Pacífico Dance Company (Grades K-2) by The Broad Stage

2018/19 SEASON PACÍFICO DANCE COMPANY

The Broad Stage presents

PACÍFICO DANCE COMPANY

STUDENT MATINEE FRI OCT 19, 2018 10 AM & 12:30 PM GRADES K-2 THE BROAD STAGE AT THE SANTA MONICA COLLEGE PERFORMING ARTS CENTER THEBROADSTAGE.ORG/EDUCATION 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560

2018/19 SEASON PACÍFICO DANCE COMPANY

Jane Deknatel Director, Performing Arts Center EDUCATION & COMMUNITY PROGRAMS STAFF

Ilaan E. Mazzini, Director of Education & Community Programs

Alisa De Los Santos, Education & Community Programs Manager Mandy Matthews, Education & Community Programs Associate Olivia Murray, Education & Community Programs Assistant Esmeralda Magaña, Teaching Artist, Pacífico Dance Company Lorena Meza, Teaching Artist, Pacífico Dance Company Yomeida Lopez, Resident Educator EDUCATION & COMMUNITY PROGRAMS Phone 310.434.3560 education@thebroadstage.org thebroadstage.org/education THE BROAD STAGE 1310 11th Street Santa Monica, CA 90401 Box Office 310.434.3200 Fax 310.434.3439 info@thebroadstage.org thebroadstage.org

Education and Community Programs at The Broad Stage is supported in part by The Herb Alpert Foundation Johnny Carson Foundation City of Santa Monica and the Santa Monica Arts Commission The Rosalinde and Arthur Gilbert Foundation Leonard M. Lipman Charitable Fund Los Angeles County Board of Supervisors through the Los Angeles County Arts Commission The Ralph M. Parsons Foundation Dwight Stuart Youth Fund

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2018/19 SEASON PACÍFICO DANCE COMPANY

GREETINGS FROM THE BROAD STAGE! Dear Educators, Thank you for giving us the opportunity to share our culture and production, “De Tierra a Mar” with you all. Pacífico Dance Company is beyond excited to present our Educational School Show with your students at The Broad Stage this season! Not only did we create these exciting lessons with all of you in mind, but we will also bring these lessons to life with some of our most popular repertoire that we have used over the years for The Broad Stage audiences. Our hope is that through our carefully curated dances and lessons you will feel transported to their respective beautiful Mexican regions. Pacífico Dance Company was founded locally in Los Angeles in 1992 under Artistic Director Adriana Astorga-Gainey. The company is dedicated to the performance and preservation of traditional Mexican Dance through the reconstruction of choreography and dance training. Over the years, Pacífico Dance Company has had the privilege of performing for audiences near and abroad and has made educational outreach a cornerstone of our work. Not only do we strive to educate our audiences of Mexico’s diverse beauty in regional attire, religious traditions, and impressive zapateado, but we also feel a sense of pride and honor in connecting the history, geography, and other educational aspects through our artistry for students. Pacífico Dance Company continues to be active artists on educational rosters for The Music Center of Los Angeles, Segerstrom Arts Teach, and other seasonal residencies at institutions for high education as a way to maintain our vow to educating audiences of all ages. We hope that the activities and lessons that you will find in this packet are helpful with teaching your students about our Mexican culture and folklorico. Please make sure to go over each lesson and its correlating activities to the best of your ability before the show. The show that Pacífico will perform does follow these lessons, meaning that what the students will learn in the classroom will be applied and recognizable on stage. Each lesson was consulted with The Broad Stage’s Resident Educator, Yomeida Lopez of Dena Elementary School in Los Angeles. In addition to the four lessons, we created a curriculum video for students and teachers to learn the zapateado for the folklorico from Michoacán, Yucatan, Costa Chica, Jalisco and Nayarit. We encourage you to use this video prior to the performance so students can start to make meaningful connections with the content. We are extremely excited for this collaboration that bridges the gap between the audiences and us, as artists. Thank you from the bottom of our hearts for joining us on this journey. Please feel free to ask us any questions you may have on this curriculum or about Pacífico Dance Company’s work. Thank you for all you do for the little ones! Sincerely, Lorena Meza & Esmeralda G. Magaña Pacífico Dance Company Dancers THE BROAD STAGE AT THE SANTA MONICA COLLEGE PERFORMING ARTS CENTER THEBROADSTAGE.ORG/EDUCATION 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560

2018/19 SEASON PACร FICO DANCE COMPANY

CONTENTS LESSONS

LESSON 1: Introduction to Folklorico.............................................. 5 HANDOUT 1: World Map............................................................................. 8 LESSON 2: Regions of Mexico: Storytelling.................................. 9 HANDOUT 2: El Senor, El Nino y El Burro.................................................. 13 HANDOUT 3: Story Mountain..................................................................... 14 HANDOUT 4: Story Mountain Worksheet..................................................... 15 HANDOUT 5: Michoacรกn............................................................................. 16 HANDOUT 6: Yucatan.................................................................................. 17 LESSON 3: Regions of Mexico: Partner Work............................... 18 HANDOUT 7: Costa Chica........................................................................... 21 HANDOUT 8: Jalisco..................................................................................................22

LESSON 4: Regions of Mexico: Visual Arts.................................... 23 HANDOUT 9: Nayarit................................................................................... 26 HANDOUT 10: Butterflies of Nayarit.......................................................... 27 HANDOUT 11: Color Your Own Butterfly................................................... 28 HANDOUT 12: Ojo de Dios ......................................................................... 29

ADDITIONAL RESOURCES GLOSSARY.................................................................................................. 30

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2018/19 SEASON PACÍFICO DANCE COMPANY

LESSON 1: INTRODUCTION TO FOLKLORICO LESSON AT A GLANCE LESSON OBJECTIVE: Students will be introduced to ballet folklorico through its history, culture and geographic origins. DURATION: 40 minutes MATERIALS: Handout 1: World Map for every student, crayon/color pencils/markers, large world map, access to the internet and ability to show a video, whiteboard and whiteboard markers STANDARDS: Common Core State Standards, History-Social Science, Kindergarten : 4.2 Distinguish between land and water on maps and globes and locate general areas reference in historical legends and stories. Common Core State Standards, History-Social Science, Grade One: 1.2 Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans. VAPA Dance, Grade One: 3.1 Describe aspects of the style, costumes, and music of a dance. VAPA Dance, Grade One: 3.4 Identify where and when people dance. CONCEPTS/VOCABULARY: Continent - world’s main pieces of land. Country - nation with its own government. Culture - arts and traditions from a certain place. Folklorico - Traditional Mexican dancing that has been danced by people of Mexico for hundreds of years. Geography - the study of where deserts, mountains, water, and oceans are. Traditions - beliefs and practices that are passed down from generation to generation. GUIDING QUESTIONS: What does folklorico represent? Why is dancing folklorico in the United States important? Where is Mexico located on the world map?

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2018/19 SEASON PACĂ?FICO DANCE COMPANY

LESSON PLAN Part 1: Place Mexico on the World Map Pass out Handout 1: World Map to every student. FOR KINDERGARTEN: Teachers will show the students a color map and identify water vs land. Once that is clear, point to where we live and then go down and point to Mexico so they have the idea that it is a different place than the US. Students will color their maps to distinguish water, land and Mexico. FOR FIRST GRADE: Teachers will also show them the map and identify the seven continents, label them, and ask if students know in what continent Mexico is in. Students will color their maps to distinguish the seven continents and specifically Mexico on their map. FOR SECOND GRADE: Teachers will show the students the map, label the seven continents, the water, and separate North America into Canada, the United States and Mexico. Students will color water, the seven continents, and distinguish Canada, the United States and Mexico on their map. (For further exploration, students can look up a regional map and identify weather patterns.) Part 2: Introduction to Folklorico TASK: Students will understand basic elements of who, what and where as it relates to folklorico. Before introducing folklorico specifically, ask students a few questions that will engage them in a conversation about dance. Who likes to dance or has danced before? What kind of dances are there? (hip-hop, ballet, jazz, etc.) Who has heard of folklorico? Explain that folklorico is a type of dancing that celebrates the culture and traditions of Mexico. It is a beautiful way of expressing pride and honor for ancestors, parents and family. Dancers wear big dresses and bright colors, and use their love for dance to teach others about the Mexican culture. Show students the following video to introduce folklorico: https://youtu.be/S6BMTdxmFGg After watching the video, invite students to share what stood out to them. On the board, chart studentsâ&#x20AC;&#x2122; responses to the video by listing or drawing what they say. As they respond, a full picture of folklorico should emerge. What did you see in the video? What did you hear in the video? Have you seen dancing like this before? Where or when? Where does folklorico come from? Why do you think people dance this way?

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2018/19 SEASON PACÍFICO DANCE COMPANY

ASSESSMENT CRITERIA: • Students will collectively detail what folklorico looks and sounds like. • Students will understand that folklorico comes from Mexico and relate it to the map they drew in Part 1. • Students will make educated guesses as to why a person would dance folklorico. PURPOSE: Introduce students to a different form of dance which will help them develop an understanding of a different culture and traditions. REFLECTION Students will answer the following questions with a partner. What is your favorite part of folklorico? Have you or someone you know ever danced like this before?

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2018/19 SEASON PACÍFICO DANCE COMPANY

HANDOUT 1: WORLD MAP Handout 1. Blank World Map

POPULATION REFERENCE BUREAU

Lesson Plan: Population Fundamentals— Building a Foundation, Activity One

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2018/19 SEASON PACÍFICO DANCE COMPANY

LESSON 2: REGIONS OF MEXICO: STORYTELLING LESSON AT A GLANCE LESSON OBJECTIVE: To explore zapateado from different regions of Mexico, the accompanying postures and the stories that can be created around the characters depicted in each form. DURATION: 120 minutes, over multiple class periods MATERIALS: Speakers and computer to play curriculum video, space for students to practice movement, Handout 2: El Señor, El Niño y El Burro, Handout 3: Story Mountain, Handout 4: Story Mountain Worksheet, Handout 5: Michoácan, Handout 6: Yucatan, whiteboard and markers STANDARDS: Common Core State Standards, Reading Standards for Literature, Grade Two: 2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson or moral. Common Core State Standards, Speaking and Listening, Grades Kindergarten-Two: 1 Participate in collaborative conversations with diverse partners about grade appropriate topics and texts with peers and adults in small and larger groups. VAPA Dance Grade One: 2.3 Create a short movement sequence with a beginning, middle and an end. VAPA Dance Grade One: 5.2 Give examples of how dance relates to other subjects (e.g., mathematics – shape, counting; language arts – beginning, middle and end). VAPA. Dance Grade Two: 4.3 Describe the similarities and differences in performing various dances (e.g., direction changes, steps, type of energy and tempo). CONCEPTS/VOCABULARY: Dance - a series of movements that match the speed and rhythm of a piece of music. Main Character - the focus of the story, the protagonist. Michoacán - A state in South-Western Mexico by the Pacific Ocean. Plot - the series of events in a story, generally arranged with a beginning, middle and end. Posture - the position a person holds their body when they sit or stand. Setting - the location a story takes place. Viejito - “little old man” in Spanish; character in the folklorico of Michoacán. Yucatan - State and peninsula in South-Eastern part of Mexico. Zapateado - “footwork” in Spanish; percussive movement of the feet to make sound in a combination or pattern. GUIDING QUESTIONS: How can the shape or movement of our bodies help us create a character? How can we tell stories without words?

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2018/19 SEASON PACÍFICO DANCE COMPANY

LESSON PLAN Mini Lesson: Story Structure Distribute and read a folktale from Mexico found on Handout 2: El Señor, El Niño y El Burro. Review story structure with students by identifying the main characters, the setting and the conflict and recording student responses on the board. Review plot structure by charting the beginning, middle and end of the story. Handout 3: Story Mountain can be used as a template if desired. MAIN LESSON Warm-up: Introduce students to the concept of zapateado or “footwork”. Ask students to describe when they might have used specific footwork (hopscotch, soccer, jumping rope). Ask for a few volunteers to demonstrate a type of specific footwork while the rest of the class guesses what kind of activity is associated with that footwork. Have students describe the footwork they observed using words to describe the speed, height and distance covered. Movement #1: Share that there is special footwork in folklorico called “zapateado” and that it looks different in different parts of Mexico. Pass out Handout 5: Michoacán and discuss the elements within the Michoacán folklorico together. Show students the introduction and “Michoacán” section of the Pacífico curriculum video (0:00-7:10). Have students stand up next to their desks and practice the posture and zapateado from Michoacán. YouTube Channel: ED&COM TBS Curriculum Video Link: https://www.youtube.com/watch?v=zcGSlBTsrW8&t=633s Discuss the character of the “viejito”. How did we show the character of the viejito with our bodies? Why do you think that Michoacán has a dance dedicated to a viejito? What words would you use to describe the movement of a viejito or little old man? Record students’ observations about the character of the viejito on the board.

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2018/19 SEASON PACÍFICO DANCE COMPANY

Movement #2: Pass out Handout 6: Yucatan and discuss the elements within the Yucatan folklorico together. Show students the “Yucatan” section of the curriculum video (7:10-10:29). Have students stand up next to their desks and practice the posture and zapateado from Yucatan. Discuss the straight and tall posture that comes from Yucatan folklorico. How does the Yucatan posture feel different from the viejito posture from Michoacán? What words would you use to describe the posture from Yucatan? What kind of character might have a straight and tall posture? Record students’ observations about the character that could be associated with the Yucatan posture on the board. Create a Story TASK: Students will create a story with a beginning, middle and end using two characters they create based on postures and zapateado from Michoacán and Yucatan. Remind students of story structure (main character, setting and conflict; beginning, middle and end). As a class, invent a character based on a Michoacán (viejito) posture and a character based on Yucatan posture. What is each character’s age? What do they like to do? How do they spend their time? Where are they? Are they friends or enemies? Now, work together to create a beginning, middle and end for the two characters and record the students’ story on the board. The following template can help: Beginning (introduces the character and establishes a routine) “Once upon a time…” “And every day…” Middle (shows consequences of broken routine) “But, one day…” “Because of that…” End (climax) “Until, finally…” “And, ever since then…” Once the story is created, have students pair up. Assign a character to each student, making sure that students’ posture reflects the character they are representing. Read the story that students created aloud and have each pair act out the story without words.

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2018/19 SEASON PACÍFICO DANCE COMPANY

ASSESSMENT CRITERIA: • Students will collaborate to create a story based on characters from Mexican folklorico tradition. • Students will represent the beginning, middle and end of a story with their bodies. • Characters will be easily distinguishable by their postures based on Michoacán and Yucatan folklorico. PURPOSE: Reinforce the differences between zapateado in different states in Mexico, and introduce students to the idea of using their bodies to tell a story. Student Reflection Lead a class discussion in which student share their answers to the following questions with a partner. How is zapateado and posture different between Michoacán and Yucatan? How did it feel to tell a story with your body? Was it easy or hard to see the difference between the characters? Why? Do you think it is important to tell stories through dance?

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2018/19 SEASON PACÍFICO DANCE COMPANY

HANDOUT 2: EL SEÑOR, EL NIÑO Y EL BURRO A Man and his son were once going with their donkey to market. As they were walking along by its side a countryman passed them and said: “You silly people, why wouldn’t you ride on your donkey instead of walking next to it?” So the man put the boy on the donkey and they went on their way. But soon they passed a group of men, one of whom said: “See that lazy young boy, he lets his father walk while he rides.” So the man ordered his son to get off, and got on himself. But they hadn’t gone far when they passed two women, one of whom said to the other: “Shame on that lazy man to let his poor little son walk such a long way.” Well, the man didn’t know what to do, but at last he lifted his son up onto the donkey with him and they rode along together. By this time they had come to the town, and the people passing by began to laugh and point at them. The man stopped and asked what they were scoffing at. The men said: “Aren’t you ashamed of yourself for overloading that poor donkey with you and your son?” So man and his son got off of the donkey and tried to think what to do. They thought so long that they never made it to the market. “That will teach you,” said an old man who had followed them. “Try to please everyone, and you will please no one.”

Adapted from Aesop’s Fables https://genius.com/Aesop-the-man-the-boy-and-the-donkey-annotated

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2018/19 SEASON PACĂ?FICO DANCE COMPANY

HANDOUT 3: STORY MOUNTAIN

Climax

This is when the problem hits a high point.

Rising Action

These are the events leading up to the main problem or climax.

Falling Action

This is when the characters work to solve the problem.

Resolution

This is how things end up in the story.

Beginning

This includes the introductionof characters and setting.

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HANDOUT 4: STORY MOUNTAIN WORKSHEET

Climax

Rising Action Falling Action

Resolution

Beginning

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2018/19 SEASON PACÍFICO DANCE COMPANY

HANDOUT 5: MICHOACÁN FOLKLORICO

VIEJITO

Viejitos wear a colorful blanket around them called a ‘zarape’

MICHOACÁN

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HANDOUT 6: YUCATAN

Yucatan has a large population of Mayan indigenous people.

YUCATAN

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2018/19 SEASON PACÍFICO DANCE COMPANY

LESSON 3: REGIONS OF MEXICO: PARTNER WORK LESSON AT A GLANCE LESSON OBJECTIVE: Students will learn how expression and gestures are used in partner work dance. DURATION: 40-60 minutes MATERIALS: Speakers and computer for curriculum video, space for students to practice movement, one tissue or scrap of cloth per student, Handout 7: Costa Chica, Handout 8: Jalisco, whiteboard, whiteboard markers STANDARDS: Common Core State Standards, Speaking and Listening, Grades Kindergarten-Two: 1 Participate in collaborative conversations with diverse partners about grade appropriate topics and texts with peers and adults in small and larger groups. VAPA Dance, Grade One: 3.1 Name and perform folk/traditional dances from other countries. VAPA Dance, Grade One: 2.6 Express basic emotional qualities (e.g., angry, sad, excited, happy) through movement. VAPA Dance, Grade Two: 2.8 Demonstrate partner skills (e.g., imitating and leading/following). Social Emotional Learning Competencies: Empathy, social awareness, self-awareness CONCEPTS/VOCABULARY: Costa Chica - region of Mexico that includes parts of Guerrero and Oaxaca in Southern Mexico. Expression - a look on someone’s face that shows how they are feeling. Eye Contact - when two people look into each other’s eyes at the same time. Gesture - a movement towards someone else like waving. Jalisco - state in Western part of Mexico known for Mariachi. Mariachi - style of music from Mexico with specific instrumentation, singing and dress. Region - an area with specific characteristics but no fixed borders or boundaries. GUIDING QUESTIONS: How can you tell how someone is feeling? Can you use your face and your body movement to show what kind of mood you are in?

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2018/19 SEASON PACÍFICO DANCE COMPANY

LESSON PLAN MIRRORING Ask students to get into partners and designate one student as Student A and one student as Student B. Student A and B will face each other. Prompt students to practice making eye contact with their partner for 2 seconds, then 4 seconds, then 6 seconds. Practice this sequence a few times until students can be successful without talking or laughing. Students will now practice mirroring each other. Student A will be the movement leader first, moving in place slowly so that Student B can follow the movement as if they were looking into a mirror. NOTE: If possible, challenge students to practice keeping eye contact and using their peripheral vision to follow their partner’s movements. Have Student A and Student B switch roles. Next, incorporate facial expressions into the mirroring. Have Student A lead Student B in expressing a range of emotions from excitement to sadness to confusion to joy. If needed, call out suggestions for students to portray. Have Student A and Student B switch roles again. Reflect: What was easy or hard about keeping eye contact with your partner? Was it easier to lead or to follow? Could you tell when your partner was about to move? Could you tell what your partner was feeling by their facial expressions? Zapateado Explain that eye contact and communicating without words is very important in folklorico. Because partners dancing together cannot talk while they are performing, they must pay close attention to each other and communicate in different ways. Movement #1 Remind students that movement, zapateado, and sound change from state to state. The next type of zapateado that they will learn does not come from a state in Mexico but a region called Costa Chica. It is a blend between dance from Guerrero and its neighbor state Oaxaca. Pass out Handout 7: Costa Chica and discuss the elements within the Costa Chica folklorico together. Have students find a new partner. Show students the “Costa Chica” section of the curriculum video (10:29-15:28). Have the students stand in their new pairs and practice the Costa Chica zapateado pattern using their paliacates.

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TAKE IT FURTHER!

In this region, dancers hold a “paliacate”, or handkerchief, and twirl it to direct their partner’s movement. If possible, pass a tissue or scrap of cloth to each student.

Movement #2 Pass out Handout 8: Jalisco and discuss the elements within the Jalisco folklorico together. Show students the “Jalisco: Beginning Steps” section of the curriculum video (15:28-22:16). Have the students stand in their pairs and learn zapateado pattern. Remind them as they circle around with their partner that eye contact is important to know which direction you are going in. TASK: In pairs, students use eye contact and gestures to complete their choice of zapateado from Costa Chica and Jalisco, while communicating a facial expression to the audience. Brainstorm a list of emotions that a person can communicate through facial expressions. Record student answers on the board. Review and practice the zapateado patterns from Costa Chica and Jalisco. Pair students with a brand new partner and ask each pair to choose to practice and perform either the zapateado from Costa Chica or from Jalisco. Now, assign each pair an emotion from the brainstormed list of emotions and give them a few minutes to practice their chosen zapateado pattern while communicating their emotion with their facial expressions. When students are ready, have each pair stand up and perform their pattern while the rest of the class is an attentive audience. After each pair, the audience can name the type of zapateado performed and the emotion the dancers communicated. ASSESSMENT CRITERIA: • Students use eye contact and/or gesture to ensure that they are moving sync with their partner. • As specific emotion is communicated to the class through facial expressions. • Audience members are attentive and active listeners. PURPOSE: To explore the importance of non-verbal communication in dance and everyday life. Student Reflection Lead a class discussion in which student share their answers to the following questions with a partner. Why do you think dancers use eye contact and gestures to communicate? Do you think eye contact is important when you communicate with someone? What clues can you use to understand how another person is feeling? How does understanding how you feel help you to understand how another person might feel?

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HANDOUT 7: COSTA CHICA

The dancers use a hankerchief to communicate to one another when dancing. The hankerchief is inspired from the state of Guerrero.

COSTA CHICA Costa Chica is a region located between the states Guerrero and Oaxaca. THE BROAD STAGE AT THE SANTA MONICA COLLEGE PERFORMING ARTS CENTER THEBROADSTAGE.ORG/EDUCATION 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560

2018/19 SEASON PACÍFICO DANCE COMPANY

HANDOUT 8: JALISCO MARIACHIS Fun Fact! The male dancers and mariachi players wear regional attire almost identical to one another.

“EL JARABE TAPATIO” (THE MEXICAN HAT DANCE)

JALISCO People from here are known as “Tapatios” THE BROAD STAGE AT THE SANTA MONICA COLLEGE PERFORMING ARTS CENTER THEBROADSTAGE.ORG/EDUCATION 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560

2018/19 SEASON PACÍFICO DANCE COMPANY

LESSON 4: REGIONS OF MEXICO: VISUAL ARTS LESSON AT A GLANCE OBJECTIVE: Students will understand how movement and costuming can represent rituals and nature on stage. DURATION: 40 minutes MATERIALS: Crayons/colored pencils/markers, Handout 9: Nayarit, Handout 10: Butterflies of Nayarit, Handout 11: Color Your Own Butterfly, Handout 12: Ojo de Dios, speakers for a video, computer to play video STANDARDS: Common Core State Standards, History-Social Science, Grade One: 5.3 Compare the beliefs, customs, ceremonies, traditions, and social practices of varied cultures, drawing from folklore. Next Generation Science Standards 1-Life Science 3, Grade One: Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. VAPA Dance Grade One: 3.1 Name and perform folk/traditional dances from other countries. VAPA Grade Two: 3.3 Name and perform rhythms from different cultures (e.g., through clapping, stamping, using whole body movement) CONCEPTS/VOCABULARY: Nature - the physical world which includes plants, animals, landscape, and other features of the world. Nayarit - a state in Western Mexico. “Ojo de Dios” - Spanish, literally “Eye of God”; a spiritual object that originated with the Indigenous people of Western Mexico, made by weaving colorful yarn around a wooden cross. Representation - to portray something or someone. Ritual - a religious ceremony that has actions in a certain order. Symmetry - being made up of exactly similar parts facing each other or around an axis. GUIDING QUESTIONS: Where can we observe symmetry in nature and how do we reflect that in art? How does the environment influence the art of a people?

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LESSON PLAN Mini Lesson: Symmetry in Nature Ask students to think about patterns they might see in nature. What are some examples? Distribute Handout 10: Butterflies of Nayarit and ask students to describe what they notice about the pictures of the butterflies. What does a butterfly look like? Colors? What are the parts of a butterfly’s body? What else do you notice about the butterfly? Define symmetry and prompt students to consider how the butterfly is an example of symmetry in nature. Where else can we see symmetry in nature? Remind students that all butterflies are symmetrical but that there is variation in color, size and shape among species. The butterflies they see on their handout are just some of the kinds found in Nayarit, a state in Western Mexico. Have students practice drawing their own variation of symmetry by coloring the blank butterfly on Handout 11: Color Your Own Butterfly. MAIN LESSON Symmetry in Folk Art TASK: Students will learn the zapateado from Nayarit and draw connections between symmetry in nature and art. Share with students that often the art that people in a certain place produce is influenced by the natural world around them. The people of Nayarit, Mexico have used natural patterns, such as symmetry, in their folk art and dance and costumes for hundreds of years. Pass out Handout 9: Nayarit to your students and discuss the folklorico and pictures they see. Distribute Handout 12: Ojo de Dios to students. Ask if students have seen this symbol before. Explain that these objects are called “Eye of God” and are used during religious rituals in the state of Nayarit, in Mexico and in the United States. Prompt them to discuss the similarities and differences between the symmetry in butterflies and the Ojo de Dios with a partner. For more advanced students: Point out that butterflies have bilaterally symmetry and that an Ojo de Dios has quadrilateral symmetry. Give students time to color their Ojo de Dios on Handout 12: Ojos de Dios using up to four colors, being careful to represent the 4-way or quadrilateral symmetry of the traditional Ojo de Dios, and to choose their colors with care. Symmetry in Dance Show students both “Nayarit” sections of the curriculum video (22:16-29:39). Students will learn and practice the zapateado along with the artists. THE BROAD STAGE AT THE SANTA MONICA COLLEGE PERFORMING ARTS CENTER THEBROADSTAGE.ORG/EDUCATION 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560

2018/19 SEASON PACÍFICO DANCE COMPANY

LESSON PLAN Students will discuss the symmetry in the zapateado. Did you notice any symmetry in the zapateado from Nayarit? How do you think nature inspired some of the movement? ASSESSMENT CRITERIA: • Ojos de Dios display quadrilateral symmetry. • Students describe why they choose specific colors in their personal Ojos de Dios. • Students articulate the way in which the zapateado is symmetrical. • Student connect the symmetry of the zapateado with that of the Ojo de Dios and the butterfly. PURPOSE: Students will understand how the patterns in the natural world can influence art and creative expression. Student Reflection: Lead a class discussion in which student share their answers to the following questions with the entire class. How did the people of Nayarit use parts of nature in their art? What inspires you in nature? How could you create art based on what you see around you?

OJO DE DIOS ART PROJECT Step 1: Hold two craft sticks together and start out your craft with your first color. Holding the sticks can be tricky so for kids I recommend gluing the sticks together. You can just use regular craft glue for this. Step 2: Wrap the yarn around one side diagonally approximately 5-6 times. Looping over the initial start so it will stay tight. Step 3: Loop under the craft stick so that you can go in the opposite direction. Step 4: Going the opposite direction, wrap the yarn around the other side 5-6 times. You should have a X at this point. Step 5: Next, wrap the yarn under the craft stick again. Step 6: Bring across the top diagonally. You should be going in the direction you started off the craft with. Step 7: Wrap under the craft stick and across diagonally (the opposite direction) again. Step 8: Continue to wrap the yarn over each side and across diagonally until you reach your desired number of rows. Step 9: To change colors tie the two pieces of yarn together. Cut off any excess so you can easily hide the knot. Step 10: Continue wrapping the same as before. To change colors again just use the same tie off method. Step 11 & 12: Once you have reached your desired color combo and length tie it off leaving extra yarn to create a hanger. Step 13 & 14: Tie off the back in a knot so that you can hang your craft. I also recommend adding a dot of hot glue to secure the yarn and hanger. Your Ojo de Dios craft is all done! https://todayscreativeideas.com/cinco-de-mayo-craft-ojo-de-dios/ THE BROAD STAGE AT THE SANTA MONICA COLLEGE PERFORMING ARTS CENTER THEBROADSTAGE.ORG/EDUCATION 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560

2018/19 SEASON PACÍFICO DANCE COMPANY

HANDOUT 8: NAYARIT

OJO DE DIOS

MACHETE

Machetes are used to cut down trees in the jungles because Nayarit is a tropical state.

NAYARIT A large group of indigenous people still live in Nayarit today. The tribe is known as “Cora”.

THE BROAD STAGE AT THE SANTA MONICA COLLEGE PERFORMING ARTS CENTER THEBROADSTAGE.ORG/EDUCATION 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560

2018/19 SEASON PACÍFICO DANCE COMPANY

HANDOUT 9: BUTTERFLIES OF NAYARIT

DINGY PURPLEWING

EUMEDA CHECKERSPOT

THREE-TAILED TIGER SWALLOWTAIL

SLEEPY ORANGE

TROPICAL LEAFWING

Eumeda Checkered Spot © Creative Commons Three-tailed Tiger Swallowtail © stelene2011, some rights reserved (CC BY-NC-ND) Dingy Purplewing: © Bill Bouton, some rights reserved (CC BY-NC) Tropical Leafwing: © Bill Bouton, some rights reserved (CC BY-NC-ND) Sleepy Orange: © Jay Keller, all rights reserved, uploaded by Jay L. Keller

https://www.inaturalist.org/check_lists/1066121-Butterflies-of-the-State-of-Nayarit-Mexico

THE BROAD STAGE AT THE SANTA MONICA COLLEGE PERFORMING ARTS CENTER THEBROADSTAGE.ORG/EDUCATION 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560

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HANDOUT 10: COLOR YOUR OWN BUTTERFLY

THE BROAD STAGE AT THE SANTA MONICA COLLEGE PERFORMING ARTS CENTER THEBROADSTAGE.ORG/EDUCATION 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560

2018/19 SEASON PACÍFICO DANCE COMPANY

HANDOUT 11: OJO DE DIOS

Pick four colors for your Ojo de Dios. Each color has a meaning: Black = life Blue = rain and water White = clouds and sky Red = belief or ritual Purple = human life Green = ____________________ (you decide) Yellow = ____________________ (you decide) Orange = ___________________ (you decide)

https://www.absolum.org/arte_ojo_de_dios.htm

THE BROAD STAGE AT THE SANTA MONICA COLLEGE PERFORMING ARTS CENTER THEBROADSTAGE.ORG/EDUCATION 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560

2018/19 SEASON PACÍFICO DANCE COMPANY

GLOSSARY Continent - world’s main pieces of land. Country - nation with its own government. Costa Chica - region of Mexico that includes parts of Guerrero and Oaxaca in Southern Mexico. Culture - arts and traditions from a certain place. Dance - a series of movements that match the speed and rhythm of a piece of music. Expression - a look on someone’s face that shows how they are feeling. Eye Contact - when two people look into each other’s eyes at the same time. Folklorico - Traditional Mexican dancing that has been danced by people of Mexico for hundreds of years. Geography - the study of where deserts, mountains, water, and oceans are. Gesture - a movement towards someone else like waving. Jalisco - state in Western part of Mexico known for Mariachi. Main Character - the focus of the story, the protagonist. Mariachi - style of music from Mexico with specific instrumentation, singing and dress. Michoacán - A state in South-Western Mexico by the Pacific Ocean. Nature - the physical world which includes plants, animals, landscape, and other features of the world. Nayarit - a state in Western Mexico. “Ojo de Dios” - Spanish, literally “Eye of God”; a spiritual object that originated with the Indigenous people of Western Mexico, made by weaving colorful yarn around a wooden cross. Plot - the series of events in a story, generally arranged with a beginning, middle and end. Posture - the position a person holds their body when they sit or stand. Region - an area with specific characteristics but no fixed borders or boundaries. Representation - to portray something or someone. Ritual - a religious ceremony that has actions in a certain order. Setting - the location a story takes place. Symmetry - being made up of exactly similar parts facing each other or around an axis. Traditions - beliefs and practices that are passed down from generation to generation. Viejito - “little old man” in Spanish; character in the folklorico of Michoacán. Yucatan - State and peninsula in South-Eastern part of Mexico. Zapateado - “footwork” in Spanish; percussive movement of the feet to make sound in a combination or pattern.

THE BROAD STAGE AT THE SANTA MONICA COLLEGE PERFORMING ARTS CENTER THEBROADSTAGE.ORG/EDUCATION 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560