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Fiesta del Norte

Last changed: 05/03/2018 10:33am
1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 Music
Music Social Studies
Both Grade Level and Arts/PE Program Access
1 45 min
1 45 min
In-School Performance
all year
$10 0
$200 0
no Phone , Email
Musical instruments, map
N/A
Small space in classroom, or large room or auditorium for assembly.
I CAN find the country of Mexico and its borders to the U.S. on a map. I CAN see that Mexico is divided into states like my own country and that different costumes represent the states. I CAN identify the musical instruments used by a Mexican Mariachi band.
I CAN use my hands, and feet to follow the rhythms of several Mexican song types. I CAN sing the words to CIELITO LINDO in Spanish I CAN recognize the differences and similarities between Birthday Celebrations in Mexico and the U.S
Fiesta Del Norte offers 45 minute programs designed to address the different modalities of teaching. Highlighted with a map , the location of Mexico in relation to the U.S. and North America and world are discussed, along with the environmental, geophysical and manmade features. Program includes a brief overview of the Mexican flag, the state costumes, the currency and the popular food. The influences of the conquering Spanish explorers on the native Nahuatl and Mestizo languages, food, music and cultural traditions are considered.
Fiesta Del Norte offers 45 minute programs designed to address the different modalities of teaching. Highlighted with a map of Mexico, the exotic diversity of the Mexican people and geophysical features are brought to life through colorful regional costumes, a discussion of the instruments and translations of basic folk songs. Specific programs for the school year may include: Mexican Independence Day, My Birthday in Mexico, Mexican Day of the Dead- with an offrenda, Three Kings Day and Cinco de Mayo.
Songs for singing and dancing included in the program are Des Colores, Cielito Lindo, La Raspa and La Bamba. Song lyrics with English translations are available for teachers.

Grade 1

Grade 1:GEOGRAPHY:Geographic Representations: Spatial Views of the World : 1.3: Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
Grade1: Music: Responding: Anchor Standard #8: Interpret intent and meaning in artistic work.
Grade 1: Music: Connecting: Anchor Standard #11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Grade 2

Grade 2:GEOGRAPHY: Geographic Representations: Spatial Views of the World : Human-Environment Interaction: Places, Regions, and Culture:2.6 :
Identify cultural and environmental characteristics of a place/region.
Grade 2: Music: Creating: Anchor Standard 1: Generate and Conceptualize Artistic Ideas and Work. a. Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.
Grade 2: Music: Responding: Anchor Standard 7: Perceive and Analyze Artistic Work. a. Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.

Grade 3

Grade 3: GEOGRAPHY: Human Population: Spatial Patterns and Movement: GEO 3.8 Explain how human settlements and movements relate to the locations and use of various natural resources.
GRADE 3: GEOGRAPHY : Human Population: Spatial Patterns and Movement: 3.9 Analyze the effects of catastrophic environmental and technological events on human settlements and migration.
Grade 3: Music:Creating: Anchor Standard #1: Generate and Conceptualize Artistic Ideas and Work. a Improvise Rhythmic and melodic ideas and describe connections to specific purpose and context( such as personal or social).
Grade 3:Music: Responding: Anchor Standard # 7:Perceive and Analyze Artistic Work. a Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences or purposes

Grade 4

GRADE 4:GEOGRAPHY Geographic Representations: Spatial Views of the World: GEO 4.2 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics .
GRADE 4 GEOGRAPHY: Human-Environment Interaction: Places, Regions, and Culture: GEO 4.5 Describe how environmental and cultural characteristics influence population distribution in specific places or regions.
Grade 4:Creating: Anchor Standard 1: Generate and Conceptualize Artistic Ideas and Work a Improvise rhythmic and melodic ideas and explain connection to specific purpose and context ( such as societal or cultural)
Grade 4:Music: Responding: Anchor Standard 7: Perceive and Analyze Artistic Work. a Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences purposes and contexts.

Grade 5

GRADE 5:GEOGRAPHY: Geographic Representations: Spatial Views of the World GEO 5.3 Explain how human settlements and movements relate to the locations and use of various natural resources.
Grade 5: Music: Creating: Anchor Standard #1: Generate and Conceptualize Artistic Ideas and Work. a Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
Grade 5: Music: Responding: Anchor Standard# 7: Perceive and Analyze Artistic Work a Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Grade 6

GRADE 6&7: GEOGRAPHY: Geographic Representations: Spatial Views of the World : GEO 6–7.2 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions, and changes in their environmental characteristics.
Grade 6:Music:Connecting: Anchor Standard #11: Relate Artistic Ideas and Works with Societal, Cultural,and Historical Content to deepen Understanding. a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Grade 6: Music: Performing:Anchor Standard#4: Analyze , interpret, and select artistic work for presentation. a. Apply teacher-provided criteria for selecting music to perform for a specific purpose and/or context, and explain why each was chosen.

Grade 7

Grade 6-7: Geography: Geographic Representation: Spatial Views of the World: GEO 6-7.2 Use maps, satellite images, photographs, and other representations to explain relationships between the location of place and regions and changes in their environmental characteristics.
Grade 7: Music: Responding: Anchor Standard #8: Interpret intent and meaning in artistic work.
Grade 8: Responding: Anchor standard #8: Interpret intent and meaning in artistic work.

Grade 8

GRADE 8: GEOGRAPHY: Human-Environment Interaction: Places, Regions, and Culture: GEO 8.2: Analyze the combinations of cultural and environmental characteristics that make places both similar to and different from other places.
Grade 8: Music :Connecting: Anchor Standard # 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. a Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
Grade 8: Music: Responding: Anchor standard # 8: Interpret intent and meaning in artistic work.
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Fiesta del Norte

www.fiestadelnorte.com