Cabaret, a celebration of cultures, languages and arts!

cabaretNine years ago, in 2008, I attended a world language conference in Maryland. It was in a session there that an idea was planted in my head. I wish that I could remember who the speaker was, but I don’t. She shared with us the idea of a type of talent show that featured talent in many languages.  The next year, in 2009, the first Cabaret at James M. Bennett High School took place. Indeed, it was a celebration of talent: singing, dancing, skits, poetry recitation and instrumental selections that came from a variety of languages and cultures.  Since then, we have held a Cabaret about every two years.  I feel very strongly that one of my major responsibilities as a world language teacher is to open a window on the world for my students of rural Delmarva (rural, but with a quite high immigrant population) and to build bridges leading to acceptance and understanding of other cultures. Last night, we held a Cabaret that achieved that, and I will always remember it.  It was so very special that I will cherish the warmth, the love and the good feelings for a very long time.

This year, for the first time, my committee for the Cabaret was not just world language teachers.  Instead, it was made up of me, a Latin teacher, an English teacher, two science teachers, a history teacher, a media assistant and an ELL teacher.  We began our planning the first part of January, meeting so that I could explain what was involved and then dividing the work load.  The English teacher was responsible for decorations and theme (cinco de mayo, since it was held on May 5th), the science teachers were responsible for the international desserts, the history teacher was responsible for the beverages, the ELL teacher was responsible for tickets and finances, the media assistant was responsible for publicity and the Latin teacher and I covered auditions, program, power points, school promotion (morning announcements and videos), technical needs, and stage crew. We made a phenomenal team.

We charged $4.00 a ticket, which included a beverage and their choice of an international dessert.  Additional desserts were available for $1.00.  Since our principal assisted us with some discretionary funds, we were able to make almost $600. We decided at a planning meeting in early April that the profit would be used to begin a scholarship in memory of our guidance secretary who passed away suddenly in March.

We chose two outgoing senior students to be our emcees for the evening, and they were wonderfully high energy, involving the audience from the opening minute of the show. They introduced each act with information about each performer.  There were more than 62 performers in the show, and another 25 involved in decorating, baking, serving and stage crew. The event was well attended by our students, who were polite, receptive and enthusiastic in their support of each other.  We began promptly at 7:00 and finished at 9:20, including a 20 minute intermission break for more dessert and dance (described below).  I prepared two enormous power points, one that played for 20 minutes prior to 7:00 that featured music, pictures and quotes for all languages encompassed in our show and a second power point that had a slide or two for each act, featuring lyrics or trivia about each act and performer.  We used our Clipper Galley (the cafeteria) as the venue because we would be able to eat as students performed.  The very nature of a Cabaret is an intimate gathering with food and entertainment.  By removing many tables and chairs, leaving only 24 tables with 10 chairs at each, we were able to create a very welcoming environment. We did have to add more chairs due to a higher than expected attendance.

All of this years’ acts were by student performers.  In the past, we had several faculty participants, but none this year.  Here is the First Act:

  • Song, Wilkommen from Cabaret, in German, French and English
  • Song, Dana Dana, in Arabic
  • Instrumental (flute, violin, trumpet), Santa Lucia, Italian folk song
  • Dance, BBoy, American
  • Song, Fate, Korean
  • Song, Bulleya, Hindi
  • Instrumental (clarinet, flute, trumpet, trombone, french horn, tuba, saxophone) Serenata, Spanish American
  • Song, La Fleur que tu m’avais jetee from Carmen, French
  • Poem recitation, Fakat al tanfus, Arabic then translated to English
  • Song, Konfie m nan De, Creole
  • Instrumental, Sonata for Clarinet and Piano, Saint-Saens, French
  • Song and guitar, Malagueña, Spanish
  • Dance, Garba meets Bollywood, Hindi

Intermission featured the most popular Just Dance videos from my Spanish III Baila Viernes (Bailando, Limbo, Bailar, La Bicicleta) as well as an additional Bollywood and Korean Just Dance and a special tag team Free style by our break dancers. Intermission was an overwhelming success, with at least 50 students up dancing together in front of our giant screen.

Act II

  • Fashion show with narration and music with 17 models featuring attire from Ghana, Morocco and Algeria (all of the clothes belonged to students from Northern Africa)
  • Song, Como la flor, Spanish
  • Song, The Sound of Silence, English
  • Dance, original dance choreographed to Caótica Belleza, Spanish
  • Poem recitation, Y si el hombre, Spanish
  • Skit, Latin
  • Dance, popping animation, American
  • Song, Fotografía, Spanish
  • Dance, Bangra Bollywood, Punjabi
  • Song, O cessate di piagrarmi, Italian
  • Song, A Million Reasons, English
  • Dance, JMB Dance Team, street dance, American
  • Song with saxophone solo, At last, English

Conclusion of the Cabaret featured another 20 minutes of Just Dance videos as students were reluctant to leave and just kept asking for more! I lost track of the number of student participants (and parents) who thanked me profusely for allowing them to share their language and culture and the student audience members who said that they couldn’t wait to be participants in the next show!

The idea to embrace and celebrate our very diverse population at JMB is one that is of tremendous importance. It was more than just beautiful to watch the multitude of culture, language and art converge in our Clipper Galley, it was inspiring, and hopeful, and oh so very necessary. To present those cultures, languages and arts through song, dance, poetry and drama was more than entertaining, it was good for our hearts. I am so very, very proud of the representation of languages and cultures: Spanish, Creole, Hindi, Latin, Punjabi, Korean, Arabic, Italian, German, French, and English. Additionally, we embraced students whose cultural identity includes: the Dominican Republic, Mexico, Peru, Puerto Rico, Haiti, Ghana, Sudan, Morocco, Algeria, India, Pakistan, Italy, Germany, France, Guatemala, Honduras, El Salvador, and the United States. It absolutely was one of the best nights ever of my long teaching career. Watching these diverse students support each other, cheer for each other and come together at intermission to fill the “dance floor” as they danced through at least 7 Just Dance multicultural videos (and to do the same AFTER the show was over) was something that I know had to impact those in attendance. If you don’t already have such an event at your school, I would encourage you to consider doing something similar. It is so very worth it.  I will leave you with the following message that a student emailed me last night:

“Everyone was so supportive and kind and light and friendly that everyone else just couldn’t help but let their guard down and relax with them. I 100% believe that without this, without multiculturalism among the Stars and Stripes of our American flag, we would not enjoy life to the fullest extent. Whatever help you need in planning future Cabarets, I’m on board. Here’s my email. My phone number is (443) *** ****. I would hate to see people of future generations miss out on an opportunity for something as amazing as what we all witnessed tonight. ESPECIALLY considering the giant thumb known as Donald Trump, is constricting every piece of diverse culture America contains into boxes marked “over the wall, you go.” You have provided me with a window into these lives, a door into different cultures, and a way to immerse myself in all of their beauty. Thank you so much for that. Your hard work and effort really glimmered tonight, my family and I send our thanks and appreciation to you and the rest of the participants/teachers/staff.”

cabaret2

audience

fashion show

Locura de mayo 2017

music

And back, by popular demand from my Spanish IV students, is their third round of musical mania. And this is a TOUGH one!!! I had a very, very, very hard time getting down to 26 titles. Latin music has just exploded the last few months with songs and styles that have  captured the attention of my students.  All of the songs in my playlist are songs that I have already played at least once as our “starter” music each day (the music that is playing when they enter class) so nothing is brand new to them. The only clear cut favorite that I can select right now is the Justin Bieber version of Despacito with Luis Fonsi and Daddy Yankee. (And I am hoping it is just because it IS so new.)  Another that has really stood out for them is Desencuentro by Residente (Calle 13) which I first introduced at the end of Vida y Muerte en la Mara Salvatrucha.  Did I hear you say “What??????”  For those of you familiar with that novel, the narrator and Analía encounter a crisis with critical action. The lyrics from Desencuentro include:

Dentro de los accidentes, imprevistos y las posibilidades
Eventualidades, choques estelares                                                                                                 La casualidad de poder vernos se escapa
Somos diferentes cielos en un mismo mapa
Y tú aquí y yo allá. Y yo aquí y tú allá

When I introduced it, there was no official music video. Now there is…..and it is NOT at all what we expected…..but they LOVE IT!

CNCO is also a huge pleaser, and I have used both Reggaeton Lento (from last year) and the just released Hey DJ!

Nicky Jam has been prolific in releasing videos for his new album, Fénix.  I have included El Ganador (which we also used in Vida y Muerte) which appeals to many of my “trap loving music” students and El Amante.

Juanes is tremendously active right now, too (Mis Planes Son Amarte). I must say that I have not been entranced with his new music, but they have been interested in Hermosa Ingrata and on Friday immediately responded to the just released El Ratico. I also added the very unusual  Amárrame with Mon Laferte which has puzzled them.

Shakira is all over the charts, so I’ve included the older (last summer) La Bicicleta (with Carlos Vives), the newer Deja vu with Prince Royce, and the just released Me enamoré. I could NOT bring myself to include El Chantaje.

It will be interesting to see how less famous groups fare. Most students love the voices of La Marisoul from La Santa Cecilia and Jesse y Joy, so I’ve included two selections from them.

And of course, there are the eternally popular artists like Enrique Iglesias (Súbeme la radio) and Gente de Zona (Si no vuelves) and Nacho, from Chino y Nacho (Báilame).

There is music that my students really like that I will not use because of the lyrics or because of the videos. I have REALLY struggled with including the Despacito video because of the nature of some of the dancing. I also struggled with the lyrics to Súbeme la radio (Traiga el alcohol), among others.  Many times I will only “selectively” play sections of these videos, but in the case of Súbeme la radio, the alcohol line is part of the chorus, repeated and repeated.  It’s a fine line, for sure.

Here is the link to my playlist for Locura de mayo 2017. Round one of the contest will feature 2 minutes of 2 videos followed by a vote.  Round two will feature the winners from round one, but using the lyric videos, followed by a vote. Round three will feature the winners from round two with both the lyric and music videos, followed by a vote.

Predictions? Either Enrique Iglesias, CNCO, Nicky Jam or Despacito……..  LOL!

Setting the Stage for Bianca Nieves y los Siete Toritos (Carrie Toth)

We are beginning Bianca Nieves y los Siete Toritos by Carrie Toth very soon. It will be my second time using it and there are AWESOME resources out there for it. Check out Kara Jacobs, Carrie Toth, Cindy Hitz, Allison Weinhold, Kristy Placido and Dustin Williamson. There are also some great bullfighting resources from Elizabeth Dentlinger. I will use ideas and resources from all of these wonderfully creative people, but I’ve also created some of my own that I will share. Of course, there is also the great teacher’s guide!!!

This year, my Spanish III students have been immersed in Guatemala via Esperanza, Costa Rica via Robo en la noche and Colombia, which is my own unit which I hope to put on Teachers Pay Teachers this summer.  Since my Spanish III students have had very little exposure to Spain, I knew that I wanted to begin with a “look at Spain.” The very first thing that we did was a game about Spanish culture.  I put the students in groups of 4, gave each team a whiteboard/markers/eraser and projected questions in 4 categories.  There were 8 questions in each category and they wrote their answers to all 8 questions before we exchanged boards and checked the responses.  Each team scored a point for each correct response.  The first category is just general knowledge, the second is famous people from Spain (with their faces distorted), the third category is multiple choice cultural trivia and the fourth category was preliminary knowledge of bullfighting (they know nothing!). The power point is something that I discovered somewhere many years ago and I unfortunately no longer know where it came from. I have modified and changed it significantly, but I would still like to credit the original.  If you know, let me know! The students really enjoyed this opening activity and it was successful in triggering interest in Spain.Intro a Espana Spanish game teams 2017 short version

We next worked with a preliminary map of Spain Spain first look map 2017 and some general knowledge of Spain.  To do this, I used a lot of pictures in a SMART notebook presentation, lots of videos, and had students work with a partner in a timed activity to discover specific items (such as churros y chocolate, paella, currency, pipas, the Osbourne bull, etc.). This turned out to be a wild activity that led to enormous interest and questions from the students.  We got sidetracked quite a bit but I did not mind at all since their interest was so high. Qué sabes de España 2017 If you have access to SMART and would like to see the notebook, just email me and I will send it to you. Opening.JPG

I also introduced flamenco to them using a lectura that Kara Jacobs originally created but that I modified and added to. We looked at flamenco from a Spanish, Arabic and Hindi perspective with several videos (here are a few of the links, but not all: flamenco India ComparingComparing 2) Most of the students were very interested. Flamenco lectura 2017flamencoThis led to David Bisbal and the famous Bulería.  I created this powerpoint, David Bisbal, to introduce him. The next day we reviewed what we knew and began to work with the lyrics in a brief cloze, which of course led us to singing! Bulería David Bisbal first cloze We will continue to work with this song periodically eventually discussing the bullfight/fight imagery.

To review all of the work we had done, I made this Salad Bowl game. For directions on how to play, check Carrie’s post.  Here is a quick Assessment que sabes of what we were exploring.

This next week, a week that is destroyed by PARCC testing, we will be working with Ferdinando via Kara. I can’t start the actual novel yet because of all of the disruptions due to testing, but I can continue the front loading of information with Ferdinando and extension activities! One significant difference from last year will be that I will reserve actual discussion of the parts of the bullfight, additional readings and activities until we are at least through chapter 5 of the novel.  I’m doing this because the pre discussion of that material led my students last year to believing that we were going to immediately be immersed in bullfighting when we started the novel. Of course, that wasn’t true. This year I will spend much more time on activities from the teachers guide, particularly the Picasso plates and the fan activity as well as our own creations.

Some early chapter 1 material:

Quizzz created by Dustin Williamson

Kahoot

Opening Quizlet

Preguntas preguntas 2.JPGchapter 1

Update to Metas unit: goals and dreams

metas-2017I have done a unit on “goals and dreams” since 2010. Each year it takes on a different shape…sometimes shifting considerably. I haven’t posted about the unit since 2014, before I knew that I was going to be teaching Vida y Muerte en la Mara Salvatrucha as the next unit following “metas” (This year will be the third time reading that novel). A unit on goals and dreams is perfect to do at the beginning of January, when goals/resolutions/promises may prompt our attention. I think that it is an appropriate unit to do with any language, but obviously, I teach Spanish, so my resources are going to be in Spanish but I believe that they could easily be adapted.

Preguntas Esenciales
1. ¿Cuáles son tus metas, tus sueños? ¿A qué quieres dedicarte? ¿Cómo han cambiado tus metas /sueños desde tu niñez? ¿Cómo vas a lograr tus sueños? ¿Cómo te enfrentas a los retos, los obstáculos?
2. ¿Cómo presentan los sueños y las metas las canciones populares?
3. ¿Quién es una persona que ha superado mucho? ¿Cuáles son las características y/o las acciones de la persona que ha superado mucho? ¿Quién es una persona que admiras? ¿Porqué? (This question we did not cover adequately this year due to snow days, exam schedule)

Las Canciones

  1.  La Lista (Aldrey, Venezuela)
  2. Vivir mi vida (Marc Anthony, U.S)
  3. De Tú a tú (Lasso, Venezuela)
  4. Creo en mí (Natalia Jimenez, Spain)
  5. No creo en el jamás (Juanes, Colombia)
  6. No me doy por vencido (Luis Fonsi, Puerto Rico)
  7. El Ganador (Nicky Jam, U.S.)
  8. Celebra la vida (Axel, Argentina)

Las Historias

  1. Las doce uvas de la suerte, La Nochevieja (to start our resolutions, goals, and cultural comparison), purchase here from Martina Bex
  2. Campbell Remess, (a young boy who sews bears for sick children) a “freebie” that Martina Bex posted in late December/early January?
  3. A visual story that I created about multiple people who have overcome physical challenges (including Frida, who we had just studied and read about in December)
  4. Jennifer Bricker, Todo es posible (acrobat born without legs), purchase here from Martina Bex.  Leads into the song Vivir mi vida
  5. A story and powerpoint created by Arianne Dowd for De Tú a tú; I added background information for the current situation in Venezuela
  6. A story that I adapted from Zachary Jones  (and have rewritten four times) about sand artist Kseniya Simonova. I originally read about her back in 2009 (I think) in a post in the original Zachary Jones blog! Leads into the song Creo en mi
  7. A story that I wrote for Malala (based on a BBC article that I read).  Leads into the song No me doy por vencido
  8. A story that I wrote about Juanes and his personal struggles following his rapid successes from 2000 – 2006 (based on his autobiography, Persiguiendo el Sol).  Leads into the song No creo en el jamas
  9. An oral history of the life of Nicky Jam and why his new album is called “Fenix”.  Leads into the song El Ganador

Assessments

  1.  Quizlet
  2. Lyricstraining (choose two of the songs that we covered)
  3. Free writes
  4. Mixed media presentation that tied at least two songs with at least five lyrics to each students’ personal life, philosophy, goals and dreams
  5. A multitude of partner and small group informal assessments from discussions, questions, reading interpretations, etc.
  6. Individual and partner creation and translations of tweets about #metas # propósitos #sueños #nomedoyporvencido #retos, etc.

Many of the materials above are available, free, on my wiki. I would just ask that you not claim the work as yours when using it, if that is what you choose to do. Several of the files are too large to load on the wikispace, such as the SMART files, but I am willing to share via email if asked. Please do not ask me to share Martina’s fabulous work that I purchased, or Arianne’s creations that she freely shared with me.  You may purchase them or contact them.

We will wrap this unit up tomorrow.  The surprise of the unit was the release of the song by Nicky Jam (El Ganador), which occurred yesterday! I knew as soon as I heard the lyrics that it was going to be an awesome conclusion to the unit.  The song is essentially the life story of Nicky Jam and how he overcame some major obstacles to rise, like the proverbial phoenix, to success.  I had virtually no time to prepare it and went into the lesson today with what I knew about his life, supplemented with the song.  I showed the video first, they were hooked (it is essentially trap music….which is huge in this area right now).  Next, I orally told the story of his life, supplementing it with pictures I pulled up as I was talking and prior Nicky Jam songs that we have studied (Hasta el amanecer won our December bracketology).  I then replayed the video for El Ganador, stopping every few seconds to talk about what he was saying.  The students could understand it so well! Next year I will prepare, probably, a much more formal lesson/reading to go with it, but for today, it was a great success.

One final thing about the unit.  In one of my three sections of Spanish IV we had an intense discussion about school/education versus the joys of learning. For that class I used this video the following day Alike.  I highly recommend it.

Our next unit is Vida y Muerte en la Mara Salvatrucha and the goals and dreams unit provides a wonderful foundation for the extended vocabulary/rich discussions that we will have as we read the book.  We talk about the goals/dreams of the narrator, the challenges/obstacles that he may overcome, etc. We can compare their goals and dreams with those in the book because their mixed media presentations will be hanging all around the room.

 

 

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

Frida and Caótica Belleza

My Spanish IV classes finished the novel Frida, by Kristy Placido right before our Christmas/winter holiday break. It was the culmination to a large art unit that expanded due to the interest of this years’ students.  Originally I had planned to spend just a few days on the art for Día de Muertos, Salvador Dalí and Pablo Picasso before moving into the novel Frida and a study of some of her art.  However, my students, for the most part, were really interested in Pablo Picasso and Guernica as well as Salvador Dalí and the painting The Hallucinogenic Toreador.  I created many additional materials to go with our study, including two stories that I wrote for them (always keeping comprehensible input in mind!!!) as well as several SMARTboard presentations. What I intended to cover in just over a week morphed into three weeks, really cutting into my time for the novel Frida.

I originally thought that Soy Yo by Bomba Estéreo with great activities from Kara Jacobs was going to be a main focal song for Frida.  I thought that the fierce affirmation of “I am who I am” from that song would go well with the personality of Frida.  I did use the song, but minimally, as I discovered Caótica Belleza by Esteman featuring Natalia Lafourcade, at the end of October, just as I was beginning the art unit.  The song immediately struck a chord with me and my focus changed.  The video is sweeping, beautiful and mesmerizing, and the lyrics are profound. For me, the declaration in the lyrics celebrating diversity, individuality, and Latin American culture simply tied the song to Frida.   “Hoy puedo ver lo que yo fui, de donde soy de donde vengo”  and “Hay cosas en la vida que no se pueden cambiar” just resonated as part of the identity of Frida. Since we started our study of Frida with a discussion and defining of beauty, we were able to carry on that discussion/identification with this song called Chaotic Beauty. Most of my students enjoyed the song and internalized the lyrics. I even placed the song in our “Locura de diciembre” music contest in which it was a semifinalist, losing to the eventual winner, Hasta el amanecer.

Prior to exposure to Caótica Belleza we had briefly worked with the Lasso song “Como te odio” which included the lyric: “hay cosas en que uno se puede superar” (there are things in life that one can overcome)  which we were able to directly compare with the lyric “hay cosas en la vida no se pueden cambiar” (there are things in life that one can’t change) from Caótica Belleza. (The ever wonderful Kara Jacobs created some great things to go with the Lasso song.) Our first activity with Caótica Belleza was a partner organization of the first 10 lines of the song as we listened.  I gave each group of 2/3 a set of sentence strips that they ordered as we listened.  This was a very easy activity. I always run off the strip sets in different colors so that it is easy to match a stray lyric to the proper set.  After the students successfully ordered the lyrics, they worked to apply meaning to the lyrics. By this time they had quite a background knowledge of Frida from the Zamba video as well as the first few chapters in the novel.  The second day that we worked with a traditional cloze and then compared Spanish/English lyrics as well as how the lyrics might apply to Frida. Here is the order activity and the cloze activity, if you are interested: caotica-belleza-cloze-and-sentence-ordering-2  The third activity with the song, a few days later (when many had already downloaded and memorized parts of the lyrics) was another order activity, but as a large group.  I divided the class in half and gave each group a set of individual strips with the lyrics from the last verse.  Each person received at least one strip, some, depending on the size of the class, got two strips.  The groups listened to the song and attempted to create a single file line with their lyrics in order.  This was harder to do as I did not let them talk…only listen and push each other to the proper place 🙂  When they had the order we had a contest to see which group could get the meaning of the lyrics first.  I allowed them 2 minutes to discuss, but then they had to resume their line and each person was responsible for the meaning of the lyric strip that they held.  If that person stumbled, or couldn’t complete the lyric, the “game” passed to the other half of the class.  It took some time to actually get through this, too! I then gave them 30 seconds to memorize the lyric strip that they held.  They had to put it away, and each half of the class attempted to recite the lyrics, in order, in Spanish, with each person responsible for his/her individual strip.  Difficult, but fun, plus it helped to cement the lyrics/ideas/meanings in their heads…..turning it into comprehensible input!  Here are the strips for that activity: caotica-belleza-last-verse-group-ordering

Last item, here is a link to my youtube channel with music for the Frida unit, typically played while working on other things in class!

Overall, the majority of my Spanish IV students found the novel Frida by Kristy Placido an easy, very comprehensible read, and just as important…..they enjoyed it.  I can’t wait to teach it/share it a second time!

Esperanza…..4th time!

This is the 4th year that I have used the TPRS Storytelling novel, Esperanza (Carol Gaab) with Spanish III as the first novel of the year.  Although it may sound ridiculous, I am loving this novel more than ever! However, the point of this post is not to detail all of the things that I am doing the same as well as differently. Rather, I am going to share, once again, a favorite song that I use with the novel and the updates that I have done with it.  The song is Ave que emigra by Gaby Moreno (from Guatemala).

The previous three years the song was a hit with most of the students in my classes, but this year it became a guiding piece of pre-teaching as well as a continuing presence during the novel.  Additionally, there is a new Gaby Moreno song out called Guatemorfosis that will provide a hopeful focus as we finish the novel.

This year, in conjunction with my “Intro to Guatemala” cultural component, I used a story that I wrote that was based on the song.  We started this one the very first day of our Guatemala study.  I literally used the lyrics that Gaby Moreno wrote in the song to create the story, incorporating some of them directly into the story.  The results were wonderful. I spent 2 days with the story prior to introducing the song. The first activity with the actual song is to watch about a minute 10 seconds of the video, just checking what they see.  We briefly talk about the images that they have seen.

ave-1  We then listen to the first part of the song, putting the first 7 lines in order. After that, we talked about what those lyrics meant. This year, there was no need to elaborate on new vocabulary or to explain what “Guate” was. The students knew exactly what the lyrics were saying because of the story that we had read.  Students answered some basic questions about the singer and the song, completed a simple cloze, worked with synonyms and antonyms, and did a personal reflection about what they thought the title of the song meant and what it might mean in terms of the novel that were going to be reading. We also did a partner ordering of the song lyrics on another day, using big sentence strips on cardstock. An additional homework assignment was to illustrate their choice of three lines of the song. I brought the song back again in chapter 4, as the family prepares to leave for Chiapas (we spent quite some time on Chiapas and its’ relationship historically with Guatemala/Mexico), using an interview with Gaby, a close look at the lyrics (especially Cansados de estar corriendo    En tiempos de cacería ) and the official video for the first time.

I was so excited this summer to discover that Gaby, as part of a Pepsi campaign in Guatemala, had released a new song. There is an entire site devoted to Guatemorfosis: El cambio #YosoyGuatemoforsis, with many stories from people in Guatemala who are creating change for the country.  The song is a HUGE hit in my classes. The kids love the music and her voice.  It is a really catchy tune! I have not yet worked with the lyrics with the classes yet since I want to keep this as an end activity when they know that the family has made it to the United States. I will use the song to bring the focus to present day Guatemala and the hopeful state of mind that is beginning to emerge after the decades of Civil War and the troubling years after that. One activity that I know I will use once the students have learned the lyrics will be this matching activity guatemoforsis-through-images. I will run off sets of the pictures for groups of two. They will be cut and placed in a baggie.  I will play the song and the students will arrange the pictures to go with the lyrics of the song. There will be other activities, I just haven’t gotten to that point yet!

The song is so new that the lyrics are not available on line yet, so here they are, to the best of my ability (which means there may be errors!):

Hay un camino que nos trajo hasta aquí
No conoce las fronteras de esta pasion dentro de mi
Es anhelo el que me empuja cada nuevo amanecer
Con mis temores y ilusiones y los restos de ayer
uuuuuuuuhhhhhhhh
La esperanza nos acompaña
Con ella nada nos puede detener
Yo de tu mano
Tu de la mía
No hay nada que temer
Y río y bailo
Está en mis venas
Y libre sueño
Yo pertenezco aquí

Quién sabe
lo que el mañananos quisiera regalar
Hoy es todo lo que tengo
Y lo voy a atesorar
Poniendo en manifiesto cuanta luz puedo irridiar
Y ser feliz es el remedio
Que todo lo pueden mejorar
Y río y bailo
Está en mis venas
Y libre sueño
Yo pertenezco aquí
Y río y bailo
Está en mis venas
Y libre sueño
Hasta el final seguiré