Name That Tune!

name that tuneIt’s the end of the year.  We’re still in school! The days seem endless and the students are not very motivated.  What to do? Fall back on the one thing that has connected us from the very beginning:  music! When I start thinking about how much music my Spanish IV students (who have had me for 2 years) have been exposed to, it’s a bit overwhelming.  They LOVE music.  There is no other way to put it.  Even the most hardened, most resistant, most determined to not like anything student has connected with some song.  I really don’t know how many of my students maintain Spanish playlists that they listen to on their own time, but it is a lot! They love being able to rush to me on Mondays and ask me if I have heard the latest from…. Sometimes they discover new songs before I do! So, I decided that I would try a version of a game that I loved a long time ago:  Name That Tune! Of course, I have modified it for my purposes and it probably doesn’t resemble the original very much.  Additionally, if I had more time (and more motivation), I could have made it a lot better and added categories for specific items (sports, individual artists, individual countries, individual genres, etc.).  However, I didn’t (and don’t), so I’m going to give this format a try. If you’d like to try it, I’d love to hear from you.  If you have the time/initiative and you add to it, please let me know.

Step 1

I created a master list of songs that my students should/may know.  I put them in three different categories: easily recognized, a little more difficult, and difficult.  It looks like this:

Name that tune 1Name that tune 2

Step 2

I decided that there would be four rounds.  I will have the students form teams (3 -4 students).  Each team will have a white board, markers and an eraser. (For my students, I have opted not to use paper, but that certainly could be done).  With the white board, I can instantly assess which teams are correct. Each round will be different. All of my information is on a SMART presentation.

I have placed each round on a separate page on my wikispace (Yes, I know, wikispaces are going away forever, but I still have this month before I figure out how I’m going to switch!!!).  In rounds one and two, the songs start near the beginning with the opening words.  In round three, the songs begin mid song. In round four, they start all over the place! The songs that I selected alternate between songs that were tremendously popular with almost everyone, songs that were popular with specific groups of students, songs that were “anchors” for our units and songs that will be recognized but they will need to really think.  Each round is progressively more difficult ( or so I think).  The students will NOT see the wikispace page as I play their selections.

Links to the page for each round:

Round ONE    Round TWO    Round THREE    Round FOUR

First round:  In this round, each team will have the opportunity to select 2 different songs (depending on how many teams are playing).  The selecting team has the opportunity to score more points than the other teams if their answer is correct.  All teams with correct answers will score 2- 3 points.  The selecting team may score an additional 7 points if they answered correctly in 1 second.  I will check their answer separately after the selected number of seconds.  If they are not correct, they will be able to listen to the remainder of the available seconds with the other teams to still be able to score 2 – 3 points. Name that tune 3

The red X has been cloned on my SMART board, so that I can easily mark each song as it is chosen.

Second round:  In this round, each team will have the opportunity to select 2 different songs (depending on how many teams are playing).  The selecting team has the opportunity to score more points than the other teams if their answer is correct. Any other team may “challenge” saying that they can name that tune in fewer seconds.  All teams with correct answers will score 2- 3 points.  The selecting team, or winning challenging team,  may score an additional 10 points if they answered correctly in 1 second.  I will check their answer separately after the selected number of seconds.  If they are not correct, they will be able to listen to the remainder of the available seconds with the other teams to still be able to score 2 – 3 points.  Wrong answers carry a two point penalty deduction.

Name that tune 4 1Name that tune 42

Third Round:  In this round, each team will be able to select two songs (depending on number of teams).  If the team that selected the song is correct, they are the only team to receive points.  If they are not correct, the other teams may receive the points.  In this round, there is a three point penalty deduction for incorrect answers.name that tune 7

Round 4:  Final Round ALL IN    All teams have the same amount of time to listen to each song. All teams may score points in this round.

Name that tune 6

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Even more music for Vida/Muerte

I have blogged about the superb novel, Vida y muerte en la Mara Salvatrucha 13 from @fluencymatters four other times with the most recent post just from last month.  So how, you might ask, would I still have even more music to add to the novel?  Blame it on Sebastián Yatra…..

With his new song “No hay nadie más“, released on January 25, 2018 and already with 1 billion views, we have the perfect song for the relationship between our narrador and Analía.  When I heard it for the first time, three weeks ago, I literally said, out loud, “Oh my gosh! This song is incredible!” and I knew that I absolutely had to use it despite the fact that we already have SO much focus music with this unit (Casas de Cartón, Gangsta, Los Rakas, Así Crecí, Adentro, Nada Valgo sin tu amor and Princesa).

My only other decision came down to timing, and I admit I was a bit torn. Should I introduce the song after we have read about what happens to Analía or do I introduce it before, incorporating some foreshadowing?  I chose the latter.  Consider the opening verses of the song:

Recuerdo aquel día   ( I remember that day)  (the day he went to collect the payment from the viejita at the fruit stand)
Como si fuera hoy     (As if it were today)
No hay nada como ella  (There’s nothing like her)
Ni siquiera me encontró   ([she] didn’t even try to find me) (Analía arrived, strongly defending her grandmother and, unknowingly, opening the closed heart of the narrator)

Recuerdo todavía   (I still remember)
La vez que la besé    (the time I kissed her)  (their hidden dates, the trip to the beach, the intense, revealing conversation they had)
Fue mi primer amor   (It/she was my first love)
Y ahora escribo su canción   (And now I write her song)

Once we had read Chapter 6 “Mi Trabajo”, without telling my students that we were working with a new song, we started some prework.  I went through the lyrics and selected what I thought were, a) key phrases and, b) words that might interfere with comprehension.  We started with the key phrases first, making sure everyone had 100% comprehension of them.  I gave them about 10 minutes to incorporate as many as they could into a poem, in the shape of a heart: the document Chap 6 and Chap 7 No hay nadie masno hay 2

El narrador tiene 16 años y asiste a un colegio. También tiene trabajo. Pero, más importante, hay una muchacha. ??

Escribe frases, en forma de poema, usando las palabras en el banco de palabras.  Puede cambiar la forma de las palabras si quieres.

 

Recuerdo               Primer amor                La besé                 Inexplicable                 Cuidarte

Mil razones         Te voy a extrañar              Soledad                 Terminar                 Nadie más

Surprisingly, all of the students in all three classes plunged right into the writing.  After 10 minutes, they shared with their pod groups (the groups of 4 in the room), and then volunteered with the whole class.  We listened, did some “pop up” grammar, and basically, really enjoyed what they had written.  There were serious poems, funny poems, love poems, and more.  They really wanted to keep going, but that was day one.
The second day, after reading chapter 7 “Mi novia”,  we worked with the words that I felt could prevent some comprehension. Those words were:

Ni siquiera: not even, didn’t even
Todavía: still
Inigualable: incomparable
Cela: watches over
Disimular: hide
Extrañar: miss
Tempestad: storm
Aunque: although, even though
Renunciar: give up
Melancolía: melancholy
Lágrimas: tears
Risas: laughter

We went through the list and I then asked them to categorize those words as verbs, nouns or adjectives/adverbs/other.  WHAT AN ACTIVITY! I was not prepared for the discussion that followed as they discovered that there were words that could potentially go in more than one category and even more, that it depended on how the word was being used in English.  Example: still….. was it “She stilled the class with a glance” or “still water” or “I still don’t get this”. We had heated discussions in each class about “melancholy”…several didn’t understand the word in English and many wanted to argue that it was only an adjective. We had great discussion over the many ways to say watch/look/see and hide, in Spanish, and we even had some more “pop up” grammar as we worked , such as with the word tempestad….why is it feminine (other than they felt it sounded better that way!).  I then had them create sentences that used more than one of the words at a time, and what sentences they created!!! They did not want to stop sharing! This was a wonderful activity for my students and I believe that working with the two sets of “lyric” words greatly enhanced their subsequent comprehension and reaction to the song.

Finally, on day three, I told them that the words were part of a new song.  I did NOT use the music video; I merely gave them a traditional cloze activity.  We no more got through the first two verses when I had students in each class commenting on the sweetness of the lyrics and groaning (remember, they do not know that Analía is going to die) that the overall sad tone of the music better not mean something bad! We worked our way through the song in stages, the first two verses, the chorus, the next two verses and then for the last round of the chorus (there were no cloze blanks), I asked them to find the 4 ways the song was lyrically different from the other choruses, and asked why that might be. Each class reacted identically:  they loved it, they couldn’t get enough of it, they had to sing it.  Also, they began to question what WAS going to happen to Analía (was it going to be Analía who would be “watching over” the narrator….from where?) and tying the lyrics about how the person in the song changes the life of the singer to what Analía is doing for the narrator. Finally, I let them watch the entire music video, which is quite simple, but much may be read into it.  To reinforce how strong their reaction to this song was: I introduced the song last Tuesday, the students proposed their “favorite” songs for March madness on Thursday, voted on them on Friday…….No hay nadie más was in the top tier of vote getters!

On the fourth page of the document for the song, is an activity that I will use to open class on Monday: matching pictures/drawings to specific text from Chapter 7 and lines from the song. no hay 1

This one song is a classic illustration of how music contains the power to connect…..text with music, text with culture, text with emotions, text with our own identities.  It literally is the perfect song for the pivotal events in Chapters 6 – 9.

Locura de marzo 2018

My students have been looking forward to March since we finished the December commercial madness from Dustin Williamson. Also, for many of my Spanish IV students, this is their 4th time with a “madness” activity (I taught many of them last year in Spanish III)!  And, for that reason, I promised them that I would allow them to produce half of our song entries.  While I already knew that I have many students who LOVE Latin music and maintain Spanish playlists on their devices, I was not prepared for the sheer volume of their suggestions. We had to vote from their  list to get it narrowed down to their top 10 choices….and it wasn’t easy!  For some of them, it was sheer agony!  I gave each student 8 votes…..they could vote for 8 songs and even then it was difficult as they tried to weigh which song they like better than another!  What was even more satisfying for me, in addition to their passionate pleas about what needed to be included, was the diversity of their selections.  Here is their original list that they submitted to me:

Vote for NO MORE than EIGHT (8). If you vote for more than 8, your votes will not count.
_____ 1. Me Soltaste (Jesse y Joy)
_____ 2. Desencuentro (Residente from Calle 13)
_____ 3. Gangsta (Kat Dahlia)
_____ 4. No hay nadie más (Sebastián Yatra)
_____ 5. Robarte un beso (Sebastián Yatra y Carlos Vives)
_____ 6. Súbeme la radio (Enrique Iglesias y Gente de Zona)
_____ 7. Dile que tú me quieres (Ozuna)
_____ 8. Mientes (Camila)
_____ 9. Vivir mi vida (Marc Anthony)
_____ 10. Sofía (Álvaro Soler)
_____ 11. Sigo extrañádote (J. Balvin)
_____ 12. Mi gente (J. Balvin y Willy William)
_____ 13. Cómo yo (Silvestre Dangond y San Luis)
_____ 14. Livin’ la vida loca (Ricky Martin)
_____ 15. Corazón Espinado (Maná y Santana)
_____ 16. La Bamba (Richie Valens)
_____ 17. Me Equivoqué (CD9)
_____ 18. El Ganador (Nicky Jam)
_____ 19. El Amante (Nicky Jam)
_____ 20. La Bicicleta (Shakira y Carlos Vives)
_____ 21. Cásate conmigo (Nicky Jam y Silvestre Dangond)
_____ 22. Échame la culpa (Luis Fonsi y Demi Lovato)
_____ 23. El Perdón (Enrique Iglesias y Nicky Jam)
_____ 24. Lumbra (Cali y El Dandee)
_____ 25. Animal (Álvaro Soler)
_____ 26. El Mismo Sol (Álvaro Soler)
_____ 27. Como la flor (Selena)
_____ 28. Bailando (Enrique Iglesias, Gente de Zona, y December Bueno)
_____ 29. Soy yo (Bomba Estereo)
_____ 30. Caótica Belleza (Esteman)
_____ 31. Me enamoré (Shakira)
_____ 32. Chantaje (Shakira y Maluma)
_____ 33. La Cucaracha (traditional)
_____ 34. Black Magic Woman/Gypsy Queen (Santana)
_____ 35. Reggaetón Lento (CNCO)
_____ 36. Hey DJ (CNCO y Yandel)
_____ 37. La Gozadera (Marc Anthony y Gente de Zona)
_____ 38. Cuando me enamoro (Juan Luis Guerra y Enrique Iglesias)
_____ 39. A Dios le pido (Juanes)
_____ 40. La La La (Shakira)
_____ 41. La luz (Juanes)
_____ 42. Despacito (Luis Fonsi/Daddy Yankee)
_____ 43. Odio (Romeo Santos/Drake)
_____ 44. Fruta Fresca (Carlos Vives)
_____ 45. Se preparó (Ozuna)
_____ 46. El Farsante (Ozuna/Romeo Santos)
_____ 47. Dura (Daddy Yankee)
_____ 48. Odio por Amor (Juanes)

Many of the songs were songs that we had been introduced to in class, either as the “entry to class music” or accompaniments to our units; however, several others are songs that they have discovered themselves…..because they really like Latin music.  The only artist that I told them was off limits for ANY song was Bad Bunny, and I refused to include any of his music on their list.  I’m happy to say that I didn’t have to make that choice with Despacito because even though it was wildly popular last year, it didn’t make the cut for their top music!!

The top 10 songs, according to their votes, make up one half of the bracket and my own 10 choices complete the brackets.  I put all of their choices on one side (the left side below), and mine on the other (the right side).  I had just as tough a time choosing as they did.  I’m still not completely happy with my 10 choices and really wish I could add at least 4 more.  However, there are not enough days in March to cover more than the 20 songs.  Here are the brackets as they stand today:

Locura de marzo 2018 brackets

Still in the running for me, and maybe replacing Tu foto (Ozuna) and one of the HA-ASH songs are:

CNCO – Mamita
Nuestro Secreto – Carlos Vives
La Estrategia Cali y el Dandee
Princesa – Río Roma/CNCO
Esperándote – MTZ Manuel Turizo
Un poco loco/Recuérdame from Coco
Danza de Gardenias – Natalia Lafourcade

This year I will follow basically the same plan as last year:

  1.  Introduce 2 songs at the beginning of the period.  I use just a minute or minute thirty seconds of the song, making sure I include the chorus.  I do use the music video (unless it is entirely inappropriate), so for some songs, I have to be selective in which parts I choose.
  2. I give them a brief intro to the artists, where they are from, etc. and we look at the meaning of the chorus.
  3. Then we vote.  The whole process does not take more than 5 minutes initially.
  4. This year, I will do 2 songs from “their selections” one day and the next day I will do 2 songs from “my selections”.
  5. When we are ready for round two, I will use lyric videos for the songs moving on.  We will establish more meaning for those songs. For this stage, we probably spend about 7 – 8 minutes with the songs.
  6. When we are ready for round three, I will use the original music video and we will sing the choruses.  (This is NOT to say that we haven’t been singing all along….)  For this stage, we will be spending close to 10 minutes with the songs.
  7. For the final round, we will look at the lyrics again and watch the entire official video (as may be appropriate).

As Carrie Toth posted a few days ago, I don’t do anything fancy with the brackets.  I print the song titles/artists on card stock and devote an entire board to posting them.  Each day I put the final vote tally beside the card stock, and move the winning song over to the next bracket.

I’m looking forward to looking at the brackets of many of your classes!  A huge, grateful THANK YOU to @spanishplans for creating this hugely popular activity!

Take 3….Vida y Muerte en la MS 13

One of my favorite things about the Fluency Matters novels is the variety available. Spanish IV has read La Llorona de Mazatlán by Katie Baker and Frida by Kristy Placido this year, bringing the total of novels that they have read in Spanish to six. They have been exposed to the culture of Mexico, Guatemala, Costa Rica, and Spain, and they have read, among many topics, about immigration, Civil Wars, environmental issues, cultural traditions, bullfighting, polemic issues, legends, soccer, and art. They have read lighthearted topics and serious topics, but with everything that they have read, they have been exposed to compelling comprehensible input that I can mold according to the needs and interests of each class.  Additionally, with our FVR on Fridays, they are being exposed to more of these novels that THEY choose to read.

A few weeks ago, we started Vida y Muerte en la Mara Salvatrucha 13 for my third time. As with every time that I begin a novel, the one constant is that nothing stays the same and I always am revising, adding and crafting new materials, trying to get that “just right” level. I always feel that I am under some pressure to get through material in a timely manner in my 50 minute classes, and it is always in the back of my mind, as Carol Gaab has said so many times, “slow down, slow down, slow down.” Such a battle!!! However, slower has definitely been better this time around.

For four weeks prior to beginning this unit, we were in a unit about their dreams and goals. Their final visual assessments are all over the wall fo the room, as I wanted that visual representation of their hopes to be a constant reminder as we began to explore the hopes and dreams of the youth of El Salvador during the Civil War. We started with a terrific reading from Martina Bex about La Masacre de El Mozote. This was the first year using this reading, and it definitely helped to prep the students for what we were plunging into. I also took Martina’s reading and created a powerpoint with many additional pictures (25 slides ) and followup explanations and materials for El Mozote. After two days using some of the materials that Kara Jacobs created for the “pre work” about El Salvador and the Civil War, we moved into the movie Voces Inocentes, the true story of a young boy growing up in the midst of the Civil War. I was very careful this year to make sure that we continued to contrast their hopes/dreams with youth in entirely different circumstances. In previous years, I pushed to get through the movie in three days, always wanting to spend more time discussing what we watched (but not doing so), but also feeling pressure to get to the novel.  I can not tell you how much better it was to spend SIX days (double the time) on this movie this year. We watched about 20 – 25 minutes each day and spent the first part of class talking about, discussing and refining what we had watched the day before. One day we did this with a partner, another day in a group of four, another day as a whole class, etc. I used some of the questions from Kara’s guide to the movie, some from a guide put together by Carmen Herrero and Ana Valbuena, and combined these with some of my own material: voces-inocentes-post-viewing-day-1-2017, voces-inocentes-post-viewing-from-day-2-2017, voces-inocentes-post-viewing-day-3-2017, voces-inocentens-post-viewing-day-4. The day after day 5, when we finished the movie, each class spent a considerable amount of time working through their reactions and questions concerning some of these (varied by class):

Marcos, simbolismo de la galleta
La reacción de Kella y Abuelita al ver que Chava no está
¿Por qué Ancha?
Cuando Chava recogió el rifle, empezó a disparar y paró….por qué
Simbolismo del arma que dejó caer Chava
El grito de “NO” al ver el fuego en la casa
El regreso de Kella, buscando a Chava (el amor que no cesa)
Cuando Chava tomó la cara de Kella en sus manos…(ahora, sí, es el hombre de la casa)…agarra su mano y dijo “Vámonos de aquí)
Vendió la máquina de coser para el viaje de Chava a los EE.UU
La reacción de Kella cuando Ricardito dijo “Ahora soy el hombre de la casa.”
Chava, no quiere ir a los EE.UU…dijo: “Pero si me quedo me van a acabar matando.”
La escena al final cuando Chava está manejando por los techos
Why was the story left up to Chava to tell? “Pero me tocó a mí”      

Finally, on day 6, we played a “game” that I have always called Levántate y Cambia, but I saw recently somewhere (I can’t remember, where!!  I’m sorry! Help!) with the name Quiz, Quiz, Change. voces-inocentes-levantate-y-cambia I took questions and vocabulary from the movie,  ran them off on cardstock and gave a card to each student.  They got up, asked a partner their question, the partner answered it, then asked his/her question, was answered, they switched cards and moved to someone else.  We then immediately went into an untimed free write, where they were free to write about their choices of symbolism in the movie, character growth/development in the movie, the effects of the Civil War, the most powerful scene, etc.  Many of their free writes were in depth and quite moving.

Another thing that I did differently with the movie this year was to preteach two of the powerful songs from Voces Inocentes:  Casas de  Cartón and Razones. Mike Peto had blogged about the impact that Casas could have if the students know it prior to the first of three times that it is used within the movie, and, boy, was he correct! My students in the past always grew to like the song AFTER the fact; it was entirely different when they understood the lyrics from the first time it occurs in the movie.  By the third time it plays in the movie, several of my students were in tears. It was equally successful to preteach Razones by Bebe (just using 1:32 of the song); the rawness of her voice, the lyrics and the moment that it plays in the movie all converged to make a very powerful moment.

Yet something else that I added this year, still prior to beginning the novel, was a study of Oscar Romero.  Since we had been exposed to the activity of priests in the movie, and we had read a bit about Oscar Romero in our prework for the Civil War, I added a reading that I wrote (oscar-romero, with a reminder that I am not a native speaker and there most likely are errors) and a study of his last address/sermon. We also watched a few clips from the movie, Romero, and one for the last sermon.

This time around, as we begin to get engrossed in the compelling biography of the narrator in Vida y Muerte, I didn’t want them to forget the Civil War in El Salvador, why so many came to the U.S. and how these teenagers (parents of the narrator) had hopes and dreams just like they have. Since The novel begins with the initiation of the narrator into the gang life, one of the first pieces of music that I have used in the past is “Gangsta” by Kat Dahlia.  It’s always a song that the students really respond to, but I wanted to push it further this year. So, before we began, we had some small group discussion, followed by a class discussion about “Gangstas.”  Side note: my students find it really, really humorous to hear me (the older teacher) say “gangsta”!  I created this document to guide their discussion: gangsta

The final step, prior to beginning the novel was the work with the song. First exposure was with lyric strips (the first 12 lines) that two students had to order as they listened. Printing the lyrics out on colorful cardstock, cutting them out and putting them in a baggie, makes it possible for this activity to be done multiple times, multiple years. dices-ser-un-gangsta-first-part-strips-for-ordering  Once they had determined the correct order, they attempted to apply meaning to the lyrics with their partner. We read the lyrics in English and Spanish, we sang them multiple times, and they were hooked. We followed that activity with a traditional cloze. This week I will use the song yet again with a second part of lyric strips from later in the song. gangsta-second-part-sentence-strips

We are now, four weeks into the start, on chapter 5 of the novel.  We’ve watched clips of movies, played Kahoot and Quizlet, worked with SMART presentations that I’ve created for Los Angeles and specific chapters, done multiple partner activities, class discussions, and Smash Doodles.It’s going to be a long time to the finish.  Last year, I went through the novel and immediately went into an Immigration unit.  HEAVY MATERIAL! This year I am breaking up the intensity/seriousness of the material by doing 4 days with the novel (Monday through Thursday) and having Friday devoted to FVR and El Internado.  So far, it is going well.  This week will bring activities with another song that has been successful with students and this novel, Así Crecí by Farruko (entire post about that song from last year here) and the creation of our own tatuajes (to go with the narrator getting his first one).

The going is slow, but it is definitely rewarding.

My YouTube playlist for Vida y Muerte.

My Pinterest page for Vida y Muerte.

My wikispace page for daily plans for Vida y Muerte, a work in progress.

Music……my top ???

musica_jkmlnI have so enjoyed reading through a large number of blogs where the authors have posted their top posts of the year.  It is illuminating to go back through the various blogs, read something again or read something I missed for the first time. Reading the reflections of the various authors of these blogs is helpful and certainly adds motivation for the coming new year.  I am very grateful to many, many teachers out there in the blog world who so freely share their thoughts, plans, lessons, motivation and inspiration.  Whether they blog frequently or infrequently, I learn so much from them.

I am an infrequent blogger, but I was inspired by all of those “top posts” and decided that I would blog about one of my biggest passions in language teaching: music.  I thought to myself, well, that is easy….I’ll post my top 20 songs of 2016!  And then I started creating the list, and it rapidly morphed into something very large, way more than what I originally planned.  My top 20 became 30, 40, 50 and more so fast that it caused me to reflect even more.  Sharing music in my classroom has been part of my teaching since I started many, many years ago….38 to be precise. However, in the act of trying to create a list of the top 20 songs from 2016 (in my Spanish III and IV classes), I realized that it is more than that. It is a part of my identity as a teacher.  I have known for years that the music is something that my students carry with them when they leave my classes.  They download it, create playlists, tell me about singing it in their cars, tell me about hearing songs we’ve studied when they are outside of class, tell me about driving their families crazy with their replaying of Spanish songs at home, and tell me when they see me years later, after graduation, that they still remember “X”.  But when I went to create the list of my top 20 songs from last year, I realized that my students, most of them, are internalizing a very large number of artists, genres and topics into their lives outside of class.  I tend to live in the moment, and I realized, in individual moments and individual units, that this song or that song was a “hit”.  When I reflected on the totality of last year, specifically, I discovered that it was so much more than just a song or two.

Disclaimer: Not all of these songs will be appropriate for all of your classes.  There are lyrics and/or videos that may not work for your situation.  I frequently have to make decisions on whether to show the music video or the lyric video…or to cut out certain parts. I am not endorsing this music.  I am simply sharing what has interested my students a LOT.

So how do I categorize all this music?  I could categorize by artist, or genre, or region or unit but I could not categorize by TOP songs for very long.  This is because so many of the songs were so well received. I’ve decided to categorize in a number of manners.  Here goes……

A.  I did a music mania/bracketology contest (inspired by Dustin Williamson, I believe) twice last year: once in May and once in December.  The top songs from those contests were:

  1. La Gozadera (Marc Anthony and Gente de Zona: Puerto Rico/Cuba)
  2. Sofía  (Álvaro Soler: Spain)
  3. Duele el corazón (Enrique Iglesias: Spain)
  4. Andas en mi cabeza (Chino y Nacho: Venezuela)
  5. Hasta el amanecer (Nicky Jam: United States)
  6. Caótica Belleza (Esteman and Natalia Lafourcade: Colombia/México)
  7. Reggaetón Lento  (CNCO: Ecuador, Dominican Republic, Puerto Rico, United States, Cuba)

B.  Favorite Artists

  1. Gente de Zona: La Gozadera, Traidora, Bailando)
  2. Juanes (Fuego, Nada valgo sin tu amor, Segovia, Bandera de manos, Minas Piedras,  No creo en el jamás, A Dios le pido, La Patria Madrina with Lila Downs, Tu Enemigo with Pablo Lopez)
  3. Camila (Todo cambió, Mientes, Lágrimas)
  4. Il Volo (Grande Amore, Más que amor, La falta de tu Mirada)
  5. La Santa Cecilia (ICE, La Calaverita, Strawberry Fields Forever)
  6. Gaby Moreno (Ave que emigra, Guatemorfosis, El Sombrerón,Quizás, quizás, quizás )
  7. Nicky Jam (El Perdón with Enrique Iglesias, Hasta el amanecer)

C.  Themes

  1. Narcoviolencia:  Lágrimas (Camila),  México Instituto Mexicano del Sonido, Have you heard (Ceci Bastida)
  2. Inmigración: Ice (La Santa Cecilia), Welcome to America (Lecrae), Wake me up (Aloe Blacc), Ave que emigra (Gaby Moreno), Tu Enemigo (Pablo López and Juanes), Strawberry Fields Forever (La Santa Cecilia)
  3. Social Issues/Awareness: Casas de cartón (Los Guaraguao and also the version by Marco Antonio Solís), Segovia (Juanes), La Patria Madrina (Juanes and Lila Downs), Bandera de manos (Juanes), A Dios le pido (Juanes), Tu Enemigo (Pablo López and Juanes), Minas Piedras (Juanes), Gangsta (Kat Dahlia), Así Crecí (Farruko), Los Caminos de la vida (Los Diablitos), Duele Demasiado (David Bisbal), Yo soy yo (Ozuna)
  4. Food: No tengo dinero (Maffio), Learn Spanish Food Vocabulary (Basho and Friends), all of the Inca Kola commercials by Ñam Ñam Boys, Love you more than tacos (Carne Cruda)
  5. Inspiration/goals: Creo en mí (Natalia Jiménez), No me doy por vencido (Luis Fonsi), No creo en el jamás (Juanes), Vivir mi vida (Marc Anthony),Caótica Belleza (Esteman and Natalia Lafourcade), Puede Ser (Fonseca), Celebra tu vida (Axel), Caótica Belleza (Esteman and Natalia Lafourcade)
  6. Love: Tengo tu love (Sie7e), No tengo dinero (Maffio), Nada valgo sin tu amor (Juanes), Quizás (Enrique Iglesias), Más que Amor (Il Volo), Grande Amore (Il Volo), Llorando se fue (Cuarteto Continental), Mi princesa (Victor Muñóz), Me equivoqué (CD9), Mientes (Camila),  Bulería (David Bisbal), Todo cambió (Camila), El Perdón (Nicky Jam and Enrique Iglesias), Como te atreves (Morat), Nada (DVCCIO and Leslie Grace),  Caminar de tu mano Río Roma, Andas en mi cabeza (Chino y Nacho), Duele el corazón (Enrique Iglesias), Sofía (Álvaro Soler)
  7. Popular “Pop” songs:  Hasta el amanecer (Nicky Jam), La Gozadera (Marc Anthony and Gente de Zona), Duele el corazón (Enrique Iglesias), El Mismo Sol (Álvaro Soler), Sofía (Álvaro Soler), Nada (DVCIO and Leslie Grace), Paraíso (DVCIO), Reggaetón Lento (CNCO), Andas en mi cabeza (Chino y Nacho),  Bailar (Deorro with Elvis Crespo), Soy yo (Bomba Estéreo), Vivir mi vida (Marc Anthony), Fuego (Juanes), Bailando (Enrique Iglesias, Gente de Zona y Descemer Bueno)

D.  Songs I haven’t mentioned….don’t fit neatly into a category….

  1.  Feliz Navidad (Tito el Bambino)
  2. Mamacita Dónde está Santa Claus
  3. A la nanita, nana (Cheetah Girls)
  4. Tumbas, Tumbas (children’s song)
  5. Me voy, me voy Vazquez Sounds
  6. El Sombrerón (Gaby Moreno)
  7. La Llorona various versions but especially Dakota Romero
  8. Pura Vida (Percance)
  9. Vuelves (Sweet California with DC9)
  10. Stand by me (Prince Royce)
  11. Aire (Leslie Grace and Maluma)

E.  Endlessly requested….songs that my students request over and over and over again…..

  1. La Gozadera
  2. Sofía
  3. Andas en mi cabeza
  4. El Mismo Sol
  5. Nada (DVCIO/Leslie Grace)
  6. Hasta el amanecer (Nicky Jam)
  7. Vivir mi vida (Marc Anthony)
  8. Gangsta (Kat Dahlia)
  9. Bailar (for Baila Viernes) (Deorro/Elvis Crespo)
  10. Limbo (for Baila Viernes)  (Daddy Yankee)
  11. Stand by me (Prince Royce)
  12. Lágrimas (Camila)
  13. Mientes (Camila)
  14. Segovia (Juanes)
  15. Bulería (David Bisbal)
  16. Pura Vida (Percance)
  17. Me equivoqué (CD9)

I could continue to categorize music that we used last year that resonated with many of my students, but I think that this is already overwhelming.  Please forgive me for not linking all of the music with the videos…it would have taken so much time and I know that google is your friend 🙂 I hope that it is pretty obvious that the musical tastes of my students run across many genres, artists, and regions.  This has been an awesome reflection for me.  I hope that it may help someone else.  Also, I would love to hear your favorites….who knows what “top” song for 2017 you might be sharing?

One last thing……..Artists that I would like for my students to grow to appreciate

  1. Carlos Vives: probably one of my all time favorite artists.  I love just about everything that he sings but I haven’t managed to interest many of my students in his music!?
  2. Ha-Ash: this duo from Louisiana fascinates me
  3. Río Roma
  4. Los Ángeles Azules