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Spirit of Spain (elementary)

Last changed: 06/03/2019 12:32pm
K , 1 , 2 , 3 , 4 , 5
Music Social Studies
Grade Level Program Access
0 60 min
Flexible 45-60 Younger students tend to have closer to a 45 minute programs. Depends on students and class.
In-School Performance Intended for the entire grade level to experience together, though individual classes work very well. Students should be in chairs, horseshoe shape, and in such a position as to be able to see the artist sitting in a chair as well.
NO Tuesday & Wednesdays Starting in December September No: 19-20 October No: 3-4 No: 17-18 No: 21, 24, 25, 31 April, 2020: No: 2-3
$10 60
no Phone , Other , Email
1- One chair without arms or wheels, with the seat approximately 17'' high (ie. folding chair height)
2 - Access to electricity within 15' of performance area
3 - A speaking microphone on a boom stand. (at least 100 students)
4 - If more than 100 students a raised platform or stage would be greatly appreciated, but is NOT required.
5 - If performance takes place in a space that is also the cafeteria it is asked that the refrigerators and other loud machines be kept in a separate part during the performance. Artist is coming from Boston.
I can hear and identify melody vs. accompaniment. I can hear and copy basic rhythms. I can understand basic concepts of guitar and flamenco. I can hear the different colors (timbre) on the guitar. I can understand the idea of cultural influence. I can see that music and culture are infused. I can see that to become good at something takes a great commitment, time and desire.
Aaron tours Spanish history, geography, language and poetry in this masterful musical tour of Spanish & Latin American culture. Discovering the historical influence of King & Queen Ferdinand & Isabel to the discovery of the Americas and the significance of the slave trade, lively stories & musical activities introduce 400 years of classical music from exotic Spain and Latin America. Using poetry, history and the guitar Aaron asks students to explore rhythm and imagination by riding with Don Quijote and discovering the castles of Spain. Students clap and move, while sitting, to internalize the rhythm and give a tool for listening to classical music. Using Columbus, students interact with the artist in understanding cultural influence as well as the slave trade. Delving into the discipline of music, the artist talks of the hours of practice and commitment, teaches flamenco techniques and has the students copy physical gestures and learn Spanish lingo pertinent to performance and cultural understanding. Exploring the history of the guitar, Aaron demonstrates how it traveled from Spain to the new world and playing techniques to allow stories to be told through the music.
Mixing grade levels is fine as a large assembly to be worked out with Hartford Performs.
Sit with the students to keep them focused on what is happening. Assist with setting up chairs.

Grade K

Grade K: History: Perspective: K.3: Compare perspectives of people in the past to those in the present.
Grade K: History: Causation and Argumentation: K.8: Generate possible reasons for an event or development in the past.
Music: Grade K: Performing: Anchor Standard 6: Convey meaning through the presentation of artistic work.
 Perform appropriately for the audience.
Music: Grade K: Responding: Anchor Standard 7. Perceive and analyze artistic work. With guidance, demonstrate how a specific music concept (such as beat or melodic direction ) is used in music.

Grade 1

Grade 1: History: Perspectives: 1.3 Compare perspectives of people in the past to those in the present. Grade 1: History: Causation and Argumentation: 1.8 Generate possible reasons for an event or development in the past.
Grade 1: History: Perspectives: 1.1 Compare life in the past to life in the present. Grade 1: History: Perspectives: 1.2 Generate questions about individuals and groups who have shaped a significant historical change
Music: Grade 1: Responding: Anchor Standard 7: Perceive and analyze artistic work. With limited guidance, demonstrate and identify how specific music concepts (such as beat or pitch) are used in various styles of music for a purpose .
Music: Grade 1: Performing: Anchor Standard 5: Develop and refine artistic techniques and work for presentation. Demonstrate and describe music’s expressive qualities (such as dynamics and tempo).

Grade 2

Grade 2: History: Change, Continuity and Context: 2.1: Create a chronological sequence of multiple events. Grade 2: History: Change, Continuity and Context: 2.2 Compare life in the past to life today.
Grade 2: History: Change, Continuity and Context: 2.3 Generate questions about individuals and groups who have shaped a significant historical change.
Music: Grade 2: Performing: Anchor Standard 5: Develop and refine artistic techniques and work for presentation. Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent .
Music: Grade 2: Performing: Anchor Standard 6: Convey meaning through the presentation of artistic work. Perform appropriately for the audience and purpose.

Grade 3

Grade 3: Geography: Perspectives 3.4 Explain how culture influences the way people modify and adapt to their environments. Grade 3: Geography: Perspectives: 3.5: Describe how people’s perspectives shaped the historical sources they created.
Grade 3: History: Change, Continuity, and Context: 3.1 Create and use a chronological sequence of related events to compare developments that happened at the same time. Grade 3: Geography: Perspectives: 3.6 Describe how environmental and cultural characteristics influence population distribution in specific places or regions.
Music: Grade 3: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
Music: Grade 3: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
 a Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose , and context.

Grade 4

Grade 4: History: Causation and Argumentation: 4.2 Explain probable causes and effects of events and developments.
Grade 4: History: Causation and Argumentation: 4.3 Use evidence to develop a claim about the past. Grade 4: Economics: Economic Decision-Making 4.1 Compare the benefits and costs of individual choices.
Music: Grade 4: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music
Music: Grade 4: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
 a Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill.

Grade 5

Grade 5: History: Change, Continuity and Context: 5.2 Compare life in specific historical periods to life today.
Grade 5: Economics: Economic Decision-Making: 5.1 Identify positive and negative incentives that influence the decisions people make.
Music: Grade 5: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. a Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context, as well as their personal and others’ technical skill.
Music: Grade 5: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
Get to Know Our Arts Provider:

Aaron Larget-Caplan

http://www.ALCGuitar.com