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Flamenco! The Dance, Music, & Culture of Southern Spain (PK - 5)

Last changed: 08/13/2021 7:50pm
PK , K , 1 , 2 , 3 , 4 , 5 Dance Phy. Education
Dance Social Studies
Both Grade Level and Arts/PE Program Access
1 45 min
1 45 min
In-School Performance
All Year In-School, Virtual
$5 125
$250 0
no Email , Phone
Live Performers.
-Location for Performance: school auditorium or alternate area (could be gym or cafeteria) with a HARD-WOOD FLOOR SURFACE.

-2-3 armless chairs and 2-3 microphones with stands.

-Sound system with 2-3 microphones with stands and a Tech person to help introduce us to the system and troubleshoot if necessary.

-3 Water Bottles
-Location for Performance: school auditorium or alternate area (could be gym or cafeteria) with a HARD-WOOD FLOOR SURFACE.

-2-3 armless chairs and 2-3 microphones with stands.

-Sound system with 2-3 microphones with stands and a Tech person to help introduce us to the system and troubleshoot if necessary.

Content (Social Studies): I CAN explain the history, geography, and cultural elements of Southern Spain (Andalusia) from the 15th century through the 19th century. I CAN explain how the cultural “melting pot” at that time included Sephardic Jews, Christians, Arabs from North Africa, and Gypsies who originated from the North of India (the Roma). I CAN explain and show how each of those individual cultures/religions had different styles of singing, playing music (guitar and oud), reciting poetry, and dancing. I CAN explain and show how many of these elements are present in Flamenco singing, lyrics, guitar technique, and dancing. I CAN explain how the Spanish Inquisition affected the people in Southern Spain, expelling and marginalizing many of the groups who created Flamenco, and I CAN explain and show how these historical events had specific influences on Flamenco music, dance, and expression through lyrics, emotional quality of the music/dance, and through the cultures that have kept Flamenco alive today.

Art (Dance): I CAN explain and teach students about both rhythmic and movement patterns in Flamenco dance. I CAN teach students the recurring rhythmic patterns played by castanets (they play the “air-castanets with their hands”), rhythmic hand-clapping (they learn the different techniques to play “palmas”), and footwork (they learn various techniques and repetitive moves using “zapateo”). I CAN teach students to execute recurring hand-movements and arm-work (“floreo” and “braceo”) and also to do certain moves that always occur before and after the singer sings a lyric (“llamadas,” or calls to the singer/guitarist). I CAN explain and demonstrate how Flamenco dances have specific structures and I CAN teach students to execute a very simple dance phrase that includes each part of that structure, including “palmas” (hand-clapping to open a phrase), a “llamada” (call to the singer/musician), “braceo/ marcajes” (arm-work and rhythmic body-moves without noise that go along with a song lyric, “zapateo” (footwork section) and a final “llamada” (call to musician to finish the phrase).
This Flamenco performance features dance and music in a vibrant and entertaining production full of color, rhythms, and emotions. Performance pieces are intermixed with age-appropriate audience participation and informative explanations about the geography, culture and history of Southern Spain and Flamenco. Students learn complex rhythms and how to play las palmas (rhythmic hand clapping), las castañuelas (castanets), and they learn how to execute Flamenco dance techniques such as braceo (arm-work) and zapateo (footwork). At the end of the production they are invited to join the artists on stage to do a short Flamenco dance routine.
This Flamenco performance features dance and music in a vibrant and entertaining production full of color, rhythms, and emotions. Performance pieces are intermixed with age-appropriate audience participation and informative explanations about the geography, culture and history of Southern Spain and Flamenco. Students learn complex rhythms and how to play las palmas (rhythmic hand clapping), las castañuelas (castanets), and they learn how to execute Flamenco dance techniques such as braceo (arm-work) and zapateo (footwork). At the end of the production they are invited to join the artists on stage to do a short Flamenco dance routine.
Programs run in a mixture of English and Spanish, with the possibility of speaking primarily in Spanish (or English) if preferred.
-Audience members- Encourage students to sit and listen respectfully- and to participate when asked. In addition to telling students, also model this same behavior.

-When calling students to participate to stage, helping choose students from class to send up.

Grade PK

Pre-K: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

a. Recognize an emotion expressed in dance movement that is watched or performed.
Pre-K: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

b. Observe a dance work. Identify and imitate a movement
from the dance, and ask a question about the dance.

Grade K

Kindegarten: Goegraphy: Geographic Representations: Spatial Views of the World
GEO K.3 Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
K: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

a. Recognize and name an emotion that is experienced
when watching, improvising, or performing dance and relate it to a personal experience.

Grade 1

Grade 1: Geography: Geographic Representations: Spatial Views of the World
GEO 1.3 Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics
of places.
Grade 1: Geography: Geographic Representations: Spatial Views of the World
GEO 1.2 Use maps, graphs, photographs and other representations to describe places and the relationships and interactions that shape them.
Grade 1: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

a. Watch and/or perform a dance from a different culture and discuss or demonstrate the types of movement danced.

Grade 2

Grade 2: Geography: Geographic Representations: Spatial Views of the World
GEO 2.3 Use geographic representations to identify cultural and environmental characteristics of place.
Grade 2: Dance: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

a. Observe a dance and relate the movement to the people or environment in which the dance was created and performed.

Grade 3

Grade 3: Geography: Geographic Representations: Spatial Views of the World
GEO 3.2 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.
Grade 3: Geography: Human-Environment Interaction: Places, Regions, and Culture
GEO 3.4 Explain how culture influences the way people modify and adapt to their environments.
Grade 3: Dance: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

a. Find a relationship between movement in a dance from a culture, society, or community and the culture from which the dance is derived. Explain what the movements communicate about key aspects of the culture, society, or community.

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 4.4 Explain how the cultural and environmental characteristics of places change over time.
Grade 4: Dance: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

a. Select and describe movements in a specific genre or style and explain how the movements relate to the culture, society, historical period, or community from which the dance originated.

Grade 5

Grade 5: Geography: Geographic Representations: Spatial Views of the World
GEO 5.1 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.
Grade 5: Geography: Human-Environment Interaction: Places, Regions, and Culture
GEO 5.2 Explain how culture influences the way people modify and adapt to their environments.
Grade 5: Dance: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

a. Describe how the movement characteristics and qualities of a dance in a specific genre or style communicate the ideas and perspectives of the culture, historical period, or community from which the genre or style originated.
Get to Know Our Arts Provider:

Rebecca Thomas

www.apalosecoflamenco.com