Traditional Bomba instruments (2-3 bomba drums, 1 cua, maracas), costumes, dresses, music
At least 3-4 chair If workshop takes place in an auditorium, we will need one microphone and a sound system.
Any available space, but must have a space of 12ftx10ft for dancing.
I CAN remember and play traditional Puerto Rican rhythms and styles of drumming and dancing. I CAN perform these rhythms, dances, and styles in front of my peers and teachers. I CAN reconnect with my culture, heritage, and ancestry (if applicable).
Caribbean Island Arts: BOMBA! is designed to teach both children and teachers about Puerto Rican and Caribbean history and culture through the use of traditional music and dance called Bomba, along with other rhythms commonly found in the Caribbean. Bomba is the traditional music and dance style that developed during the Spanish colonization of Puerto Rico as a way of communication between slaves working on the sugar cane plantations on the coasts of Puerto Rico. Students will learn the basics of Bomba in the form of call and response, where the instructor will chant a said phrase or call, and the students respond with the appropriate answer. Students will also learn about the dance of Bomba, which is presented in the form of a game: a completion between dancer and drummer where the dancer will try to outwit the lead drummer with their movements, in turn creating their own rhythm. The younger students (pre-k to 4th grade) will focus on call and response and dance, while the older students (grades 4th to 8th) will take a more active role in which they will also perform the instruments (drums and cua) and interact with their fellow students.
Caribbean Island Arts: BOMBA! is designed to teach both children and teachers about Puerto Rican and Caribbean history and culture through the use of traditional music and dance called Bomba, along with other rhythms commonly found in the Caribbean. Bomba is the traditional music and dance style that developed during the Spanish colonization of Puerto Rico as a way of communication between slaves working on the sugar cane plantations on the coasts of Puerto Rico. Students will learn the basics of Bomba in the form of call and response, where the instructor will chant a said phrase or call, and the students respond with the appropriate answer. Students will also learn about the dance of Bomba, which is presented in the form of a game: a completion between dancer and drummer where the dancer will try to outwit the lead drummer with their movements, in turn creating their own rhythm. The younger students (pre-k to 4th grade) will focus on call and response and dance, while the older students (grades 4th to 8th) will take a more active role in which they will also perform the instruments (drums and cua) and interact with their fellow students.
Grade PK
Grade PK: History: Perspectives: PK.3: Compare perspectives of people in the past to those in the present.
Grade PK: Music: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. A. With substantial guidance, explore and experience a variety of music.
Grade PK: Music: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation."¨ A. With substantial guidance, explore music's expressive qualities (such as voice quality, dynamics, and tempo).
Grade K
Grade K: History: Perspectives: K.3: Compare perspectives of people in the past to those in the present.
Grade K: Music: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation."¨ A. With guidance, explore and demonstrate awareness of music contrasts (such as high/low, loud/soft, same/different) in a variety of music selected for performance.
Grade K: Music: Performing: Anchor Standard 6: Convey meaning through the presentation of artistic work. B. Perform appropriately for the audience.
Grade 1
Grade 1: History: Perspectives: 1.3: Compare perspectives of people in the past to those in the present.
Grade 1: Music: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation."¨ A. With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance.
Grade 1: Music: Performing: Anchor Standard 6: Convey meaning through the presentation of artistic work. B. Perform appropriately for the audience and purpose.
Grade 2
Grade 2: History: Perspectives: 2.4 Explain perspectives of people in the past to those of people in the present.
Grade 2: Geography: Human-Environment Interaction: Places, Regions, and Culture: 2.5 Explain how humans affect the culture and environment of places/region.
Grade 2: Music: Performing: Anchor Standard 6: Convey meaning through the presentation of artistic work."¨ A. Perform music for a specific purpose with expression and technical accuracy.
Grade 2: Music: Performing: Anchor Standard 6: Convey meaning through the presentation of artistic work."¨ B. Perform appropriately for the audience and purpose.
Grade 3
Grade 3: History: Change, Continuity, and Context: 3.2 Compare life in specific historical time periods to life today.
Grade 3: Geography: Human-Environment Interaction: Places, Regions, and Culture: 3.5 Explain how the cultural and environmental characteristics of places change over time.
Grade 3: Music: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation."¨ A. Demonstrate understanding of the structure in music selected for performance.
Grade 3: Music: Performing: Anchor Standard 5: Develop and refine artistic techniques and work for presentation. B. Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges.
Grade 4
Grade 4: Geography: Human-Environment Interaction: Places, Regions, and Culture: 4.4 Explain how the cultural and environmental characteristics of places change over time.
Grade 4: Geography: Human Population: Spatial Patterns and Movement: 4.6 Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas.
Grade 4: Music: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation."¨ C. Explain how context (such as social, cultural, and historical) informs a performance.
Grade 4: Music: Performing: Anchor Standard 5: Develop and refine artistic techniques and work for presentation. B. Rehearse to refine technical accuracy and expressive qualities, and address performance challenges.
Grade 5
Grade 5: History: Change, Continuity and Context: 5.2 Compare life in specific historical periods to life today.
Grade 5: Music: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation."¨ A. Demonstrate understanding of the structure and the elements of music (such ans rhythm, pitch, form, and harmony) in music selected for performance.
Grade 5: Music: Performing: Anchor Standard 5: Develop and refine artistic techniques and work for presentation. B. Rehearse to refine technical accuracy and expressive qualities to address challenges, and show improvement over time.
