Spirit of Spain (middle)

Last changed: 06/03/2019 12:32pm
6 , 7 , 8
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 Email , Other , Phone
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 6

Grade 6: Geography: Human-Environment Interaction: Places, Regions, and Culture 6–7.4: Geography: Human-Environment Interaction: Places, Regions, and Culture: Analyze the cultural and environmental characteristics that make places both similar to and different from one another.
Grade 6: Geography: Global Interconnections 6–7.9 Analyze the ways in which cultural and environmental characteristics vary among various regions of the world.
Music: Grade 6: Performing: Anchor Standard 6: Convey meaning through the presentation of artistic work. Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue and purpose.
Music: Grade 6: Responding: Anchor Standard 7: Perceive and analyze artistic work. Identify the context of music from a variety of genres, cultures, and historical periods.

Grade 7

Grade 7: Civics: Processes, Rules and Laws 6–7.3 Compare historical and contemporary means of changing societies and promoting the common good.
Grade 7: Geography: Human Population: Spatial Patterns and Movement: 6–7.6 Explain how changes in transportation and communication technology influence human settlements and affect the diffusion of ideas and cultural practices.
Music: Grade 7: Responding: Anchor Standard 7: Perceive and analyze artistic work. Identify and compare the context of music from a variety of genres, cultures, and historical periods.
Music: Grade 7: Performing: Anchor Standard #6. Convey meaning through the presentation of artistic work. Perform the music with technical accuracy and stylistic expression to convey the creator’s intent.

Grade 8

Grade 8: History: Change, Continuity and Context: 8.2 Classify series of historical events and developments as examples of change and/or continuity.
Grade 8: History: Causation and Argumentation: 8.9 Explain multiple causes and effects of events and developments in the past.
Music: Grade 10: 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 8: Performing: Anchor Standard 4: Analyze, interpret, and select artistic work for presentation. Identity how cultural and historical context inform performances and result in different musical effects .
Get to Know Our Arts Provider:

Aaron Larget-Caplan