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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.

-Audience members- Encourage students to sit and listen respectfully- and to participate when asked. Also, model that behavior by paying attention to the show and participating when cued.

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