Children love traditional music: it's zesty, sweet and salty; the sound is strong and so are the stories. We enjoy our programs in the schools and find they energize our audiences, teachers and students alike.
We focus shows to the individual audience: elementary school; junior high; high school; college; adult education programs; ElderHostel performances.In keeping with the current emphasis on curriculum integration, Mappamundi school performances bring historical and international studies alive. The stories in our songs are fascinating and shed light on cultures different from our own, and we draw comparisons between the unfamiliar and the familiar, making for an accessible presentation..
Our English-language programs feature music of England, Scotland, Ireland, Colonial America, and the music of North Carolina from the seventeenth century to the twentieth century. Sample songs and sound clips.
A relatively recent addition to our offerings is a joint program of French and Spanish songs, so that our programs can be jointly funded from grants by both departments. We also do focused shows on Eastern Europe, Jewish music (Yiddish, Israeli, and/or Sephardic), and general shows covering most of Europe. See our various playlists. Or read about some sample songs.
A high point is telling the audience about the music, its historic and cultural context, answering questions, showing that the music is relevant to their lives -- and fun. Our audiences laugh a lot and learn a lot.
Teachers sometimes present our music in conjunction with social studies units on the British Isles, immigration, early life in N.C., etc. For these shows we can provide advance materials to help teachers prepare students for our presentation.
FORMAT
School performances can begin with demonstrations of the instruments we bring. These range from bowed strings (fiddle, viola, cello, bass), percussion, clarinet, English concertina and Appalachian dulcimer to a range of plectrum instruments (guitar, mandolin, banjo, etc.) and exotica (bandura, rebec, gadulka, domro, bouzouki, small-pipes, wooden flute, etc.).For children inexperienced with a range of acoustic instruments, we often play melodies of songs and dance tunes, first solo to acquaint listeners with the sounds of the instruments, then in combinations.
The most popular part of any program is the question-and-answer period with which we conclude. Talk-show style, we can take microphones out into the audience as the children ask questions about what they have heard.
We always address the question most asked of us: "Why do you play this music?" The answer begins with the obvious joy of making one's own music (as opposed to turning on a radio). This is tremendously important to us, and we encourage the students to try it themselves.We share anecdotes about the way history and music are intertwined; we demonstrate and celebrate an abundant range of rich musical heritage. After initial shyness, the questions abound; we can answer only a fraction of the questions; perhaps teachers can follow up later.
SOME OF OUR SPECIAL PROGRAMS:
- Music of Colonial North Carolina. Many of our settlers came from the British Isles, bringing music with them and then developing a new music of their own. We trace the connections and give a flavor of that early life through song.
- Immigration (or life in the British Isles at the time of emigration)
- Holiday programs. We have a large body of lovely and rarely-heard music for the winter holiday season: Christmas music as early as 12th century, traditional carols of Britain and early America, and Hannukah music from the folk tradition. Similarly, we have developed spring and summer repertoires for May Day (Beltane), etc. Our collection of songs of the supernatural is well suited to Hallowe'en (Samhain). St. Patrick's Day is a natural; also consider St. Andrew's Day (in November) for a Scottish program. The Scots celebrate Robert Burns' birthday in late January; his contributions to Scottish music were immense.
Combining performances with classes and workshops is an excellent way to help audiences understand and get involved in unfamiliar traditions. All the members of Mappamundi are enthusiastic, articulate and experienced teachers:
- Jane is chorus teacher at the Emerson Waldorf High School. She teaches college students and adults at the Duke University Short Courses program, and has given weeklong seminars at Pinewoods Folk Music Camp and the North Carolina Center for the Advancement of Teaching. Jane's bio.
- Ken has taught music theory, ear training, arranging, composition, and improvisation, instrument building and history, across the continent and in Canada and Alaska, at institutions including the Old Town School of Folk Music (Chicago), the University of Manitoba; and the New School for Social Research. He has given many solo workshops for children and adults on living history, music, and instrument building. Ken's bio.
- Jim heads the string program in the music department of the Durham Magnet School. Jim's bio.
- Beth is tenured professor of Slavic languages, literature, and culture at the University of North Carolina at Chapel Hill. Beth's bio.
We are happy to discuss your particular interests.
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Call or write for more information. Jane Peppler 919-383-8952 or 606-2122 5301 Cedronella Drive Chapel Hill NC 27514 or you can email Mappamundi