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 Trailer for Mohamed Abozekry
Oud
Paris, France
Tradition Type
Music
Audience
Grades 3-7 | Grades 7-12
Theme
African Diaspora | Immigrant Traditions

Tradition: Oud

Often considered the grandfather of the modern guitar, the oud is a fascinating musical instrument with deep historical roots...»

Artist: Mohamed Abozekry

Mohamed (“Moh”) Abozekry is a Franco (French)-Egyptian musician known around the world for his incredible skill and innovation with the oud, a key instrument in Arabic music...»

Place: Cairo to Paris

Between two worlds: From Cairo to Paris...»

Questions for the Teacher

After viewing Mohamed Abozekry's video, before showing it to your class...»

Prior to Artist Virtual Visit

1

Watch

Students watch accompanying video about Mohamed Abozekry.

Image for artist video
2

Discuss

In a small group of 2-4 classmates, share your answers to these questions:

  • What were your first impressions of Mohamed and his music?
  • What were your impressions of his home city of Cairo and his new home of Paris?
  • What do you think it would be like to split your life living between two different cities at once?
  • Did you notice any sounds unique to the oud compared to other stringed instruments you know?
3

Listen: From the Master to the Student

As we discovered in the video, Mohamed learned from the teachings of master oud instructor Naseer Shamma at the world famous Arab Oud House in Cairo. Naseer taught Mohamed the precise classical techniques of the oud and the traditional songs that date back centuries. As a soloist and in ensembles, Mohamed applied what he learned from Shamma and put his own unique spin on it, developing new techniques, combining instruments in new ways, and writing his own compositions.

  • Listen with your group to Para Túnez. For Túnez by Naseer Shamma
  • Then listen to Ti toi ni moi by Mohamed Abozekry
  • In your small group, consider the following questions:
    • In what ways were the two pieces different? How would you describe the sound of the oud in each piece?
    • What mood or feeling did each song evoke in you?
    • In what specific ways were these songs different?
    • Which did you find more pleasing to you, and why?
  • Rejoin the whole class and share your reflections
4

Questions

Write down 3 questions you want to ask Mohamed when you meet him.

Schedule a Virtual Visit With This Artist

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Bringing it Back Home: Follow-up Activities

1

Discuss

In a group of 3-4 students, discuss the following questions:

  • What did you learn about Mohamed after meeting him that you didn’t learn in the video?
  • Was there anything about your visit with Mohamed that surprised you?
  • Was there any additional questions you would have liked to ask him?
  • What was your favorite part of the virtual visit?
2

Steps to Success: Follow Your Passion

Mohamed was fortunate to discover his true passion—the oud—at a very young age, remained dedicated to mastering it, and eventually became a professional musician.

Take some time to think about any activities that you loved as a child. Have you stuck with it? Is it something you could imagine continuing to pursue as an adult, for fun or perhaps even a career?

On the accompanying handout, list what you think are the 4 or 5 most important steps that Mohamed took to become the oud master that he is now, and list what steps you might take to do the same!

3

Journal: Second City

Imagine that, like Mohamed, you could move to a different town or city in another part of the world. Perhaps you already have a place in mind, or you can explore some possibilities on the internet. Imagine too that, like Mohamed, you could live your life part time in each.

In a journal, write your thoughts on the following questions:

  • Why did you choose this particular town or city?
  • What new exciting things could you do there?
  • What sort of career do you imagine pursuing there?
  • What does your “new home” provide that is missing in the place you live now?
  • What would you miss most about your current home while there?
4

Thank You Card

Write a thank you card for Mohamed—be sure to include something personal about yourself and how it might connect to his personal journey and art form.

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Prior to Artist Virtual Visit

1

Watch

Students watch accompanying video about Mohamed Abozekry.

Image for artist video
2

Discuss

In a small group of 2-4 classmates, share your answers to these questions:

  • What did you like most about Mohamed’s music?
  • Does the oud remind you of any other instruments you know?  How are they alike? How are they different?
  • What were your first thoughts about his home city of Cairo and his new home of Paris?
  • What do you think it would be like to split your life living between two different cities at once?
  • What challenges do you think that Mohamed faced along the way?
3

Design Your Own Oud

Using the accompanying handout, use markers or crayons to color and imagine your own personal oud. You can use colorful designs or add drawings and even words. Try to make it personal that says something about you and your own interests. Share your oud with Mohamed when you meet him!

4

Questions

Write down 3 questions you want to ask Mohamed when you meet him!

Schedule a Virtual Visit With This Artist

Book now

Bringing it Back Home: Follow-up Activities

1

Discuss

In a group of 3-4 students, discuss the following questions:

  • What did you learn about Mohamed after meeting him that you didn’t learn in the video?
  • Was there anything about your visit with Mohamed that surprised you?
  • Was there any additional questions you would have liked to ask him?
  • What was your favorite part of the virtual visit?
2

Steps to Success: Follow Your Passion

Mohamed was fortunate to discover his true passion—the oud—at a very young age, remained dedicated to mastering it, and eventually became a professional musician. Take some time to think about any activities that you love now. Do you think you will stick with it? Is it something you could imagine continuing to pursue as an adult, for fun or perhaps even a career? On the accompanying handout, list what you think are the 4 or 5 most important steps that Mohamed took to become the oud master that he is now, and list what steps you might take to do the same!

3

Second City: Living in Two Worlds

Imagine that, like Mohamed, you could move to a different town or city in another part of the world. Perhaps you already have a place in mind, or you can explore some possibilities on the internet. Imagine too that, like Mohamed, you could live your life part time in each.

On the accompanying handout, draw a picture of a street scene in your “new” town or city, and answer the following questions:

  • Why did you choose this town or city?
  • What new exciting things could you do there?
  • What does your “new home” have that you would like to see in your own town or city?
  • What would you miss most about your current home while there?
4

Thank You Card

Write a thank you card for Mohamed—be sure to include something personal about yourself and how it might connect to his personal journey and art form.

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Common Core Connections

Literacy

RI.7-12.1 – Cite textual evidence to support analysis of what the text says explicitly as well as inferences.
RI.7-12.2 – Determine two or more central ideas and analyze their development.
RI.7-12.3 – Analyze the interactions between individuals, events, and ideas.
RI.7-12.4 – Determine the meaning of words and phrases, including technical terms (e.g., risha, oud).

Writing

W.7-12.2 – Write informative/explanatory texts to examine and convey complex ideas.
W.7-12.2 – Write informative/explanatory texts to examine and convey complex ideas.
W.7-12.3 – Write narratives to develop real or imagined experiences (e.g., second city journal).
W.7-12.4 – Produce clear and coherent writing appropriate to task, purpose, and audience.
W.7-12.9 – Draw evidence from informational texts to support analysis and reflection.

Speaking and Listening

SL.7-12.1 – Engage effectively in a range of collaborative discussions.
SL.7-12.2 – Analyze main ideas and supporting details from diverse media and formats (video, music).
SL.7-12.4 – Present claims and findings clearly, using appropriate facts and details.
SL.7-12.6 – Adapt speech to a variety of contexts and tasks.

Literacy in History/Social Studies

RH.6-12.2 – Determine central ideas of a primary or secondary source.
RH.6-12.4 – Determine the meaning of domain-specific vocabulary.
RH.6-12.9 – Compare and contrast treatments of the same topic in several sources (e.g., Shamma vs. Abozekry music).

National Core Arts Standards (Music & Arts Integration)

Re7.2.E.7–8 – Describe how context (e.g., social, cultural, historical) informs a response to music.
Cn11.0.E.7–12 – Demonstrate understanding of relationships between music and the world (culture, history, personal meaning).
Cr2.1.E.7–12 – Develop musical ideas through improvisation and exploration (linked to Abozekry’s innovations).
Re9.1.E.7–12 – Evaluate music and musical performances based on analysis, interpretation, and response.

Literacy

RI.3–7.1 - Ask and answer questions (or cite evidence) to demonstrate understanding of a text, both literal and inferred.
RI.3–7.2 - Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.3–7.3 – Describe the relationship between a series of ideas, events, or concepts in the text (e.g., Mohamed’s journey, oud history, city influences).
RI.3–7.4 – Determine the meaning of general academic and domain-specific words (e.g., risha, oud, frets).
RI.3–7.6 – Distinguish between the author's point of view and your own (grades 4+), or understand the author’s purpose (grades 3–4).

Writing

W.3–7.1 – Write opinion pieces supporting a point of view with reasons and information (e.g., why one city was chosen for the "Second City" activity).
W.3–7.2 – Write informative/explanatory texts to convey ideas clearly (e.g., steps to become a master at something).
W.3–7.3 – Write narratives or imagined experiences using real or imagined events (e.g., life in a second city).
W.3–7.4 – Produce clear and coherent writing appropriate to task and audience (e.g., thank-you card for Mohamed).
W.3–7.8 – Recall information or gather it from sources to answer a question (e.g., questions for Mohamed).

Speaking and Listening

SL.3–7.1 – Engage effectively in collaborative discussions, build on others’ ideas, and express their own clearly.
SL.3–7.2 – Recount or interpret information presented in diverse media (e.g., videos about Mohamed).
SL.3–7.4 – Report on a topic or text, tell a story, or recount an experience with appropriate details and expression.

Visual Art / Interdisciplinary Connections (Oud Design & Second City Drawing)

Cr1.1.3–7 – Engage in exploration and imaginative thinking through art-making (e.g., designing a personal oud).
Cr2.3.3–7 – Repurpose objects or symbols in art to communicate meaning (e.g., using symbols to represent personal identity on the oud).
Re9.1.3–7 – Reflect on and explain important information or personal connections to an artwork or cultural experience (e.g., thank-you card, post-visit reflections).

Sponsorship / Credit

Mohamed Abozekry’s participation in World Culture in Context is supported by Center Stage, an initiative of the U.S. Department of State’s Bureau of Educational and Cultural Affairs with funding provided by the U.S. Government. It is administered by the New England Foundation for the Arts in cooperation with the U.S. Regional Arts Organizations. General management is provided by Lisa Booth Management, Inc.

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