The typical Puerto Rican musical instruments reflect the influence of the different ethnic and racial groups existing in Puerto Rico during the colonization of the island. The “guiro” and the “maracas” came from the Taino Indians who inhabited the island when the Spanish conquerors arrived. The “cuatro” and the “tiple” are variations of stringed instruments brought by the Spaniards, such as the guitar. The drums, timbrels and marimbolas represent the Afro-Antillan black influence. Because musical instruments were difficult to get to the interior of the island, draftsmen made them from local materials. While they were at it they made alterations to suit; the tastes of their customers, often decorating them with carvings and inlays representing flowers, birds and landscapes.
To make these instruments, the Puerto Ricans used the fruit of some tropical trees like the higuera and the marimbo. They also use the trunk and bark of other trees.
A guiro is made by carving the shell of the elongated fruit of the cucumber family and making parallel fluting on its surface. It is played with a wire fork called a
pua
. A rhythmic, rasping sound that beats the time of the dance is produced.
The Maraca is made from the fruit of the higuera tree. It must be round and small. After taking out the pulp of the fruit through two holes bored on its surface, small pebbles are introduced into it. Then a handle is fitted to the dry fruit shell.
The Tiple (Treble) is a small guitar, but may have from one to five strings. It is made from one piece of wood. It sounds are more sharp and high than those of the guitar.
The Cuatro is the same size as the tiple, made in the shape of a narrow mouthed pitcher. It has five strings (two pairs and one single)
Puerto Rican Dance
The Puerto Rican
Danza
is of Spanish origin. This dance forms part of Puerto Rico’s musical culture. Danza La Borinquena is the national anthem of Puerto Rico. Other dances of Spanish origin with Indian influence are the Cadenas, the Fandanguillo, the Sonduro, the Seis and the Puntillanto. There are a great variety of dances of African origin, including the Mariyanbda, the Guateque, the Curinqueque, the Candungue, the Bomba and the Plena.
Activities
1.
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The Puerto Rico Classroom Music Handbook
by the Connecticut State Department of Education may be obtained at the New Haven Public. School Bilingual Office. This is an excellent resource for students.
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2.
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Have students listen to “Folk Songs of Latin American”; this may be obtained from the New Haven Public Schools Audiovisual Department.
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3.
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At Truman School we have several of the musical instruments available. Have students observe some. (Several of our bilingual teachers have these instruments).
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4.
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Research: Have students describe popular musical instruments in Puerto Rico (Guiro, Maracas, Caracol, Drum or Maquey, Cauatro, Tiple, Bordonua, Tres, Guitar, Bomba Drums, Congas, Clave, The Plena Drum, Timbales, Bony Drums, Cencerro (Cos Bell) and Tambora.
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5.
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Invite parents and community members to class to demonstrate music and dance of Puerto Rico. Specifically: the Danza, La Bomba, Plena, Seis, Decima and Aguinaldos.
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6.
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Have students write biographies of famous Puerto Rican Composers. Rafael Aponte Ledee, Noel Estrada, Jesus Figueroa, Pedro Flores, Rafael Hernandez, Manuel Jimenez “Canario”, Ladislao Martinez, Angel Mislan, Juan Morel Campos, Sylvia Rexach, Felipe Rosario Goyco, “Don Felo” and Myrta Sylva.
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7.
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Have students learn a few Puerto Rican Songs and dances. These will be included in the assembly program for Puerto Rico Discovery Day.
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