Merengue Guitar - Simón Bolívar - Cha Cha, Mambo And Merengue
Label: Mercury - MG-20177 • Format: Vinyl LP • Country: US • Genre: Jazz, Latin, Folk, World, & Country • Style: Merengue, Cha-Cha, Mambo
Global Connections: Connecting to History and Culture. Students demonstrate and learn about the Latin dances of salsa, mambo, merengue, rumba, cha cha, bachata, and samba through oral group presentations on each dance. Students will also research and present information about the countries from which the dances originated. Using Spanish, students will write written reports on their respective dances and their countries of origin and will provide answers to classmates' questions in Spanish, English optional regarding their presentations.
Students will: Apply the elements of dance to descriptions of particular Latin dances Create and give oral presentations about a Latin dance and its country of origin Write reports about a Latin country or dance in English or Spanish optional Write questions in Spanish about each Latin dance presented by their classmates Answer, in Spanish, questions asked by classmates.
If every student begins with the basics—regardless of whether they've never danced in their lives or if they've taken dance lessons for years—students will be more comfortable moving their bodies in a classroom setting and won't be as intimidated to try more involved dance steps among peers. Students may have BarbeQ - FakeFormat - 7th Basement general knowledge of Latin American cultures, but this is not necessary.
Some knowledge of Spanish is necessary, but this lesson can be adapted to fit different levels of proficiency. Introduce students to the genres associated with Latin dance. Tell students that they will be learning about various Latin dances, beginning with the merengue. Depending on your students' level of understanding of Spanish, you may choose to prompt students by asking the following questions in Spanish.
Explain the geography behind the dance. The merengue is a lively, festive dance originating from the island of Santo Domingo, which is Mambo And Merengue north of the Caribbean Sea. Show Santo Domingo to students on a map.
Explain that people from both Haiti and the Dominican Republic have claimed that the dance originated in their countries. Point out these countries on the map. Point out to the students that these two countries share the same island of Santo Domingo. Explain the history behind the dance. Both Haiti and the Dominican Republic have legends that trace merengue dance steps to a war hero with Merengue Guitar - Simón Bolívar - Cha Cha limp who danced in a stepping motion.
In the s, merengue was promoted by then-president of the Dominican Republic, Rafael Trujillo, and it became the country's national music and dance. Tell the class that they'll be hearing more about Haiti and the Dominican Republic from their fellow classmates. Have students learn to dance the merengue. Point out that the steps have a limping appearance. Clap and Yes Bueno - Marteaux - Yes Bueno EP (File) with the music, counting ", Play the rest of the Bailando video and have students follow Mambo And Merengue . Point out that up-and-out, down-and-in, motion of the hip is an important part of the dance.
When a knee bends, the hip on that same leg should drop. Explain to the class that they will prepare oral presentations about a particular Latin dance and its country of origin and will teach the dance to the rest of the class. Divide the class into Turkey In The Straw - Cyril Stinnett - Salty River Reel of four. You may wish to ensure that there are male and female students in each group.
Explain the expectations as outlined in the 'Latin Dance Research Guide'. Explain to the class that they will be writing individual reports as specified on the 'Latin Dance Research Guide' and although they will be reading their reports in English for their oral presentations, they must turn in reports that they have translated into Spanish.
If students are highly proficient in Spanish, the entire assignment could be done in Spanish. Inform students that you will be grading them on both their oral presentations and their written reports. Assign one of the following Latin dances to each group: salsa from Cuba Mambo And Merengue , mambo from Haitirumba from Cubacha cha from Cubasamba from Braziland bachata from the Dominican Republic.
Note: Since three of the dances originate in Cuba, you may wish to alter the 'Latin Dance Research Guide' so that students learn different aspects about Cuba from each group.
For instance, one group can focus on culture and geography, another on people and lifestyle, and a third on economy and government. Give students class time to coordinate with their groups and research their respective dances in the school library or online. Encourage them to be creative in their presentations. They may wish to make posters, PowerPoint presentations, food from the country of origin, appropriate costumes, etc.
One or two days before the class presentations, pass out five index cards or sticky notes to each student. Tell students to write down one Mambo And Merengue in Spanish that they would like each group to answer. Make sure they write down their names.
Pass these questions to the appropriate groups and have each group pick out four questions. Each person in the group must answer one question in Spanish at the end of their oral presentations. Have students present their research.
Set up your CD Mambo And Merengue or computer so students can play music they have found while Mambo And Merengue demonstrate dance steps iTunes is a good resource, or perhaps you can lend them music from your collection. Have each group present their dance to the class and read the English versions of their reports. As each group gives their presentations, the rest of the class should take notes.
Inform them that they will be asked to write about the material presented. Collect all Spanish versions of the reports and index cards or sticky notes. The day after all the presentations have been given, have students complete a writing assignment about the different dances. Have them compare and contrast two of the dances they learned about, making sure to include information about the dance's country of origin. After students have completed this informal writing assignment, use it as a basis for a class discussion in English or Spanish.
The informal writing assignment will not be graded. Use this activity as a jumping off point for another cultural unit on one of the countries or areas discussed. Throughout the nation, standards of learning are being revised, published and adopted.
The Kennedy Center is working on developing new lessons to connect to these Mambo And Merengue , while maintaining the existing lesson library aligned to the Common Core, other state standards, and the National Standards for Arts Education.
Grade Dance Standard 1 : Identifying and demonstrating movement elements and skills in performing dance. Grade Dance Standard 3 : Understanding dance as a way to create and communicate meaning. Grade Dance Standard 5 : Demonstrating and understanding dance in various cultures and historical periods. Mambo And Merengue Language Standard 1 : Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information.
Foreign Language Standard 2 : Understands and interprets written and spoken language on diverse topics from diverse media. Foreign Language Standard 4 : Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture.
Geography Standard 6 : Understands that culture and experience influence people's perceptions Vegeta - Various - Subvaritrax™ places and regions. Theresa Sotto Mambo And Merengue Writer.
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