Download La Mariposa A Bolivian Folk Song Description: This particular lesson

LaMariposa
ABolivianFolkSong
Description:Thisparticularlessonwasdevisedforsecondgradestudentswho
werelearningaboutthewaysinwhichmelody’smove.Icreatediconic
representationofthemelodyandputthemintopuzzlecardsforthestudentstoput
inthecorrectorderaccordingtowhattheyheard.Alongthewaythestudentsalso
noticedtherhythmandtheformofthepiece.Thislessoncouldeasilybetransferred
tomiddleschoolgeneralmusicclassroombyincorporatingguitars,singingthesong
inSpanishandtheuseofflutesorrecorders.
Studentlearningoutcomes:
1. Studentswillrecognizethemelodicshapeby
arrangingthepuzzlecardsofthetuneLaMariposain
thecorrectorder.
2. StudentswillsingthemelodyinSpanishand
recognizethevocalrestsinthemelodicline.
3. Studentswilllearnandperformthedanceto
LaMariposaobservingthedancemovesandhowthey
correspondtothemelodicline.
4. Olderstudentswillplayguitarchordsto
accompanythesong,flutesandmodifiedrecorder
scorearealsooptions.
EssentialQuestions:Howarepatternsarrangedtocreatemusic?
NationalStandards:MU:Re7.2.H.8aDescribehowthewaythattheelementsofmusicare
manipulatedandknowledgeofthecontext(socialandcultural)informtheresponse.
MU:Re7.2.2aDescribehowspecificmusicconceptsareusedtosupportaspecificpurposein
music.PAStandards:9.1.3.AKnowandusetheelementsofmusic.
CulturalContext:TheCarnivalfestivaliscelebratedtheweekbeforelentin
Catholiccountriesaroundtheworld.LaMariposa(Thebutterfly)isatraditional
BolivianfolksonganddanceandispartoftheCarnivalprocessions.Thesong
speaksofthe‘Morenadadance’.TheMorenada(DanceoftheBlackSlaves)has
severalfolkloretalesbutthemostcommonlytoldisthatthedancewasinspiredby
AfricanslavesbroughttoworkinthesilverminesofPotosi.
PriorKnowledge:Studentshaveanunderstandingofmelodicdirectionandbasic
rhythmpatternsusingquarternotes,eighthnotesandtheirequivalentrests.
Materials:WorldMusicPlayground:AMusicAdventureforKids,LaMariposaby
Colibri,puzzlecards,guitars(optional),musicalscoreforLaMariposa.SmartBoard
ordisplayboard.
AttentiveListening:Initiallistening:
Displayamapoftheworldwiththefollowing
question
Wheredoyouthinkthismusicisfrom?
Whatinstrumentsdoyouhear?Playthefirstverse
andchorus.
Afterlisteningdiscussstudentanswers.
IntegratingWorldMusic:
ShowmapoftheworldandwhereBoliviaislocated.
ShowpicturesofBolivianinstruments:
Teacherposesquestion:Whatdoweknowaboutthewaysthatmelodiesmove?
Studentsanswerwillvary.Teacherwritesstudentsanswersontheboardanddraws
uponpriorunderstandingbysingingexcerptsofsongsthatthestudentsknowand
demonstratingoninstrumentsmelodicsteps,skipsandrepeats,bothhighandlow.
Attentive/EngagedListening
TeacherpassesoutthepuzzlecardsofthesongLaMariposaandasksthestudents
togetintosmallgroupsandspreadthecardsoutonthefloor.Thecardsare
deliberatelygiventothestudentsoutofordersothattheymustengageinmusical
thinkinginordertoputthecardsinthecorrectmelodicorder.Teacherplaysthe
songseveralmoretimestogivestudentstimetolisten,followtheiconic
representationwiththeirfinger,singandotherwisediscussamongstthemselves.
Eachcardrepeatssotherewillbeatotalof8cards,Ihaveonlydisplayed4buteach
cardwasadifferentcolor.Puzzlecardsbelowaredisplayedinthecorrectorder.
EngagedListening:Teachercirculatesasstudentsareworkingonthecardsand
scaffoldsasneeded.Studentsdiscusstheirsolutionsandhowtheyputthecardsin
thecorrectorder.Whatelsedidyounoticeaboutthesong?
Studentsinvariablynoticethehandclapsandfootstompsrepresentedonthepink
cardwiththewhiteboxes.Singthemelodylineonaneutralsyllableandclaponthe
firstsetofwhiteboxesandstomponthesecondsetofboxes.
EngagedListening:
Discussthetranslationofthesong,whichisWeareallplayingandsingingand
dancingthemorenada.TeachthesonginSpanishphrasebyphrase.IftheAsection
istoomuchtolearnjustworkontheBsection.Teachthebodypercussionforthe
phrases,“conlasmanos”(clap,clap,clap)“conlospies”stampstampstamp.Discuss
whatthetranslationcouldmeaninSpanish(handsandfeetrespectively).
Teachthedance:1.Studentsjoinhandsinacircle.2.Asection(measures1-4)
studentswalktothebeatcounter-clockwiseinacirclestompingthreetimesateach
halfnote(seenotation).3.DuringtheBsection(m.5-8)studentsstop,drophands
frompartnerandclapthreetimesafterthephrases,“conlosmanos”thenstomp
threetimesafterthephrase,“conlospies”thenturnhalfwayaroundindividual
circlewithforearmupwhilesinging“lamorenada”thefirsttimeandthenreturnto
startingpositionduringthesecondsingingof“lamorenada”.
SpecialNeedsLearners:Eachofthe8puzzlecardscouldbemadewithpuffypaint
sothatthosestudentsthatneededtactileassistancewouldhavegreatersuccess.
Movementscouldalsobemodifiedforthosestudentswithlimitedmobility.
Spanishspeakingstudentsshouldbeaskedtoassistwithlanguageasneeded.
AssessmentRubric:
3
2
1
MelodicShape
Organizedallof
Organizedmostof Organizedafew
thepuzzlecardsin thepuzzlecardsin cardsandwere
correctorderand orderand
unabletotalk
explainedtheir
explainedsomeof aboutthemelodic
musicalthinking
theirmusical
linewithclear
demonstrating
thinkingregarding understanding.
clear
themelodicline.
understandingof
themelodicline.
BodyMovements
Performedthe
Performedmostof Performedfewof
bodymovements thebody
bodymovements
withaccuracy(on movementswith
withaccuracy(on
beat)
accuracy(onbeat) beat)
Vocalaccuracy
Sangallpitches
Sangmostofthe
Sangfewpitches
accuratelyand
pitchesaccurately accuratelyand
withcorrect
andwithcorrect
withcorrect
rhythm.
rhythm.
rhythm.
OlderStudentsmaybeabletoplaythechordstothesongaswellasplaythefluteor
recorderparts.Additionalmusicalelementscouldbetexture,form,minorkey.