understands historical chronology and the
historical perspective. (SS.A.1.2)
The student will select a topic for inquiry, formulate a search plan, and apply evaluative criteria to select and use appropriate resources; LA.126.96.36.199
The student will read and record information systematically, evaluating the validity and reliability of information in text by examining several sources of information; LA.188.8.131.52
The student will write an informational report that includes a focused topic, appropriate facts, relevant details, a logical sequence, and a concluding statement; LA.184.108.40.206
The student will record basic bibliographic data and present quotes using ethical practices (e.g., avoids plagiarism). LA.220.127.116.11
The student will use a variety of reliable media sources to gather information effectively and to transmit information to specific audiences.LA.18.104.22.168
The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes LA.22.214.171.124
NeeshiLincoln Academy, FL, United States
GraceLincoln Academy, FL, United States
AlexisLincoln Academy, FL, United States
AubrieLincoln Academy, FL, United States
AlexLincoln Academy, FL, United States
CourtneyLincoln Academy, FL, United States
12 & under
Mijana LockardLincoln Academy, FL, United States
Arts & Entertainment > Music > Music History
Our team got interested in this topic in the music class. In the beginning we wanted to do the global folk and looked for members from around the worl. We found one from Australia but he did do any work because he was so new to Thinkquest he had troubles just loggin in. So, he dropped out. This was very difficult because we had to change the way we wanted to do our project. We recruited Courtney to help us because we were running out of time. A big challenge was lack of time. We did most of our project outside school. This made it hard because we have lot of homework and other activities. Also, some of us did not have computer access on weekends or at home. So, we had to really pitch in for each other. We worked well together because we had a goal. We divided our research areas. We also brainstormed ideas for surveys, pictures and interviews. When we could not make decisons we voted and dicsussed so that everyone's opinion is heard. We also knew each other strenghts. For example Neeshi can draw really well and Aubrey is great in music. Alexis was very organized, Grace knew how to edit audio and video. Lexie gets a lot of work done because she has access at home. And Courtney is a very fast worker. So we used each other strengths to make the project the best we can. We learned a lot about technology, folk music and team work. We learned that as a team we can accomplish a lot. e relied on each other and supported each other. We also learned about a subject that is not taught in our academics. This project took a long time and lots of effort, but it was worth it because now we know what we can accomplish when we put our minds to it.
Our project started as two country project. When our foreign member dropped out we were very concerned because we did not really understand how diverse our team was. We started discussing and realized that although we are from the same country and school, we are very different. America is a land of immigrants. Our team is a living proof. Our coach is from Croatia and has been living in the USA since college. She was able to explain to us about unique traditions of Croatian folk music. Grace's grandmothers are from Brazil and Colombia and introduced us to South American music. Aubrey's grandmother is from Puerto Rico and helped us learn about instruments and music of that country. Neeshi's parents are from India and her family listens to and makes sure their kids know about Inidan traditions. Alexis is African American whic is a culture with a strong tradition of folk music that has been very important in their fight for equality and rights. In addition to our heritage, we also looked at different resources that make our site more diverse. We interviewed people who are first generation immigrants from many different countries including Cuba, Poland, Germany, China, Japan, Jamaica and England. We also listened to many original folk songs from all over the world to understand different sounds and instruments used. We also used Thinkquest projects to survey people from all over the world about folk music in their countries. Our cultural differences and resources from different countries helped us understand how folk music is alike and different around the world. It also helped us appreciate music of different countries and made us determined to help preserve this beautiful heritage of our world.