ASERE in the HAVANA CUBA ALL STARS Show

Tuesday, March 19, 201912:30 p.m.

Welcome Home!Join us for the 2018-19 Season as we explore the themes of home, belonging and finding connections to one another through the arts. As we journey through this season of educational programming, take a moment to discover what home means to you.

From lesson ideas and professional development workshops to backstage tours, allow us to partner with you to provide students with exciting educational opportunities!

For questions contact the education sales department (920) 730-3726 or educationsales@foxcitiespac.com.

Welcome | 3

Standards | 4

About | 5

Lesson Plans | 6

In the Spotlight | 12

What’s Next | 14

My Journal | 15

Student Showcase | 17

Resource Room | 18

A note from our education series partner – Bemis

“The series provides a rich learning experience to thousands of students each

year. We hope that it enriches the growth of our young people and our community

by broadening our perspectives and increasing our passion for the arts.”

-Tim Fliss, SVP and Chief Human Resources Officer, Bemis Company

Community Partners

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When entering the Fox Cities Performing Arts

Center, remember to show respect for others by

waiting your turn and speaking quietly.

Remember that during the performance the live

performers can see and hear you. Even the

smallest sounds can be heard throughout the

theater, so it is best to remain quiet so everyone

can enjoy the performance.

Applause is the best way to express how much

you enjoyed the performance!

Important things to remember:

• Student backpacks, gum, drinks and food

are not allowed in the theater.

• Cell phones should be turned off and

stowed.

• Note that recording or taking photos in the

theater is strictly prohibited; however, photos

may be taken in the lobby.

• It’s a long way down – please do not drop

items off balconies.

This study guide was created for you by the Education Team

as a part of The Boldt Company Beyond the Stage Education

program. To download copies of this study guide or to find

additional resources for this performance or view past study

guides please visit: foxcitiespac.com.

Questions about your show reservation? Contact our

education sales team at or call (920) 730-3726.

ENJOY THE SHOW!

Be prepared to arrive early – You should plan on arriving to the

Center 30 minutes before the show. Allow for travel time,

parking and trips to the restroom.

Security – All bags entering the building are subject to search

and prohibited items will not be allowed. Teachers and

chaperones are discouraged from bringing bags, however,

necessary backpacks, or bags may be searched and tagged

before being allowed in the theater. We ask that students

leave their backpacks at school for Bemis Company Education

Series performances, however if students do bring them, they

are subject to search and will need to be checked at the

registration table in the lobby upon entry.

Know your needs – To best serve the needs of you and your

students, please indicate in advance if you have individuals who

require special services or seating needs upon making your

reservation.

Seating – Seating is based on a number of factors including

when the reservation is made, size of group, students’ ages and

any special seating needs.

To assist you in your planning the Wisconsin Academic Standards that are most likely to connect with this

performance are listed below.

KEY THEMES

• Cuba

• Folk Dance

• Friendship

• World Music

WISCONSIN ACADEMIC STANDARDS

DANCE

• CRITICAL THINKING: Students will develop critical and creative thinking through their dance experience.

• COMMUNICATION AND EXPRESSION: Students will understand the expressive power of dance as a means

of communication and understand that it is subject to multiple interpretations.

• APPRECIATION: Students will reflect upon and appreciate dance as an art form past and present.

MUSIC

• CONNECT: Students will relate prior knowledge and personal experience with music to cultural and historical

context.

• RESPOND: Students will critically interpret intent and meaning in order to evaluate artistic work.

SOCIAL STUDIES

• SS.Geog3: Wisconsin students will examine the impacts of global interconnections and relationships.

• SS.Geog5: Wisconsin students will evaluate the relationship between humans and the environment.

• SS.BH1: Wisconsin students will examine individual cognition, perception, behavior, and identity (Psychology).

• SS.BH3: Wisconsin students assess the role that human behavior and cultures play in the development of social

endeavors (Anthropology).

THEATER

• RESPOND: Students will critically interpret intent and meaning in order to evaluate artistic work.

• CONNECT: Students will relate prior knowledge and personal experience with theatre to cultural and

historical contexts

WORLD LANGUAGES

• MUTUAL INFLUENCES (E.3): Students will discuss how historical and contemporary influences from other

cultures shape people’s views of the world and their own attitudes toward issues facing the world.

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Drawing their inspiration from traditional Cuban Son, Cuba’s greatest musicians have created and

maintained the songs and music the rich culture of the Cuban people. Staying true to an acoustic base,

they have developed a fresh sound with inventive songwriting and have preserved the traditions of the

Cuban musical art form. The band is comprised of Cuba’s greatest and most prominent musicians and

was created to exemplify the great musical traditions of the Cuban people.

Back by popular demand, this high-energy group is a joyous celebration of Cuban music and dance

styles. The Havana Cuba All-Stars are some of Cuba’s greatest musicians and dancers. With rhythms

and melodies from the cha-cha to the rumba, from “Son Cubano” style to the salsa, they will showcase a

variety of Cuban beats.

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BAILA! LATIN DANCE IN THE SPANISH CLASSROOM

OBJECTIVES

Students will:

• Apply the elements of dance to descriptions of particular Latin dances

• Create and give oral presentations about a Latin dance and its country of origin

• Write reports about a Latin country or dance in English or Spanish

• Compare and contrast two Latin dances

MATERIALS

• Computer/Internet

• Projector

• Guide-Elements of Dance (Pg. 8)*

• Research Guide-Latin Dance (Pg. 9)*

• Assessment Rubric (Pg. 10)*

• * Sample materials are for a Spanish class, so modify as necessary for your own classroom.

WARM UP

• Introduce students to the genres associated with Latin dance.

• Explain to the students they will be learning about various Latin dances, beginning with the merengue.

• Show students a small portion of the video of Bailando Dance Company.

• http://kennedyctr.vo.llnwd.net/o41/artsedge/videoclips/baila/bailando.m4v

• Hand out the “Elements of Dance” student guide (pg. 8)

• Have the students describe the merengue using the dance terminology:

• Which movements are involved in the merengue?

• Does it consist of mostly locomotor or non-locomotor movements?

• Does there appear to be leading and following?

• How would you describe the tempo or pace? Fast, medium, or slow?

• Are the dancers at a low (on the ground), medium (kneeling), or high (on one or two legs, full body)

level?

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ACTIVITY

1. Explain the geography behind the dance.

1. The merengue is a lively, festive dance originating from the island of Santo Domingo, which is located

north of the Caribbean Sea. Show Santo Domingo to students on a map. Explain that people from

both Haiti and the Dominican Republic have claimed that the dance originated in their countries. Point

out these countries on the map. Point out to the students that these two countries share the same island

of Santo Domingo.

2. Explain the history behind the dance.

1. Both Haiti and the Dominican Republic have legends that trace merengue dance steps to a war hero

with a limp who danced in a stepping motion. In the 1930s, merengue was promoted by then-

president of the Dominican Republic, Rafael Trujillo, and it became the country’s national music and

dance. Tell the class they’ll be hearing more about Haiti and the Dominican Republic from their fellow

classmates.

3. Have students learn to dance the merengue by playing the “Bailando” video.

4. Explain to the class that they will prepare oral presentations with a group (4-5 students) about a particular

Latin dance and its country of origin and will teach the dance to the rest of the class.

5. Assign one of the following Latin dances to each group*:

1. Salsa (Cuba)

2. Mambo (Haiti)

3. Rumba (Cuba)

4. Cha-Cha (Cuba)

5. Samba (Brazil)

6. Bachata (Dominican Republic)

*Note: Since 3 of the dances originate in Cuba, you may wish to alter the ‘Latin Dance Research

Guide’ (pg. 9) so that students learn different aspects about Cuba from each group. For instance, one group can

focus on culture and geography, another on people and lifestyle, and a third on economy and government.

6. Give students class time to coordinate with their groups and research their respective dances in the school

library or online. Encourage creativity in their presentations (Posters, Powerpoints, Prezis, food from the

country of origin, appropriate costumes, etc.)

7. Have students present their research. As each group gives their presentations, the rest of the class should take

notes. Inform them that they will be asked to write about the material presented.

CLOSING DISCUSSION

• After all of the presentations have been given, have students complete a writing assignment about the

different dances: have them compare and contrast two of the dances they learned about, making sure to

include information about the dance’s country of origin.

• After students have completed this informal writing assignment, use it as a basis for a class discussion.

Source: https://artsedge.kennedy-center.org/educators/lessons/grade-9-12/Baila_Latin_Dance#Overview

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WORLD MUSIC

OBJECTIVES

• Students will become more aware of cultural and ethnic diversity.

• Students will be able to think critically and be accepting with other cultures and ethnicities.

• Students will practice their skills with maps and be able to find countries on it.

MATERIALS

• Assorted musical instruments

• Large map of the world (laminated)

• Dry erase markers

• CD Player

• Computer and projector

WARM UP

• Ask students to get into groups of four and pass out instruments.

• When setting up this lesson, try to find separate rooms within the school the students can go to so

they’re not influenced by different groups.

• Give them 15 minutes to compose a 1-2 minute song that defines their group.

• When students return, have them perform their song in front of the class.

• Did each group have their own definitive style?

• Why were they so different? (Possible answers: the instruments were different, their backgrounds are

different, etc.)

• If we think of each group as a distinct culture then what could be some possible explanations for it

being so different?

• Have students take out a piece of paper.

• Write down everything you know about world music, it could be an instrument that you heard about, a

series of words, something you heard, anything having to do with music of other cultures.

ACTIVITY

• Tell students there are two things that every culture in the world has no matter ethnicity, location or seclusion.

They all have language and Art.

• Play your students a series of songs from different countries (but don’t tell your students where the song is from)

and on a piece of paper the students are going to write down where they think the music is from. From there,

they will place one dot on the larger map showing where they believe the song to be from.

• Japan—students will place a red dot on the map with their dry erase marker.

• Coal Miner’s Songs of Joban: www.youtube.com/watch?v=4rjeb7QDg8I

• India—Blue dot

• Pandavani: www.youtube.com/watch?v=iguX9k0iJ4I

• Australia—Yellow dot (or whatever other color is available)

• Bound for Botany Bay:

www.youtube.com/watch?v=eFOFNcDfmx4&index=16&list=PLdVM27xFixv061kW6eXKJ0M

FcG9RzOxvV

• Cuba—Green dot

• Company Segundo Guantanamera: www.youtube.com/watch?v=oEJtFGdKc5M

• Review where they put the dots and why.

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ACTIVITY (CONT.)

• Ask them to bring to the next class a song from another country or culture that is different from the music they

heard today. Students should make a short 5 minute presentation on it including:

• A short excerpt of the song

• The country or region the music is from and point it out on the map

• Tell us one of the instruments the culture uses. What is it about this instrument that

makes it unique?

• Tell us one interesting fact about the country or region from which the music came.

CLOSING DISCUSSION

• Play students songs from our own culture that have been influenced by other cultures of the world:

• “Paint It Black” by the Rolling Stones

• www.youtube.com/watch?v=O4irXQhgMqg

• “Love You To” by the Beatles

• www.youtube.com/watch?v=s1X-q7MweIc

• What do these songs say about the modern world and the global community?

• This is all discussion to get them thinking.

• Write down student answers on the board.

• Have students take out a piece of paper and answer the following questions:

• Would you say after knowing what we do now, that a different culture’s art and music is inferior to the

art and music of our region? Explain.

• What culture or region that we have discussed did you find the most interesting and why? Which of

these would you like to explore further?

Sources: https://docs.google.com/viewerng/viewer?url=https://static.secure.website/wscfus/10317546/5507440/social-

studies-methods-world-music-day-module-slightly-modified.pdf

https://media.smithsonianfolkways.org/docs/lesson_plans/FLP10008_caribbean_beats.pdf

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CUBA

Cuba is a Caribbean island located between the Caribbean

Sea and the Atlantic Ocean. As the largest country in the

Caribbean, the entire island is only slightly smaller than

Pennsylvania.

Agriculturally, the country is known for producing sugar,

tobacco, citrus, coffee, rice, potatoes and beans. While they

also have thriving industries within petroleum, nickel, cobalt,

tobacco among others.

Source: https://www.cia.gov/library/publications/the-world-factbook/geos/cu.html

As of July 2018, the population of Cuba was 11,116,396. This Spanish speaking country’s

capital is Havana which is located in Northwest portion of the country. Havana is only 106 miles

from Key West, Florida which is the equivalent distance from the Fox Cities Performing Arts

Center to Madison, WI!

SOUNDS OF A CULTURE

OBJECTIVE

Students will learn about Cuban cultures by exploring aspects of their music.

MATERIALS

• Journals

• Writing utensils

• Internet access

WARM UP

• Display a map and point out Cuba, the Soviet Union and the United States to students. Explain that this country

lies 90 miles from the coast of Florida. Point out and identify the following: Cuba, Florida, Havana, Miami and

the bodies of water that separate the two countries.

• Share with students that during the Cold War, there was heightened tension between the two dominant

superpower nations, the United States and the Soviet Union.

• Next, play President John F. Kennedy’s address to the people of the United States on October 22, 1962

• www.youtube.com/watch?v=EgdUgzAWcrw

ACTIVITY

• Play students a recording of the song “Guantanamera” and ask students if any have heard the song before.

Are students able to recognize what languages are represented in the song?

• www.youtube.com/watch?v=h0gg3-xvMB0

• After listening to the song, share with students that this is probably the best known Cuban song. The original

lyrics are based on selections from the poetry collection “Versos Secillos [Simple Verses]” by Cuban poet and

independence hero Jose Marti.

• Share that the song was then recorded by Pete Seeger with the intention to use as a symbol of unity between

American and Cuba during the time of the Cuban missile crisis.

• Discuss how the song was shared between countries and how art can be used to unify.

• As an informal written exercise, have students summarize the speech in journals.

• To help students compose their thoughts, provide the following questions:

• What seven steps did the president set in motion in order to halt the missile build-up?

• What special message did the president give the “captive” people of Cuba?

• What do you think the intent of this message was?

• What reason did the Soviets claim for the missile build-up in Cuba?

• After students have finished their summaries, have them transfer it to a clean sheet of paper. Encourage them

to make their summary concise and understandable. If students need clarification on portions of the speech or

historical context, be available to assist as needed.

CLOSING DISCUSSION

• How do you think President Kennedy encouraged the people of American during a time of fear? What do you

think the most important component of his speech was? What would you have said if you were president during

this time?

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Don’t let this experience end with the drop of the curtain. Keep the conversation going with your students and reflect on the performance that you just attended. Here are a few

questions to get the conversation started!

• What did you learn about world music from this performance?

• What was your favorite part of the performance?

• Which moment do you remember most from the performance? What was happening?

• How did these performers transition from song to song to make the show flow?

• Describe the music you heard. How did the music add to the mood or help tell the story?

• If you were going to tell a friend about the performance, how would you describe it in one sentence?

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Think about the music you like to listen to. How would you describe it? Talk to a partner and listen to

their favorite type of music. How do the two differ from each other? What are their similarities? Would

you listen to your partner’s music?

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After the performance, reflect on what you saw. Did you like it? Why or why not? Have you ever seen a

performance like this before? If yes, what were some differences? Would you see a performance like this

again?

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What was a light bulb moment that your students had?

What was something new they learned? Was it anyone’s

first time to the Center? We would love for you to share!

After your class attends the show we would appreciate

photos, letters, posters, cards, etc.—be creative! This is to

help us share with our partners what your students are

learning.

The Center’s education programs are not possible without the

support of our Annual Partners and grant funders. They

enjoy learning about the schools and students that

participate in the education programs so we would

appreciate your help in telling the story.

Items may be sent via email to agosz@foxcitiespac.com or

mailed/dropped off at:

Fox Cities Performing Arts Center

Attn: Amy Gosz

400 W. College Ave.

Appleton, WI 54911

Please note items will not be returned and will be shared

with our partners and/or displayed at the Center.

Thank you for your help in sharing the great work you are

doing in the classroom with our partners!

Fox Cities Performing Arts CenterEducation Department

400 W. College Avenue • Appleton, WI 54911education@foxcitiespac.com • (920) 730-3726

BOOKS

“The Surrender Tree: Poems of Cuba’s Sturggle for Freedom” by Margarita Engle

“Waiting for Snow in Havana: Confessions of a Cuban Boy” by Carlos Eire

“Appreciating Dance: A Guide to the World’s Liveliest Art” by Harriet Lihs

WEBSITES

The Kennedy Center Arts Edge-arts integration lessons

http://artsedge.kennedy-center.org

Salsa Dancing: Basic Steps for Beginners

www.youtube.com/watch?v=7XgmAPCX85A

Meet the Mariachi Instruments

http://content.westmusic.com/meet-the-mariachi-instruments/

CIA World Factbook-Cuba

https://www.cia.gov/library/publications/the-world-factbook/geos/cu.html

Cuban Missile Crisis

https://microsites.jfklibrary.org/cmc/

This educator resource guide is created as part of The Boldt Company Beyond the Stage Education Program.

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