Module 4
- Song Title: "Praise of Ghengis Khan"
- Performer: Unknown
- Culture of Origin: Mongolian
- Instrumentation: Voice, Morin Khuur
The topic of authenticity is a complex one when dealing with world music in the music classroom. Many music classrooms have limited resources available and limited time. These two hurdles combined leave it difficult for a teacher to find authentic instruments to use and to find time do adequate research to perfect music techniques found around the world. Koops points out in an article that several music education researchers believe that authenticity in world music is impossible to achieve in the music classroom. The above video of a Mongolian throat singer would prove this suggestion to be true. It would be difficult for a music teacher to master the art of Mongolian throat singing and then to teach the technique to students for a performance. It would be possible, though, for a music teacher to find someone who is familiar with a certain world music technique and have them come in to demonstrate for students. Students would also benefit from watching videos of authentic performances. While authentic performances by students or even teachers might not always be possible, there are certainly ways in which to bring authentic versions of world music performances into the music classroom.
Koops, L.H., (2010). Can't we just change the words? Music Educators Journal. 97(1), 23-28.
As you elude to in your post it is not realistic to expect teachers to create authentic experiences in world music for our students. In the case of Mongolian (Tuvan) throat singing, one would need to start training to sing this way as a youth. The third authentic strategy as described by Koops, deriving understanding of why the music is created and in what context is a realistic approach to teaching world music. Students can engage in the music making of other cultures and gain knowledge from the experience without it being authentic. On another note, I attempted with my band mate to learn tuvan throat singing my first year in college and I think I got three tones!
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