La Mariposa

La Mariposa
A Bolivian Folk Song
Description: This particular lesson was devised for second grade students who
were learning about the ways in which melody’s move. I created iconic
representation of the melody and put them into puzzle cards for the students to put
in the correct order according to what they heard. Along the way the students also
noticed the rhythm and the form of the piece. This lesson could easily be transferred
to middle school general music classroom by incorporating guitars, singing the song
in Spanish and the use of flutes or recorders.
Student learning outcomes:

1. Students will recognize the melodic shape by
arranging the puzzle cards of the tune La Mariposa in
the correct order.
2. Students will sing the melody in Spanish and
recognize the vocal rests in the melodic line.
3. Students will learn and perform the dance to
La Mariposa observing the dance moves and how they
correspond to the melodic line.
4. Older students will play guitar chords to
accompany the song, flutes and modified recorder
score are also options.
Essential Questions: How are patterns arranged to create music?

National Standards: MU:Re7.2.H.8a Describe how the way that the elements of music are
manipulated and knowledge of the context (social and cultural) inform the response.
MU:Re7.2.2a Describe how specific music concepts are used to support a specific purpose in
music. PA Standards: 9.1.3.A Know and use the elements of music.
Cultural Context: The Carnival festival is celebrated the week before lent in
Catholic countries around the world. La Mariposa (The butterfly) is a traditional
Bolivian folk song and dance and is part of the Carnival processions. The song
speaks of the ‘Morenada dance’. The Morenada (Dance of the Black Slaves) has
several folklore tales but the most commonly told is that the dance was inspired by
African slaves brought to work in the silver mines of Potosi.
Prior Knowledge: Students have an understanding of melodic direction and basic

rhythm patterns using quarter notes, eighth notes and their equivalent rests.
Materials: World Music Playground: A Music Adventure for Kids, La Mariposa by

Colibri, puzzle cards, guitars (optional), musical score for La Mariposa. SmartBoard
or display board.
Attentive Listening: Initial listening:
Display a map of the world with the following
question
Where do you think this music is from?
What instruments do you hear? Play the first verse
and chorus.
After listening discuss student answers.
Integrating World Music:

Show map of the world and where Bolivia is located.
Show pictures of Bolivian instruments:

Teacher poses question: What do we know about the ways that melodies move?
Students answer will vary. Teacher writes students answers on the board and draws
upon prior understanding by singing excerpts of songs that the students know and
demonstrating on instruments melodic steps, skips and repeats, both high and low.
Attentive/Engaged Listening
Teacher passes out the puzzle cards of the song La Mariposa and asks the students
to get into small groups and spread the cards out on the floor. The cards are
deliberately given to the students out of order so that they must engage in musical
thinking in order to put the cards in the correct melodic order. Teacher plays the
song several more times to give students time to listen, follow the iconic
representation with their finger, sing and otherwise discuss amongst themselves.
Each card repeats so there will be a total of 8 cards, I have only displayed 4 but each
card was a different color. Puzzle cards below are displayed in the correct order.
Engaged Listening: Teacher circulates as students are working on the cards and
scaffolds as needed. Students discuss their solutions and how they put the cards in
the correct order. What else did you notice about the song?
Students invariably notice the hand claps and foot stomps represented on the pink
card with the white boxes. Sing the melody line on a neutral syllable and clap on the
first set of white boxes and stomp on the second set of boxes.
Engaged Listening:
Discuss the translation of the song, which is We are all playing and singing and
dancing the morenada. Teach the song in Spanish phrase by phrase. If the A section
is too much to learn just work on the B section. Teach the body percussion for the
phrases, “con las manos” (clap, clap, clap) “con los pies” stamp stamp stamp. Discuss
what the translation could mean in Spanish (hands and feet respectively).
Teach the dance: 1. Students join hands in a circle. 2. A section (measures 1-4)
students walk to the beat counter-clockwise in a circle stomping three times at each
half note (see notation). 3. During the B section (m. 5-8) students stop, drop hands
from partner and clap three times after the phrases, “con los manos” then stomp
three times after the phrase, “con los pies” then turn half way around individual
circle with forearm up while singing “la morenada” the first time and then return to
starting position during the second singing of “la morenada”.
Special Needs Learners: Each of the 8 puzzle cards could be made with puffy paint
so that those students that needed tactile assistance would have greater success.
Movements could also be modified for those students with limited mobility.
Spanish speaking students should be asked to assist with language as needed.
Assessment Rubric:
3 2 1
Melodic Shape Organized all of Organized most of Organized a few
the puzzle cards in the puzzle cards in cards and were
correct order and order and unable to talk
explained their explained some of about the melodic
musical thinking their musical line with clear
demonstrating thinking regarding understanding.
clear the melodic line.
understanding of
the melodic line.
Body Movements Performed the Performed most of Performed few of
body movements the body body movements
with accuracy (on movements with with accuracy (on
beat) accuracy (on beat) beat)
Vocal accuracy Sang all pitches Sang most of the Sang few pitches
accurately and pitches accurately accurately and
with correct and with correct with correct
rhythm. rhythm. rhythm.
Older Students may be able to play the chords to the song as well as play the flute or
recorder parts. Additional musical elements could be texture, form, minor key.

La Mariposa

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La Mariposa

A Bolivian Folk Song

Student learning outcomes:

Essential Questions: How are patterns arranged to create music?

Prior Knowledge: Students have an understanding of melodic direction and basic

Materials: World Music Playground: A Music Adventure for Kids, La Mariposa by

Integrating World Music:

Show pictures of Bolivian instruments:

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