Author:
Kim Davenport
Subject:
Environmental Science, Arts and Humanities, Performing Arts, Environmental Studies
Material Type:
Homework/Assignment
Level:
High School, Community College / Lower Division, College / Upper Division
Tags:
  • Climate Change
  • Environmental Justice
  • Interdisciplinary Activity
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English

    Terra Nostra Curriculum Resources

    Terra Nostra Curriculum Resources

    Overview

    The curriculum shared here utilizes Terra Nostra, a multimedia symphony about climate change. Variations of the curriculum were developed by Kim Davenport for use in several 100-, 200- and 300-level non-major music courses at the University of Washington, Tacoma. More than 50% of UWT undergraduate students are the first in their family to attend college, and nearly 60% are students of color.

    Depending on the exact level and subject-matter of each course, Terra Nostra was utilized in support of a variety of learning objectives:

    • Building students’ listening skills, through the combination of music and video, and through the analysis of music without words
    • Drawing interdisciplinary connections between music and other disciplines
    • Providing an example of music created to raise awareness about a timely social issue

    Although the assignments shared here were designed for music courses, they could easily be adapted for inclusion in courses in other disciplines, and this is indeed one of the motivations for sharing this curriculum through a Creative Commons license.

    Introduction

    Target Audience: High School, College/University

    Curriculum Areas: Music, Arts, Environmental Science

    Creative Commons License: Attribution-Non-Commercial 4.0 International

    About the Curriculum

    The curriculum shared here utilizes Terra Nostra, a multimedia symphony about climate change. Variations of the curriculum were developed by Kim Davenport for use in several 100-, 200- and 300-level non-major music courses at the University of Washington, Tacoma. More than 50% of UWT undergraduate students are the first in their family to attend college, and nearly 60% are students of color.

    Depending on the exact level and subject-matter of each course, Terra Nostra was utilized in support of a variety of learning objectives:

    • Building students’ listening skills, through the combination of music and video, and through the analysis of music without words
    • Drawing interdisciplinary connections between music and other disciplines
    • Providing an example of music created to raise awareness about a timely social issue

    Although the assignments shared here were designed for music courses, they could easily be adapted for inclusion in courses in other disciplines, and this is indeed one of the motivations for sharing this curriculum through a Creative Commons license.

    About Terra Nostra

    Terra Nostra is a 30-minute multimedia symphony about climate change composed by Christophe Chagnard with poetry by Emily Siff and a film by Charlie Spears. It was created to Engage, Educate, Inspire, and Empower people to move for personal and policy change to protect our earth. It is an evocative combination of orchestral music, poetry, and film, intended to invite broad discourse and inspire concrete initiatives in diverse audiences in ways science alone may not.

    It premiered in June 2015 to critical acclaim, was revised in 2018 and recorded in 2019 by Seattle Music with the composer conducting. The first iteration of the film, containing the music and accompanying visual imagery, was released in July 2019.

    The latest version of the film, released in 2022, adds the poetry, read by the poet, Emily Siff, and international climate activists Xiye Bastida and Ayisha Siddiqa.

    Contained in this document

    The following chapters include example assignments, resources available for use in implementing these assignments, and samples of student reactions to Terra Nostra.

    Example Assignment: 300-level interdisciplinary music course

    Course: “Music and Crisis,” a 300-level course exploring music created in response to crisis

    Terra Nostra was incorporated into a two-week unit exploring music from a variety of genres written to raise awareness about climate change. We watched the 2022 version of the film, including the poetry, together as a class.

    The students then engaged in a Canvas discussion board with the following prompt:

    After experiencing the music in class, address the following in your discussion post:

    • Did Terra Nostra make you think differently about climate change? Why or why not?
    • What did you find most and least effective in the experience (music, images, poetry)?
    • Did you find that the visual presentation enhanced or detracted from the music?
    • Were there images that were especially effective? Surprising? Disturbing? Confusing? All of the above?

    Example Assignment: 100-level survey music course

    Course: “Music Appreciation,” a 100-level survey course about western classical music

    Students in this course write a two-page reflective paper each week. Many of the papers give students freedom to choose a composer and piece of music from within a given historical period, but for a few of the assignments, I have all students listen to and write about the same piece.

    Terra Nostra was the assignment in week 8 of a 10-week quarter, after students had gained a bit more listening experience, and the assignment utilizes the version of the film which includes the poetry.

    Prompt:

    The piece we will explore is Terra Nostra, a multimedia symphony about climate change, composed by Christophe Chagnard. You can learn more about the background of Terra Nostra via these two resources:

    Please begin by experiencing the music in its entirety.

    In your paper, please:

    • briefly explain the origin of the piece and what it is meant to address
    • describe the music, utilizing vocabulary introduced in this class
    • describe the multimedia elements of the piece (video and poetry)
    • describe your reactions to listening to the full piece, and what, if any reaction it inspired in you related to the issue of climate change

    Example Assignment: 100-level intro to humanities

    Course: “Intro to Humanities,” a freshman-only course taught with a music focus

    This is a course limited to first-year college students, and the exact theme of the course varies by instructor. I teach it with classical music as a unifying theme, but with many interdisciplinary assignments. Each week, students write a two-page reflective paper after exploring a piece of music and/or completing a reading or watching a video.

    Terra Nostra was the last of these assignments, in week 10 of a 10-week quarter, as it involved the most challenging listening reflection prompt I had asked of these students. This assignment utilized the version of the film without poetry, and took advantage of the “chapters” that the composer has provided (more about this in the prompt below).

    Prompt:

    For this final reflective paper, we will explore a new piece of classical music written for the purpose of engaging people in social action, specifically around the topic of climate change. Please begin by visiting the Terra Nostra website, where you can learn more about the origin and purpose of the piece.

    Then, experience the piece in its entirety, first just by listening to the audio, and then again while watching the images on screen.

    As we have explored in this class, when applying the practice of close listening, it is vital to listen to a musical example multiple times to give yourself the opportunity to hear more details in the music. That said, some pieces are too long to reasonably expect that you could listen to them multiple times. I am especially thankful to Christophe Chagnard for his work to create distinct chapters of Terra Nostra, each just a few minutes in length, which you can explore in depth. The composer has provided a brief program note for each chapter, explaining what is being depicted:

    Chapter 1
    Title sequence and pre-Big Bang leading to the event that created Earth. A pulse is established as the beginning of time for our planet.

    Chapter 2

    Light and water appear as fundamental elements towards life. Animals are described in various habitats.

    Chapter 3
    The appearance of mankind and its flourishing through various civilizations.

    Chapter 4

    This sequence uses various quotes from famous composers to travel through time towards the turning point: The industrial Revolution!

    Chapter 5

    The Industrial Revolution begins with rapidly expanding large-scale industries. It describes over-production and over-population, leading to drought and fires.

    Chapter 6

    Hurricanes, floods, massive population displacements, politics, waste, impact on animals.

    Chapter 7

    Temperature rising and arctic ice-melting on a massive scale, including a short excerpt from James Balog’s “Chasing Ice” documentary.

    Chapter 8

    This section is about human resilience and ingenuity with a focus on solutions. It features a 3 short, 3 long, 3 short brass motive which signifies S.O.S. as we admire the magnificence of our precious planet from space (NASA footage).

    Chapter 9
    The Coda: Time, conveyed by a dotted rhythm played on timpani, is running out. This section conveys all that is wonderful and hopeful about our species and how much is at stake. It concludes with a violin duet symbolizing the need for a return to a state of harmony between humans and nature.

    After reading the program notes for each chapter, choose a chapter that intrigues you. Listen to it once with just audio, then watch again, taking in the video element as well as the music. Finally, listen a third time, and address the following questions in your paper:

    • How does the composer create the scene he intended to depict?
    • Identify and describe one specific musical element that made you picture a specific scene or feel a particular emotion.
    • How did the video complement the music?
    • Did this listening experience impact your understanding of the issue of climate change, or inspire you to take any action? Why or why not?

    Sample Student Reactions

    Sample student reactions

    “The culmination of music, art, and poetry is a beautiful combination that I believe achieves its purpose in promoting awareness of climate change. First the symphony achieves this in its overall expressive representation of how amazing our planet is; the visual elements support this exactly just by showing us this beauty. However, we are also shown the industrial and destructive aspects of human expansion, a reminder of what is at stake. I myself am reminded that I have also been an unintended contributor to the harmful effects on our environment. Here we live in a society that provides humans with so many amenities, so much that we forget our connection with nature itself. As a result, I feel many of us have become desensitized to this danger that we have put ourselves and our environment in. Should we aim to make changes to rekindle that connection with our environment—I say that we must act now and swiftly for it may be too late to undo the damage that has been done.”

    – William B., senior, Biomedical sciences

     

    “I appreciated Terra Nostra so much, because it took a call to action, and brought these serious and relevant issues into the light for listeners to be reminded, if not, learn.”

    – Anuvir D., sophomore, pre-major

     

    “I’ve always felt rather strongly about climate change. However, viewing this piece has led to some important realizations. Though I am just one person, I can still use my skills to impart change on this slowly decaying world akin to how Chagnard used his musical abilities to play his part. I’m going into the web development industry in which I’ve already crafted several sites. The web is a central source for how people receive information across the globe. Despite not going into a position that would be directly combating climate change at its source (legislation), I – like Chagnard – can still play my part by spreading the message. I don’t think I’d be able to live with myself if I didn’t at least make an effort to instill change.”

    – Kenyon H., sophomore, pre-major

     

    “As a senior majoring in Environmental Science, this piece was absolutely moving and brought up many personal emotions. To think about there being people in the world that don’t know, understand, or even believe that climate change is happening so quickly and dangerously for us and future generations is really just crazy and very scary. I believe that if it became as big of an issue or better yet a trend to today’s youth to try and stop climate change that leads into sea levels rising, extinctions of species being at a rate that’s 100 times faster than ever before than maybe some real change can happen, so the fact that Terra Nostra has helped raised so much awareness in such a beautiful and enticing way really brings a little peace to my heart and inspiration to keep this ride of my own going.”

    – Alyssa J., senior, environmental science

     

    “Climate change is a heavy topic and some people like me might not understand what climate change really is. Terra Nostra has inspired me to do research on climate change to get a full understanding of what climate change is and how I can be a beneficiary to the matter. Overall, I think Terra Nostra is an amazing work and makes me want to do better.”

    – Waylon S., junior, social welfare

     

     

    “Looking at this film I am inspired to look into what different professions are doing about

    climate change. I think it is fascinating how music and other arts are so versatile in that you are able to put two or more forms together to make an even more meaningful statement about life.”

    – Clive W., junior, pre-major

     

    “I think that using classical music to spread awareness about global problems isn’t just smart, it’s way more expressive. Using these different instruments that are some of the oldest in the world and connecting them to the origins of the world is integral to this video masterpiece.”

    — Oleg C., senior, Business Administration

     

    “It was pretty intense to watch, because it definitely put into perspective the harm, chaos, and destruction humans have caused. We’ve all seen climate change documentaries, thought about them for a day or two, and then forgot about it and moved on. This piece, in my opinion, was more impactful and will have a longer lasting effect because of how it was presented.”

    — Madeline F., senior, Psychology

     

    “While watching the film Terra Nostra it seemed more impactful even without words than an average film spewing facts at you. This seems as though it is supposed to grasp the viewer’s attention in an artistic and emotional way than most climate films/videos.”

    –Perris N., senior, Arts, Media, and Culture

     

    “Climate change was already something that I care deeply about, and I try to reduce my environmental impact in every way I can. But I still found this work to be very inspirational!  Sometimes things can feel like we are fighting a losing battle, so it made me happy that the final movement was uplifting, showing the positive strides that have been made and indicating there is hope for the future still.”

    –Meaghan M., senior, Biomedical Sciences

     

    “Listening was a reminder for me of just how serious this issue is, and that I play a role in it as a human. Thus, it has reminded me of my own responsibilities and what I owe to this planet. I think that this piece is very effective in inspiring action in the audiences that it has been presented to, including us in this class. It seems to have the power to awaken a sense of responsibility in anyone.”

    –Ciara R., senior, Interdisciplinary Arts & Sciences

     

    “When listening to Terra Nostra I was blown away. After listening to this piece, I feel a sense of duty to help preserve the earth in any way that I can. I feel that the piece is very effective in achieving its goal because it helps create dialogue for those who don’t know the effects of climate change.”

    –Rohit A., senior, Business Administration

     

     

     

    “Terra Nostra definitely changed the way I perceive climate change. I have already had deep concerns about the situation at hand, but these concerns felt far away and easily ignorable. This film forced me to sit with the emotions that come with seeing the most vulnerable victim to climate change apart from humans: nature itself.”

    – Genesis G., senior, Communications

     

    “Terra Nostra was the most creative and unique way I have seen climate change and environmental awareness presented. I was blown away by the depth of the piece and its visuals.”

    – Elizabeth F., junior, undeclared major

     

    “I have always had real concerns about climate change but after watching and listening to Terra Nostra, I was reminded once again why climate change is such an important and huge issue that everyone needs to not only be aware of but address and take action towards.

     

    As someone who comes from a small island in the South Pacific, I am especially concerned about my people and my homeland of Samoa, and how climate change is heavily impacting the islands. Terra Nostra was a moving experience, and a really great way of using music to change the world and inspire others.”

    – Tezrah M., senior, Law and Policy

     

    “I think the most effective part of the experience was the music itself. The decision to use a constant beat throughout the piece and to leave it continuous instead of breaking it into movements was effective in invoking the theme of “time.” Thinking about time is important to gaining an understanding of climate change – it’s valuable to consider the unfathomable age of the earth, the impact of humanity on its health and resources, and how little time we have now to make changes in order to stop our negative impact from becoming irreversible.”

    – Abbigail K., senior, Psychology

     

    “Terra Nostra made me feel more hopeful about the future, which not something I usually experience regarding climate change. The film certainly reaffirmed my negative and frightful feelings about climate change, but the final stage of the film reminded me of something very important: we can still do some good and we can’t throw in the towel yet.”

    – Isabel G., senior, Arts Media & Culture

     

    “Terra Nostra made me view the issue of climate change extremely differently. Hearing about things on the news is much different than seeing something through the lens of an expressive artwork. Art transcends normal boundaries, opening a doorway for connection, emotion, and influence to flow through. Terra Nostra forced me to connect with art, both in audio and visual form, that clearly said “climate change is real, and it is hurting our earth.”

    – Elizabeth F., junior, undeclared major