Mariachi Sol de México

March 4th, 2019, 10 – 11am All Grades

This study guide will give you background information, discussion questions, and

activity ideas to do with your class before and after the performance at the PAEC.

Performance Information:Different kinds of instruments Different styles of songs Costumes The performers’ jobs How the performers work together. How you can hear different instruments or singers stand out at different times. When the music is soft or loud, fast or slow, calm or exciting, happy or sad, etc. The expression shown by the performers and the music.How the mood of the music changes within each piece and from song to song.What images come to mind and what emotions you feel when you listen.Which songs you like the best.Have you heard any of these songs before?

You will see a large group of musicians singing many different

songs while playing instruments. Their style of music and

performance is called "mariachi." Mariachi dates to at least the

18th century in western Mexico. In the early 20th century, as

many farm workers moved to Mexico City, mariachi changed from

rural folk music to an urban art that represents all of Mexico.

Most mariachi songs are about, love, death, politics, heroes,

manliness (“machismo”), and country life. “La Negra” is

considered the mariachi "national anthem." “La Cucaracha” is

another famous mariachi song. “Las Mañanitas” is a popular song

for birthdays. The “charro outfit” became the traditional clothing

of mariachis starting in the late 1800s. A charro is a certain style of

traditional Mexican horseman. The first female mariachi

performers started in the 1940s and ‘50s.

People commonly hire mariachis to perform at weddings,

birthdays, baptisms, funerals, and other special events. There are

now many mariachi groups around the world. Modern mariachi

music includes influences from other styles while remaining

faithful to its traditions.

Look and Listen For:

Clean boots, clothes, haircut, nails, and presentation.

Remember, we are striving to get rid of the image of the

stereotypical pot-bellied Mariachi sitting under the cactus.

When accompanying a singer, do not over shadow the star.

Once on stage do not practice parts, it looks unprofessional.

Adjust attitude and facial expressions to type of the song you

are performing.

Do not talk to person next to you on stage unless it’s part of the

act.

Always keep in subtle touch with section leader, vocal cutoffs,

and director, but DO NOT IGNORE THE AUDIENCE.

When featured as a solo singer your arm movements and facial

expressions need to complement the lyrics of the song.

Practice in front of a mirror until you feel comfortable.

Choosing the right variety of songs and change of tempos are

important for your choice of repertoire. PLEASING THE

AUDIENCE ALWAYS COMES FIRST.

Have fun and enjoy yourself during the performance. DO NOT

GET UPTIGHT!

About Mariachi Sol de Mexico and Jóse Hernàndez:

México’s authentic musical heritage lives on through the voice of

Sol de México®! Jóse Hernàndez, a fifth-generation mariachi,

invites you to experience their dynamic energy and rich cultural

expression through extraordinary musicianship and communal

cross-generational joy. When he created Mariachi Sol de México®

in 1981, Jóse set the Latin musical world afire with new original

rhythms, sounds and ideas. He composes, arranges, sings, and

plays trumpet, violin, guitarrón, and vihuela for the group. An

internationally-recognized musician, composer and educator,

Jóse Hernàndez continues to break boundaries in the world of

mariachi and bring the pleasure of mariachi music to audiences all

across the globe.

Guitar

Violin

Trumpet

Harp

Vihuela Mexicana: a five-

stringed rounded-back

guitar

Guitarra de golpe: a five-

stringed flat-back guitar

Guitarron: a large six-

stringed rounded-back

bass guitar

Mariachi Instruments:

"My father always said that the day mariachi music is work is the day you die."

…Que Viva Mariachi!

Jóse Hernàndez’s Mariachi Guide: 

Watching live music on stage is not like going to a movie because the performers can hear you! Please don't distract them, but do clap at the end. Show the musicians that you appreciate their hard work and help everyone have a good time!

Remember:

Discussion Questions (before and after the show):Finding the Music, by

Jennifer Torres

Miguel and the Grand Harmony, by Matt de la Peña

Made in Mexico, by Peter

Laufer

El mejor mariachi del mundo, by J.D. Smith

Señor Don Gato: A Traditional Song, by John Manders

Esquivel!: Space-age Sound Artist, by Susan Wood

Sing, Don't Cry, by Angela

Dominguez

Musicians of the Sun, by

Gerald McDermott

Danza! Amalia Hernández and El Ballet Folklórico De México, by Duncan Tonatiuh

Who has gone to a live show before? What was it like? How is it

different from going to a movie?

Is music important in your life? Why?

Does anyone play an instrument? How do you feel when you

play it? What does it take to be good? What does it take to play

with others?

Has anyone ever seen mariachi before? What do you know

about mariachi music and style? What do you wonder about?

What makes up a mariachi group? What are the parts? What are

they for? How do they work together? What is the purpose of

mariachi?

Mariachi brings the culture of Mexico to the world. What parts of

your culture would you like to share with the world?

What different kinds of songs did Mariachi Sol de México® play?

What did you feel or imagine when you heard them? How did

the performers create different moods in the songs?

What different kinds of instruments did Mariachi Sol de México®

play? What is the impact of the number of each instrument? How

do they work together? Which do you wish you could play?

If you speak Spanish, how did you feel hearing the songs? If you

don’t speak Spanish how did you feel? Could you still

understand the expression and enjoy the music?

After the performance, what new ideas or understanding do you

have? What was interesting and what was challenging? What

did you used to think and what do you think now?

What would you like to tell the PAEC about your experience at

the show? (We'd love to hear from you!)

Recommended Reading:

“To believe in mariachi means having a

passion for life itself.” – Jóse Hernàndez

These materials are solely for educators' non-commercial use.

Activity Ideas (before and after the performance):Preview videos of Mariachi Sol de México® at soldemexicomusic.com with your students. Note aspects to look

for in the upcoming show and chart the questions your students

ask. After the performance see what questions they can answer

or investigate.

After the performance, have students respond. Discuss the

music, the skills, the expression, the costumes, how and what

meanings were conveyed, and what connections to other arts,

stories, or their own lives the students can make.

Have students write reviews of the show. Have them include

what they liked, what they did not like, what parts they

remember the best, and what they think of the performers.

Investigate Mexico and its cultural characteristics , including the

history and different styles of mariachi and Mexican folk music.

What does it take to become a mariachi?

Learn to sing and/or play instruments with some popular

mariachi songs.

Play a piece of mariachi music. Have students listen quietly. Tell

them to let their ears wander and take in as much as possible.

Chart or have students list ten words or phrases about any

aspect of what they hear. Listen again and try to add 10 more

items to your list.

Play a piece of mariachi music. One student identifies a specific

section of the piece and describes what he or she hears. Another

person elaborates on the first person’s observations by adding

more detail about the section. Continue, then have a student

pick a new section.

Have students create their own instruments out of found or

recycled materials.

Students can represent music with math and math with music

because both subjects use number concepts, sequence,

groupings, and patterns. Have students create a rhythmic

phrase and play it on their bodies or an instrument to feel and

hear the pattern. Students can also use music to demonstrate

problem-solving.

Have students create song lyrics for mariachi music based on

curricular content or set favorite or student-written poems to the

music.

Play mariachi music to use as a writing, art-creating, or dancing

prompt. What mood, meaning, or expression are the students

trying to convey?

Have students write about their experience watching Mariachi

Sol de México® using these sentence stems: “I used to think…

Now I think…”

Aligned Standards:Music Anchor Standards, Creating 1: Generate and conceptualize artistic ideas and work; 2: Organize and develop artistic ideas and work; 3: Refine and complete artistic work. Music Anchor Standards, Performing/ Presenting/ Producing 4: Select, analyze, and interpret artistic work for presentation; 5: Develop and refine artistic techniques and work for presentation; 6: Convey meaning through the presentation of artistic work. Music Anchor Standards, Responding 7: Perceive and analyze artistic work; 8: Interpret intent and meaning in artistic work; 9: Apply criteria to evaluate artistic work. Music Anchor Standards, Connecting 10: Synthesize and relate knowledge and personal experiences to make art; 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Social Studies EALR 3: Geography Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface. World Languages Learning Standards: Communication, Cultures, Connections, Comparisons, Communities

Please see www.fwpaec.org for our field trip guide and more resources!