ASSEMBLY COORDINATOR: PLEASE DISTRIBUTE/POST/ANNOUNCE! Assembly date: Assembly time: For: Andrés Salguero Presents Uno, Dos, Tres con Andrés! This exciting and interactive children s program teaches Spanish language and Latin American culture. Students sing, shake, and sound out rhythms while trying regional Latin dances and practicing Spanish words. They dance to La Bamba and meet friends of all kinds, including an iguana named Juana. They also hear stories about friendship and adventures that enforce positive ideas about multiculturalism and coexistence. This assembly offers students a fun and engaging way to explore the world of Latin America.
- Prep Information For Assembly Coordinator - Andrés Salguero Presents Uno, Dos, Tres con Andrés! PLEASE PASS ALONG THE ATTACHED TEACHER PROGRAM GUIDE TO ALL PARTICIPATING CLASSROOMS. SET-UP REQUIREMENTS: A cleared performance space with adequate light Access to electric outlet near the performance area Andres has performed in gyms, cafeterias and theatres ARTIST ARRIVAL TIME: 30 minutes prior to performance SUGGESTED INTRODUCTION: Today we have a very special guest. He comes from a country called Colombia and his name is Andrés. Get ready! He is going to take you in a trip around Latin America! Here he is: Uno, Dos, Tres con Andrés! YAMD CONTACT NUMBER: 410.837.7577 INCLEMENT WEATHER: DON T WORRY! Artists will follow school closings/delays. They will work with you to reschedule the performance if necessary. AFTER HOURS/EMERGENCY NUMBER: Call 410.837.7577 and follow the prompts to be connected with a staff member on call.
Teacher Program Guide Uno, Dos, Tres con Andrés! Artist: Andres Salguero GRADE LEVEL: Pre K- 12 Inside this guide: Artist Bio Performance Description SC Connectors Vocabulary List of Resources Post-Performance Activities Contact Young Audiences for more information on this and other programs. 410.837.7577 www.yamd.org Artist Bio Andrés Salguero is an award-winning singersongwriter and a multi-faceted artist who has interests in both classical and popular music. He holds Bachelor s, Master s, and Doctorate degrees in music and has performed for thousands of children around the U.S. In 2000, he was the winner of the National Composition Contest in Colombia with his song, "Relámpagos y Flores." He is a devoted performer of the clarinet and has delved into many genres, including jazz, salsa, rock, and ska. He enjoys bringing Spanish and Latin culture into schools and libraries Performance Description This exciting and interactive children s program teaches Spanish language and Latin American culture. Students sing, shake, and sound out rhythms while trying regional Latin dances and practicing Spanish words. They dance to La Bamba and meet friends of all kinds, including an iguana named Juana. They also hear stories about friendship and adventures that enforce positive ideas about multiculturalism and coexistence. This assembly offers students a fun Maryland State Curriculum Connectors WORLD LANGUAGES Standard 1.0 Communication 2. INTERPRETIVE: Students understand and interpret the target language in its spoken and written form on a variety of topics. BEGINNING INDICATOR (RECEPTIVE-IMITATIVE) A. Students understand spoken and written language on very familiar topics in the target language that promote the learning of basic linguistic structures In the target language: OBJECTIVES a. Interpret the basic message from spoken and written texts that are on very familiar topics. b. Identify the main idea and some supporting details from authentic spoken and written texts that have visual support. c. Demonstrate understanding of developmentally appropriate information gained through active listening or reading by applying it to a different context.
Teacher Program Guide Uno, Dos, Tres con Andrés! Artist: Andres Salguero GRADE LEVEL: Pre K- 12 Maryland State Curriculum Connectors (continued) Artist Bio Performance Description SC Connectors Vocabulary List of Resources Post-Performance Activities Contact Young Audiences for more information on this and other programs. 410.837.7577 www.yamd.org FINE ARTS, MUSIC Standard 1.0 Perceiving, Performing, and Responding: Aesthetic Education Students will demonstrate the ability to perceive, perform, and respond to music. INDICATOR 1. Experience performance through singing, playing instruments, and listening to performances of others OBJECTIVES (Grade 1) a. Demonstrate vocal qualities, such as head voice and chest voice and sing with high and low vocal sounds, matching pitches within an age-appropriate vocal range b. Demonstrate ability to echo short rhythmic and melodic patterns (quarter note, two eighths, and quarter rest) c. Practice steady beat through singing, speaking, and playing classroom instruments d. Perform simple 2- or 4-beat rhythmic ostinatos e. Sing or play in groups, matching dynamic levels (soft and loud) f. Demonstrate appropriate audience behavior OBJECTIVES (Grade 2) a. Use the head voice to sing a varied repertoire of songs, singing games, and songs with instrumental accompaniment, matching pitches within an age-appropriate vocal range SOCIAL STUDIES Standard 2.0 Peoples of the Nation and World: Students will understand how people in Maryland, the United States and around the world are alike and different. B. Cultural Diffusion (Grade 3) a. Use fiction and non-fiction to compare the elements of several cultures and how they meet their human needs for clothing, food, shelter, recreation, education, stories, art, music, and language Spanish Vocabulary Covered in the Performance -Numbers from 1 to 10: uno dos tres cuatro cinco seis siete ocho Nueve diez Hola: Hello Amigo: Friend Manos: Hands Pies: Feet Cabeza: Head Amarillo: Yellow Verde: Green Azul: Blue Rojo: Red Elefante: Elephant
Discussion Questions Except for the Native Americans, all of the people in the US have ancestors who immigrated to the US from a different country, or they are immigrants themselves. What members of your family immigrated from a different country? This could be parents, grandparents, great-grandparents, or even yourself. This could also be neighbors or family friends. Ask your relatives: what countries did they come from? What languages did/do they speak? What was their traditional dance and music like? Why did they move to the US? List of Resources Andres Salguero Books: Durango, Julia, and Broeck Fabricio Vanden. Under the Mambo Moon. Watertown, MA: Charlesbridge Pub., 2011. Print. Marisol loves helping her father out on Friday nights in his music shop as their neighbors stop by to visit and listen to their favorite dance music from their home countries. Schiler, Pam. The Bilingual Book of Rhymes, Songs, Stories and Fingerplays. Silver Spring, MD: Gryphon House, 2004. Robinson, Fay. Hispanic-American Crafts Kids Can Do! Berkeley Heights, NJ: Enslow Elementary, 2006. Campbell, Patricia Shehan., and Ana Lucía. Frega. Songs of Latin America: From the Field to the Classroom = Canciones De América Latina : De Sus Orígenes a La Escuela. Miami, FL: Warner Bros., 2001. Websites: A fun online trivia quiz for kids about Latin America: http://www.funtrivia.com/newflash/trivia.cfm? qid=302753 This website has geography games at different levels, from tutorial to advanced: http://www.sheppardsoftware.com/south_america_geography.htm A short slide show of different types of Latin American music and the instruments used. http:// www.ehow.com/about_5370588_instruments-used-latin-american-music.html#page=0
Types of Dance and Music in the Performance -Mambo: Cuban dance and music that appeared in the 1930s in Cuba and was popularized in Mexico and the US by Dámaso Perez Prado, who even appeared in Hollywood films. -Conga line: Type of dance done in a line, originating in Cuba during carnival times. It became popular in the US in the 1930s and 1950s. -Bachata: Traditional music from Dominican Republic. It features guitars and percussion instruments. Nowadays it is one of the most popular genres among the Latin communities. It has been mixed with other styles like R&B and pop. -Calypso: Musical genre originated in Trinidad and Tobago. It is widely popular in the Caribbean and it is often performed using steel drums, which are recycled oil barrels that are struck with mallets. -Rumba: Is a music and dance created by African slaves on the island of Cuba. It is played with drums and the lyrics often tell stories. -Cumbia: It is a folkloric music and dance from Colombia. It features elements of European, African, and Indian culture. It is widely popular all throughout Latin America and even in the US. -Samba: The most famous music and dance from Brasil. It is often performed in the Carnival by thousands of people who march down the street. -Tango: Music and dance form from Argentina. It became widely popular outside Argentina and people all Pre/Post Performance Activity Ideas Locate the following countries on a map: Mexico, Cuba, Dominican Republic, Colombia, Bahamas, Brazil, Argentina. Listen to La Bamba by Ritchie Valens and Mambo No. 8 by Perez Prado. Write a letter to Juana la Iguana telling her which was your favorite dance from the performance. You might also tell her about other dances you like, and how they are similar and different. Juana la Iguana Tours Brochure Students will create a tourist brochure for "Juana la Iguana Tours," a traveling company that does trips around Latin America. During the Juana la Iguana song, students will travel from the Bahamas, to Cuba, Colombia, Brazil, and Argentina; students could design a brochure that covers these countries, or choose different countries. The brochure could include: -A large map of Latin America, with the travel destinations labeled and colored. -Images, such as the flag of the country. -Key facts about the country such as the capital city and other important cities; language(s) spoken; information about the landscape (are there plains, jungles, beaches, mountains?); information about the climate. -A short description of the national dance and music. -A basic dictionary for travelers with basic words like, hello, friend, the words for body parts, the words for colors. This activity can be adjusted to the age of the student. It can be as simple as coloring drawings for younger students. Older students can do more research about the countries they choose, or even use technology to produce an "infomercial" about one of the countries that Juana could use. Contact YAMD for more information about this and other programs 410.837.7577 www.yamd.org