User:Claremaier/sandbox

aragraph: This helps you set the style of the text. For example, a header, or plain paragraph text. You can also use it to offset block quotes.

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Claremaier (talk) 13:32, 29 September 2017 (UTC) marks conversations and pages with my username

Article Evaluation - Jamaica, Land We Love (National Anthem of Jamaica)

• Is everything in the article relevant to the article topic? Is there anything that distracted you?
  • The article contained information on the history and lyrics of the national anthem.
  • There was a small section talking about the process of decolonization and independence, that, while relevant, was kind of out of place because it wasn't well linked to the following section on the selection process of the anthem.
• Is the article neutral? Are there any claims, or frames, that appear heavily biased toward a particular position?
  • The article appears to be neutral
• Are there viewpoints that are overrepresented, or underrepresented?
  • No, although the article is relatively short, so it's sort of hard to tell.
• Check a few citations. Do the links work? Does the source support the claims in the article?
  • Not all the links work. Some appear to no longer connect to the source. The remaining do point to the information from the article.
• Is each fact referenced with an appropriate, reliable reference? Where does the information come from? Are these neutral sources? If biased, is that bias noted?
  • The few sources referenced do seem to apply to the majority of the facts, although not every fact is supported by its own reference.
  • The sources are from encyclopedic-like sources on national anthems and the government of Jamaica website, as well as a news source and some others. They appear reliable and fact-driven.
• Is any information out of date? Is anything missing that could be added?
  • Because this article is referencing a historical document, it appears to still be up-to-date.
  • The article mentions the writer and composer of the anthem, but there are no links to them and no additional information is given about their backgrounds, personal histories or motivations for writing.
• Check out the Talk page of the article. What kinds of conversations, if any, are going on behind the scenes about how to represent this topic?
  • There is a comment about modifying an external link.
• How is the article rated? Is it a part of any WikiProjects?
  • More audio files are requested
  • Within scope of WikiProject Songs
    • start-class article
  • Within scope of WikiProject Caribbean
    • start-class article and of top-importance
• How does the way Wikipedia discusses this topic differ from the way we've talked about it in class?
  • The article is not robust (because it is a start article), but it appears to cover the main aspects in a historically-neutral manner.

In conclusion, it appears like a good article to contribute to, adding more detailed information about the influences of the British colonial system on the anthem (it's in English, speaks of the Christian God, etc). More information about the creators of the song and people's reactions to it would also improve it's breadth and quality.

Week 6: Add citations to a Wikipedia article

I am adding some citations and sentences to the article on Haiti, under the heading "Haitian Revolution (1791–1804)".

This section is relevant to the course because it deals with the tendency of historians to forget to write about the origins of the Haitian slaves and doesn't highlight the historical or political influences of Africa on their later actions.

"In considering the history of the Haitian revolution, it is important consider the political and ideological circumstances which helped shape them into the people and later warriors, that they became. This helps present a more well-rounded understanding and helps break the narrow viewpoint many Western historians take. Many of the African slaves were from the Kingdom of the Kongo, a country with its own history of political thinking and constitutional disagreements. In addition, part of their success in defeating the French was their experience as warriors, as many of them entered the slave trade as prisoners of war captured by the opposing side in wars in Kongo over these political differences."Choosing a Topic

Source 1: Ry Tanindrazanay malala ô! (National Anthem of Madagascar)

This article is quite short and notes who contributed to the anthem. It identifies it as a march and connects it to European influences.

The talk page identifies it as a WikiProject Songs contribution and is rated as a C-Class article, meaning it is missing important content and citations. It has also been included in WikiProject Africa and WikiProject Madagascar.

It would be useful to write more about the personal backgrounds of the writer and composer, looking into colonial influences. Some more history into when and why it was adopted, as well as any controversies surrounding it would be helpful as well.

Ry Tanindrazanay malala ô!

Source 2: National anthem of Bolivia

This article contains a brief introduction of the writer and composer and then the lyrics.

The talk page discusses some additional history of the song, mainly where the composer was living at the time of composition and where it was first performed. It is is listed as a stub under the WikiProject Songs designation and is also connected to WikiProject Bolivia.

It would be useful to explore the context into which this song was written, especially that it was written by an Italian.

National anthem of Bolivia

Source 3: Samuel de Champlain

This article provides a good review of Champlain, but while it does include an image of the monument here in Ottawa, it doesn't discuss it's history or controversy.

The talk page appears active, with people discussing facts about his birth, death, and other facts. There is no discussion of the statue.

It would be useful to add to the section dealing with his relationship with indigenous peoples and to add a section about the controversies surrounding that statue and the indigenous scout that was placed there. It would be in relation to Canada's troubled history of representing indigenous peoples and current efforts to improve those relations.

Samuel de Champlain#Relations and war with natives

Source 4: 1980 Summer Olympics boycott

The article provides an overview of the 1980 Summer Olympics boycott. It references some cold war events.

The talk page references several WikiProjects, including Cold War, Soviet Union, Sports, Olympics, mostly as Start-class Mid-to-High importance. The talk page doesn't address any of the points I wish to raise.

This article references cold war events, but does not explain well why so many countries boycotted the games and why they were split the way they were. I would add a section talking about the colonial/political Cold War connections and discuss how those alliances and divisions impacted the boycott, briefly referencing the 1984 boycott as well.

1980 Summer Olympics boycott

Of these four articles, I am most interested in working on Source 1 (National Anthem of Madagascar) and Source 4 (1980 Summer Olympics boycott). Please see my thought process above.

Image Assignment

I added an image of sugar cane to the main article on sugar.

Sugar

I took the image at the local grocery store and uploaded it through wikicommons first.

Assigned Topic: Ry Tanindrazanay malala ô! (National Anthem of Madagascar)

Ry Tanindrazanay malala ô!

I would like to enhance the information provided about the lyricist and composer of the anthem (if possible, I'm currently having trouble finding sources), as well as elaborate on the circumstances under which it was written. I would also like to expand the brief notion of European influence and briefly (very briefly) discuss the colonial history of Madagascar. Perhaps a short section on how it is currently received and any major controversies surrounding it would also be useful (if the information is available, it might not be).

Bibliography (note: not all the sources, just what I have found so far)

Colonial Sources:

Madagascar and its People: Notes of a Four Years' Residence by James Sibree, Jun.

The Story of Madagascar by Rev. John W. Mears,

General Sources:

Madagascar by LISA L. COLBURN

A green estate: restoring independence in Madagascar by Gillian Feeley-Harnik, Smithsonian Institution Press, 1991

Specific:

New Nations Sing Out: The creation of National anthems for ex-colonials raises language problems by Emil Lengyel, New York Times (07 Oct 1962)

African National Anthems: ‘Beat the drums, the red Lion has roared’ Igor Cusack, Journal of African Cultural Studies Vol. 17 , Iss. 2,2005

"Madagascar Begins Independence Negotiations" Africa Report; New York Vol. 5,  (Jan 1, 1960).

National days between commemoration and celebration: remembering 1947 and 1960 in Madagascar by M Späth - ‎2013

DRAFTING THE ARTICLE

Lead section

Ry Tanindrazanay malala ô! is the national anthem of Madagascar. The lyrics were written by Pasteur Rahajason and the music by Norbert Raharisoa. It is similar to a march and was strongly influenced by European music and the French colonial education system It is often played by Malagasy musicians on the accordion. The anthem was officially adopted on April 27, 1959 by the parliament of Madagascar prior to the official granting of independence on June 26, 1960. Philibert Tsiranana was Prime Minister of Madagascar during the creation of the anthem and Michel Debré was the French Prime Minister during this time. The main focus of the anthem is love of the land, as well as thankfulness to God and an appeal to unity and loyalty under the nation.

"Pastuer" (Pastor) Rahajason

"Pastor" Rahajason is credited with writing the national anthem of Madagascar. He was a priest born in 1897 and died in 1971. He was influenced by the French colonial education system, the aim of which was to assimilate the colonized people and was part of the broader civilizing mission. This system was designed to orient local Malagasy populations towards the French colonial project, promoting strong ties to the French language, as well as French civilization, values, and cultural preferences. The schools were often associated with various missionary organizations, imparting a strong religious education overtone, also accounting for Rahajason's exposure to Christianity and his subsequent decision to become a pastor.

Norbert Raharisoa

Norbert Raharisoa is credited with composing the national anthem of Madagascar. Raharisoa was also a music teacher and professor. He was born in 1914 and died in 1963, shortly following the adoption of his composition. He was honoured for his contributions to Malagasy culture by being featured on the 40 franc postage stamp in 1967. Like his colleague Rahajason, Norbert Raharisoa was raised under the French colonial education system, which explains the colonial influence on the anthem.

Other influential people

Philibert Tsiranana, the Prime Minister of Madagascar during the independence talks with France, was content to remain within the broader influence of the French, including the franc zone. He wanted to ask for an independent ability to conduct diplomatic relations, allowing France to continue its role in other aspects of governance such as defense.

Michel Debré was the French Prime Minister during this time.

March (format)

The anthem is written as a European-style march, consistent with many national anthems around the world. The march is traditionally a military style, with a strong and even beat, originally meant to help troops "march" in step while traveling.

The anthem betrays its colonial influence through the general absence of local musical styles and instrument types. Ron Emoff, professor of music and anthropology at OSU Newark, notes that the anthem is not played in the vakondra-zana style, which is the style of the ancestors' music, also known as a form of traditional music. Emoff also notes that the anthem is usually not played on the local instrument, the valiha. This is because the anthem replicates the same essential ingredients that European hymns use, which are themselves based off of old religious and nationalistic hymns.

History of adoption

The national anthem of Madagascar was officially adopted on April 27, 1959, approximately one year before Madagascar achieved independence from the French, on June 26, 1960. The song was originally written in French and Malagasy, an Indonesian language, indicating both the influence of the French colonizers and the prominence of Indonesian immigration to Madagascar.

Anthems are meant to be hymns to the nation, celebrating important national traditions, goals, and histories and Madagascar's anthem follows this tradition well. They are meant to create a strong sense of national unity and nationalism, and in nations like Madagascar, they are designed to supersede ethnic affiliations.

Researcher Igor Cusack identified several themes under which national anthems generally fall: calls to awake, arise, or work for future progress; praise for what's already there; and/ or thanks to God. Cusack defines anthems as essentially praise hymns to God, the nation, or a parental figure, in keeping with the European origin of anthems as hymns. Writing about Madagascar, Cusack explains that it was influenced by its French colonial masters, and featured the themes: blessed by God, God save our land/people, and a nonspecific love of their beloved land.

History of Madagascar

The anthem is officially written in both French (the colonial language) and Malagasy (the predominant local Indonesian language). This is because prior to Madagascar being conquered by the French in 1896, the island was already home to many different people groups, beginning with the arrival of Indonesians in AD 350. African migrants came from AD 1000 and onwards, as well as other smaller groups, making Madagascar a very diverse nation and explaining the emphasis in the anthem of uniting as a nation based on the beauty of the land rather than a specific ethnic identity. In all, the people of Madagascar were influenced by Indonesian, French, Indian, Arab, and African cultural and religious practices.

Although the independence movement in Madagascar can be traced back to the nationalist attacks against the French in late March of 1947, it is officially credited to the successful referendum vote in 1958 and the founding of the Malagasy Republic on October 14, 1958. They were officially granted independence from France on June 20, 1960 and became known as the Republic of Madagascar.

Analysis of lyrics

Based on the themes provided by Igor Cusack, the Madagascar anthem strongly demonstrates elements of "blessed by God", "God save our land/people", and a "love of their beloved land".

First Stanza

English Approximation	Analysis
Oh, beloved land of our ancestors! Oh beautiful Madagascar. Our love for you will never end, And will remain forever loyal to you.	This stanza focuses an an all-encompassing love of the nation and the land. It opens with a collective remembrance and affection for the past and the ways of the past as represented by the ancestors and closes with a nationalistic promise of fidelity and loyalty to the nation.

Chorus

English Approximation	Analysis
Bless, oh Creator, This island of our ancestors May it have joy and happiness. And may we be truly happy.	The chorus is a prayer to the Creator, who is most likely the Christian God, based on Madagascar's French colonial legacy. It connects the present once again to the past of the ancestors and asks a general blessing of joy and happiness on the country and its people.

Second Stanza

English Approximation	Analysis
Oh beloved land of our ancestors! We wish to serve you With our body, heart and soul. which are precious and dignified.	This stanza is a response to the beauty of Madagascar and the love of its citizens have for it. They affirm their connection to the nation and their desire to serve the nation with body, heart and soul.

Third Stanza

English Approximation	Analysis
Oh beloved land of our ancestors! We pray that you be blessed, By the Creator of this world who is the foundation of your existence.	This final stanza reaffirms the love the Malagasy have for their beloved nation and ask blessings on it and its people by again referencing the Christian God.