Elsa M. Calderón
Spanish, Level IV
Objectives:
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1. Students will develop listening skills.
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2. Students will listen to music and identify musical instruments.
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3. Students will work in cooperative group activities.
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4. Students will make an oral presentation.
Time:
This part of the unit will take approximately one week, depending on the size of the class and the time needed to make the oral presentations.
Materias:
Musical c.d.s provided by the teacher; musical instruments provided by the Spanish teacher working with the Music Department.
Initiation:
Teacher explains that this week the class will listen to music and react to it in many ways.
Esta semana vamos a estudiar: la música. La vamos a escuchar, analizar, y bailar.
The teacher asks for a definition of music.
Clase, qué es la música?
Objectives:
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1. Class discusses, in Spanish, what music is. A student volunteer writes all the responses on the board.
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2. Teacher asks the students what their favorite kind of music is.
¿Qué clase de música te gusta? ¿Qué clase de música prefieres
?
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____
____
A student volunteer writes all the kinds of music on the board: rap, jazz, etc.
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3. Teacher then asks the students who their favorite musician is.
¿Quién es tu contante favorito? ¿Cuál es tu conjunto favorito?
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4. Teacher then randomly assigns numbers to the students and forms groups of three, for a group activity. Students rearrange their seats. Each group must choose a writer, a presenter, and a praiser.
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5. Teacher assigns the group task of writing as many words as possible for each category: Hispanic or Latino bands, Hispanic or Latino songs, Hispanic or Latino music types, and musical instruments used by Hispanics or Latinos. Each group has 5 minutes to do a task, and then the cards are passed around and the next task begins. Each group must do all four (4) tasks. Then, the presenter of each group reports for his group.
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6. The homework assignment for that evening is to add words to each category. The next day, the presenters again report for the groups. The group with the longest list of words wins
el premio.
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7. The next two days, the students listen to musical tapes and c.d.’s prepared by the Spanish teacher. This ensemble should cover a wide range of Hispanic music, whether it be boleros, danzas, plenas, rumbas, etc. As the students listen, they generate a list of vocabulary words that are unfamiliar, they try to identify the musical instruments, and they try to identify the song and the musicians. If needed, the teacher hands out a pre-listening vocabulary list before the music begins, with such basic words as ritmo, letra, instrumentos, romantica, bolero, flamenco, etc. If possible, the teacher brings in musical instruments that the students may not be familiar with:
los claves, los timbales, el guiro, las maracas, etc.
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8. After listening to Hispanic music of all kinds, each student must choose any album as long as it is Hispanic music. The teacher may provide the materials or the students may bring in their music. Each student must make an oral presentation to the class about their music, covering ten points, and the class must guess who it is. The activity is fun for the presenters and the listeners. When the presenter finishes, if nobody can guess who the musician is, the presenter plays a song from the c.d.. Finally, the class critiques the presentation based on the checklist provided by the teacher.
Closure:
The teacher asks the class what they learned. The students’ written responses responses are collected and displayed under the phrase:
lo que aprendimos.
Follow-through:
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1. Students will study the music of Gloria Estefan and Juan Luis Guerra and read biographical sketches of Juan Luis Guerra in
Pasaporte.
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2. Students will study
refranes
or sayings about music.
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3. Students will dance to
salsa
music, as taught by guests from the community.
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4. Students will write
composiciones
about the themes studied in the music of Gloria Estefan and Juan Luis Guerra.
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5. Students will make musical instruments, such as
maracas
and
tambores.
