Draft: this lesson was written with AI help and has not yet been read by a human editor.
1 What your class asks
This lesson asks you to gather information from reliable sources on the background of musicians and to analyse it so as to sharpen your judgements. The museum offers one case: a ninth-century musician whose life reaches us through a much later author. Audience response and contemporary criticism are the work of your class. 1
Curriculum expectations, with their official codes
- B1.4 gather information from reliable sources on the background of music and musicians, audience responses, and music criticism, and analyse and reflect on the information to enhance their critical judgements and ongoing interpretations of music […]
2 Before you start
A thought to carry into the lesson.
3 The lesson
Who tells the story, and when?
For each report in the record, write who told it, how long after the events, and whether a contemporary witness exists. What makes one source more reliable than another?
What is left out of a famous story?
See how the record describes what was left out of the famous portrait and what was added to it. Does criticising a portrait mean that everything in it is false?
Go deeper
Here is Ziryab's story as Maqqari tells it, in the records. At Baghdad the oud of his teacher Ishaq al-Mawsili stands beside his own, and the two compete over singing and the refinement of the instrument 2. He meets Harun al-Rashid, refuses to use the teacher's oud, prefers an instrument made by his own hands, departs westward and finds generous Andalusi patronage 3. The record on Ziryab says the account has him leave amid professional jealousy, and calls it an attributed narrative, not a contemporary proceeding the museum inspected 4. The fifth-string record adds that it gives a broad ninth-century setting and no year, day or court session for the added string 5.
Two views
The fifth-string record sets two readings of the same attribution side by side. The TDV encyclopaedia of Arslan and Erkocoglu phrases priority more categorically, and the record keeps its authors' attribution visible without treating a later encyclopaedia as an independent ancient artefact confirming the claim 6. Dwight Reynolds compares Ibn Hayyan and Maqqari and finds omissions of rivals, of the children's achievements and of multiple voices; the record says this qualifies confidence in the composite portrait and is not an experiment proving the string itself false 7. The museum records both and decides between neither.
How do we know?
The chain is long. The record says Maqqari wrote much later, and that Reynolds's comparison reveals multiple, sometimes contradictory sources behind the Ibn Hayyan material he used 8. The museum has not read Ibn Hayyan's original: its record relies on the scholar's comparison 9. A modern Al Jazeera account adds a plectrum of seven eagle-wing feathers soaked in oil, which the record keeps apart as modern elaboration, not text verified in Maqqari 10. And the photograph shows a much later oud in Cleveland, not one surviving from his court 11.
Think about it
Reynolds finds that Maqqari left out rivals and less flattering anecdotes in a portrait evoking an ideal Andalusi past, yet the record says criticism of the portrait is not proof that every detail is false 7. Take a position and answer the strongest objection to it: should a researcher use Maqqari's story of the red string at all, and if so, in what words?
Into the museum
- Ziryab: who reports what about his life, with the doubts the record keeps beside each report.
- The fifth string: Maqqari's account, the modern elaborations and the photograph of a later oud.
- The Cleveland oud: the late instrument pictured in that record.
Try this
Read the record on Ziryab and the record on the fifth string. Write three questions you would put to any famous musician's biography before trusting it.
4 Carry it further
Where this lesson leads in the museum.
5 Check yourself
Nothing here is marked or sent anywhere. It is for you.
In your own words: what does Ziryab have to do with this lesson?
Compare with the card
A famous life and its sources. The record on Ziryab says that Dwight Reynolds finds Maqqari left out rivals and less flattering anecdotes and made a portrait evoking an ideal Andalusi past; it adds that criticism of the portrait is not a verdict that every detail is false. It also presents Maqqari's story of Ziryab's departure from Baghdad as an attributed narrative, not a contemporary proceeding. Whose account should a researcher weigh, and how?
In your own words: what does Ziryab's reported fifth oud string have to do with this lesson?
Compare with the card
A photograph that is not his oud. The record on Ziryab's reported fifth oud string says Maqqari attributes to him an extra red string on an inherited four-string oud: a refinement, not the invention of the oud itself. It adds that its photograph shows a much later instrument in the Cleveland Museum of Art, not an oud surviving from his court. What may a reader conclude from an account of this kind, and what must stay open?
I can now
Notes
- 1. Ontario Ministry of Education, The Ontario Curriculum: The Arts
- 2. Nafh al-Tib min Ghusn al-Andalus al-Ratib — al-Maqqari, v.3 pp.122–123
- 3. Nafh al-Tib min Ghusn al-Andalus al-Ratib — al-Maqqari, v.3 pp.122–125
- 4. Nafh al-Tib min Ghusn al-Andalus al-Ratib — al-Maqqari, v.3 pp.122–124
- 5. Nafh al-Tib min Ghusn al-Andalus al-Ratib — al-Maqqari, v.3 p.126
- 6. Ziryab — TDV, pp.464–465
- 7. Al-Maqqari's Ziryab: The Making of a Myth — Reynolds, pp.158–166
- 8. Al-Maqqari's Ziryab: The Making of a Myth — Reynolds, pp.155–158
- 9. Al-Maqqari's Ziryab: The Making of a Myth — Reynolds, p.161
- 10. Ziryab, lyre of civilization — Al Jazeera, plectrum discussion
- 11. Oud1918.350 — Cleveland Museum of Art, catalogue