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Taken literally, folklore means "knowledge of the people." It is the transmission of folkways from generation to generation that allows for individuals to gain a sense of place and grounding in our fast-paced society. Therefore, it only makes sense that our students investigate and contemplate such questions as "Who am I?," "What is my place in the community?," and "Why am I the way I am?" Exploring the answers to these questions will ultimately lead to the uncovering of family customs, foodways, religious beliefs, celebrations, etc...
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"Folklife" is a word that connotes an even broader realm of study than the term "folklore." Folklife refers to virtually everything pertaining to society. Many students think of "old" things when they see the word "folklife." In reality, folklife not only applies to the past, but also to the present. The music of the Beatles or Garth Brooks is just as relevant as that of Bill Monroe or Bessie Smith in the study of folklife. Current rap culture is just as relevant as traditional chants, and so on... It can be difficult to convince students that their urban legends, favorite rock stars, and forms of entertainment are all a part of "folklife."
The inclusion of folklife studies in the curriculum is important, not only to help students appreciate the importance of previous societies and cultures, but also to help them recognize the relevance of their culture. Integrating folklife into the curriculum is a perfect opportunity to take a more interdisciplinary approach to education. The students will learn to draw connections, better understand the incredibly diverse nature of society, and gain a better "sense of place." This "sense of place" seems to be eluding many of the students of today's generation, and is leading to a lack of identity. The stronger a young person's identity becomes, the more responsible that person will function in society.
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Folklife studies are also perfect for reaching EVERY student in the classroom. Most classrooms are composed of students that range widely in ability level and learning styles. I was amazed this past year at how many of my high school students, who would best be categorized as "unmotiviated," actually came to life when taking part in the folklife curriculum. Many students who made poor test grades on the standard curriculum, created some of the best folklife projects. The folklife elements of the class seemed to even spark student interest in other areas of the class. U.S. History class all of a sudden became relevant. By the same token, the students who already had a high-degree of motivation were able to utilize their skills in new and creative ways.
We truly hope that more teachers integrate folklife studies into their curriculum. Many teachers already do this in one form or another. Hopefully, this website will present some ideas to help teachers further understand the many possibilities of folklife education. Not only is folklife education relevant and important, but it is just plain fun and interesting!
Please do not hesitate to contact us if you have any questions regarding folklife curriculum. Also, we are big believers in collaboration among teachers. If you have any suggestions or ideas, we would love for you to share them with us. We will post some of the ideas on this site. It would be great to add the experiences of other classrooms to this discussion and website.
Thank You