Contrastes

School Programs

(9/2000)

General Ideas and Resources

We use our repertoire of songs and a variety of traditional instruments as bridges to understanding the social and historical context of the people of Latin America. Songs and instruments also provide contrasting examples that we use to explain many of the concepts of the structure of music in general. Programs can be designed to supplement specific K-12 curriculum. Two sample programs follow.

Main Ideas:

Music reflects the everyday life of different people.

Music has variety but shares common elements.

Resources

Title Country Ethnicity Style Instruments Theme Time
Uma festa Brasil Mestizo, Cowboy Forro Accordion, Zabumba, Triangle, Voice Rural party 3:00
Aguas de Março Brasil Mestizo Pagode Guitar, Voice, Ganzá, Surdo, Cuica Urban imagery 4:00
Balderama Argentina Mestizo, Cowboy Zamba Bombo Legüero, Voice, Guitars, Nostalgia about life in Las Pampas
4:13
Bananas Nicaragua Mestizo Tropical Congas, Guitar, Cowbell People everywhere like bananas 3:17
Canción al campesino México Mestizo Son Guitar, Voice, Requinto, Bongos, Claves, Mandolin Describes the hard life of a farmer 3:45
Candombe del mucho palo Uruguay Mestizo Candombe Guitars, Congas, Voice, Claves Love 3:34
Capoeira de Santana Brasil African Capoeira Conga, Voice, Birimbau, Agogô, Pandeiro Martial arts 4:00
Chacarera de las piedras Argentina Mestizo, Cowboy Chacarera Voice, Bombo Legüero How a "Gaucho" deals with love 3:00
Chiquinquirá Venezuela Mestizo   Cuatro, Guitar, Voice, Mandolin, Maracas A mother's worries about her wayward son 2:00
Concensação Brasil Mestizo, Cowboy Forro Accordion, Zabumba, Triangle, Voice Love 3:00
Consuélate como yo Cuba Mestizo Rumba Congas, Palitos, Voice Love 3:45
Corridos México Mestizo Corrido Guitars, Voice Various 3:00
Cruz de Mayo Venezuela Mestizo Fulía Cuatro, Guitar, Mandolin, Congas, Maracas, Voice Celebration of Spring 3:00
Dos de Febrero Colombia African Cumbia Bombo, Congas, Maracas, Voice, Flauta de millo Pregnancy 3:45
El cantar tiene sentido Venezuela Mestizo Polo margariteño Cuatro, Voice, Guitars, Maracas Various 2:45
El Coco México Mestizo Son jarocho Jaranas, Requinto, Voice Sea shanty; birds and animals 3:00
El Colás México Mestizo Son jarocho Jaranas, Requinto, Pandero, Voice flirtation 3:00
El Gavilán Colombia, Venezuela Mestizo, Llanero Joropo Cuatros, Voice, Maracas Animals, rural life 2:45
El ratón Cuba Mestizo Son Guitars, Güiro, Claves, Bongos, Congas, Cow bell Love 4:00
Entre a mi pago sin golpear Argentina Mestizo, Cowboy Chacarera Voice, Guitars, Bombo Legüero, Violin Friendship 4:00
Gaitas de tambora Venezuela African Gaita Congas, Maracas, Voice Procession of San Benito 4:00
Gracias a la vida Chile Mestizo Tonada Charango, Voice, Guitars, Bombo Love 3:45
Inspiración Ecuador Mestizo Albazo Rondador, Guitar, Bombo Musical piece 2:00
La Bamba México Mestizo Son jarocho Jaranas, Requinto, Pandero life in Veracruz 3:00
La Guanábana México Mestizo Son jarocho Requinto, Jaranas, Voice Describes fruit and love 3:00
La Jardinera Chile Mestizo Cueca Guitars, Voice, Charango, Bombo Legüero Love 3:25
La Tierra del Olvido Colombia Mestizo Vallenato Accordion, Voice, Guitars, Bongos, Conga Love 4:00
La vaca Mariposa Venezuela Mestizo Joropo Cuatro, Guitar, Voice, Maracas A cow worries about her calf 2:12
Magdalena Brasil Mestizo Baion Surdo, caixa, Triangle, Congas, Voice Rural life 4:00
Mano a mano Argentina Mestizo, Cowboy Chacarera Voice, Guitars, Bombo Legüero Love 4:00
Maria lando Perú Mestizo Lando Guitars, Voice, Cajón, Quijada de burro, Cow bell Maria's hard life as a slave 4:00
Moliendo Café Perú Mestizo Cumbia Andina Sikus, Congas, Guitar Instrumental 2:30
Negra presuntuosa Perú Mestizo Lando Guitar, Voice, Cajon, Cow bell Love 4:00
Ojos Azules Bolivia Mestizo Huayno Guitar, Voice, Charango, Bombo, Sikus, Chajkchas Love 2:00
Pajarillo Venezuela African Sangueo Congas, Voice Procession of San Juan 2:38
Para cantar he nacido Argentina Mestizo, Cowboy Chacarera Voice, Guitars, Bombo Legüero, Flute How the "Gaucho" sees life 3:00
Para conjurar la tristeza Perú Indigenous Bailecito Sikus, Bombo Instrumental 3:00
Prende la vela Colombia, Venezuela African Mapalé Bombo, Congas, Maracas, Voice Celebration 4:00
Seis figureao Venezuela Mestizo Son de Tamunangue Congas, Cuatro, Maracas, Guitar, Voice Various 4:00
Sirviñaco Argentina Mestizo Bailecito Voice, Guitar, Charango, Quena, Bombo Love-Marriage 3:25
Soledad Colombia Mestizo Cumbia Bombo, Voice, Congas, Maracas, Flauta de millo Struggle, Gabriel García Márquez 3:15
Vai Passar Brasil Mestizo Samba Cavaquinho, Surdo, Ganzá, Agogô, Repinique, Voice Carnival 4:00
Veinte años Cuba Mestizo Son Cubano Guitars, Voice, Bongos, Claves, Nostalgia 3:25
Vermelho Brasil Mestizo, Cowboy Bumba meu boi Charango, Surdo, Ganzá, Voice Carnival 3:25
Zamba malató Perú Mestizo Lando Guitars, Voice, Cajón, Cow bell, Conga Syncretism of African and European religions 4:00
Zamba para olvidar Argentina Mestizo, Cowboy Zamba Voice, Guitars, Bombo Legüero Love 4:25
Zamba por vos Argentina Mestizo, Cowboy Zamba Voice, Guitars, Bombo Legüero Love 3:30

Instruments Performed:

Name

Type

Countries

Origin

Materials

Agôgô

Percussion

Brasil

African

Metal

Birimbau

Percussion

Brasil

African

Various

Bombo

Percussion

Argentina, Perú, Bolivia, Chile

Indigenous, Mestizo, African

Wood, llama skin

Bongos

Percussion

Cuba, Venezuela, México

Mestizo

Wood, skin

Caixa

Percussion

Brasil

European

Metal

Cajón Peruano

Percussion

Perú

Mestizo

Wood

Claves

Percussion

Cuba

African, Indigenous

Wood

Conga

Percussion

Cuba, Venezuela, Perú, Colombia, Uruguay

African

Wood, cow skin

Cow bell

Percussion

Cuba

European

Metal

Cuica

Percussion

Brasil

African, European

Metal

Quijada de burro

Percussion

Perú, México

Mestizo

Donkey jaw

Ganzá

Percussion

Brasil

Indigenous

Metal

Maracas

Percussion

All

Indigenous, African

Gourd, seeds

Pandeiro

Percussion

Brasil

European

Wood

Pandero

Percussion

México

European

Wood

Repinique

Percussion

Brasil

Mestizo

Metal

Surdo

Percussion

Brasil

Mestizo

Metal

Triangle

Percussion

Brasil

European

Metal

Zabumba

Percussion

Brasil

European

Metal

Cavaquinho

String

Brasil

Mestizo

Wood

Cuatro

String

Venezuela, Colombia

Mestizo

Wood

Charango

String

Bolivia, Argentina, Perú, Ecuador, Chile

Mestizo

Wood, armadillo

Guitar

String

All

EuroPerúan

Wood

Jarana

String

México

Mestizo

Wood

Mandolin

String

Venezuela, Perú

European

Wood

Requinto Jarocho

String

México

Mestizo

Wood

Violin

String

All

European

Wood

Accordion

Wind

all

European

Wood, metal

Flauta de millo

Wind

Colombia

Indigenous

Bamboo

Flute

Wind

All

European

Metal

Quena

Wind

Bolivia, Perú, Argentina, Chile, Ecuador

Indigenous

Cane, bone

Rondador

Wind

Ecuador

Indigenous

Cane

Sikus

Wind

Bolivia, Perú, Argentina

Indigenous

Cane


Concepts and Activities

Concepts

Activities

contrasts

perform the music of different people

culture

describe the people who play the music

environment

explain how people use materials from their environment to make an instrument, or explain how the environment affects the theme

geography

point out on a map and describe the country where a style is performed

history

explain the origin of a song or instrument

multiculturalism

describe the ethnicity that uses an instrument

multiculturalism (7-12)

explain the differences between ethnic boundaries and political boundaries using the distribution of song styles

language

perform songs in different languages

Spanish

students sing a song in Spanish

emotions

perform happy and sad songs

organology

compare and contrast percussion, winds, strings

timbre

play the same note on various string instruments and ask students to describe the differences

pitch

demonstrate different sized string instruments and ask students about how they sound different; demonstrate how to tune instruments; students blow and listen through different sized tubes and notice differences

volume

perform loud and soft songs, have students shout and whisper

rhythm, slow/fast

students clap along with slow and then fast songs

rhythm, syncopation

different sections of the class clap along with a song using polyrhythms

instrument making

students make a simple shaker, drum, or flute, and then perform along with a song

performance technique

demonstrate how an instrument is played


Sample Programs

1. Compare and Contrast Program, Kindergarten, 25 minutes

Latin American Music

Main Idea: Music has variety but shares common elements.

 

Concepts

Activities

Minutes

1.      

geography

On a world map, ask students to point to the US, Mexico, and Latin America.

2

2.      

volume

Ask students to listen to the next two songs and shout the word "loud" for the loud song and whisper the word "soft". Perform "Pajarillo" (loud) then "Vaca Mariposa" (soft)

6

3.      

pitch

plays instruments separately, have students raise their hands during high pitches and touch the floor during low pitches, using voice, congas, strings, sikus.

5

4.      

organology

define the terms percussion, strings, explain how the sound is made in the previously demonstrated instruments. Define winds and explain how the sound is made then perform "Para conjurar la tristeza"

5

5.      

multiculturalism

Go back to the map and ask students to point to the origins of sikus, congas, and guitars.

3

6.      

conclusion

Perform "Moliendo café" using sikus, congas, guitar

4


2. Journey Program, 10th Grade, 45 Minutes, Social Science and Music Curricula

The Cultural and Historical Context of Latin American Music

Main idea: Music reflects the everyday life of different people.

 

Concepts

Activities

Minutes

1.      

introduction

perform "Ojos azules"  and introduce the following concepts

3

2.      

geography

show on a world map and/or map of Latin America the countries where the following music will be performed

2

3.      

multiculturalism

explain the differences between ethnic boundaries and political boundaries, using Colombia and Venezuela as an example. Introduce the historical context of Simón Bolivar and nation building, and the geographical context of the coast and llano, and the settlement patterns of  Blacks and Mestizos.  Ask students to compare and contrasts the following two songs. Perform "El Gavilán" and "Prende la vela." Elicit discussion from students, explain that in this case ethnicity and geography cross political boundaries. Ask students to categorize the following song. Perform "Seis Figureao." Explain the combination of musical styles and ethnicities.

15

4.      

patterns of global change

Elicit discussion about the factors which affect musical style and instruments. Describe the origin of Samba and how it combines the instruments and musical styles of different ethnic groups that were brought together through colonialism, slavery, industrialization, and urbanization. Perform "Canto das tres raças."

6

5.      

language

contrast the Portuguese of "Canto das tres raças" to the Spanish of previous songs and explain the different colonial histories that divided Latin America.

3

6.      

Spanish

Have students sing along with the chorus to "Coco"

3

7.      

social function

Explain the social function of "Coco" as a Mexican sea shanty

2

8.      

timbre

play the same note on various string instruments and ask students to describe the differences in sound

2

9.      

rhythm, syncopation

students on different sides of the room clap along with "Zamba malató" in two against three. 

4

10.    

conclusion

summarize above concepts, perform "Candombe del mucho palo"

5

3. Presentation for Grades K-3 (25 minutes)

Orientation:        With a large map we will introduce several regions of South and Central America (including Mexico).  We will invite the students to take a trip with us to these diverse areas and briefly describe the climate and culture of each region, which includes the Andes (mountains), the coast, and the city.  We will then play a traditional song from the various regions.  The instruments used will originate from the region, which will help to illustrate how the land and ethnic groups affect the culture.  In addition, with each song we will introduce a musical concept, like melody, rhythm, and tempo.

Song #1:                                    SAMBA

Country:                                    Brazil  

Geographic region:           City

Instruments featured:        Metal drums with plastic heads (which can be found in cities). surdo (translates to large bass drum), repinique (pronounced HEP-a-ni-ki, is the lead drum that originates the calls), a-go-go (two toned bell), ganza (shaker)

Musical Concept:            Call and Response*

Activity:                        Dance (Several students who you select will be given a rudimentary dance lesson on stage while we play.)

Background:                   SAMBA is the carnival music of Brazil, namely the southern region which includes Rio de Janeiro.  This music is played by large baterias comprised of several hundred drummers.  Samba refers to the musical style, the characteristic Afro-Brazilian rhythm, and the dance form.  Samba is linked to carnival, celebration and Rio de Janeiro is known for the colorful and large costumes.  This will be the relatively loud and exuberant. 

*          call and Response is a large component of African music and rhythm and refers to communication between instruments.  We will describe call and response as a language, where one person speaks and then another person replies.  This dynamic can happen between drummers with a rhythmic idea and between melodic instruments (popular in jazz improvisation).  One common form of call and response in African music is between the lead soloing drummer and dancer.  

Song #2:                                    PAJARILLO (Little Bird)

Country:                                    Venezuela

Geographic region:           Coast

Instruments featured:        Congas (drums made of wood with dried skin heads from Africa)

Musical Concept:            Polyrhythm, referring to two distinct rhythms interweaving to create one rhythm. 

Activity:                        Clapping.  (Half of the group will clap to one rhythm while the other half of the group will clap a complimenting rhythm.)

Background:                   This segment is upbeat yet calmer than samba.  We will focus on getting the group to maintain their rhythm, which we will reinforce with the music.  Several students with relatively stable rhythm can be selected to stand in front with a teacher and lead half of the larger group as the song is played.

Song #3:                                    OJOS AZULES (BLUE EYES)

Country:                                    Bolivia 

Geographic region:           Andes-mountains

Instruments featured:        Charango (guitar like instrument made from armadillo), Bombo (large wooden drum with llama skin), sampoñas (pan pipes made from bamboo)

Musical concept:             Tempo (this song starts very slowly and gradually speeds up)

Activity:                        Clapping to the downbeat, which will speed up.

Background:                   This song is a traditional ballad with the familiar Andean sound.  The beginning is soothing and calm and although it accelerates, it retains a grounded feel. 

NOTE: The following songs may be substituted for any of the songs listed above with 24hr. notice.

Song #4:                                    COCO

Country:                                    Mexico

Geographic region:           Coast (Veracruz)

Instruments featured:        Jaranas (guitar-like stringed instruments of various sizes)

Musical concept:             Pitch.  We will use the various instrument sizes to illustrate pitch.

Activity:                                    Sing-a-long.  Repeating a very simple chorus.

Background:                   This is a song from Veracruz and is a sea shanty.

Song #5:                                    PARA CANTAR HE NACIDO (I was born to sing)

Country:                                    Argentina

Geographic region:           Plains

Instruments featured:        Violin, flute, and guitar.

Musical concept:             Melody.  We will use the various instruments to illustrate the melody.

Activity:                                    Listening to and identifying the melody. 

Background:                   This musical style is called chacarerá typically played by the Gauchos, or Argentine cowboys.

Song #6:                                    CANDOMBE DE MUCHO PALO

Country:                                    Uruguay

Geographic region:           Urban

Instruments featured:        Voice

Musical concept:             Harmony.  We will illustrate vocal harmony.

Activity:                                    Clapping.  Students will clap to a clave a repeated rhythmic phrase.

Background:                   This rhythm from Uruguay is called candombe and is of African origin.

PRE PERFORMANCE ACTIVITIES (Suggested) K-6

-Discuss the geography of Latin America

-What kind of materials are available in different areas (such as shells, animal skins, wood,etc)

and what you can use to make instruments.

-Realize that in Latin America there are different ethnicities living together.

-Spanish is the most spoken language in Latin America.

POST PREFORMANCE ACTIVITIES

-Discuss/write about the students reactions to the performance

-What instrument did they like best? What song? Why?


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