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Caribbean Island Arts: Bomba! (6 - 8)

Last changed: 08/13/2021 7:49pm
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6 , 7 , 8 Music
Music Social Studies
Both Grade Level and Arts/PE Program Access
1 45 min
1 45 min
In-School Workshop
All year In-School, Virtual
$0 52
no Phone , Email
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 6

Grade 6-7: Geography: Human-Environment Interaction: Places, Regions, and Culture: 6"“7.5 Explain the connections between the physical and human characteristics of a region and the identity of individuals and cultures living there.
Grade 6-7: 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.
Grade 6: Music: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation."¨
A. Perform a selected piece of music demonstrating how their interpretations of the elements of
music and the expressive qualities (such as dynamics,
tempo, timbre, articulation/style, and phrasing) convey intent.
Grade 6: Music: Performing: Anchor Standard 6: Convey meaning through the presentation of artistic work."¨
A Perform the music with technical accuracy to convey the creator"s intent.

Grade 7

Grade 6-7: Geography: Human-Environment Interaction: Places, Regions, and Culture: 6"“7.5 Explain the connections between the physical and human characteristics of a region and the identity of individuals and cultures living there.
Grade 6-7: 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.
Grade 7: Music: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation."¨
A. Explain and demonstrate the structure of contrasting pieces of music selected for performance and how elements of music are used.
Grade 7: Music: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation."¨
C. Identify how cultural and historical context inform performances and result in different music interpretations.

Grade 8

Grade 8: Geography: Human Population: Spatial Patterns and Movement: 8.3 Explain how changes in transportation and communication technology influence the spatial connections among human settlements and affect the diffusion of ideas and cultural practices.
Grade 8: Music: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
A. Perform contrasting pieces of music, demonstrating as well as explaining how the music"s
intent is conveyed by their interpretations of the elements of music and expressive qualities (such as
dynamics, tempo, timbre, articulation/style, and phrasing).
Grade 8: Music: Performing: Anchor Standard 6: Convey meaning through the presentation of artistic work."¨
A. Perform the music with technical accuracy, stylistic expression, and culturally authentic
practices in music to convey the creator"s intent.