Posts Tagged school
Day 37 – Timeless songs for the next generation
Posted by Musical Nomad in Daily Blog on September 3, 1997
I almost didn’t meet Aygul. As soon as I arrived in the village of Saty I was told of a dombra player I simply must hear. “Not another dombra player” went the cry. What a wonderful surprise then to meet a young girl of thirteen with such talent and charisma.
The Musical Nomad project is all about discovery. Finding out through the universal language of music about a people and their culture. On our penultimate day we left our campsite with very little hope of finding musicians. We headed for a town called Saty (meaning steps in Kazak) about 30 minutes drive away. We came out of the fertile tributary valley and into the wide, barren plain of the silty Charyn river. On our way smoke could be seen billowing from the grassy forested areas of the valley peaks. Occasionally a flame would explode, twenty or thirty feet high. The long hot summer is taking its toll and forest fires burn freely and naturally. In the long brown grasslands horses and cattle barely move in the midday heat. Suddenly the dusty road turns into the town.
With very little to signify a transition, a row of houses appear. The town stretches for about a mile, the wide road lined on each side by wooden farm and administrative building. Next to a large yellow school a wooden hut doubles as the main store. We approached and bought drinks. We asked the shopkeeper if there are any local musicians. Moldira, our interpreter, scribbled down three names. One is an old man who apparently sings. We went to his house. A mad wolf-like dog attacked me. I then learned that the old man is ill and cannot be seen. I suspected the other contacts would prove as fruitless. It was now the hottest part of the day and we were trying to track down the second contact. Local people in the street seemed to point in the same direction when we ask. A group of teenagers passed us with a guitar. The guitar has a skull etched into the back and the boys also pointed in the same direction.
We followed a road through the dusty, cattle infested streets. There was an air of sleepiness about the town. Occasionally a wagon filled with hay to dangerous levels careered carelessly through the narrow roads. We stopped near a large metal gate. Moldira peered over the top and confronted an old lady. After a short conversation I found out that this is a musical home. The whole family play dombra and sing. The daughter has won competitions and the eldest brother, currently working in the field, plays weddings and is well known to everyone in the village. We told the old lady, Salima about our project and who we are. She seemed almost expectant of our arrival. She invited the whole team with full equipment into her garden, her house, her world. A small girl in school uniform skipped towards the house. The garden is large. There are stables, small orchards and white clay ovens for cooking and bread making. This family like many others in this area are self sufficient. Salima asked us to take our shoes off and come into the house.
Inside the house we were shown around by Salima and introduced to her daughter, Aygul. Looking like any thirteen year old just back from school she greeted us politely. It was only a little later we discovered that she was the star musician of the family.
The traditional village house is small and simple, but very homely. The entrance way is wood panelled on the outside giving a very ‘alpine’ feel and metal clad on the inside. This looked, rather disconcertingly, like the inside of a spaceship with resonance’s of Shaykh Kushkarov’s centre. See day 20. Presumably this had some functional value of which we were not aware. Certainly the house was very cool. Within ten minutes Aygul was changing into national costume. She assumed an extraordinary presence as soon as she took the dombra into her hands. Seeing so many musicians in such a short space of time can cause the palette to become jaded. Aygul’s fresh and direct voice has a poignancy and honesty that is rare among performers of any age. All of us were touched by her performance. Aygul has recently won a music competition and so is no stranger to performing. She appeared on Kazak TV as a result. This might explain her natural manner in front of cameras and microphones. The fact that her family are all musical may also contribute. Whatever the reason it was noticeable that neither Aygul, or her brother Nurlan seemed in the slightest bit perturbed by our presence.
People arrived at the house, watched, drank tea and left as if it was all completely normal. This was good for us as we didn’t feel we were putting them through an ordeal. Nurlan has an unusually strong and intense voice with an energetic style of dombra playing. He has been a school music teacher but now works the fields. He performs professionally at weddings (toys) and on public holidays. He’s been playing since childhood. It seems that both he and his brother have helped Aygul to learn to play, but they stress the fact that she had a desire to learn.
She learnt naturally – in other words she’s largely self taught. Aygul has been surrounded by music from a young age. Both have extraordinary voices which they describe as ‘coming from nature.’ For such a musical family it seemed strange to us that they don’t perform together. They possess only one working dombra, and they explained that ‘each person has their own voice’. This means presumably that they have different vocal ranges, but perhaps also different ways of expressing a song. Theirs is a solo singing tradition.Aygul sang a love song called ‘Altynai’. This song is addressed to a girl whose name means golden moon. These kinds of songs seem quite typical. Nurlan’s song ‘Karagymai’ was also a love song “Sweetheart, life without you is nothing”
Last night’s campsite had little to commend it, previous incumbents had left a trail of empty beer bottles and cigarette ends. We decided to move on and spend our last night on the steppe somewhere we wished to remember. Only twenty minutes drive found us further down the valley with a cleaner site and a clearer river.
I decided to light a fire, to gather one last time around the ancient embers – to reflect. With singers like Aygul and Nurlan the tradition is in safe hands and some timeless songs will probably pass to the next generation. Tomorrow we journey 8 hours back to Almaty. The Musical Nomad project nears an end. Please join us as we, the Nomad team share our personal reflections on a journey that has changed us all.
Day 36 – Mad ride to music lesson
Posted by Musical Nomad in Daily Blog on September 2, 1997
I have the morning off as I’m scheduled to visit the local village school at 12 noon. I’m told that around the next hill there is a beautiful gorge, so I set off for a bit of sightseeing. Nomadmobile 4 is a fairly rugged minibus but likes to keep it’s tyres on a road. After a five minute drive the mountain track runs out and we are left with a mud path with ruts 2 feet deep. Our driver pushes on but the van is soon grounded on it’s axle. By unlikely coincidence a huge four wheel drive truck appears full of local workmen. They turn out to be a pylon crew and in fact have a mains pylon in the back of the truck. Sign language prevails as they offer a lift, so next minute I’m off sitting on the bonnet, 5 feet in the air taking plunging dives into 3 feet ditches – “when you travel you live in the moment – it might be your last”. We arrive at the gorge and I take my pictures – the pylon crew wait patiently then, believe it or not, take me back to my campsite – time has a whole new meaning out on the steppe. I’m sure they thought we were all mad.
Mali, the headmaster of the school asked us where we would like his pupils to gather. Five minutes later more than 60 of his finest, marched single file into a small, but bright assembly hall. Their ages ranged from 11 to 18 and they were abnormally well behaved. The older children stood plain faced at the back and the youngsters in the front looked slighty perplexed. This was no normal second day of term. There were ‘westerners’ with cameras and musical instruments. Above the children a poster of a famous Kazak poet looked like it had been there for a decade. The few teachers that were present stood calmly at the back and occasionally prodded any child who showed the slightest sign of misbehaviour.
I had arranged with the headmaster that we would listen to the school perform their national anthem. Then we would perform some music. They promptly broke into unison singing. A lengthy anthem with a range of voices, some decidedly discordant. At the end we applauded, something surely strange to them which provoked very little reaction. Immediately afterwards I introduced them to the team and the project. Moldira translated and the children paid attention.
Each of the team played their individual instruments. Paul a passionate Spanish melody on classical guitar, Gary a melodic Jazz piece on soprano saxophone and I played a short Irish jig on penny whistle. Kathy was too busy taking photos as usual. I sensed that this was something new for them. In the ranks quiet chatter broke out occasionally and the applause seemed genuine.I asked the school to assemble in a circle to teach them them a song with nonsense words. They began to liven up, responding to this call and response game. Once they had learnt the simple three note melody I taught them some movements which became deafeningly loud on the hollow wooden floor. This didn’t deter them from singing their hearts out. 
For the finale the Nomad team gathered to play their own version of the Turkish melody that has been cropping up at various meetings on our journey. I improvised over the chords on my concert flute. I think we may have sown some seeds. Perhaps when these little Kazak children grow up one of them may have the urge to play flute.
We were then taken to a classroom to witness a music lesson. Kuan and the music teacher stood in front of the class. The children sat in formal rows. Pinned on the blackboard were pictures of various types of Kazak dombra. These seemed to serve a purely decorative function as they were never referred to. The lesson commenced with a group of children performing a Kazak song.
One by one children were called up individually or in groups to do ‘a turn.’ We began to suspect that this ‘lesson’ had been staged for our benefit. Some of the children sang and played well but we had really been interested in music teaching. The media arriving in your village is perceived as a solemn and important occasion. Was everyone briefed to be on their best behaviour? Outside school the children laughed and played and they seemed back to normal again.
Afterwards we were invited to the headmasters house for chai. In his front room we were confronted with a huge table groaning with food. We had experienced this before – heaps of fantastic home produced food that you just can’t refuse. It proved to be a good opportunity to talk to Mali, the headmaster. We discovered that his school had only been built in 1992 and he took over as headmaster in 1993. The school had been doing well but Mali regretted the lack of IT resources. We promised to send him a token desktop computer. We showed Mali and his wife around our web site and they seemed to like it. They asked if we had any images from other parts of the world. We obliged by showing the inevitable photographs of Trafalgar Square with Red Buses – they were delighted.
In the heat of the day we make a hasty decision to move camp. We leave behind Bulat and his family (our yurt neighbours) and the villagers of Kurmetui.
Onward for three hours up the Charyn River valley to a large lake and a bigger village. Who knows what awaits on the last day of a journey?
Day 35 – as words fail Diana dies on the Kazak Steppe
Posted by Musical Nomad in Daily Blog on September 1, 1997
In 1961 there was no such medium as the World Wide Web. Had it existed it would probably have failed to announce the birth of Diana Spencer. Last night we stood in a Kazak field a thousand miles from anywhere and logged on with our daily episode. As the news of Diana’s tragic death was announced we stood in disbelief and horror. The national anthem rang out across the Kazak steppe and we fell to silence.
The morning light revealed a lone horseman tying up his horse near his yurt. I approached with a smile and shook hands. His wife and young son joined us with more smiles. I pointed to my video camera asking permission. A gesture and a nod and he mounted his horse, parading with some pride. His young son then took the reins. Eager to share something I offered him a playback of the video. One by one the family watched themselves and amongst the Kazak speech the word ‘Television’ emerged. For the second time in a few hours communications technology found a strange role.
The horseman then gave me his horse whip as a gift, no doubt to him a valuable asset. I gave him a wooden flute in return. Sometimes human understanding has it’s own language even as words fail.
My encounter with Bulat, his wife Gulja and son Almas, had to be curtailed because of our voyage of discovery to a local village. It was only a 15 minute drive from our campsite and it took us further up a scenic tributary valley of the Charyn River. As we neared the village distant snow covered peaks appeared above the wooden rooftops. Alongside each of the valley walls pine forests increased and an occasional shepherd on horseback darted in and out of the rocky outcrops. We passed a hillside graveyard and someone whistled the theme from ‘The Good, The Bad and The Ugly’, this really is the town with no name. At this time of the day most villagers are on the hillside working the land or herding sheep.
We had made the decision that this part of the journey was to be an adventure. No ‘fixed up’ professional musicians. We are in the Kazakstan wilderness and we intend to discover local musicians the hard way. We stopped and spoke to a passing ‘horse man’. Did he know of any local musicians? The driver communicated by making guitar poses and saying the words dombra and komuz. To our amazement the horseman repeated the word komuz and beckoned us to follow him. Our first conversation with one of the villagers and he seems to be a komuz player! We go to his wooden house fifty metres further down the road. He holds up his hands and says ten tenge (Kazak currency) whilst pointing towards a bucket full of milk. Moldira suddenly tells us the word for milk here is kumyz. Ah well, we thought things were going too smoothly.
A bit further down the road we decided that we need a different approach. How do you find about the cultural life of a small Kazak Village?
At that moment we passed a building that looked like a school. Children were assembled in a courtyard singing a song which turned out to be the Kazak national anthem. In every school I’ve known the head teachers have always been a mine of information regarding the parents of the children. Perhaps this would be the ideal place to find out who the musicians are in the village. Being the first of September this was the first day back at school but the headmaster had time to talk to us. He was very friendly and welcomed us. The school is housed in a new building which seems well designed. The classrooms are cool and light and everything looks well organised. The word ‘welcome’ is displayed in English above the main entrance. This is possibly because the village is called Kurmetui which means ‘welcome’.
In the spirit of exchange we offered the school a short presentation during which we would play to them and tell them a little about our project. In return the headmaster offered to allow us to observe a music lesson. He also gave us the names of some musicians two of whom are teachers in the school. It will be fascinating to see how the children respond to our music and also to some of our technology. We will meet them tomorrow at twelve. Who knows what will happen?
Within a few minutes one of the teachers came strolling down the road with his dombra. Kuan, the sports teacher, is also a musician. On the verandah of the school Kuan stood proudly in front of a small group of school children and the Nomad crew. He warmed up by roughly strumming his instrument. This gave an impression of quiet confidence. Suddenly he began to sing and everyone stopped talking and listened. He had a powerful, resonant voice.
After a short time he performed in front of our two video cameras, his headmaster and the school children. Occasionally he faltered, perhaps not used to this kind of pressure. As in electron microscopy the act of investigation changes the thing you are studying. We are now in a sensitive environment and our presence is possibly an intrusion. It has been my experience that in Central Asia and the much of the world music is often born out of intimacy and trust. Malika and Rakhimahon were good examples. Asking musicians to perform in a ‘professional’ way sometimes causes imbalance. The musicians become ‘the watched’ we are the ‘the watchers ‘. Even the school children, not familiar with cameras, began to freeze.
Tomorrow we will attempt to share.