Folk and Traditional Arts
Folk and Traditional Arts
Sayibu will teach Bamaya, a drum and dance piece from the Dagbamba ethnic group in Ghana, to West African drum and dance students in the Twin Cities. Sayibu and students will then perform for an audience at the Fallout Arts Studio.
Ardell Brede: Mayor of Rochester, elected 2002; Peggy Burnet: Businesswoman, art collector, and community volunteer. Member of the Smithsonian National Board. Former chair of the board, Hirshhorn Museum and Sculpture Garden. Chair, Minnesota State Arts Board.; Uri Camarena: Business consultant, Metropolitan Economic Development Association. Board chair, Minneapolis College of Art and Design.; Michael Charron: Dean of the School of the Arts, Saint Mary’s University of Minnesota. Officer at -Large, Minnesota State Arts Board.; Rebecca Davis-Lee: Touring pianist, piano and music theory teacher. Vice Chair, Minnesota State Arts Board.; Sean Dowse, Mayor of Red Wing, elected 2016. Former executive director, Sheldon Theatre. Board member for Minnesota Citizens for the Arts. Secretary/Treasurer, Minnesota State Arts Board.; Thomas Moss: Consultant to nonprofits and government agencies.; Dobson West: Senior advisor, Spell Capital Partners Fund; Christina Widdess: Arts organization consultant; former managing director, Penumbra Theatre. Vice Chair, Minnesota State Arts Board.
Rebecca Dallinger: Special projects coordinator, White Earth Tribal and Community College Extension; Karen Goulet: Artist; program director of the Miikanan Gallery at Watermark Art Center, Bemidji; Peggy Korsmo-Kennon: COO, American Swedish Institute; David Todd Lawrence: Writer; English professor at St. Thomas; Sowah Mensah: Ethnomusicologist, composer, and master drummer; music professor at Macalester and U of M; Jeffrey Meyer: Music professor and fine arts department chair at Concordia College, Moorhead; leader of study abroad trips; Chuen-Fung Wong: Associate professor and chair of music, Macalester College
ACHF Cultural Heritage
Twelve to fourteen students develop new skills in drum and dance and gain appreciation for learning a community performance piece unique to Dagbamba culture. Students will share reflections during recorded interviews describing how learning Bamaya has impacted them and their relationship to the Twin Cities' West African drum and dance community. 2: An audience of 100 learns about the importance of community and peace in Dagbamba culture by witnessing a performance and hearing the story of Bamaya. Audience members will be asked to share video recorded and/or written reflections on the educational and artistic components of the performance.
Twelve students who participated in this project learned a unique drum and dance piece, Bamaya, from the Dagbamba people in Northern Ghana. Five students shared their experience of learning the dance, drumming and story of Bamaya with the audience during the performance. Students answered questions from the audience about the difficulty and process of learning this piece. 2: 150 audience members listened to students' experiences and Fatawu's story about Bamaya; the audience also learned through active participation. Audience actively participated and asked questions during speeches by students and Fatawu. Audience also provided feedback about performance on social media. Several audience members have started attending classes to learn Bamaya.
Other,local or private