La Mariposa A Bolivian Folk Song - · PDF fileLa Mariposa A Bolivian Folk Song ... recognize...
Transcript of La Mariposa A Bolivian Folk Song - · PDF fileLa Mariposa A Bolivian Folk Song ... recognize...
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LaMariposaABolivianFolkSong
Description:Thisparticularlessonwasdevisedforsecondgradestudentswhowerelearningaboutthewaysinwhichmelody’smove.Icreatediconicrepresentationofthemelodyandputthemintopuzzlecardsforthestudentstoputinthecorrectorderaccordingtowhattheyheard.Alongthewaythestudentsalsonoticedtherhythmandtheformofthepiece.Thislessoncouldeasilybetransferredtomiddleschoolgeneralmusicclassroombyincorporatingguitars,singingthesonginSpanishandtheuseofflutesorrecorders.
Studentlearningoutcomes:1. Studentswillrecognizethemelodicshapeby
arrangingthepuzzlecardsofthetuneLaMariposainthecorrectorder.
2. StudentswillsingthemelodyinSpanishandrecognizethevocalrestsinthemelodicline.
3. StudentswilllearnandperformthedancetoLaMariposaobservingthedancemovesandhowtheycorrespondtothemelodicline.
4. Olderstudentswillplayguitarchordstoaccompanythesong,flutesandmodifiedrecorder
scorearealsooptions.EssentialQuestions:Howarepatternsarrangedtocreatemusic?NationalStandards:MU:Re7.2.H.8aDescribehowthewaythattheelementsofmusicaremanipulatedandknowledgeofthecontext(socialandcultural)informtheresponse.MU:Re7.2.2aDescribehowspecificmusicconceptsareusedtosupportaspecificpurposeinmusic.PAStandards:9.1.3.AKnowandusetheelementsofmusic.
CulturalContext:TheCarnivalfestivaliscelebratedtheweekbeforelentinCatholiccountriesaroundtheworld.LaMariposa(Thebutterfly)isatraditionalBolivianfolksonganddanceandispartoftheCarnivalprocessions.Thesongspeaksofthe‘Morenadadance’.TheMorenada(DanceoftheBlackSlaves)hasseveralfolkloretalesbutthemostcommonlytoldisthatthedancewasinspiredbyAfricanslavesbroughttoworkinthesilverminesofPotosi.PriorKnowledge:Studentshaveanunderstandingofmelodicdirectionandbasicrhythmpatternsusingquarternotes,eighthnotesandtheirequivalentrests.Materials:WorldMusicPlayground:AMusicAdventureforKids,LaMariposabyColibri,puzzlecards,guitars(optional),musicalscoreforLaMariposa.SmartBoardordisplayboard.
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AttentiveListening:Initiallistening:DisplayamapoftheworldwiththefollowingquestionWheredoyouthinkthismusicisfrom?Whatinstrumentsdoyouhear?Playthefirstverseandchorus.Afterlisteningdiscussstudentanswers.IntegratingWorldMusic:
ShowmapoftheworldandwhereBoliviaislocated.
ShowpicturesofBolivianinstruments:
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Teacherposesquestion:Whatdoweknowaboutthewaysthatmelodiesmove?Studentsanswerwillvary.Teacherwritesstudentsanswersontheboardanddrawsuponpriorunderstandingbysingingexcerptsofsongsthatthestudentsknowanddemonstratingoninstrumentsmelodicsteps,skipsandrepeats,bothhighandlow.Attentive/EngagedListeningTeacherpassesoutthepuzzlecardsofthesongLaMariposaandasksthestudentstogetintosmallgroupsandspreadthecardsoutonthefloor.Thecardsaredeliberatelygiventothestudentsoutofordersothattheymustengageinmusicalthinkinginordertoputthecardsinthecorrectmelodicorder.Teacherplaysthesongseveralmoretimestogivestudentstimetolisten,followtheiconicrepresentationwiththeirfinger,singandotherwisediscussamongstthemselves.Eachcardrepeatssotherewillbeatotalof8cards,Ihaveonlydisplayed4buteachcardwasadifferentcolor.Puzzlecardsbelowaredisplayedinthecorrectorder.
EngagedListening:Teachercirculatesasstudentsareworkingonthecardsandscaffoldsasneeded.Studentsdiscusstheirsolutionsandhowtheyputthecardsinthecorrectorder.Whatelsedidyounoticeaboutthesong?Studentsinvariablynoticethehandclapsandfootstompsrepresentedonthepinkcardwiththewhiteboxes.Singthemelodylineonaneutralsyllableandclaponthefirstsetofwhiteboxesandstomponthesecondsetofboxes.EngagedListening:Discussthetranslationofthesong,whichisWeareallplayingandsinginganddancingthemorenada.TeachthesonginSpanishphrasebyphrase.IftheAsectionistoomuchtolearnjustworkontheBsection.Teachthebodypercussionforthe
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phrases,“conlasmanos”(clap,clap,clap)“conlospies”stampstampstamp.DiscusswhatthetranslationcouldmeaninSpanish(handsandfeetrespectively).Teachthedance:1.Studentsjoinhandsinacircle.2.Asection(measures1-4)studentswalktothebeatcounter-clockwiseinacirclestompingthreetimesateachhalfnote(seenotation).3.DuringtheBsection(m.5-8)studentsstop,drophandsfrompartnerandclapthreetimesafterthephrases,“conlosmanos”thenstompthreetimesafterthephrase,“conlospies”thenturnhalfwayaroundindividualcirclewithforearmupwhilesinging“lamorenada”thefirsttimeandthenreturntostartingpositionduringthesecondsingingof“lamorenada”.SpecialNeedsLearners:Eachofthe8puzzlecardscouldbemadewithpuffypaintsothatthosestudentsthatneededtactileassistancewouldhavegreatersuccess.Movementscouldalsobemodifiedforthosestudentswithlimitedmobility.Spanishspeakingstudentsshouldbeaskedtoassistwithlanguageasneeded.
AssessmentRubric: 3 2 1MelodicShape Organizedallof
thepuzzlecardsincorrectorderandexplainedtheirmusicalthinkingdemonstratingclearunderstandingofthemelodicline.
Organizedmostofthepuzzlecardsinorderandexplainedsomeoftheirmusicalthinkingregardingthemelodicline.
Organizedafewcardsandwereunabletotalkaboutthemelodiclinewithclearunderstanding.
BodyMovements Performedthebodymovementswithaccuracy(onbeat)
Performedmostofthebodymovementswithaccuracy(onbeat)
Performedfewofbodymovementswithaccuracy(onbeat)
Vocalaccuracy Sangallpitchesaccuratelyandwithcorrectrhythm.
Sangmostofthepitchesaccuratelyandwithcorrectrhythm.
Sangfewpitchesaccuratelyandwithcorrectrhythm.
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OlderStudentsmaybeabletoplaythechordstothesongaswellasplaythefluteorrecorderparts.Additionalmusicalelementscouldbetexture,form,minorkey.