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Michael Winograd & The Honorable Mentshn + Leah Koenig

 Trailer for Michael Winograd & The Honorable Mentshn + Leah Koenig
Klezmer Music & Ashkenazi Food
Brooklyn, NY and Eastern Europe
Tradition Type
Food & Cooking | Music
Audience
Grades 3-7 | Grades 7-12
Theme
Immigrant Traditions | Jewish Traditions

Tradition: Klezmer Music + Ashkenazi Food

Klezmer is the traditional music of the Eastern European Jewish people, often performed for celebrations and festivals...»

Artist: Michael Winograd & The Honorable Mentshn + Leah Koenig

The Honorable Mentshen—whose name is a pun on the plural form of the Yiddish word “mensch,” meaning a person of integrity—was formed by New York clarinet virtuoso Michael Winograd...»

Place: Eastern European Jewish Diaspora

What is a diaspora?...»

Questions for the Teacher

After viewing Michael and Leah’s video, before showing it to your class...»

Prior to Artist Virtual Visit

1

Watch

Students watch accompanying video about the artists.

2

Discuss

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

  • What did you find interesting or surprising about Klezmer music and Michael Winograd’s band?
  • Where did Klezmer music come from originally, and how did it become popular in Jewish communities in the U.S.?
  • When you hear Klezmer music, what does it make you think of?
  • What were your impressions of the food being cooked? Do you eat anything similar at home?
3

Question

Think of 3 questions you want to ask Michael Winograd when you meet him.

4

Journal & Interview

  • Think of a memory in your life when you heard music or ate a meal that was special, memorable or important to you. Journal why that music and/or food was an important part of the experience.
  • When you’ve finished journaling, find a partner and practice your interview skills to learn more about your partner’s musical and food traditions. As you interview your partner, take notes on what they talk about. Here are some suggested questions to ask them, and you can think of your own as well!
    1. What was the special memory of the meal or music that came to your mind?
    2. Why was this special or important to you?
    3. How would you describe this music and/or food? How did it make you feel?
    4. What are details about the music and/or food?
    5. Music: Were there instruments? Singers? If there were any lyrics in the music, do you remember them? Does the music come from a tradition, language, or culture?
    6. Food: What were some of the key ingredients? How were they cooked or prepared?
5

Map Your Similarities

Once you have notes from interviewing your partner, use a Venn Diagram to map out similarities and differences between you and your partner’s important memory of food and music. Post the Venn Diagrams up around the room for other class members to see what your special memories of food and music have in common, and how they are unique.

Schedule a Virtual Visit With This Artist

Book now

Bringing it Back Home: Follow-up Activities

1

Bring From Home

Bring a food or dish from home that represents your traditions and culture. Choose a song that is important and connected to this tradition to play for the class while they taste the food you brought.

If possible, your teacher can create a class “playlist” on Youtube or Spotify made up of the students’ songs that they share with the class.

2

At-Home Activity

Take your interview skills home:

  • Interview a family member or caretaker about the food that reminds them of their community. What is important about that dish or food to them? What does it represent to them? Write down the recipe to this food to bring to class to create a class cookbook.
3

Thank You Card

Write a thank you card for Michael and his band. Be sure to include something personal about yourself and how it connects to him and his music!

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Prior to Artist Virtual Visit

1

Watch

Students watch accompanying video about the artists.

Image for artist video
2

Discuss

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

  • What did you find interesting or surprising about Klezmer music and Michael Winograd’s band?
  • Where did Klezmer music come from originally, and how did it become popular in Jewish communities in the U.S.?
  • When you hear Klezmer music, what does it make you think of?
  • What were your impressions of the food being cooked? Do you eat anything similar at home?
3

Question

Think of 3 questions you want to ask Michael Winograd when you meet him.

4

Journal & Interview

  • Think of a memory in your life when you heard music or ate a meal that was special, memorable or important to you. Journal why that music and/or food was an important part of the experience.
  • When you’ve finished journaling, find a partner and practice your interview skills to learn more about your partner’s musical and food traditions. As you interview your partner, take notes on what they talk about. Here are some suggested questions to ask them, and you can think of your own as well!
    1. What was the special memory of the meal or music that came to your mind?
    2. Why was this special or important to you?
    3. How would you describe this music and/or food? How did it make you feel?
    4. What are details about the music and/or food?
    5. Music: Were there instruments? Singers? If there were any lyrics in the music, do you remember them? Does the music come from a tradition, language, or culture?
    6. Food: What were some of the key ingredients? How were they cooked or prepared?
5

Map Your Similarities

Once you have notes from interviewing your partner, use a Venn Diagram to map out similarities and differences between you and your partner’s important memory of food and music. Post the Venn Diagrams up around the room for other class members to see what your special memories of food and music have in common, and how they are unique.

Schedule a Virtual Visit With This Artist

Book now

Bringing it Back Home: Follow-up Activities

1

Bring From Home

Bring a food or dish from home that represents your traditions and culture. Choose a song that is important and connected to this tradition to play for the class while they taste the food you brought.

If possible, your teacher can create a class “playlist” on Youtube or Spotify made up of the students’ songs that they share with the class.

2

At-Home Activity

Take your interview skills home:

  • Interview a family member or caretaker about the food that reminds them of their community. What is important about that dish or food to them? What does it represent to them? Write down the recipe to this food to bring to class to create a class cookbook.
3

Thank You Card

Write a thank you card for Michael and his band. Be sure to include something personal about yourself and how it connects to him and his music!

Loading...
Invalid passcode - please try again

Common Core Connections

Reading – Literature

Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

Reading – Informational text

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Writing

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Speaking & Listening

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics and texts, building on others’ ideas and expressing their own clearly.
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Reading – Literature

Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

Reading – Informational text

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Writing

Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Speaking & Listening

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics and texts, building on others’ ideas and expressing their own clearly.
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

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