LaMariposaABolivianFolkSong

Description:Thisparticularlessonwasdevisedforsecondgradestudentswhowerelearningaboutthewaysinwhichmelody’smove.Icreatediconicrepresentationofthemelodyandputthemintopuzzlecardsforthestudentstoputinthecorrectorderaccordingtowhattheyheard.Alongthewaythestudentsalsonoticedtherhythmandtheformofthepiece.Thislessoncouldeasilybetransferredtomiddleschoolgeneralmusicclassroombyincorporatingguitars,singingthesonginSpanishandtheuseofflutesorrecorders.

Studentlearningoutcomes:1. Studentswillrecognizethemelodicshapeby

arrangingthepuzzlecardsofthetuneLaMariposainthecorrectorder.

2. StudentswillsingthemelodyinSpanishandrecognizethevocalrestsinthemelodicline.

3. StudentswilllearnandperformthedancetoLaMariposaobservingthedancemovesandhowtheycorrespondtothemelodicline.

4. Olderstudentswillplayguitarchordstoaccompanythesong,flutesandmodifiedrecorder

scorearealsooptions.EssentialQuestions:Howarepatternsarrangedtocreatemusic?NationalStandards:MU:Re7.2.H.8aDescribehowthewaythattheelementsofmusicaremanipulatedandknowledgeofthecontext(socialandcultural)informtheresponse.MU:Re7.2.2aDescribehowspecificmusicconceptsareusedtosupportaspecificpurposeinmusic.PAStandards:9.1.3.AKnowandusetheelementsofmusic.

CulturalContext:TheCarnivalfestivaliscelebratedtheweekbeforelentinCatholiccountriesaroundtheworld.LaMariposa(Thebutterfly)isatraditionalBolivianfolksonganddanceandispartoftheCarnivalprocessions.Thesongspeaksofthe‘Morenadadance’.TheMorenada(DanceoftheBlackSlaves)hasseveralfolkloretalesbutthemostcommonlytoldisthatthedancewasinspiredbyAfricanslavesbroughttoworkinthesilverminesofPotosi.PriorKnowledge:Studentshaveanunderstandingofmelodicdirectionandbasicrhythmpatternsusingquarternotes,eighthnotesandtheirequivalentrests.Materials:WorldMusicPlayground:AMusicAdventureforKids,LaMariposabyColibri,puzzlecards,guitars(optional),musicalscoreforLaMariposa.SmartBoardordisplayboard.

AttentiveListening:Initiallistening:DisplayamapoftheworldwiththefollowingquestionWheredoyouthinkthismusicisfrom?Whatinstrumentsdoyouhear?Playthefirstverseandchorus.Afterlisteningdiscussstudentanswers.IntegratingWorldMusic:

ShowmapoftheworldandwhereBoliviaislocated.

ShowpicturesofBolivianinstruments:

Teacherposesquestion:Whatdoweknowaboutthewaysthatmelodiesmove?Studentsanswerwillvary.Teacherwritesstudentsanswersontheboardanddrawsuponpriorunderstandingbysingingexcerptsofsongsthatthestudentsknowanddemonstratingoninstrumentsmelodicsteps,skipsandrepeats,bothhighandlow.Attentive/EngagedListeningTeacherpassesoutthepuzzlecardsofthesongLaMariposaandasksthestudentstogetintosmallgroupsandspreadthecardsoutonthefloor.Thecardsaredeliberatelygiventothestudentsoutofordersothattheymustengageinmusicalthinkinginordertoputthecardsinthecorrectmelodicorder.Teacherplaysthesongseveralmoretimestogivestudentstimetolisten,followtheiconicrepresentationwiththeirfinger,singandotherwisediscussamongstthemselves.Eachcardrepeatssotherewillbeatotalof8cards,Ihaveonlydisplayed4buteachcardwasadifferentcolor.Puzzlecardsbelowaredisplayedinthecorrectorder.

EngagedListening:Teachercirculatesasstudentsareworkingonthecardsandscaffoldsasneeded.Studentsdiscusstheirsolutionsandhowtheyputthecardsinthecorrectorder.Whatelsedidyounoticeaboutthesong?Studentsinvariablynoticethehandclapsandfootstompsrepresentedonthepinkcardwiththewhiteboxes.Singthemelodylineonaneutralsyllableandclaponthefirstsetofwhiteboxesandstomponthesecondsetofboxes.EngagedListening:Discussthetranslationofthesong,whichisWeareallplayingandsinginganddancingthemorenada.TeachthesonginSpanishphrasebyphrase.IftheAsectionistoomuchtolearnjustworkontheBsection.Teachthebodypercussionforthe

phrases,“conlasmanos”(clap,clap,clap)“conlospies”stampstampstamp.DiscusswhatthetranslationcouldmeaninSpanish(handsandfeetrespectively).Teachthedance:1.Studentsjoinhandsinacircle.2.Asection(measures1-4)studentswalktothebeatcounter-clockwiseinacirclestompingthreetimesateachhalfnote(seenotation).3.DuringtheBsection(m.5-8)studentsstop,drophandsfrompartnerandclapthreetimesafterthephrases,“conlosmanos”thenstompthreetimesafterthephrase,“conlospies”thenturnhalfwayaroundindividualcirclewithforearmupwhilesinging“lamorenada”thefirsttimeandthenreturntostartingpositionduringthesecondsingingof“lamorenada”.SpecialNeedsLearners:Eachofthe8puzzlecardscouldbemadewithpuffypaintsothatthosestudentsthatneededtactileassistancewouldhavegreatersuccess.Movementscouldalsobemodifiedforthosestudentswithlimitedmobility.Spanishspeakingstudentsshouldbeaskedtoassistwithlanguageasneeded.

AssessmentRubric: 3 2 1MelodicShape Organizedallof

thepuzzlecardsincorrectorderandexplainedtheirmusicalthinkingdemonstratingclearunderstandingofthemelodicline.

Organizedmostofthepuzzlecardsinorderandexplainedsomeoftheirmusicalthinkingregardingthemelodicline.

Organizedafewcardsandwereunabletotalkaboutthemelodiclinewithclearunderstanding.

BodyMovements Performedthebodymovementswithaccuracy(onbeat)

Performedmostofthebodymovementswithaccuracy(onbeat)

Performedfewofbodymovementswithaccuracy(onbeat)

Vocalaccuracy Sangallpitchesaccuratelyandwithcorrectrhythm.

Sangmostofthepitchesaccuratelyandwithcorrectrhythm.

Sangfewpitchesaccuratelyandwithcorrectrhythm.

OlderStudentsmaybeabletoplaythechordstothesongaswellasplaythefluteorrecorderparts.Additionalmusicalelementscouldbetexture,form,minorkey.