Resources

For Teachers, Folklorists, Academics, and Beyond

Folk arts contribute not only to students’ understanding of cultural traditions but also to their ability to think critically, gather and analyze evidence, and express their ideas and interpretations through personal creativity. Folklife and the tools of the folklorist can support learning in all subjects, including the arts. Folk arts are uniquely suited to explore the ways in which traditional art forms reflect the history, culture, geography, and values of different cultures and communities.

Everyone has folk traditions — expressive customs practiced within a group and passed along by word of mouth, imitation, and observation. Calling on the work of folklorists and the field of folklore in the classroom educates, motivates, engages, and fosters the creative expression of students and powerfully links them to their communities. Integrating the study of folk arts into existing curricula awakens self-awareness in students of their own roles as tradition bearers, their families as repositories of traditional culture and history, and their communities as unique resources.

(Text above adapted from: Local Learning: A Folk Arts Integration Handbook)

Local Learning is committed to fair use and open access of educational materials. We, as Publisher, also look to protect the work that we publish from unauthorized, commercial use. Our Local Learning resources housed on the Local Learning website and at  www.JFEpublications.org are freely available to individuals and institutions. We license all work with the exception of only alternatively copyrighted photos or media that are expressly labeled under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, CC-BY-NC-SA. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/4.0. This license lets others remix, tweak, and build upon your work non-commercially, as long as they credit you the Author and us the Publisher, and license their new creations under the identical terms.

Filter by Class Subject

Filter by Themes

Filter by Research Topic

Resources by Type

Learning Activity and Lesson Plans

Questing with Alan Lomax

Laurie Kay Sommers and Samuel Seth Bernard | Originally published in 2015
An historic folksong collection with local relevance to students gives them creative voice and connects them to place through an immersive, cooperative project. (A Journal of Folklore and Education resource.)

Culture, Community, and the Classroom: Unlocking Inquiry through Mexican Traditions

Folk and traditional arts are a natural fit for the social studies classroom. They easily facilitate learning and conversations about diverse communities, both local and global. This residency demonstrates how music and social studies can dovetail. It also models how multiple subject areas–music, English Language Arts, and social studies– came together in a single artist residency. The tools of folklore–close listening, observation, interviewing–deepened student preparation for the residency and their engagement with the artists.

Culture, Community, and the Classroom: Learning from a Luthier

We love that this lesson builds on students’ interviewing skills over the course of two artist conversations. Students have a chance to think about follow-up questions based on what they retained from the first visit allowing their initial curiosity to deepen into inquiry.

Culture, Community, and the Classroom: Analyzing Identity and Culture in Lullabies

“My students had been under the impression that culture was something that other people had but was not applicable to them. I was excited to see students analyze their own lives and consider (some of them for the first time) how their culture shapes their beliefs and values.” - Cathryn Lally, 9th grade English Language Arts teacher, New York

Culture, Community, and the Classroom: Hand Mudra Ceramic Sculpture Interpreting Classical Indian Dance

An art teacher pondered how a classical Indian dancer would fit into her high school sculpture curriculum. As she and the artist talked, the idea of gestures, mudras, as sculptural expressions took hold. Folk arts are inherently interdisciplinary, making traditional art forms, ways of teaching and learning, and artists’ passions easy to integrate into most content areas and engaging for all ages. No matter the genre, learners can answer, Where is something like this in my life?

Culture, Community, and the Classroom: Step Dance

Stepping is a dynamic, vital dance tradition that is widespread among African American fraternities and sororities. Many high schools have step teams. Other students may be unfamiliar with step dance, so learning about it—how to do basic steps—enriches all students.

Culture, Community, and the Classroom: Ritual, Dance, Theatre - An Introduction to Sattriya

By asking students to dig deeper than they usually might to consider their personal traditions and identities and sharing their responses with the artist, this teacher created a pathway to a deep connection between students and the artist. During their planning conversations, the teacher and the artist found similarities in their passions, drama and dance, and developed a close rapport. The teacher introduced the artist by asking students to read her Artist Statement and closely observe her Artist Portrait, which the artist developed during the summer workshop. This allowed them to inventory their assumptions and prepare questions.

Heritage Fellow John Cephas Virtual Residency

Local Learning’s virtual residencies with National Endowment for the Arts National Heritage Fellows take us into the communities and lives of master folk artists.

Heritage Fellow Michael Doucet Virtual Residency

Local Learning’s virtual residencies with National Endowment for the Arts National Heritage Fellows take us into the communities and lives of master folk artists.

Music Around the Year

So much music surrounds us, we may not always be aware of it. This activity invites you to find and celebrate the music that you hear all around you—all around the year.

Come Rain or Come Shine

From song lyrics to predictions, we use weather lore every day. Have you ever worn your pajamas inside out in hope of a snow day? What sayings do you use to predict the weather? Do you have stories about storms or rainbows or really hot days? This activity looks at a variety of ways we are all folk meteorologists.

Folk Song Remix

This activity offers a creative way to interact with favorite folk songs. Follow these directions to tap into familiar folk songs and give them your own, unique spin by remixing them!

Song Circle

Everyone sings. This means everyone knows some songs. Singing alone or with others can make us feel playful, help us through tough times, and bring us together.

Collecting!

Kids are natural collectors, piling up treasures like seashells and Pokémon cards. Likewise, museum curators deal with many types of collections, from paintings to train engines. Curators organize collections for public exhibits, showcasing what they have learned about objects. By thinking like a curator, how would you organize one of your collections for a home museum?

Research and Readings

Local Learning: A Folk Arts Integration Handbook

This 24-page handbook outlines how to incorporate folk arts and folk artists into arts integration programs.

Artists as Educators

CARTS, a publication of City Lore and Local Learning | Originally published in 2012
Our featured artists consider educating young people essential to their lives as artists. Their stories of sharing a specialized skill or passing on knowledge of a culture or tradition offer insights into effective practices and ways of teaching and learning that are underutilized. They collective make the case for preserving pedagogical diversity in education. Read […]

Clara’s Song: Writing Songs from Interviews

by Leo Schaff | Originally published in 2009
In City Lore’s Songwriting Artist Residency, students write songs inspired by their interviews with family, school, or community members. This article focuses on one interview with an immigrant teacher and the students’ songwriting process.

Norma Miller: Stompin’ at the Savoy

by Alan Govenar | Originally published in 2007
This Heritage Fellow grew up in Harlem during the 1920s and as a young child loved to dance. She was among the original performers of the Lindy Hop and is renowned among swinger dancers worldwide today. Alan Govenar compiled text from his interviews with Norma to create a picture book of her life. Here we […]

May I Borrow?

by Elizabeth Johnson | Originally published in 2003
30 teens from across the country gathered at the University of Maryland for an intensive two weeks of dance and composition classes, rehearsal, and creation. They were African American, Hispanic, Asian, and Caucasian. They studied diverse dance techniques, from jazz and modern to salsa and traditional Hmong. Some were dramatic, some were shy. Some skateboarded, […]

The Blues

by Amanda Dargan and Steve Zeitlin | Originally published in 2001
“‘What are the blues?’ Well, as Louis Armstrong said about jazz, cousin to the blues, ‘Man, if you gotta ask, you’ll never know.’” That said, folklorists, Amanda Dargan and Steve Zeitin provide a brief history of blues poetry—with examples.

The Florida Music Train: Moving to the Sunshine State

by Laurie Kay Sommers | Originally published in 2000
Using traditional music as a window into the increasingly diverse migrant population in the United States.