World Music for Kids: The Music of Veracruz (Grades 1-8)

WORLD MUSIC FOR KIDS: THE MUSIC OF VERACRUZ STUDY GUIDE

Cambalache and The Broad Stage present

World Music for Kids: The Music of Veracruz

13 / 14 SEASON

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Student Matinee

FRI / APR 25 10 AM THE BROAD STAGE AT THE SANTA MONICA ARTS CENTER 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560

WORLD MUSIC FOR KIDS: THE MUSIC OF VERACRUZ STUDY GUIDE

EDUCATION AND OUTREACH STAFF Amy Kirkland, Associate General Manager Carolyn Palmer, Artistic Programming Manager Alisa De Los Santos, Education and Outreach Coordinator Klarissa Leuterio, Education and Outreach Assistant Jackie Rosas, Education and Outreach Assistant CONSULTANTS Xochi Flores, Curriculum Writer Jonathan Ng, Designer

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Education and Outreach at The Broad Stage is supported in part by Austin and Virginia Beutner, Eisner Foundation, Los Angeles County Board of Supervisors through the Los Angeles County Arts Commission, City of Santa Monica and the Santa Monica Arts Commission, Herb Alpert Foundation, John W. Carson Foundation, The Rosalinde and Arthur Gilbert Foundation, The Green Foundation, SMC Associates, Matthewson Charitable Trusts, The Roth Family Foundation, Bank of the West, the Ralph M. Parsons Foundation and the Dwight Stuart Youth Fund.

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EDUCATION & OUTREACH Phone 310.434.3560 education @thebroadstage.com thebroadstage.com/artsed

WORLD MUSIC FOR KIDS: THE MUSIC OF VERACRUZ STUDY GUIDE

Greetings from The Broad Stage!

Dear Educators,

Cambalache musician Xochi Flores states about the creation of son jarocho, “Along with this tragic part of history, the human spirit transcended creating art and music, poetry and dance. It is human nature to gather strength through tradition, through song and through convening…a convening of spirit, words, or a physical convening occupying a space and giving testimonies is a healing practice…the fandango heals.” Xochi is joined by Sonero and maestro César Castro, and musicians Chuy Sandoval and Juan Pérez, and together, they will lead students in an exploration of the culture, instruments, dance and stories of this musical tradition.

In preparation for this interactive performance, we ask that you take a few minutes to look through this study guide. It contains teaching resources for you to use in your classroom and each lesson is based on California Common Core and VAPA State Standards. Our hope is to support your efforts not only in preparing students for this particular program, but in integrating the arts into other aspects of your students’ day to day learning process.

Thank you for taking this journey with us and for your continued dedication to your students’ academic development. We’ll see you at The Music of Veracruz!

Sincerely, Alisa De Los Santos Education & Outreach Coordinator Delossantos_Alisa@smc.edu

Klarissa Leuterio Education & Outreach Assistant Leuterio_Klarissa@smc.edu

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We’re so excited that you and your students will be joining us for the spirited son jarocho music of Cambalache! The group’s name, “Cambalache” means “an exchange”, a sharing of ideas, cultures and, of course, music! This particular type of music originated in the port city of Veracruz in the Gulf of Mexico, which was used as a port for the buying and selling of African Slaves about 500 years ago. While many of them were transported to other regions, a great number of them stayed in Veracruz. The exchange of sounds, rhythms, and experiences of these cultures gave rise to the music that Cambalache will share with us.

CONTENTS

Contents Lesson 1: The Power of Rhyme Handout 1: Verse Examples

Lesson 2: Zapateado Lesson 3: Create Your Own Fandango Handout 2: Fandango Vocabulary Handout 3: Create Your Own Fandango

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Meet the Musicians California State Standards

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Appendix

LESSON 1

The Power of Rhyme (45 minutes) Grade Level: Scalable to grades 1-8 Materials: Handout 1: Verse Examples, pencils, lined paper, world map or globe, internet connection to play music Goals: 1) Students will understand the rhyme structure and themes explored in son jarocho music.

2) Students will work together with classmates to create their own verses as a part of a larger song.

3) Students will reflect on life experiences and draw inspiration from them in written verses.

Son Jarocho is the traditional music of Veracruz, in Southern Mexico. We will be hearing it performed by a local group of musicians named Cambalache.

Show students the location of Mexico and the port of Veracruz on a world map or globe and note how far the music and traditions of son jarocho has traveled.

Play an example of Cambalache for students at the link below: https://www.youtube.com/watch?v=zbiz5J4-DOU Ask students what they think of the music. What language is it in? Are there any students who speak Spanish? What does the song/music video show us? Can you relate?

A note to teachers: The following exercise is presented in three options to accommodate your students’ specific literacy levels, comfort with written rhyme and grasp of conceptual issues that may be expressed in a typical son jarocho song.

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PART 1 Engagement

LESSON 1

PART 2 Activity Option 1: Beginning (Grades 1-2) Explain that son jarocho music explores the experiences of the people who sing/play it. For example, a musician might write about his or her family or an issue that he or she is happy or sad about.

Brainstorm together as a class a few topics that the students might want to write a song about (i.e., recess, a new friend, being sad when their team loses, etc.)

Distribute Handout 1 and look at Side 1 - Beginning/Intermediate.

Explain that son jarocho songs have rules that direct the way that they written.

• Each line is consists of 8 syllables.

• The verse is one whole thought.

• There are two basic rhyme structures: • Sextet: where lines 1, 3, and 5 rhyme (A) and lines 2, 4, and 6 rhyme (B) • Quartet: where lines 1 and 4 rhyme (A) and lines 2 and 3 rhyme (B)

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EXAMPLE: (quartet = 4 lines)

I met a brand new friend today (A)

Playing all day is really fun (A)

And I am glad that he said hi (B)

Until mom says it’s time for bed (B)

We got to run, laugh, jump and play (A)

I’m too awake to rest my head! (B)

And I had so much fun that I (B)

But I sleep and wait for the sun (A)

Want to see him another day (A) When we’ll play under the blue sky (B) Choose a topic as a class and write a short rhyming verse on the board together, following one of the formats above. This can be done in English or in Spanish.

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EXAMPLE: (sextet = 6 lines)

LESSON 1

PART 2 Activity Option 2: Intermediate (Grades 3-5) Explain that son jarocho music explores the experiences of the people who sing/play it.

For example, a musician might write about his or her family, or an issue that he or she is excited or concerned about, such as winning a soccer game or losing a loved one.

Brainstorm together as a class a few topics that the students might want to write about in a song.

Distribute Handout 1: Verse Examples, and read the first examples in English together. If you/your students are comfortable in Spanish, you may find the examples in Spanish (Side 2Advanced) helpful in contextualizing son jarocho and its subject matter.

Explain that son jarocho songs have rules that direct the way that they written.

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Group the students into small groups of three or four and task each group with writing a verse in one of the two rhyme structures that they will share with the rest of the class.

This can be done in English or in Spanish.

Share each group’s rhyming verse with the class.

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• Each line is consists of 8 syllables.

• The verse is a continuous thought.

• There are two basic rhyme structures: • Sextet: where lines 1, 3, and 5 rhyme (A) and lines 2, 4, and 6 rhyme (B) • Quartet: where lines 1 and 4 rhyme (A) and lines 2 and 3 rhyme (B)

LESSON 1

PART 2 Activity Option 3: Advanced (Grades 6-8) Explain that son jarocho music explores the experiences of the people who sing/play it. For example, a musician may write about an issue of society that is important to them, such as global warming or homelessness. This is a chance to create a unique piece of art that is about the things that concern you!

Distribute Handout 1: Verse Examples and read the examples on the side that labeled Advanced.

Explain that son jarocho songs have rules that direct the way that they written.

• Each line is consists of 8 syllables.

• The verse is a continuous thought.

• There are two basic rhyme structures: • Sextet: where lines 1, 3, and 5 rhyme (A) and lines 2, 4, and 6 rhyme (B) • Quartet: where lines 1 and 4 rhyme (A) and lines 2 and 3 rhyme (B)

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Group the students into small groups of three or four and have the students brainstorm a topic that they are passionate about.

Task each group with writing a verse in one of the two rhyme structures that they will share with the rest of the class. This can be done in English or in Spanish.

Encourage students to create a piece that addresses an important topic in society.

Remember that son jarocho music was born from adversity.

Share pieces with the rest of the class. Discuss any differences or similarities between issues.

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Choose a volunteer to read the poetry in Spanish. (In needed, take a look at the translation below the piece). Notice the rhyme structure of each example.

LESSON 2

Zapateado (30 minutes) Grade Level: Scalable to grades 1-8 Materials: Internet connection and screen to play a YouTube video, a large clear area where the entire class can stand in a circle Goals: 1) Students will be introduced to zapateado, the traditional percussive dance that accompanies son jarocho and fandango.

2) Students will create their rhythmic dance patterns as a class.

3) Students will complete a dance that requires memory, focus, and participation.

PART 1 Engagement

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Find one suggested song on YouTube and ask a student volunteer to demonstrate the dance that goes with song.

Explain that son jarocho also has a specific type of percussive dance that accompanies it called zapateado. It is danced on top of a tarima.

Watch the YouTube clip below as a class to see a demonstration of the zapateado dancing that you will see in the show. https://www.youtube.com/watch?v=iuvTAwpEvd0

PART 2 Activity

Tarima: a wooden platform used to dance on and stomp out rhythms for zapateado percussive dance

Stand in a large circle as a class, including the teacher.

Demonstrate any short stomping and clapping pattern for students. Direct students to repeat after you until they can remember the pattern.

Go around the circle and ask each student to demonstrate a different percussive pattern modeled after the demonstration. Challenge other students to remember each person’s pattern.

Once each student has had a chance to demonstrate their unique pattern, invite 5-8 volunteers to stand in a row in the circle and perform their patterns one after another, creating a whole song.

Switch students in and out to experiment with the different percussive sounds that are created.

Choose a song as a class (any song) and set your patterns to that beat.

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Ask students about the type of music that they listen to. Do you listen to music that has specific dance moves that accompany it? (i.e., cumbias, Beyonce’s Single Ladies, the Macarena)

LESSON 3

Create Your Own Fandango (30 minutes) Grade Level: Scalable to grades 1-8 Materials: Handout 2: Fandango Vocabulary, Handout 3: Create Your Own Fandango, pencils, drawing supplies (younger students) OR lined paper and pens (older students) Goals: 1) Students will learn about the vocabulary and elements of a fandango.

2) Students will reflect on and craft a narrative detailing their own idea of a fandango with their families and neighbors.

PART 1 Engagement Distribute Handout 2 (for intermediate and advanced students) and Handout 3.

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Note to teachers: Handout 3 is designed for beginning students on one side and intermediate/advanced students on the other side.

Complete Handout 3: Create Your Own Fandango.

Intermediate/Advanced students should use Handout 2 as a reference for describing elements of their ideal Fandango.

Share fandango ideas with the rest of the class.

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Read the paragraph at the top of Handout 3 as a class.

HANDOUT 1

Verse Examples Beginning/Intermediate Son jarocho music is the traditional music of Veracruz, in the Southern part of Mexico.

Here are the rules for writing a son jarocho song: Each line is consists of 8 syllables.

The verse is a continuous thought.

There are two basic rhyme structures: Sextet: where lines 1, 3, and 5 rhyme (A) and lines 2, 4, and 6 rhyme (B) Quartet: where lines 1 and 4 rhyme (A) and lines 2 and 3 rhyme (B)

EXAMPLE: (sextet = 6 lines)

EXAMPLE: (quartet = 4 lines)

I met a brand new friend today (A)

Playing all day is really fun (A)

And I am glad that he said hi (B)

Until mom says it’s time for bed (B)

We got to run, laugh, jump and play (A)

I’m too awake to rest my head! (B)

And I had so much fun that I (B)

But I sleep and wait for the sun (A)

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When we’ll play under the blue sky (B)

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Want to see him another day (A)

HANDOUT 1

Verse Examples Advanced Son jarocho music is the traditional music of Veracruz, in the Southern part of Mexico.

Tradition dictates a form for each piece of music that adheres to the following rules: Each line is consists of 8 syllables.

The verse is a continuous thought.

There are two basic rhyme structures: Sextet: where lines 1, 3, and 5 rhyme (A) and lines 2, 4, and 6 rhyme (B) Quartet: where lines 1 and 4 rhyme (A) and lines 2 and 3 rhyme (B)

EXAMPLE: (sextet = 6 lines)

EXAMPLE: (quartet = 4 lines)

Me Reviento la garganta (A)

Soy de la tierra caliente (A)

Para decir lo que siento (B)

Que da fruta tropical (B)

Si el grito se me quebranta (A)

Donde la gente es formal (B)

Es que traigo mal momento (B)

Alegre y de mucho ambiente (A)

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No Siepre Canta Contento (B)

Translation

Translation

My throat bursts open

I am from a warm land

To say what I feel

That gives tropical fruit

If my singing breaks

Where people are polite

It’s because I’m going through a tough time

Cheerful and full of life

When the bird sings, He doesn’t always sing happily

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El Pajaro cuando canta (A)

HANDOUT 2

Fandango Vocabulary Fandango: a celebration that includes all community members, song, dance, food, family Tarima: a wooden platform used to dance on and stomp out rhythms for zapateado or percussive dance Versador(a): a person who recites verses, either widely known or improvised for event Jarana: percussive guitar with either six eight or nine strings. Played by strumming Requinto: melodic guitar, usually the lead in any jarocho group or fandango, played by plucking with plectrum Leona: bass melodic guitar played by plucking with plectrum Pandero: octagonal tambourine instrument Quijada: Donkey or horse jaw bone, percussive instrument Zapateado: percussive dance that accompanies son jarocho and fandango Convivir: to be with, to hang out with Participar: to participate

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Tradicion: tradition Cocineros(as): cooks

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Comunidad: community

HANDOUT 3

Create Your Own Fandango Beginning A fandango is a celebration in the son jarocho tradition. It is very much like a party. At a fandango, people gather around a tarima and play their jaranas, requintos and leonas, they dance zapateado on the tarima while versadores sing verses‌.all night long! There is good food, talking, laughing, and even crying. The best thing about the fandango is that everyone can join in no matter how old you are, how young you are, how good or bad of a musician or dancer you are or how you are dressed! Everyone can join in the fandango fun and be a part of it in whatever way he or she chooses. This is how people build community, friendships and families.

If you and your family or your neighborhood decided to have a fandango, what would it look like?

Draw a picture below:

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HANDOUT 3

Create Your Own Fandango Intermediate/Advanced A fandango is a celebration in the son jarocho tradition. It is very much like a party. At a fandango, people gather around a tarima and play their jaranas, requintos and leonas, they dance zapateado on the tarima while versadores sing verses‌.all night long! There is good food, talking, laughing, and even crying. The best thing about the fandango is that everyone can join in no matter how old you are, how young you are, how good or bad of a musician or dancer you are or how you are dressed! Everyone can join in the fandango fun and be a part of it in whatever capacity he or she chooses. This is how people build community, friendships and families.

If you and your family or your neighborhood decided to have a fandango or a celebration where everyone is valued and important to its success, what would the celebration look like?

Write a few paragraphs describing your fandango, using the prompts below as a starting point.

What would a fandango in your neighborhood or with your family look like?

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Who would host (who’s house would it be at? Where)?

Who would play music, what kind of music? Live, or DJ? Who would set up?

Who would cook? What foods would be served?

Who would dance?

Which languages would you hear?

Who would play with whom? Why? Who would sit and watch it all?

Are there any traditions you all share that make your fandango or celebrations special?

What are they?

What would your role be at your fandango?

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What would you be celebrating (wedding, birthday, funeral, new baby)?

APPENDIX

Meet the Musicians

Juan Perez: is an East LA native and has been playing bass for over 20 years.

He has played with groups all over the country as well as in Mexico, Colombia and groups from Peru. He is one of LA’s most sought after musicians and is considered one of Boyle Heights Community Treasures.

Xochi Flores: has been studying son jarocho for about 10 years. Her primary teacher is Cesar Castro. She is the mother of three girls. She is a writer and a pretty fabulous baker!

Chuy Sandoval: has been playing this music for about five years.

He studied classical guitar in college, but we like him on jarana...what do you think?

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Cesar Castro: is a son jarocho master. He has been studying and playing this traditional music since he was 13 years old. He is from Veracruz, Mexico where this tradition originates. He teaches in schools, colleges, community centers throughout LA, San Fernando Valley, Seattle, Washington DC, and many, many other places.

WORLD MUSIC FOR KIDS: THE MUSIC OF VERACRUZ STUDY GUIDE

VAPA and California Common Core Standards LESSON 1

Creation/Invention of Dance Movements:

VAPA Standards

2.1 Create and improvise movement patterns and sequences.

Grades 1-8 Music

Development of Partner and Group Skills:

3.0 HISTORICAL AND CULTURAL CONTEXT

2.7 Work cooperatively in small and large groups.

Understanding the Historical Contributions and Cultural Dimensions of Music. Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

2.8 Demonstrate partner skills (e.g., imitating and leading/following)

2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Dance

California Common Core Standards Grades 1-3 SPEAKING & LISTENING

Grades 4-8

Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.

Creation/Invention of Dance Movements: 2.1 Create and perform complex improvised movement patterns, dance sequences, and studies.

Development of Partner and Group Skills:

SPEAKING & LISTENING 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade appropriate topics and texts, building on others’ ideas and expressing their own clearly

2.7 Demonstrate a variety of partner skills (e.g., imitation, leading/following, mirroring).

2.8 Create, memorize, and perform original movement sequences with a partner or a small group.

Grade 4 2.0 CREATIVE EXPRESSION

LESSON 2

Creating, Performing, and Participating in Dance

VAPA Standards Grade 1 2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Dance Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.

Application of Choreographic Principles and Processes to Creating Dance: 2.3 Create a short movement sequence with a beginning, a middle, and an end.

Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.

Development of Partner and Group Skills: 2.7 Demonstrate additional partner and group skills (e.g., imitating, leading/following, mirroring, calling/ responding, echoing).

Grade 5 2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Dance

Grade 2

Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.

2.0 CREATIVE EXPRESSION

Development of Partner and Group Skills:

2.5 Imitate simple movement patterns.

Creating, Performing, and Participating in Dance Students apply choreographic principles, processes, and skills to create and communicate meaning through improvisation, composition, and performance of dance

2.6 Demonstrate cooperation, collaboration, and empathy in working with partners and in groups (e.g., leading/following, mirroring, calling/responding, echoing, opposing).

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1. Participate in collaborative conversations with diverse partners about grade appropriate topics and texts with peers and adults in small and larger groups 13 / 14 SEASON

Grade 3

WORLD MUSIC FOR KIDS: THE MUSIC OF VERACRUZ STUDY GUIDE

VAPA and California Common Core Standards Grade 6

SPEAKING & LISTENING

2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Dance Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.

Development of Partner and Group Skills: 2.8 Demonstrate an ability to cooperate and collaborate with a wide range of partners and groups (e.g., imitating, leading/following, mirroring, calling/ responding, echoing, sequence building).

Grades 2-5 WRITING 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

SPEAKING & LISTENING

California Common Core Standards Grades 1-3 SPEAKING & LISTENING 1. Participate in collaborative conversations with diverse partners about grade appropriate topics and texts with peers and adults in small and larger groups Grades 4-8

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade appropriate topics and texts, building on others’ ideas and expressing their own clearly Grades 6-7 WRITING

SPEAKING & LISTENING 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade appropriate topics and texts, building on others’ ideas and expressing their own clearly LESSON 3 California Common Core Standards

2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

SPEAKING & LISTENING

Grade 1 SPEAKING & LISTENING 1. Participate in collaborative conversations with diverse partners about grade appropriate topics and texts with peers and adults in small and larger groups Grade 2

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade appropriate topics and texts, building on others’ ideas and expressing their own clearly Grades 8

SPEAKING & LISTENING 1. Participate in collaborative conversations with diverse partners about grade appropriate topics and texts with peers and adults in small and larger groups Grade 3 WRITING

WRITING 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences SPEAKING & LISTENING

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade appropriate topics and texts, building on others’ ideas and expressing their own clearly

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1. Participate in collaborative conversations with diverse partners about grade appropriate topics and texts with peers and adults in small and larger groups