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    FLP10016 Mexico Son Jarocho

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    tazzorro
    This document provides an overview and lesson plan for teaching students about Son Jarocho music and dance from the state of Veracruz, Mexico. The lesson introduces students to traditional Son Jarocho songs like "La Bamba" and dances like the zapateado through videos, recordings, and activities. Students will learn about the history and culture of Veracruz by exploring the origins and structures of Son Jarocho music, studying lyrics, and attempting their own compositions. They will also develop musical skills like clapping rhythms, singing, and learning choreographed dance moves. The goal is to familiarize students with this important Mexican folk genre and the place it holds in Mexican cultural heritage.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    FLP10016 Mexico Son Jarocho

    Uploaded by

    tazzorro
    94 views4 pages
    This document provides an overview and lesson plan for teaching students about Son Jarocho music and dance from the state of Veracruz, Mexico. The lesson introduces students to traditional Son Jarocho songs like "La Bamba" and dances like the zapateado through videos, recordings, and activities. Students will learn about the history and culture of Veracruz by exploring the origins and structures of Son Jarocho music, studying lyrics, and attempting their own compositions. They will also develop musical skills like clapping rhythms, singing, and learning choreographed dance moves. The goal is to familiarize students with this important Mexican folk genre and the place it holds in Mexican cultural heritage.

    Original Description:

    by Smithsonian Folkways

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    This document provides an overview and lesson plan for teaching students about Son Jarocho music and dance from the state of Veracruz, Mexico. The lesson introduces students to traditional Son Jarocho songs like "La Bamba" and dances like the zapateado through videos, recordings, and activities. Students will learn about the history and culture of Veracruz by exploring the origins and structures of Son Jarocho music, studying lyrics, and attempting their own compositions. They will also develop musical skills like clapping rhythms, singing, and learning choreographed dance moves. The goal is to familiarize students with this important Mexican folk genre and the place it holds in Mexican cultural heritage.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    94 views4 pages

    FLP10016 Mexico Son Jarocho

    Uploaded by

    tazzorro
    This document provides an overview and lesson plan for teaching students about Son Jarocho music and dance from the state of Veracruz, Mexico. The lesson introduces students to traditional Son Jarocho songs like "La Bamba" and dances like the zapateado through videos, recordings, and activities. Students will learn about the history and culture of Veracruz by exploring the origins and structures of Son Jarocho music, studying lyrics, and attempting their own compositions. They will also develop musical skills like clapping rhythms, singing, and learning choreographed dance moves. The goal is to familiarize students with this important Mexican folk genre and the place it holds in Mexican cultural heritage.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    Son Jarocho from Veracruz:

    Exploration of Music and Dance


    Forms A Smithsonian Folkways Lesson
    Designed by: Amanda C.
    Soto
    University of
    Washington
    Suggested Grade Levels: 3-5, 6-8, 9-12
    Country: Mexico
    Region: Veracruz
    Culture Group:
    Mexican Genre: Son
    Jarocho
    Instruments: Voice
    Language: Spanish
    Co-Curricular Areas: Spanish, Social Studies, Dance
    National Standards: 1, 5, 6, 8, 9
    Musical Knowledge/Skills: Listening to (instruments, beat, meter); Spanish
    words and lyrics; Song Structure/ Singing (partial lyrics and full melodies); Dancing
    General Knowledge/Skills: Getting to know the culture of Mexico--its
    language, location, values; the migration of music, the importance of dance.
    Materials from Folkways:
    La Bamba: Sones Jarochos from Veracruz performed by Jos Gutirrez & Los
    Hermanos
    Ochoa (SFW40505)liner notes, English and Spanish
    lyrics http://www.folkways.si.edu/jose-gutierrez-loshermanos-ochoa/la-bamba-sones-jarochos-fromveracruz/latin-world/music/album/smithsonian
    El Zapateado from La Bamba: Sones Jarochos from Veracruz performed
    by Jos Gutirrez & Los Hermanos Ochoa (SFW40505)
    http://www.folkways.si.edu/jose-gutierrez-los-hermanos-ochoa/la-bambasones-jarochos-from-veracruz/latin-world/music/album/smithsonian
    El Pjaro Cu (The Coo Bird) from La Bamba: Sones Jarochos from

    Veracruz performed by Jos Gutirrez & Los Hermanos Ochoa


    (SFW40505) http://www.folkways.si.edu/jose-gutierrez-los-hermanosochoa/la-bamba-sones-jarochos-from-veracruz/latinworld/music/album/smithsonian
    Videos of La Bamba and Balaju
    http://s.si.edu/mexico-videos
    Instruments: hands (clapping); voice; feet (dancing); cajon (wooden box)
    Other Materials: map of Veracruz; Photos/videos of the culture, people, and
    location; photos of instruments or actual instruments; other videos found in library

    Experiences:
    Watch videos of La Bamba and
    Balaju http://s.si.edu/mexico-videos
    El Zapateado

    Listen to recording
    (a) Clap/Pat different patterns to 6/8 (sesquialtera) Discuss
    meter/use
    rhythm sticks to tap out beats or dance steps
    (b) Move side to side to the downbeats
    Ask students if they hear what type of instruments are
    being used; explain instruments through pictures, video, or
    having the instruments present. Ask students what
    instruments are common in other music? What
    instruments are different? Is the dance used an
    instrument?
    Explain short history of Veracruz and son jarocho
    music and history of the folk music tradition (See liner
    notes and Grove Music Online for information)

    Explain the zapateado and show video of dances rapid movement


    of the dancers feet against the ground or a tarima (raised wooden
    platform) producing a percussive accompaniment normally
    performed during instrumental interludes so the singing is not
    drowned out. (See Grove Music Online)

    Explain type of dance (jarabe) Example is the Mexican Hat


    Dance
    played in the video

    Departing from the popular well-known dance show another


    video of other dances of the jarabe and/or explore the history of
    the Mexican Hat Dance

    Explain meaning of the word jarabe refers to sweet syrup:

    Jarabe is derived from the Arabic word Xarab which means


    mixture of herbs
    Trace the meaning of the word and song and figure out where is it
    today - Originating from Spain and developed in Mexico; Son
    jarochos influenced by African slaves (e.g. La Bamba); moved into
    mariachi music/popular Latin music; It is now present in the U.S. in
    folk dance troupes professionally, in schools, and in popular music
    (e.g. Los Lobos Album: Pistola y Corazon);
    Find popular son jarochos in popular music and in Mariachi music
    Hand out lyrics in Spanish and English; discuss the lyrics and
    meanings; dissect 10 line stanzas (decimas) commonly sung in
    verses comprised with ten lines in a rhyme scheme - abbaaccddc,
    which develops a theme introduced by a quatrain (rhymed abab).
    Textual material may be set or improvised, religious or secular.
    Create own decimas in English or Spanish

    El Pjaro Cu (The Coo Bird)

    Listen to recording
    (c) Clap/Pat different patterns to 6/8 (sesquialtera) Discuss
    meter/use rhythm sticks to tap out beats
    (a) Learn dance move and practice with and without the music
    Zapateado: Caf con pan
    Caf
    con pan
    LL R
    L
    RR L R
    1 2 3-4 5-6
    1 2 3-4 5-6

    Ask students if they hear what type of instruments are being used;
    explain instruments through pictures, video, or having the
    instruments present; Ask students what instruments are common
    in other music?; What instruments are different?; Is the dance
    used an instrument?

    Explain the zapateado rapid movement of the dancers feet


    against the ground or a tarima (raised wooden platform)
    producing a percussive accompaniment normally performed
    during instrumental interludes so the singing is not drowned out
    Grove Music Online); show video of dances

    Hand out lyrics in Spanish and English; discuss the lyrics and
    meanings; dissect 10 line stanzas (decimas); Learn more about
    the poetic structure; try to create own lyrics using decimas in
    English and/or Spanish; try improvising
    Extensions:

    Lesson easily can be tailored to age group; for older students with more
    in-depth talk about issues of musical migration. From where does a
    particular music originate, change, and adapt when it travels and is
    recreated in different genres, cultures, and locations? Trace songs

    through different musical genres.


    Listen to more music from the region. Find videos that explain the
    different dances and dance moves; go watch a traditional folk dance
    company; create dances and songs; learn more about the costumes
    Invite local musicians and dancers to come and conduct a lecture or
    demonstration.
    Obtain other instruments of the ensemble and learn simple bass parts of the
    Marimobola (Chord pattern can be used on bass Orff instruments or
    other bass instruments), Quijada, Cajon; Jarana, etc. Listen to
    recordings for instrumental and jarana strum patterns; create a cajon or
    tarima for use in practice or performance.

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