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 compare some aspects of the music of one culture or period with the music of another. The museum holds only one side of such a comparison: a record about a string of the oud. Your class will bring the music of another culture or period to set beside them. 1
Curriculum expectations, with their official codes
- C3.2 compare some aspects of the music of one culture and/or historical period with aspects of the music of another culture and/or historical period […]
2 The lesson
What do you compare?
Look at the expectation: it asks for some aspects, not all of them. Choose two or three you can name, such as the instrument, who plays and who listens, or how the music is learned, and compare them one by one.
Go deeper
Al-Maqqari's account has a second change that has nothing to do with the number of strings: a plectrum of eagle quill in place of wood. 2 The account praises it for its lightness and gentleness on the strings. 2 The record keeps this apart from the fifth string, because changing the plucking tool is not the same act as adding a string. 2 A modern Al Jazeera account adds a detail: seven eagle-wing feathers soaked in oil for months until softened, replacing wood. 3 The record notes that this is a named journalistic account, not a new primary text verified in al-Maqqari. 3
Often misunderstood
It is easy to read that Ziryab "added a string" and conclude that he invented the oud. The record says the subject is an extra string within the oud's arrangement, not a separate new instrument. 4 Maqqari begins with a four-string oud, so the addition presupposes an existing instrument and performing craft. 4 In his Baghdad training story, Ishaq al-Mawsili's oud stands beside Ziryab's. 5
Think about it
Choose one change in the record, the extra string or the eagle-quill plectrum. Which of the two would tell you more about how the instrument was played, and why?
Into the museum
- Ziryab's reported fifth oud string: the strings, the colours and the plectrum, and what the record says each source can and cannot show.
- Ziryab: his training, his travels and his teaching, as the records report them.
- An oud in Cleveland: a wooden oud with a pear-shaped body, made long after Ziryab.
Try this
Read Ziryab's reported fifth oud string and write down what it tells you about the instrument. Then choose an instrument from another culture or period and make a two-column chart that answers the same questions.
3 Check yourself
Nothing here is marked or sent anywhere. It is for you.
In your own words: what does Ziryab's reported fifth oud string have to do with this lesson?
Compare with the card
An extra string on the oud. In al-Maqqari's account, Ziryab adds a fifth string in al-Andalus to an oud that had four: a refinement of an inherited instrument, not the invention of the oud itself. The account calls the added string red and places it below the mathlath and above the mathna. Dwight Reynolds shows that al-Maqqari assembled older voices into an idealized portrait of one artist. What would you set beside this instrument to compare two musical cultures?
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.126–127
- 3. Ziryab, lyre of civilization — Al Jazeera, plectrum discussion
- 4. Nafh al-Tib min Ghusn al-Andalus al-Ratib — al-Maqqari, v.3 p.126
- 5. Nafh al-Tib min Ghusn al-Andalus al-Ratib — al-Maqqari, v.3 pp.122–123