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¡Celebración! The Art andHistory of Flamenco
Final Curriculum Project
By: Vanessa Chabrier-Davis and Lainey Polikoff
May 2003
Introduction
After utilizing such resources as the Connecticut State Arts and Social Studies
Curriculum Frameworks (see attachments #1 and #2), the theories of John Dewey and
Lev Vygotsky, and the cooperative learning strategies of Robert Slavin, we shaped our
curriculum project entitled “¡Celebracíon! The Art and History of Flamenco.” This
curriculum is intended to give the students an appreciation and knowledge of the culture
and history surrounding flamenco dance.
Context
Although our curriculum would be more suitable for a private institution, we are
confident that it can be modified to work in a public school system. The reason why it
can work in both institutions is because funding is not an issue. All of the necessary
materials will already be provided and the performances put on by Melinda Marquez will
be complimentary. We plan to incorporate our curriculum in an all girls, predominantly
Hispanic fifth grade classroom. The length of each class will be approximately two to
three hours a day. Realistically this curriculum will take much longer than 7 days,
however in order to represent all of the material that will be covered we have broken it
down into seven days. Although our curriculum is very rigorous, we are confident that
the students will achieve the desired goals while having fun.
Framework
Though our curriculum has very contemporary components, we have based a
significant amount of the structure on the ideas of constructivist theorists John Dewey
and Lev Vygotsky. John Dewey, the US philosopher argued that learners actively
construct knowledge. He also emphasized the fact that learning was a social process.
Learning occurs when “students are engaged in meaningful, purposeful activities where
they must work with other students.”1 Dewey stated that “ unless the learner had
struggled personally with an issue, the information was likely to be committed to memory
in a rather lifeless or mechanical way….’static, cold-storage’ knowledge.”2 By having
the students engage in hands on and group activities such as the ones in our curriculum,
we have incorporated this well known learning theory. Like Dewey, Lev Vygotsky the
Soviet psychologist agreed that learning was a social process. He was more interested in
“the learning potential that a child might have.”3 Along with that, Vygotsky “stressed that
much of what we learn we learn from others.”4 However, he also believed that students
learn through interaction with more mature learners. Teaching in itself demonstrates
Vygotsky’s theory that students learn best from adults. The strongest example of
Vygotsky’s theory is presented on day 4, when Melinda Marquez comes to teach the
students how to put their knowledge into action.
For our curriculum we have taken parts of the Connecticut State Arts and Social
Studies Curriculum Framework. We have chosen bits and pieces of each framework,
however, there is clearly more emphasis on the arts framework. In the arts framework,
1 Phillips, D.C. & Jonas Soltis Perspectives on Learning pg. 562 Phillips, D.C. & Jonas Soltis Perspectives on Learning. Pg. 393 Phillips, D.C. & Jonas Soltis Perspectives on Learning. Pg. 584 same as above, pg. 59
students are expected to “create, perform, respond, and understand all aspects of the
specific art” (see attachment #1). The social studies framework requires the students to
“demonstrate an understanding of the concept of culture and how different perspectives
emerge from different cultures” (see attachment #2). Both of these frameworks combined
create a perfect structure for the curriculum.
The final important component that we have incorporated into our curriculum
comes from Robert Slavin. His cooperative learning methods include the following
“Student Teams- Achievement Divisions (STAD), Teams-Games-Tournaments (TGT),
Jigsaw II, Team Accelerated Instruction (TAI), and Cooperative Integrated Reading and
Composition (CIRC)” (Slavin, 6-7). We decided to use the STAD method, in STAD,
students work in groups of four according to their gender and performance level, they
make sure they all understand the subject matter then take quizzes to ensure their
understanding. The main goal is to motivate students to help each other and master their
own skills. Using this method in teaching the students vocabulary will be productive and
ensure that they understand the facts that they will be taught on day one.
Activities
Day 1 – History of Flamenco
Objective: Students will gain a background in flamenco dance.
Morning Activity (45minutes) In order for the students to become acquainted with
Flamenco dancing we would start off by giving a brief introduction of its history. First
we would show a map of Spain so students can visually see the parts of Spain in which
flamenco dance was started. In addition to the map we would hand out a sheet entitled
“Quick Facts about Flamenco Dance” (see attachment #3). This worksheet would
contain information that the students will be expected to know by the end of the seven
days.
Afternoon (1st Activity - 45 minutes): In the afternoon the students will be able to work
in groups and review the facts on the sheet for about 15-20 minutes in order to prepare
for the puzzle activity that they would have to later complete. This puzzle activity (see
attachment #4 for instructions) will be a way to test the previously learned material. The
students will be informed before they begin to work in groups that they will have a puzzle
to complete, which will be graded as a quiz, but each group will receive a grade opposed
to individuals receiving a grade.
(2nd Activity – 15 minutes) After the puzzle activity is completed we will explain the
weeklong project as well as giving a handout (see attachment #5) explaining what each
child is responsible for completing each day. Although the students will be expected to
interview a family member about their culture specifically focusing on dance, students
will be able to add any additional information about their ethnic background. For
homework the students will be expected to think of a person that they want to interview
and then they must formulate a list of fifteen questions that they would like to ask their
interviewee.
(3rd Activity – 15 minutes) At the end of each day the students will be asked to write in
their journals. In the journals they are expected to respond to what they did or learned in
class that day. They are expected to share their thoughts or feelings on the activities as
well as one thing that they learned from the day’s activities.
Day 2 - Audio Visual
Objectives: Students will be introduced to the music and become acquainted with
flamenco movements.
Morning Activity (45 minutes) We will start off the day by showing the students a video
taped flamenco performance performed by the Flamenco Vivo Carlota Santana dance
company.
Afternoon (1st Activity 45 minutes) In order for the students to become familiar with
Spanish music that can accompany flamenco dancing the students will do a listening
activity. We will bring in a tape recording of a variety of Spanish music such as the
famous guitarist Paco Pena and other flamenco tones. In between every song the students
will be asked to make a prediction as to what flamenco dancing style the song would
accompany (happy, sad, fast, slow) or how one song compares to another song. In
addition to the listening activity we will give a brief bio (see attachment #6) on Paco
Pena.
(2nd Activity 15 minutes) The next activity will be part of the weeklong project. Each
student will be required to share at least two questions from their list that they are going
to ask the person that they are going to interview. Afterwards the students will be
reminded that they have the next two days to interview their person and then they must
work towards their class presentation as well as their two-page paper.
(3rd Activity 15 minutes) For the final activity students will be asked to write a journal
entry.
Day 3 - Language and Style
Objectives: Students will learn the vocabulary (in Spanish) and attire associated with
flamenco dance
Morning (1st Activity 45 minutes) Based off of the ideas from the STAD method we will
teach students how to pronounce and understand vocabulary words that are associated
with flamenco dance. First we will give a handout (see attachment #7) to each student
with vocabulary words that we would like them to know. Then we will write the words
on the board and practice saying them. We will break down the pronunciation of each
word and then go around the class by groups of four and have the students repeat what
we say. We will also ask the kids to demonstrate some of the words. For example, pitos
(finger snapping) we will ask the class to snap their fingers. While practicing the Spanish
words we will also, present the attire associated with flamenco dance. We will use props
so the children can visualize the word being taught.
(2nd Activity 25 minutes) We will divide the vocabulary words into groups of four and
then we will distribute the words to the five groups of four. Each group will get different
words and then they will draw a picture that will represent the definition of the word(s).
Afterwards the groups will present their pictures to the class and will have to re-explain
the definition of the word/words that they decided to draw a picture of.
Afternoon Activity (15-20 minutes) Students will be given the opportunity to ask
questions about what they are expected to do for their interviews. Then the students will
be asked to write a journal entry. Afterwards we will explain to the children that their
homework assignment is to study the Spanish vocabulary in order to prepare for the quiz
that they will receive the next day.
Day 4 - Lets Dance!
Objective: Students will learn how to dance flamenco.
Morning Activity (30-40 minutes) In order for the students to have a similar experience
of what a live flamenco performance is like will ask Vanessa’s old flamenco teacher to
come and perform a short demonstration. The flamenco teachers name is Melinda
Marquez and she is a former principle dancer of the Flamenco Vivo Carlota Santana
dance company, which was the video recording that we watched. In between her dance
pieces we will ask her to talk a little about what the dance represents and some of its
components.
Afternoon (1st Activity 30-40 minutes) – We will ask Ms. Marquez to teach basic
flamenco movements to the class. Prior to this activity we will inform Ms. Marquez as to
what Spanish Words the children are studying so she can in cooperate it into what she is
teaching the students. This will be a way to refresh the student’s memory before they
have to take their quiz.
(2nd Activity 20-25 minutes) – Students will take a vocabulary quiz. The quiz will be
presented as a crossword puzzle (see attachment #8).
(3rd Activity 15 minutes) – Students will be asked to write a journal entry. Afterwards we
will remind the students that they must continue to prepare for their presentations as well
as their two-page paper.
(4th Activity 10 minutes) - We will also ask them to review the material that they have
learned throughout the week in order to prepare for the Jeopardy game that will be played
the next day. We will explain that the different groups will be competing each other.
The team that wins will win a grand prize while the other groups will still win something
for their effort. This will hopefully be incentive for the students to study in order for their
team to win.
Day 5 – Jeopardy!
Objective: Students will demonstrate their knowledge of the history of flamenco.
Morning Activity (1 hour) – We will prepare questions so that the students can play
Jeopardy (see attachment #9). The questions will be developed based off of the material
learned throughout the week. For example, we will ask questions about the Spanish
vocabulary, history facts, attire, and names of dance movements. The groups will be
broken into the same five groups of four that they worked in for the previous activities.
All of the groups will be given at least three minutes to discuss the answer before having
to answer. This will be a way to test the information that the students have learned
throughout the week.
Afternoon Activity (15-20 minutes) – At the end of the day students will have to write a
journal entry. Afterwards we will remind them that presentations will take place the next
day.
Day 6 – Presentations
Objective: Students will walk away with an understanding of their peers’ cultural
background. (From presentations)
Morning Activity (30 minutes) Students will be given a chance to teach the class
something about their culture, based off of the information that they found during their
interview. The first ten students will have three minutes to present.
Afternoon (1st Activity 30 minutes) The second part of the presentations will take place.
(2nd Activity 15 minutes) Students will be asked to write a journal entry. Afterwards we
will remind the students that the next day they have to hand in their two-page paper based
on their interviews.
Day 7 – Creativity and Celebration
Objectives: Students will learn how to make traditional flamenco skirts. Students will
also demonstrate the dance moves that they learned on Day 4.
Morning Activity (1hr. and 15 minutes) We will provide the students with the fabric
needed to make the flamenco skirts. The students will have to measure their waste with
the measuring tape that we provide them with. After measuring their waste they must
measure and mark the amount of fabric that is need and then they will have to cut the
fabric. After the fabric is cut we will show the students how to do a basic stitch.
Afternoon (1st Activity 45 minutes) The class will put on their skirts and we will provide
music in order to add to the atmosphere of the celebration. The same five groups of four
will be expected to present at least four of their favorite acquired dance moves. We will
end the celebration by everyone dancing flamenco together.
(2nd Activity 15 minutes) Students will be asked to write a final journal entry.
(3rd Activity 15 minutes) Students will be asked to share at least one thought about what
they did or something that they learned during all of the lessons. Finally, students will
have to hand in their two-page paper about their interviews.
Evaluations
Deciding how to assess the students seemed be to a difficult aspect to conquer,
however, the numerous physical and academic activities we incorporated into the
curriculum, helped us developed thorough methods of evaluation. Students will be
evaluated based upon their class participation (working actively within their groups, and
producing thought provoking and creative work). This participation will be a major part
of their grade. They will be evaluated on their interview presentation, the fifteen
questions that they used for their interview and the two-page paper summarizing their
interview. They will also be evaluated on how well they do on their vocabulary quiz, how
well each student presents their vocabulary words through their pictures and their
descriptions of the vocabulary words that their groups received, and their Jeopardy
scores. Finally, they will be evaluated on their journal entries.
Conclusion
“¡Celebracíon! The Art and History of Flamenco” combines many components
from the vast world of education. The ideas of Dewey, Vygotsky, and Slavin create a
structure that enables this curriculum to reach out to students and allow them to explore
the evolution of flamenco. With this unique energetic curriculum we hope to inspire the
students to retain and use this knowledge to broaden their horizons. With their newly
acquired appreciation for this culture we hope that they will build an interest in
expanding the cultural awareness of their communities.
Bibliography
1. The Connecticut Classical Guitar Society. Paco Peña. January 2003. Bushnell ConcertSchedule. April 22, 2003. <http://ccgs.org/concerts02/paco.html>.
2. Connecticut State Department of Education Division of Teaching and Learning. The Connecticut Framework: K-12 Curricular Goals and Standards. March 1998.
3. Hadia. Spanish Gypsy and Flamenco Dance History. September 2002. Central HomeDancing. April 22, 2003<http://centralhome.com/ballroomcountry/flamenco_history.htm>.
4. Cook, Gary. The Flamenco Dress. April 2001. Flamenco-World Online Magazine.April 22, 2003 < http://www.flamenco-world.com/magazine/about/traje/trajes.htm>.
5. Marrone, Laurena. History of Flamenco. November 2002. Solo Flamenco. April 22,2003 <http://flamencodance.com/history.html>.
6. Olivo, Silvia Calado. El manton de Manila. February 2002. Flamenco-World OnlineMagazine. April 22, 2003<http://www.flamencoworld.com/magazine/mantones/mantones.htm>.
7. Phillips, D.C. & Jonas Soltis. Perpectives on Learning. Teachers College Press: NewYork~London. 1998.
8. Slavin, Robert. Cooperative Learning. 1995.
9. Zolan, Simon. Historical Notes. December 2000. Flamenco Shop. April 22, 2003.<http://www.flamencoshop.com/gypsy/historicalnotes.htm>.
Attachment # 1
Connecticut State Arts Framework
create (imagine, experiment, plan, make, evaluate, refine and present/exhibit) art worksthat express concepts, ideas and feelings in each art form;
. perform (select, analyze, interpret, rehearse, evaluate, refine and present) diverse artworks in each art form;
. respond (select, experience, describe, analyze, interpret and evaluate) withunderstanding to diverse art works and performances in each art form;
. understand and use the materials, techniques, forms (structures, styles, genres),language, notation (written symbol system) and literature/repertoire of each art form;
. understand the importance of the arts in expressing and illuminating human experiences,beliefs and values;
. identify representative works and recognize the characteristics of art, music, theatre anddance from different historical periods and cultures;
. develop sufficient mastery of at least one art form to continue lifelong involvement inthat art form not only as responders (audience members), but also as creators orperformers;
. develop sufficient mastery of at least one art form to be able to pursue further study, ifthey choose, in preparation for a career;
. seek arts experiences and participate in the artistic life of the school and community;and
. understand the connections among the arts, other disciplines and daily life.
Attachment # 2
Connecticut State Social Studies Framework
-demonstrate an understanding of the concept of culture and how different perspectivesemerge from different cultures;
-describe the relationships among the individual, the groups and the institutions whichexist in any society and culture;
-apply concepts from the study of history, culture, economics and government to theunderstanding of the relationships among science, technology and society;
Attachment #3
Quick Facts about Flamenco Dance
-Flamenco is a dance style that originated in Andalusia, Spain
-There are 3 parts to this art:1) Singing2) Dancing3) Guitar playing4) Sometimes there can also be hand clapping to add to the music
-Flamenco dance has been a part of Spanish culture for more than 200 years
-Flamenco is a “symbol of their (Spaniards) heritage, passion, and traditions of theirculture”
-Flamenco was introduced by the gypsies
-Flamenco is the traditional song and dance of Spain
-The gypsies used flamenco as a way to express their pain and sadness
-In 1492, King Ferdinand V and Queen Isabella made everyone in Spain change theirreligion to Catholicism and the people who did not want to, were forced to leave thecountry.
-The gypsies were forced to leave because they did not want to change; as a result, theylost their language, freedom and style
-Two other ethnic groups called the Jews and Muslims were also forced to leave. All 3cultures (Jews, Muslims and gypsies) came together and created flamenco.
-Flamenco can represent happiness, friendliness, romance, and sadness
-Flamenco first became a public dance performance in the 1860’s
-Between 1765 and 1860, flamenco schools were opened in Seville, Spain
Attachment #4
Puzzle Instructions
-The students will be expected to complete a puzzle
-The final product will be a flamenco dancer
-The puzzle board sections will be numbered from 1-10
-There will be another sheet in which questions will be numbered 1-10
-The numbers of these questions will be written on the back of the puzzle pieces
-The students will pick out the pieces from a hat
-Once they know the number on the back of the piece, they will refer to the sheet andlook for the appropriate question.
-There will be 10 possible answers and they must choose which one they think is correct
-Whatever the number that corresponds with the chosen answer is, they will place thepuzzle piece on that same number that is on the puzzle board
-Assuming they have the correct answer the puzzle piece will fit, if it doesn’t fit, theyknow they have the wrong answer
Example of puzzle question:
Where and by whom was flamenco created?
1. Cordoba, by the Spaniards2. Seville, by the Catholics3. Boston, by the Irish4. Andalusia, by the gypsies5. France, by the French6. Portugal, by the Portuguese7. Madrid, by King Ferdinand V8. Barcelona, by Queen Isabella9. Washington DC, by the president10. New York, by the Rockettes
Note: The correct answer would be #3 so the students would place the piece on thesection of the board that is marked #3.
Attachment #5
Interview Project
Day 1:
In class - introduce project
For homework - choose a person that you want to interview and write down 15 questionsthat you would like to ask that person.
Day 2:
In class - present 2 questions you are going to ask
For homework - begin interviewing
Day 3:
In class - opportunity to ask questions about what is expected of them to complete theinterviews.
For homework - continue interviews
Day 4:
In class - remind the students that they have to continue preparing for presentation andtwo-page paper
For homework - start to work on 2 page paper.
Day 5:
In class - reminder that presentation will take place on the next day
For homework - work on paper
Day 6:
In class - presentations
For homework - work on two-page paper
Day 7:
In class - hand in two-page paper
Attachment #6
Music Facts on Paco Peña
-He was born in Cordoba, Spain
-He learned how to play the guitar when he was 6
-His first professional performance was when he was 12
-In 1981 he founded the “Centro Flamenco Paco Peña” in Cordoba
-In 1997 he received an honor from the King Juan Carlos of Spain called the “Oficial de
la Cruz de la Orden del Merito Civil”
-He he now lives in London
-Paco had a positive impact on flamenco music
Attachment #7Vocabulary Words
1. Bailaor/a- male/female flamenco dancer
2. baile- dance
3. braceo- the arm movements of a Spanish/flamenco dancer
4. brazos- arms
5. café cantante- coffee house with flamenco shows
6. cambio- change- refers to a change in footwork or braceo exercises
7. cantaor/a- flamenco singer
8. cante- song
9. castañuelas- castanets
10. falda- skirt
11. floreo- hand movements of dancers
12. Gitano/a- gypsy
13. jaleo- shouts of encouragement “olé”
14. manton- embroidered silk shawl with long fringes.
15. palmas- rhythmic hand clapping
16. tocaor- flamenco guitarist
17. zapatos- shoes
18. alegrias- joy or happiness
19. fuerte- strong, hard
20. golpe- related to foot work, full sole of the foot striking the floor
21. palmeros- men that clap while the musicians play
22. pasada- to pass, passing a partner in a dance
23. pie- foot
24. pitos- finger snapping
25. vuelta- to turn
Attachment #8
Crossword Puzzle Vocabulary Quiz
Word Bank
Golpe Cambio
Ole Cante
Floreo Pitos
Palmas Manton
Falda Fuerte
Castanuelas Cantaora
Vuelta Braceo
Baile Alegrias
Tocaor Bailaora
Café Cantante
Across
1. What is the name of the place in which flamenco performances have taken place at?
2. A word used to describe finger snapping.
4. What word is used to describe the arm movements of a Spanish/flamenco dancer?
6. What is the name used to describe a female flamenco dancer?
8. What word is used to describe rhythmic hand clapping?
Down
1. What is the name of the wooden instrument that is used by a flamenco dancer whileshe is dancing?
3. What is the name of a flamenco guitarist?
5. What is the word used by flamenco dancers as a way to provide encouragement?7. What is the Spanish word used to describe joy or happiness?
9. What word is used to describe a silk shawl?
Answer Key
Across1. Café Cantante2. Pitos4. Braceo6. Bailaora8. Palmas
Down1. Castanuelos3. Tocaor5. Ole7. Alegrias9. Manton
Attachment #9Jeopardy Categories
Outline: Of Categories and how a question will be constructed.
-Flamenco Attire
Q: What is the name of the small wooden instrument used by a flamenco dancer?A: What are castanets
-Music (primarily focused on Paco Peña)
Q: What city was Paco Peña born in?A: What is Cordoba, Spain
-Random Vocabulary Words
Q: What are the sounds that a flamenco dancer is able to make using their fingers?A: What are “pitos”
-History
Q: What other 2 groups were forced to leave Spain when they refused to change theirreligion?A: Who were the Jews and Muslims
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