Havana Son A Musical Tour through Latin American Study Guide

Transcription

1 Havana Son A Musical Tour through Latin American Study Guide Program Description Playing the salsa, meringue, son, cha cha and boleros, Havana Son takes students through a musical a tour of Latin American countries including Cuba, the Dominican Republic, Mexico, Colombia, Panama and Puerto Rico. Students join in by clapping, singing, dancing and even playing along as Havana Son moves through the musical traditions of each country. The duo adds context to its musical performance eby helping students identify each country on a map, teaching about its size and population and sharing new vocabulary words. Artist Bio Cuban native Rene Herrera is a seasoned veteran of Cuban symphonies and bands, a recording artist and an accomplished composer and arranger. His wife and partner Llilian Herrera uses her background in classical music in concert wither her Cuban roots to create an intoxicating and soulful sound of her own. Havana Son plays authentic Latin rhythms such as Salsa, Merengue, Son, Cha Cha and Boleros. Background on Art Form Latin music has enjoyed a long history and the enriching influence of ancient civilizations. From the traders and travelers which have brought their own stories and culture to this land to the indigenous people who know its story best comes a music that identifies regions of the world around us. The many styles of rhythm and melodies offer a colorful and unique viewpoint of the history of the people and the cultures that still celebrate with the same music today. Latin music and its many different styles can help us explore a world far away while staying right in our own home. 1

2 Prepare (Pre- or pre-performance) Pre/Post Activities Teachers, please read this to your students. Today we re going to enjoy a musical journey together through a performance by Havana Son a group of professional musicians. These performers will introduce a variety of instrumental sounds that will help stir our imaginations and encourage our own exploration of themes common within our curriculum and supportive of appreciation of the arts. Warm-up Questions What is percussion? Can anyone name a type of rhythm instrument? Where are you used to hearing Latin American music? How do rhythms vary from culture to culture? How many instruments can you name? What are different types of Latin American music you can name? Can drums be used for communication how? What are some ways you could learn more about Latin music? Warm Up Questions for meeting the Georgia Performance Standards for Listening/Speaking/Viewing : Describe the perfect audience. What are some of our class rules for being good listeners? How do we show someone we appreciate their visit to our school or classroom? How does being part of an audience help make you a good citizen? What are some examples of bad audience behavior or attitudes? How does a negative audience member effect your enjoyment of a show or performance? How would this make the performer feel? How do we want the performer to feel when they leave our school or classroom? Reflect (Post- or post-performance) Reflection activities may vary, but some suggestions include mapping some of the places encountered in the musical journey; journaling about the performance experience; creating a short in-class performance of rhythm using hands, fingersnapping, or light desktop drumming (or combinations); list the names of the instruments on the board and match them to their definitions or the sounds they make; researching the history of drums or allowing students to create their own drum which explores their cultural background or cultures currently being studied; learning counts or 2

3 beats which mirror mathematical concepts; reading stories which feature drums or drumming; investigating the role of drums during battles; challenging students to draw, or devise a way to recreate their favorite percussion instrument from the show. Additional Activities Find Mexico and other Latin American countries on a map; discuss how far it is from where students live; what are the major borders or bodies or water Offer students a puzzle map of South America and have them put it together individually, in cooperative large or small groups, or in think-pair-share; then label the capital, cities, or major political or geographical landmark Listen to recordings of different types of Latin American music. Ask students what they know about Latin American music or history and record it on a graphic organizer for a before-and-after comparison or fill in a K-W-L Chart chronicling What do you KNOW about Latin American music / What do you WANT to learn / What did you LEARN Look up information on the Internet or use technology to introduce South America Compose Fun Facts About the regions discussed in the performance Photocopy photos or pictures of the vocabulary instruments and see if students can match them before and after the performance to their sounds or names or the way they looked Vocabulary Salsa- is a diverse and predominantly Spanish Caribbean genre that is popular across Latin America. Merengue- is a type of lively, joyful music and dance that comes from Dominican Republic Son- a style of music that became popular in the second half of the 19th century in the eastern province of Cuba Cha Cha- A form of music developed for and completely for dance. The Cha Cha Cha is a dance step. Boleros- Bolero is a 3/4 dance that originated in Spain in the late 18th century. 3

4 Georgia Performance Standards SS6G1 The student will locate selected features of Latin America and the Caribbean. SS6G4 The student will describe the cultural characteristics of people who live in Latin America and the Caribbean. MLEK.CU1A Demonstrate knowledge of typical practices and products of target cultures. MLEK.CU1B Participate in culturally-authentic simulations, such greetings and celebrations. MLEK.CU1C Identify countries where target language is spoken. MLEK.CCC4A Identify places where target language is found beyond the classroom setting. MLEK.CCC4B Identify places where target cultures are found beyond the classroom setting. MLE1.CU1A Demonstrate knowledge of typical practices and products of target cultures, i.e., how birthdays are celebrated, piñatas, first day of school traditions, etc. MLE1.CU1B Participate in culturally-authentic simulations, such as greetings and celebrations. MLE1.CU1C Name selected countries where the target language is spoken. MLE1.CCC4A Identify places where target language is found beyond the classroom setting. MLE1.CCC4B Identify places where target cultures are found beyond the classroom setting. MLE2.CU1A Demonstrate knowledge of typical practices and products and products of target cultures, i.e., how birthdays are celebrated, piñatas, first day of school traditions etc. MLE2.CU1B Participate in culturally-authentic simulations. MLE2.CU1C Identify selected symbols and landmarks of target cultures. MLE1.CCC2B Compare cultural products, practices, and perspectives. MLE3.CU1A Demonstrate knowledge of typical practices and products of target cultures. MLE3.CU1B Participate in culturally authentic simulations. MLE3.CU1C Identify selected symbols and landmarks of target cultures. MLE3.CU1E Identify similarities and differences among a variety of cultures. MLE3.CCC2A Identify age-appropriate patterns of cultural behavior and interaction. MLE3.CCC2B Compare cultural products, practices and perspectives. MLE3.CCC3A Compare patterns of spoken communication such as intonation and pronunciation MLE4.CU1A Demonstrate knowledge of typical practices and products of target cultures. MLE4.CU1B Participate in culturally-authentic simulations. MLE4.CU1C Identify selected symbols and landmarks of target cultures. MLE4.CU1C Identify selected symbols and landmarks of target cultures. MLE4.CU1E Compare and contrast similarities and differences among a variety of cultures. MLE4.CCC2B Compare and contrast cultural products, practices and perspectives. MLE4.CCC3A Compare and contrast patterns of spoken communication such as intonation and pronunciation. MLE4.CCC4A Document and describe encounters with the target language beyond the classroom setting. MLE4.CCC4B Document and describe encounters with the target cultures beyond the classroom setting MLE5.CU1A Demonstrate knowledge of typical practices and products of target cultures. MLE5.CU1B Participate in culturally-authentic simulations. MLE5.CU1C Describe selected symbols and landmarks of target cultures. MLE5.CU1E Compare and contrast similarities and differences among a variety of cultures. MLE5.CCC2B Compare and contrast cultural products, practices and perspectives. MLE5.CCC3A Compare and contrast patterns of spoken communication such as intonation and register. MLE5.CCC4A Document and describe encounters with the target language beyond the classroom setting. MLE5.CCC4B Document and describe encounters with the target cultures beyond the classroom setting. MLI.CU1C Describe cultural customs and traditions. MLI.CCC1A Demonstrate basic geographical knowledge. MLII.CU1A Participate in real or simulated cultural events, such as family activities and holiday celebrations. MLII.CU1B Identify patterns of behavior typically associated with cultures, such as eating 4

5 and shopping customs, leisure activities, and celebration of national holidays. MLII.CU1C Examine the influence of the geography of the countries studied on cultural elements such as food, clothing, dwellings, transportation, language, and art. MKGM.9 Understanding music in relation to history and culture M1GM.9 Understanding music in relation to history and culture M2GM.9 Understanding music in relation to history and culture Sing, listen, and/or move to music from various historical periods and cultures M3GM.9 Understanding music in relation to history and culture M4GM.9 Understanding music in relation to history and culture M5GM.9 Understanding music in relation to history and culture a. Perform, listen, move and/or distinguish between music from various historical periods and cultures (e.g., various world regions). b. Describe how music and musicians function in various cultures. M5GM.7 Evaluating music and music performances a. Evaluate musical performances of themselves and others. b. Explain personal preferences for specific musical works and styles using appropriate vocabulary. M5GM.8 Understanding relationships between music, the other arts, and disciplines outside the arts a. Describe the relationship between music and the other arts. M6GM.6 Listening to, analyzing, and describing music b. Recognize characteristics of musical elements in music, which represent diverse genres and cultures. M6GM.7- Evaluating music and music performances M6GM.8 Understanding relationships between music, the other arts, and disciplines outside the arts M6GM.9 Understanding music in relation to history and culture a. Identify distinguishing characteristics of representative music genres and styles from a variety of cultures. c. Compare music of two or more world cultures identifying function and role of music, their musicians, and their respective performance conditions. M7GM.6 Listening to, analyzing, and describing music b. Identify characteristics of musical elements in music which represent diverse genres and cultures. M7GM.8 Understanding relationships between music, the other arts, and disciplines outside the arts M7GM.9 Understanding music in relation to history and culture a. Describe distinguishing characteristics of representative music genres and styles from a variety of cultures. M8GM.6 - Listening to, analyzing, and describing music a. Accurately describe specific music events in a given aural example, using appropriate terminology. b. Demonstrate knowledge of elements of music through analysis of music which represent diverse genres and cultures. M8GM.8 - Understanding relationships between music, the other arts, and disciplines outside the arts M8GM.9 - Understanding music in relation to history and culture a. Describe distinguishing characteristics of representative music genres and styles from a variety of cultures. b. Compare music of several world cultures identifying the function and role of music, their musicians and their respective performance conditions. DKCO.1 Demonstrates and understands dance in various cultures and historical periods a. Explores the role of dance in various cultures b. Explores Why we dance D1CO.1 Demonstrates and understands dance in various cultures and historical periods. a. Demonstrates an understanding of the role of dance in various cultures b. Participates in dance activities representing various cultures c. Demonstrates an understanding of Why we dance? D2FD.4 Understands and applies music concepts to dance a. Demonstrates structured movements to a steady beat b. Executes instructed or created movements to simple rhythmic patterns c. Responds to changes in tempo and qualities through movement D2CO.1 Demonstrates and understands dance in various cultures and historical periods 5

6 D3FD.4 Understands and applies music concepts to dance D3CO.1 Demonstrates and understands dance in various cultures and historical periods D4FD.4 Understands and applies music concepts to dance D4CO.1 Demonstrates and understands dance in various cultures and historical periods D5FD.4 Understands and applies music concepts to dance D5CO.1 Demonstrates and understands dance in various cultures and historical periods DMSPFD.4 Understands and applies music concepts to dance DMSPCO.1 Demonstrates and understands dance in various cultures and historical periods 6