Viver Brasil: Celebrating Samba

2019/20 SEASON VIVER BRASIL

The Broad Stage presents

VIVER BRASIL: CELEBRATING SAMBA

STUDENT MATINEE WED FEB 7, 2020 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

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2019/20 SEASON VIVER BRASIL

Rob Bailis Director, Performing Arts Center EDUCATION & COMMUNITY PROGRAMS STAFF

Ilaan Mazzini, Director of Education & Community Programs

Monica Sahagun, Education & Community Programs Manager Olivia Murray, Education & Community Programs Coordinator Mandy Matthews, Curriculum Consultant Hong Le, Educator Laila Abdullah, Artist 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 Arts & Culture The Ralph M. Parsons Foundation Sidney Stern Memorial Trust Dwight Stuart Youth Fund The Plaza at Santa Monica

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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GREETINGS FROM THE BROAD STAGE! Dear Educators, Viver Brasil is thrilled to share Afro-Brazilian dance and music through our Celebrating Samba program, which takes students and families on a cultural journey to Salvador, Bahia at the Broad Stage this season. We have provided you with engaging lesson plans to prepare your students for our show. This study guide will prepare your students for our performance which includes the celebratory dance of Avaninha/Avanhia; mythic tales of the royal Orixa dances; the riveting Afro-Brazilian martial art, capoeira; joyous samba de roda; and Bahian carnival dances in the style of Bloco afro.

Founded in 1997 by Artistic Directors Linda Yudin and Luiz Badaró, Viver Brasil honors Brazil’s African legacy through bold contemporary dance theatre that increases awareness of the rich history and culture from which Afro-Brazilian dance and music emerged. Viver Brasil has toured throughout the United States, South Africa, Mexico and Canada. Through performances, arts education, community engagement and cultural exchange programs to Salvador, Bahia, Brazil the company establishes a portal through which people in diverse communities can experience the vibrant stories of Afro-Brazilian culture. Viver Brasil is dedicated to rigorous research, as well as continuous dialogue between living masters of Bahian culture, choreographers, and virtuoso musicians. The creative voices of the company fuel and empower Viver Brasil’s dynamic artistry as it addresses 21st century African Diasporic issues of humanity, race, equity, memory, resistance and resilience.

We have created four distinct lessons, including activities and video links that will prepare your students for Celebrating Samba. We encourage you to try out some of these lessons before you come to the Broad Stage. Share the video with your students prior to our show so that your students can begin to make meaningful connections with our content. Each lesson was carefully designed for you with great assistance from the Broad Stage Education and Community Programs Coordinator, Olivia Murray, and 2nd grade teacher, Hong Le, from McKinley Elementary School.

We are very excited to share our educational materials with you. Please feel free to contact me with any questions that you may have regarding the curriculum packet. We thank you for your commitment to arts education.

Sincerely, Laila Abdullah Viver Brasil Artist 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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CONTENTS LESSONS LESSON 1: Introduction to Avanhia.........................................5 LESSON 2: Introduction to Orixรกs..............................................12 LESSON 3: Storytelling Through Dance...................................24

HANDOUTS

HANDOUT 1: World Map...............................................................16 HANDOUT 2: Map of South America..........................................17 HANDOUT 3: Instruments of Brazil............................................18 HANDOUT 4: Double Bubble Thinking Map............................,...19 HANDOUT 5: Orixรกs..........................................................................20 HANDOUT 6: Story Mountain Map................................................23 HANDOUT 7: Orixรกs, Forces of Nature.........................................24 HANDOUT 8: Story Mountain Worksheet....................................26

ADDITIONAL RESOURCES Glossary............................................................................................27 What I Learned...............................................................................29

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LESSON 1: INTRODUCTION TO AVANHIA LESSON OBJECTIVE: Students will be introduced to the music, culture and geographic origins of Brazil.

DURATION: 40 mins MATERIALS: Handout 1: World Map, Handout 2: Map of South America, Handout 3: Instruments of Brazil, Handout 4: Double Bubble Thinking Map, and access to the Internet and ability to listen to music clips (speakers).

STANDARDS: CCSS, History-Social Science, Kindergarten, 4.2: Distinguish between land and water on maps and globes and locate general areas referenced in historical legends and stories.

CCSS, 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.

CA Vapa Music, Grade One, 1.3: Identify common instruments visually and aurally in a variety of music.

CA VAPA Music, Grade Two, 3.3: Describe music from various cultures.

CONCEPTS/VOCABULARY: Agogô (A-go-go): Double bell; accent drum.

Avanhia (Ah-va-ni-a): An Afro-Brazilian dance that calls upon the sacred energies of the orixá through rhythm, song and gesture.

Atabaque: Wooden Afro-Brazilian drum. The shell is made traditionally of Jacaranda wood from Brazil.

Continent: World’s main pieces of land.

Country: Nation with its own government.

Culture: Arts, traditions and way of life of groups of people from a certain place.

Map: A picture or chart that shows the rivers, mountains, streets, etc., in a particular area.

Musicians: A person who writes, sings, or plays music.

Senses: Ways through which you receive information about the world (touch, taste, smell, sight, and hearing).

Shekere (Sh-e-ker-ay): A West African origin percussion instrument used in Brazil consisting of a hollow gourd covered with loose netting on which beads or cowrie shells are strung, played by shaking.

Surdo (Soor-doo): Bass drum; heartbeat of a samba band.

GUIDING QUESTIONS: Where is Brazil in relation to where I live?

How can I practice mindful listening while listening to music?

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LESSON PLAN Main Activity Part 1: Place Brazil on the World Map Pass out Handout 1: World Map and Handout 2: Map of South America to every student.

Discuss the purpose of maps and identify the seven continents on Handout 1: World Map. Label the continents and water with students. Identify where they live, the United States and California, and South America. Explain that students will be learning about Brazil in preparation for Viver Brasil's performance at The Broad Stage.

Brazil is in South America and is one of many countries there. Ask students to color Brazil on their map of South America (Handout 2).

Share facts about Brazil.

• Brazil is the largest country in South America.

• Brazil is called the Lung of the World because of the Amazon area, where the world’s largest rainforest is located.

• Brazil has the sixth largest population in the world, approximately 148 million people.

• Brazilian culture is a blend of many different cultures including indigenous people who have lived there for centuries, people of Portuguese descent, and people of African descent who were brought as slaves primarily from West Africa to build Brazil.

• Brazil’s most well known sport is soccer and capoeira is the 2nd most well known martial art/dance/sport.

• Brazil’s agricultural products are coffee, soybeans, wheat, rice, corn, sugarcane, cocoa, citrus, and beef.

• Brazil is the only Latin American country that speaks Portuguese as its official language.

Part 2: Introduction to Avaninha and Instruments of Brazil Start by discussing music with students. Chart the answers on the board for reference.

Where have you heard music?

What kind of music do you like to listen to?

What are some musical instruments? Do you have a favorite?

Who do you know that plays a musical instrument?

Tell students that they will be learning about music from Brazil. The song they will be listening to today is called "Avaninha". Avanhia calls upon the sacred energies of the orixá through rhythm, song and gesture.

Before listening to the rhythm, review mindful listening as a group (if students are new to mindful listening, then introduce what it is). Mindful listening is what you do when you’re focusing on what you hear. For example focusing on the words someone is saying when you are having a conversation.

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Today, students will be mindful listening to music. This is similar to how you would describe a painting by using your sense of sight, except you are using your sense of hearing. This skill is very important for professional musicians and dancers so they can better understand the music they are playing and work together to produce the sound.

When listening to "Avaninha", remind students to listen carefully to any instruments they might know. Play "Avaninha" for students, follow the YouTube link below. https://youtu.be/Nba5S6zWnPw After listening to "Avaninha", ask students for their first impressions.

Could you hear any instruments? Which ones?

How did the rhythm make you feel?

Did the rhythm make you want to dance?

Task: Learn and listen to four Brazilian instruments and identify them while listening to "Avaninha".

Pass out Handout 3: Instruments of Brazil and review the instruments together. While looking at each instrument, play the sound clip from the soundcloud link below so students can match the sound to the instrument. https://soundcloud.com/broadstage/sets/viver-brasil After learning the Brazilian instruments, replay "Avaninha" for students. Ask students to mindfully listen, and to raise their hand when they hear any of the Brazilian musical instruments. Have students keep the pictures of the instruments in front of them (or show in front of the classroom) while listening.

After re-listening to "Avaninha", invite students to share the instruments they heard.

Note: Handout 3 can be used a coloring page for younger students.

Part 3: Compare and Contrast Music from the U.S. to Brazil Have the students compare and contrast what they learned in Brazilian culture to American culture, specifially music. First, students describe what type of music they listen to. Have a few students share their current favorite sing (they can say the name, sing, or even hum the song!). Use Handout 4: Double Bubble Thinking Map to note the similarities and differences. Similar to a Venn Diagram, the middle section is reserved for similarities.

Ask students these questions to start a conversation: Do you think Brazilian music sounds like the music you listen to?

How is Brazilian music different?

How are Brazilian instruments similar or different to instruments that you know or play?

How do the sounds of the instruments differ?

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Student Reflection: Students will reflect and answer the following questions with a partner.

What was your favorite Brazilian instrument to listen to?

What was your favorite part of the song "Avaninha"?

Assessment Criteria: • Students practice mindful listening.

• Students name two out of the four Brazilian musical instruments while listening.

• Students will make educated guesses and start to understand how the similarity and differences between Brazilian and Western instruments.

Purpose: To introduce students to different musical instruments, which will help them develop an understanding of a different culture and traditions.

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LESSON 2: INTRODUCTION TO ORIXÁS LESSON OBJECTIVE: Students will learn about the three orixás and their purpose in Brazilian culture and dance.

DURATION: 40 mins MATERIALS: Handout 5: Orixás, Handout 6: Story Mountain Map, Handout 7: Orixás, Forces of Nature, Handout 8: Story Mountain Worksheet, and access to the Internet to play video.

STANDARDS: CCSS, 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.

CCSS, Reading Standards for Literature, Grade Two, 2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson or moral.

CCSS, 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.

CCSS, History-Social Science, Grade One, 5.3: Compare the beliefs, customs, ceremonies, traditions, and social practices of varied cultures, drawing from folklore.

CONCEPTS/VOCABULARY: Culture: Arts, traditions and way of life of groups of people from a certain place.

Elements: One of the four substances (air, water, fire, and earth) that were believed in the past to make up every physical thing in the universe.

Folktale: Mythical stories which are passed from generation to generation through storytelling.

Main Character: The lead person who appears in a story, book, play, movie, or television show.

Machete: A broad, heavy knife used as a weapon or tool (i.e. farming) originating in Central America and the Caribbean.

Moral: A lesson that is learned from a story or an experience.

Nature: The physical world that includes plants, animals, landscape, and other features of the world.

Orixá (Or-ee-sha): Energy and spirit of an ancestor expressed through movement, song, and mythology.

Ogum (Oh-goonh): Element of iron. Ogum is a warrior, his dance shows the actions of cutting as he opens the pathways. His color is blue.

Oxum (O-shoon): Element of river waters. Oxum’s dance movements represent the undulating nature of water. Oxum baths at the river bank admiring her internal and external beauty. Her colors are gold and yellow.

Oya Yansan (O-ya Yan-san): Element of air, the wind. Her dance demonstrates the movement of the wind and the relationship she has with past ancestors.

Plot: A series of events that form the story in a novel, movie, etc.

Setting: The place and conditions in which something happens or exists.

GUIDING QUESTIONS: How can we tell stories with gestures?

How can you use your face and your body movements to show what kind of mood you are in?

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LESSON PLAN Warm-Up: Review Maps and Instruments Briefly review what students learned in Lesson 1. Ask students to identify Brazil on a world map and say the continent that Brazil is on. Ask students to explain the difference between a continent and a country. Which is Brazil?

Ask students what facts they remember about Brazilian culture.

Review the Brazilian instruments that they learned (option to show images on the board). What are their names and what do they sound like?

Tell students that they will be learning more about Brazilian culture and how instruments and music are important to storytelling in this lesson.

Main Activity Part 1: Introduction to Orixás Before introducing students to the orixás, have them name any mythical heroes that they know. After hearing their responses, explain that Brazil has their own heros called orixás that are important to their culture. Orixás are kings and queens that are revered in Brazilian culture.

Introduce students to orixás and review these points together: • Orixás are kings, queens, mythical beings that are celebrated in Brazil through a spiritual system called Candomblé.

• Orixás help guide human beings to live well on the Earth.

• The orixás ask that human beings take care of the earth to bring balance to our society.

• Each orixá has specific dances, rhythms, colors, days of the week, and favorite foods.

After explaining the importance of orixás in Brazilian culture, introduce the three orixás to students by passing out Handout 4: Orixás. Present one orixá at a time and read the descriptions together for each.

Note: The images in Handout 4: Orixás are Viver Brasil dancers represeting an orixá. Please make this distinction to your students.

Once students get familiar with the orixás, watch part 1 of the curriculum video together (from 0:00-0:55).

In the video, Viver Brasil dancer, Laila Abdullah, reviews the orixás and movement that is associated with each. The video will help students' understanding of the orixás and prepare them for the next activity. https://youtu.be/-7890OgHsQQ

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Part 2: Read a Brazilian Story and Review Story Structure Tell students that you are going to read a story about the orixás. Before reading, review story structure with students by referring to Handout 6: Story Mountain Map. Define key vocabulary before reading the story including main character, setting, beginning, middle, end, plot, and moral.

Distribute and read the folktale written by Viver Brasil found on Handout 7: Orixás, Forces of Nature. While reading ask students to help you identify the main characters, setting, beginning, middle, end, plot, and moral. As an option, ask students to fill in answers on Handout 8: Story Mountain Worksheet.

After reading and identifying the story structure with the class, have a discussion about the moral of the story. The moral of the story is “It is better to work together than alone.” Ask students to reflect on what it means to work together.

Pronunciation: Ogum (Oh-goonh), Oxum (O-shoon), Oya Yansan (O-yah Yan-San).

Assessment Criteria: • •

Students will know the story structure of Orixá, Forces of Nature.

Students will collectively detail what Avanhia looks and sounds like.

Purpose: Introduce students to the folktale based on the three elemental orixás.

Student Reflection: Lead a class discussion in which students share their answers to the following questions:

How does the moral of the story help people of Brazil?

Why are the elements important to the people of Brazil?

What might be the purpose of dance?

How is Brazilian dance different/similar to the dances in the United States?

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LESSON 3: STORYTELLING THROUGH DANCE LESSON OBJECTIVE: Students will create gestures inspired by the story and then learn how to combine gestures to create a story through dance. Students will choreograph an original dance to the song "Avaninha".

DURATION: 50-60 mins MATERIALS: Handout 4: Double Bubble Map, access to the Internet and ability to watch to a video clip of the dance.

STANDARDS: CA VAPA Dance, Grade One, 2.6: Express basic emotional qualities (e.g., angry, sad, excited, happy through movement.

CA VAPA Dance, Grade One, 5.2: Give examples of how dance relates to other subjects (e.g., mathematicsshape, counting; language arts – beginning, middle, and end).

CA VAPA Dance, Grade One, 2.3: Create a short movement sequence with a beginning, middle and an end.

CA VAPA Dance, Grade One, 2.6: Express basic emotional qualities (e.g., angry, sad, excited, happy through movement.

CA VAPA Dance, Grade One, 3.1: Name and perform folk/traditional dances from other countries.

CA VAPA Dance, Grade One, 5.2: Give examples of how dance relates to other subjects (e.g., mathematicsshape, counting; language arts – beginning, middle, and end).

CA VAPA Dance, Grade Two, 2.8: Demonstrate partner skills (e.g., imitating and leading/following).

CONCEPTS/VOCABULARY: Avanhia (Ah-va-ni-a): An Afro-Brazilian dance that calls upon the sacred energies of the orixá through rhythm, song and gesture.

Choreograph: The art or practice of designing dance movements or sequences.

Culture: Arts, traditions and way of life of groups of people from a certain place.

Dance: To move your body in a way that goes with the rhythm and style of music that is being played.

Expression: The act of making your thoughts, feelings, etc., known by speech, writing, or some other method: the act of expressing something.

Gesture: A movement of your body (especially of your hands and arms) that shows or emphasizes an idea or a feeling.

GUIDING QUESTIONS: How does the music make you feel?

How does the music help you express your feelings?

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LESSON PLAN Main Activity Part 1: Explore Gestures Review gestures with students. A gesture is a movement of your body (especially of your hands and arms) that shows or emphasizes an idea or a feeling. Have students practice a few gestures with you to emphasize a feeling. You can generate a list of feelings as a group or provide a few examples (gesture for happy, sad, excited, sleepy, etc.) As students practice the gestures, explain that they are showing emotion nonverbally through movement and using their body.

Watch part 2 of the curriculum video: "Motions & Ceremonial Greetings" (from 0:55-2:36). The video will demonstrate the motions that are assoictaed with each orixá. https://youtu.be/-7890OgHsQQ

Task: Create a new gesture for each orixá.

Next, explain that students will create a gesture for each orixá. Before developing a gesture, go back to the description of the first orixá, Ogum, and connect the essence of Ogum to an emotion or feeling.

For example, Ogum might be connecting to feeling strong or courageous.

After identifying the emotion, ask students to individually do a gesture at their desks for Ogum. Ask students to hold their gesture and look around the room to see other peoples interpretation or gesture for Ogum.

Go through this process with the other two orixás, Oxum and Oya Yansan.

Part 2: Watch Avanhia Dance Explain that the Brazilian culture is filled with dance and music. Dancers wear beautiful, costumes to represent the many stories in each dance.

Watch part 3 of the curriculum video: "Avaninha" (from 2:36-4:05). Avanhia is a type of dance that honors the four main elements of life (air, fire, water, and earth). While watching, ask students if they can identify the movements connected to the three elements from the orixás. https://youtu.be/-7890OgHsQQ After watching the video, invite students to share what they observed from the dance.

What did you see in the video?

What did you hear in the video?

How did the dance make you feel?

What story was told through this dance?

Discuss how nature can be transformed into movements. Ask students, can you make movement that represents wind, water, the strength of iron?

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After talking about dance, reintroduce the song "Avaninha" that students listened to in Lesson 1. https://youtu.be/Nba5S6zWnPw Review the instruments used in the song "Avaninha", and discuss how dance comes together. When you listen to "Avaninha", how do you want to move? Students can listen to the rhythm again and dance to the rhythm.

Tell students that they will create a story and tell it through dance.

Part 3: Choreograph a Group Dance to the song "Avaninha" Task: Use dance to tell a story inspired by the song "Avaninha's" rhythm, the story Orixás: Forces of Nature, and the orixás.

Tell students that the class will create a mini story about a favorite element in nature then choreograph a dance to express their creative story. To choreograph means to create dance movements or sequences.

Before choreographing, discuss how movements and expressions can convey each orixá. This should be a review from Lesson 2.

How do the movements make you feel?

Why would the characters would move in such a way?

What emotions would you use to describe the movements of each orixá?

Divide students into three groups and assign each group an orixá: Ogum, Oxum, and Oya Yansan. Ask students to create a gesture or movement for their orixá inspired by the Forces of Nature story.

Have students reflect on these questions:

What was your assigned orixá doing in the story?

How were they feeling?

Were they holding anything?

Note: Activity can be done as a class or in small groups.

After each group creates their dance sequence, ask them to teach the sequence to the rest of the class.

Ask students to mirror their movements and respond with the name of the orixá. All students in the class will learn each other's movement, which will result in a class dance.

Start to repeat each groups movements after one another to create an original dance. Play the "Avaninha" and dance the three movements together as a class with the music. The dance is complete!

Part 4: Compare and Contrast Dance from U.S. to Brazil Record students’ thoughts on how Brazil and the United States are similar and different through dance on Handout 4: Double Bubble Map.

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Ask students these questions to start a conversation: How different is Avanhia from the dances we have in the United States?

How would you describe the dance movements from Brazil?

How would you describe the dance movements from the United States?

Assessment Criteria: • • • • •

Characters will be identifiable through movements and expression.

Students will make educated guesses as to why a person would dance Avanhia.

Students understand the connection between gesture and a feeling.

Students create a gesture for each of the three orixás.

Students participate by creating an original dance from gestures.

Purpose: To better understand the orixás and the use of storytelling through gestures.

Student Reflection: Lead a class discussion in which students reflect on the experience of choreographing together to create their own Avaninha dance.

What might be the purpose of dance?

How did it feel to dance your original dance with the Avaninha music?

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HANDOUT 1: WORLD MAP

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HANDOUT 2: MAP OF SOUTH AMERICA

Brasil

Brasilia

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HANDOUT 3: INSTRUMENTS OF BRAZIL

Agogô

Atabaque

Shekere

Surdo

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HANDOUT 4: DOUBLE BUBBLE THINKING MAP

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HANDOUT 5: ORIXÁS

Ogum

Ogum is the king of the earth, protector of all work in agriculture. Ogum's dance shows the actions of cutting as he opens the pathways. He is a warrior. Ogum's element is iron, and his color is blue.

Ceremonial greeting: Ogun ye! (Welcome Ogum!)

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HANDOUT 5: ORIXÁS

Oxum

Oxum is the queen of the rivers. Her movements show grace, elegance, beauty and the undulating nature of water. As she reflects in her mirror, she see her confiedent self. Her colors are gold and yellow.

Ceremonial greeting: Ora ye ye ô (Hail to the queen and mother) 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 5: ORIXĂ S

Oya Yansan

Oya Yansan is the queen of the winds and storms. Her dance demonstrates the movement of the wind, her courageous personality and her deep relationship with ancestors. Her color is red.

Ceremonial greeting: Epa Hei Oya (Praises to Oya)

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HANDOUT 6: STORY MOUNTAIN MAP

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 7: ORIXÁS, FORCES OF NATURE Orixás Forces of Nature

The forces of nature have always helped to keep the earth balanced.

These forces of nature have been sent down from the sky, and are called orixás.

Ogum arrived to earth on a grand chain created from his element iron to assist with the creation of balance throughout the land. He wears his favorite colors, blue and silver, and often carries a machete. Because he is the king of iron he has the ability to create tools out of iron to work in the fields by utilizing his machete to clear crops. He is associated with various ways of transportation that use iron like trains, cars, or bicycles.

Ogum loves technology like computers. He is also a warrior who wins battles and is able to solve problems.

As Ogum was walking along the earth, he began to discover Earth’s beauty. He noticed many different animals and trees. He stopped under the shade of a tree to cool off. As he was cooling off, he became enchanted by the sounds of river water. He followed the sounds from the calming river waters and encountered a beautiful queen named Oxum.

Oxum was dressed in beautiful gold clothing and jewelry, and in her hand she held a gold mirror. As we know, she is the queen of the rivers.

Oxum teaches Ogum about the importance of water. She tells him that water makes up 90 percent of the human body and why our crops need water to grow. With water, fruits, vegetables and grains can grow.

Ogum was so captivated by her the queen’ s story.

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HANDOUT 7: ORIXÁS, FORCES OF NATURE CONT'D

Ogum began to feel a strong wind rustling the leaves on the trees.

He arose from the river bank and listened carefully to the messages from the queen of the wind and the ancestors, orixá Oya Yansan. Oya Yansan shared her wisdom that ancestors are family members and friends and that have passed and have left us with the wisdom of pride–to be proud of our ancestry, our diverse ethnicities and races. She shared with Ogum and Oxum that we human beings must respect our elders as they have important stories and messages to share with us.

The 3 orixás that Viver Brasil will perform in Celebrating Samba share a message of how important it is that we as human beings protect our earth, as well as the messages that they share with us through dance, music and brilliant costuming. We affirm that their stories also enhance our creativity and that through movement and rhythm there are many ways to share ancient stories.

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HANDOUT 8: STORY MOUNTAIN WORKSHEET Climax

Rising Action

Falling Action

Resolution

Beginning

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GLOSSARY Agogô (A-go-go): Double bell; accent drum

Avanhia (Ah-va-ni-a): An Afro-Brazilian dance that calls upon the sacred energies of the orixá through rhythm, song and gesture.

Atabaque: Wooden Afro-Brazilian drum. The shell is made traditionally of Jacaranda wood from Brazil.

Continent: World’s main pieces of land.

Country: A nation with its own government.

Culture: Arts, traditions and way of life of groups of people from a certain place.

Dance: To move your body in a way that goes with the rhythm and style of music that is being played.

Elements: One of the four substances (air, water, fire, and earth) that were believed in the past to make up every physical thing in the universe.

Expression: The act of making your thoughts, feelings, etc., known by speech, writing, or some other method: the act of expressing something.

Folktale: Mythical stories which are passed from generation to generation through storytelling.

Gesture: A movement of your body (especially of your hands and arms) that shows or emphasizes an idea or a feeling.

Machete: A broad, heavy knife used as a weapon originating in Central America and the Caribbean.

Main Character: The lead person who appears in a story, book, play, movie, or television show.

Map: A picture or chart that shows the rivers, mountains, streets, etc., in a particular area.

Moral: A lesson that is learned from a story or an experience.

Musician: A person who writes, sings, or plays music.

Nature: The physical world which includes plants, animals, landscape, and other features of the world.

Ogum (Oh-goonh): Element of iron. Ogum is a warrior, his dance shows the actions of cutting as he opens the pathways.

Orixá (Or-ee-sha): Energy and spirit of ancestor expressed through movement, song, and mythology.

Oxum (O-shoon): Element of water. Oxum’s dance shows smoothness and sensuality. Her movements represent the undulating nature of water.

Oya Yansan (O-ya Yan-san): Element of air, the wind. Colors are earth red to bright Her dance demonstrates the movement of the wind and the relationship she has with past ancestors.

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GLOSSARY Plot: A series of events that form the story in a novel, movie, etc.

Senses: The ways through which you receive information about the world (touch, taste, smell, sight, and hearing).

Setting: The place and conditions in which something happens or exists.

Shekere (Shake-er-ay): A percussion instrument of West African origin consisting of a hollow gourd covered with a loose netting on whichbeads, shells, or seeds are strung, played by shaking.

Surdo (Soor-doo): Bass drum; heartbeat of a samba band.

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WHAT I LEARNED...

Write a letter to the artist. Be sure to include your favorite part of the performance and what you learned.

Dear _________

Your friend,

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