Traditional Plena instruments (8 panderos, Guiro and 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: PLENA CARNAVAL! is designed to teach children about Puerto Rican and Caribbean history and culture through the traditional music and dance called Plena, along with other rhythms commonly found in the Caribbean. Plena is a traditional music style that developed in the mountain villages of Puerto Rico during the Spanish colonization of the Caribbean. As slaves escaped the sugar plantations on the coasts, they headed inland towards the mountains, where they intermingled with the Spanish farmer settlers (Jibaros) and developed a style of music used to spread news, gossip, and general festivities among the villages. They will also learn about the folklore of Puerto Rico and about the mythical creatures known as Vejigantes and how they are part of the Carnival processions of the island. Students will learn the basics of Plena"s call and response, where the instructor will sing a phrase, and the students respond with the appropriate answer. 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 playing the instruments: panderetas, guiro, and maracas, while few students will take on the role of Vejigante.
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.
