ALICIA PANIAGUA
SALSA IN THE AMERICAS
DANCE WORKSHOPS
LESSON IV
Concept: Enhancing literacy by communicating with language, image, and movement.
Elements and Skills of Art Form
Basic Step
Partner work
Basic Turn
Sabor
Student Outcomes:
Students will be able to:
• Describe the qualities that are involved in choosing a good Salsa partner.(AP, AV)
• Perform basic locomotor skills (e.g. walk, balance, turn) (AP)
• Learn, compose, perform and practice set choreography to the first stanzas of the song “Yo Vivire”(AP)
• Discuss the meaning and understand how history can be kept alive through dancers feet or a drummer’s hand. (HCC)
• Discuss the meaning of certain dance terms that apply to Salsa dancing and explore how they could embrace these terms in their own dancing. (HCC)
• Make connections of qualities in choosing a good partner with qualities in choosing a good friend.(AV, CA)
• Distinguish LA style Salsa dancing and be able to explain the origins of this style.
Progression of Content, Skills, and Tasks:
Anticipatory Set:
Artist
• Introduce core goals of class
• Leads warm-up: basic step, locomotor movements, across the floor movement.
• Explore the qualities that determine a good partner in Salsa dancing.
• Further explain and re-emphasize how literacy prepares us for communication between ourselves, each other, our partner and is represented in dance, writing, and imagery.
• Introduce Celia Cruz’s lyrics of the day.
• Share the song that coined the term Salsa along with the following information:
Latin Music began to spring interest among the Americas around 1940 and 1969. In the late 1970’s Salsa was on high demand. Salsa is usually a partner dance. The word is the same as the Spanish word “salsa” which means sauce, which many relate to flavour or style. The name took root from a song titled “Echale salsita” by Ignacio Pineiro. (Play a snippet of this song) and was made popular through the commentary of New York DJ. A well-known artist in Salsa era is Celia Cruz who has been labelled the “Queen of Salsa”. LA style salsa dancing is very modern, as it was developed between 1999 and 2000. It is highly influenced by Hollywood and by the swing and mambo dances. It is considered the flashiest style. Most common steps in this style the basic step and the cross body lead.
Assessing Prior Knowledge:
• Ask students to share if they have translated the verse that was assigned as their follow up.
• Discuss if any had ever thought there to be different styles of Salsa.
Getting Smarter:
Exploring physical movement
Warm up bodies with salsa.
Practicing Basic Step
Practicing Cumbia Step or Side to Side Step
Exploring Partnering Work
Exploring good Qualities of a good partner
Exploring the concept of “Sabor” in dancing and how it relates to individual style and everyday life
Becoming an Expert: Learn salsa choreography
Meaningful Task and Criteria for Assessment
Describe Task
Explore how feet and hands can keep culture alive.
Share the Latin American value that was brought to class.
Explore the qualities that make a good partner.
Describe that Salsa has many different styles.
➢ CRITERIA
Dancers should
o Demonstrate cooperative attitudes when working alone or with a partner.
o Demonstrate gentle touch and self-control during partnering work.
o Demonstrate awareness of shape, pathways and basic step.
o Memorize the sequence of movements.
o Perform the dance with ease, focus, and concentration.
1) Looks at the Partner 2) Is Trustworthy 3) Good Communication 4) Finds Connection with partner.
Verbal Assessment:
Reflection Circle
Reconvene as large group to discuss and compare experiences of performing. Teacher poses meaningful question to group:
In what ways do we see individuals performing “sabor” in their every day lives?
(Explain in what other areas of our everyday lives we use these same basic principles)
Making Connections
• Review the Lesson
o Review the skills learned, lesson format, tasks and criteria
Key Vocabulary:
Sabor / Flavor/Style Salsa / LA style Salsa Basic Step Basic Turn Partner Work Leader /Follower
Wednesday, May 16, 2007
Corrections after given Lesson 3
Beign the lesson three of my lesson plan had to much information to cover, I have revised this lesson plan and here's what was covered instead.
ALICIA PANIAGUA
SALSA IN THE AMERICAS
DANCE WORKSHOPS
LESSON III
Concept: Enhancing literacy by communicating with language, image, and movement.
Elements and Skills of Art Form
Basic Step
Partner work
Basic Turn
Student Outcomes:
Students will be able to:
• Describe the qualities that are involved in choosing a good Salsa partner.(AP, AV)
• Perform basic locomotor skills (e.g. walk, balance, turn) (AP)
• Learn, compose, perform and practice set choreography to the first stanzas of the song “Yo Vivire”(AP)
• Make connections of qualities in choosing a good partner with qualities in choosing a good friend.(AV, CA)
Progression of Content, Skills, and Tasks:
Anticipatory Set:
Artist
• Introduce core goals of class
• Leads warm-up: basic step, locomotor movements, across the floor movement.
• Explore the qualities that determine a good partner in Salsa dancing.
• Further explain and re-emphasize how literacy prepares us for communication between ourselves, each other, our partner and is represented in dance, writing, and imagery.
• Introduce Celia Cruz’s lyrics of the day.
Assessing Prior Knowledge:
• What is the meaning of Salsa?
• What is the meaning of sabor?
• Is there different ways to dance Salsa?
Getting Smarter:
Exploring physical movement
Warm up bodies with salsa.
Practicing Basic Step
Practicing Cumbia Step or Side to Side Step
Exploring Partnering Work
Exploring good Qualities of a good partner
Assign Follow up : Translate the following verse (if possible) into another language that you are comfortable with.
“Rompiendo Barreras voy sobreviendo,
Cruzando fronteras voy sobreviendo”
Becoming an Expert: Learn salsa choreography
Meaningful Task and Criteria for Assessment
Describe Task
Explore the qualities that make a good partner.
➢ CRITERIA
Dancers should
o Demonstrate cooperative attitudes when working alone or with a partner.
o Demonstrate gentle touch and self-control during partnering work.
o Demonstrate awareness of shape, pathways and basic step.
o Memorize the sequence of movements.
o Perform the dance with ease, focus, and concentration.
1) Looks at the Partner 2) Is Trustworthy 3) Good Communication 4) Finds Connection with partner.
Verbal Assessment:
Reflection Circle
Reconvene as large group to discuss and compare experiences of performing. Teacher poses meaningful question to group:
Where else might we use the same criteria for choosing a good partner?
(Explain in what other areas of our everyday lives we use these same basic principles)
Making Connections
• Review the Lesson
o Review the skills learned, lesson format, tasks and criteria
Key Vocabulary:
Basic Step Basic Turn Partner Work Leader /Follower
ALICIA PANIAGUA
SALSA IN THE AMERICAS
DANCE WORKSHOPS
LESSON III
Concept: Enhancing literacy by communicating with language, image, and movement.
Elements and Skills of Art Form
Basic Step
Partner work
Basic Turn
Student Outcomes:
Students will be able to:
• Describe the qualities that are involved in choosing a good Salsa partner.(AP, AV)
• Perform basic locomotor skills (e.g. walk, balance, turn) (AP)
• Learn, compose, perform and practice set choreography to the first stanzas of the song “Yo Vivire”(AP)
• Make connections of qualities in choosing a good partner with qualities in choosing a good friend.(AV, CA)
Progression of Content, Skills, and Tasks:
Anticipatory Set:
Artist
• Introduce core goals of class
• Leads warm-up: basic step, locomotor movements, across the floor movement.
• Explore the qualities that determine a good partner in Salsa dancing.
• Further explain and re-emphasize how literacy prepares us for communication between ourselves, each other, our partner and is represented in dance, writing, and imagery.
• Introduce Celia Cruz’s lyrics of the day.
Assessing Prior Knowledge:
• What is the meaning of Salsa?
• What is the meaning of sabor?
• Is there different ways to dance Salsa?
Getting Smarter:
Exploring physical movement
Warm up bodies with salsa.
Practicing Basic Step
Practicing Cumbia Step or Side to Side Step
Exploring Partnering Work
Exploring good Qualities of a good partner
Assign Follow up : Translate the following verse (if possible) into another language that you are comfortable with.
“Rompiendo Barreras voy sobreviendo,
Cruzando fronteras voy sobreviendo”
Becoming an Expert: Learn salsa choreography
Meaningful Task and Criteria for Assessment
Describe Task
Explore the qualities that make a good partner.
➢ CRITERIA
Dancers should
o Demonstrate cooperative attitudes when working alone or with a partner.
o Demonstrate gentle touch and self-control during partnering work.
o Demonstrate awareness of shape, pathways and basic step.
o Memorize the sequence of movements.
o Perform the dance with ease, focus, and concentration.
1) Looks at the Partner 2) Is Trustworthy 3) Good Communication 4) Finds Connection with partner.
Verbal Assessment:
Reflection Circle
Reconvene as large group to discuss and compare experiences of performing. Teacher poses meaningful question to group:
Where else might we use the same criteria for choosing a good partner?
(Explain in what other areas of our everyday lives we use these same basic principles)
Making Connections
• Review the Lesson
o Review the skills learned, lesson format, tasks and criteria
Key Vocabulary:
Basic Step Basic Turn Partner Work Leader /Follower
Last Week
Due to midterms last week I was unable to attend Miliken Middle School to teach my classes. I did talk to Mrs. Rahamim throught email and told her if she could start the kids on working on traslating the firs sentence of the last stanza of the song into the languages in which they speak. She had told me how they all had been expecting me but unfortunately I am still a student and need to focus on that as well and graduating.
Due to the fact that I didn't get through much of my material in the last lesson plan this week I plan to go over those themes again and review the steps that they already had learned. I will not be assigning a question this week, so that I may take their journals home and read through them.
These last couple of weeks are beginning to be a little more hectic and stressful with having to worry about graduation things, ect. and other life arising dilemas, but I am managing. Hopefully, today, the kids will remind me once again ofthe reasons that I go to do this.
Amy, has shared with me that she recieved a call from the assitant principal to share that they really enjoy me coming to Miliken and doing my lesson plans.
Due to the fact that I didn't get through much of my material in the last lesson plan this week I plan to go over those themes again and review the steps that they already had learned. I will not be assigning a question this week, so that I may take their journals home and read through them.
These last couple of weeks are beginning to be a little more hectic and stressful with having to worry about graduation things, ect. and other life arising dilemas, but I am managing. Hopefully, today, the kids will remind me once again ofthe reasons that I go to do this.
Amy, has shared with me that she recieved a call from the assitant principal to share that they really enjoy me coming to Miliken and doing my lesson plans.
Wednesday, May 2, 2007
May 2 ~ Lesson 3
Today I had my third lesson with period 2 and my second lesson with period 4.
I was running late this morning and arrived 5 minutes late to class but things weren't that bad because the room was locked and the kids were waiting for the dance room to be open. My first class seems to take a little more time to intricate the movements into their bodies. A lot of them are still having a hard time with the basic few steps that were taught to them. Because the original song I chose is a little too fast I am planning to changing to a more slower version. They already have a couple of 8 counts choreographed and have been practicing to that. In my first class it gets hard to incorporate the history and other such materials to the class because I spend a lot more time in making sure that each students is understanding the movement. Today we just reviewed the old steps that were taught to them and we did these steps with partners. They were given the follow up question of : What is Salsa and what does salsa mean to you?
It was one of the students birthday and I thought it was so sweet and thoughtfull that he saved me a piece of cake. They all seem extremely excited to have me come every Wednesday and they always say hi to me now if they may see me in the hallways. This makes me feel good and I am glad that they are all so enthusiatic about learning how to Salsa.
During my wait for period 4 to begin I decided to go into Mrs. Rahamim's room for lunch as she opens her room for those kids who just want to hang out , or come and practice. The kids were very excited to see me there and they asked me questions and asked me if I knew how to dance other types of music. One of the kids asked me if he could bring some Salsa music next class because his dad is a DJ and he has tons of salsa music. The boys in my first class seem to be really intrigued to learn, but they give me the impression that they might think I am good looking instructer and that is why they are so focused :-] I find this a little humorous but if it's getting them to focus and pay attention why not?
The fourth period class actually retains and picks up a lot quicker than my second period class. They learned a few more counts to the choreography and also got introduced to the concept of partner choosing/ friend choosing. They too were given the follow up question. It has become that I stay a little longer into period five. I end up leaving maybe around 1:30PM instead of when period 4 ends. The girls are highly motivated in this class and they all have made talk with me of their previous experiences in dance classes.
Last week, I forgot to mention that we asked Mr. Miranda to come in to one of the sessions and play the huanhuaco for the kids.
This week my lesson plan did not go as planned at all, I didn't even get to give them the lyrics of the day, it has become hard now since we do have to change up the music. I am glad Mrs. Rahamim is willing to work with me though and she keeps the kids on check and on task.
I am unsure if I will be able to attend next week due to midterms, but I really want to try to make it. So far I'm having a good experience although I feel overwhelmed with everything else that I have to take care of in my life and all my other responsibilities. The kids really do appreciate me coming and I can see that I am impacting their lives as some have volunteered to bring music, and others have asked if they could borrow dvd's or such so that they could practice at home. Some have even asked about the music so that they could have a copy themselves. The kids are also extremely helpful always asking me if I need help carrying items ect.
At the end of class I burned my CD onto one of the computer's in Mrs. Rahamim's class and she said that she would try to take care of making copies for the kids.
Also we have talked about how the kids will have to perform in order to be able to perform because some are just not picking it up and also because there is not way we could possibly have 50 students on stage.
I was running late this morning and arrived 5 minutes late to class but things weren't that bad because the room was locked and the kids were waiting for the dance room to be open. My first class seems to take a little more time to intricate the movements into their bodies. A lot of them are still having a hard time with the basic few steps that were taught to them. Because the original song I chose is a little too fast I am planning to changing to a more slower version. They already have a couple of 8 counts choreographed and have been practicing to that. In my first class it gets hard to incorporate the history and other such materials to the class because I spend a lot more time in making sure that each students is understanding the movement. Today we just reviewed the old steps that were taught to them and we did these steps with partners. They were given the follow up question of : What is Salsa and what does salsa mean to you?
It was one of the students birthday and I thought it was so sweet and thoughtfull that he saved me a piece of cake. They all seem extremely excited to have me come every Wednesday and they always say hi to me now if they may see me in the hallways. This makes me feel good and I am glad that they are all so enthusiatic about learning how to Salsa.
During my wait for period 4 to begin I decided to go into Mrs. Rahamim's room for lunch as she opens her room for those kids who just want to hang out , or come and practice. The kids were very excited to see me there and they asked me questions and asked me if I knew how to dance other types of music. One of the kids asked me if he could bring some Salsa music next class because his dad is a DJ and he has tons of salsa music. The boys in my first class seem to be really intrigued to learn, but they give me the impression that they might think I am good looking instructer and that is why they are so focused :-] I find this a little humorous but if it's getting them to focus and pay attention why not?
The fourth period class actually retains and picks up a lot quicker than my second period class. They learned a few more counts to the choreography and also got introduced to the concept of partner choosing/ friend choosing. They too were given the follow up question. It has become that I stay a little longer into period five. I end up leaving maybe around 1:30PM instead of when period 4 ends. The girls are highly motivated in this class and they all have made talk with me of their previous experiences in dance classes.
Last week, I forgot to mention that we asked Mr. Miranda to come in to one of the sessions and play the huanhuaco for the kids.
This week my lesson plan did not go as planned at all, I didn't even get to give them the lyrics of the day, it has become hard now since we do have to change up the music. I am glad Mrs. Rahamim is willing to work with me though and she keeps the kids on check and on task.
I am unsure if I will be able to attend next week due to midterms, but I really want to try to make it. So far I'm having a good experience although I feel overwhelmed with everything else that I have to take care of in my life and all my other responsibilities. The kids really do appreciate me coming and I can see that I am impacting their lives as some have volunteered to bring music, and others have asked if they could borrow dvd's or such so that they could practice at home. Some have even asked about the music so that they could have a copy themselves. The kids are also extremely helpful always asking me if I need help carrying items ect.
At the end of class I burned my CD onto one of the computer's in Mrs. Rahamim's class and she said that she would try to take care of making copies for the kids.
Also we have talked about how the kids will have to perform in order to be able to perform because some are just not picking it up and also because there is not way we could possibly have 50 students on stage.
Lesson Plan #3
ALICIA PANIAGUA
SALSA IN THE AMERICAS
DANCE WORKSHOPS
LESSON III
Concept: Enhancing literacy by communicating with language, image, and movement.
Elements and Skills of Art Form
Basic Step
Partner work
Basic Turn
Sabor
Student Outcomes:
Students will be able to:
• Describe the qualities that are involved in choosing a good Salsa partner.(AP, AV)
• Perform basic locomotor skills (e.g. walk, balance, turn) (AP)
• Learn, compose, perform and practice set choreography to the first stanzas of the song “Yo Vivire”(AP)
• Discuss the meaning and understand how history can be kept alive through dancers feet or a drummer’s hand. (HCC)
• Discuss the meaning of certain dance terms that apply to Salsa dancing and explore how they could embrace these terms in their own dancing. (HCC)
• Make connections of qualities in choosing a good partner with qualities in choosing a good friend.(AV, CA)
• Distinguish LA style Salsa dancing and be able to explain the origins of this style.
Progression of Content, Skills, and Tasks:
Anticipatory Set:
Artist
• Introduce core goals of class
• Leads warm-up: basic step, locomotor movements, across the floor movement.
• Explore the qualities that determine a good partner in Salsa dancing.
• Further explain and re-emphasize how literacy prepares us for communication between ourselves, each other, our partner and is represented in dance, writing, and imagery.
• Introduce Celia Cruz’s lyrics of the day.
• Share the song that coined the term Salsa along with the following information:
Latin Music began to spring interest among the Americas around 1940 and 1969. In the late 1970’s Salsa was on high demand. Salsa is usually a partner dance. The word is the same as the Spanish word “salsa” which means sauce, which many relate to flavour or style. The name took root from a song titled “Echale salsita” by Ignacio Pineiro. (Play a snippet of this song) and was made popular through the commentary of New York DJ. A well-known artist in Salsa era is Celia Cruz who has been labelled the “Queen of Salsa”. LA style salsa dancing is very modern, as it was developed between 1999 and 2000. It is highly influenced by Hollywood and by the swing and mambo dances. It is considered the flashiest style. Most common steps in this style the basic step and the cross body lead.
Assessing Prior Knowledge:
• What is the meaning of Salsa?
• What is the meaning of sabor?
• Is there different ways to dance Salsa?
Getting Smarter:
Exploring physical movement
Warm up bodies with salsa.
Practicing Basic Step
Practicing Cumbia Step or Side to Side Step
Exploring Partnering Work
Exploring good Qualities of a good partner
Exploring the concept of “Sabor” in dancing
Becoming an Expert: Learn salsa choreography
Meaningful Task and Criteria for Assessment
Describe Task
Explore how feet and hands can keep culture alive.
Share the Latin American value that was brought to class.
Explore the qualities that make a good partner.
Describe that Salsa has many different styles.
➢ CRITERIA
Dancers should
o Demonstrate cooperative attitudes when working alone or with a partner.
o Demonstrate gentle touch and self-control during partnering work.
o Demonstrate awareness of shape, pathways and basic step.
o Memorize the sequence of movements.
o Perform the dance with ease, focus, and concentration.
1) Looks at the Partner 2) Is Trustworthy 3) Good Communication 4) Finds Connection with partner.
Verbal Assessment:
Reflection Circle
Reconvene as large group to discuss and compare experiences of performing. Teacher poses meaningful question to group:
Where else might we use the same criteria for choosing a good partner?
(Explain in what other areas of our everyday lives we use these same basic principles)
Making Connections
• Review the Lesson
o Review the skills learned, lesson format, tasks and criteria
Key Vocabulary:
Sabor / Flavor/Style Salsa / LA style Salsa Basic Step Basic Turn Partner Work Leader /Follower
SALSA IN THE AMERICAS
DANCE WORKSHOPS
LESSON III
Concept: Enhancing literacy by communicating with language, image, and movement.
Elements and Skills of Art Form
Basic Step
Partner work
Basic Turn
Sabor
Student Outcomes:
Students will be able to:
• Describe the qualities that are involved in choosing a good Salsa partner.(AP, AV)
• Perform basic locomotor skills (e.g. walk, balance, turn) (AP)
• Learn, compose, perform and practice set choreography to the first stanzas of the song “Yo Vivire”(AP)
• Discuss the meaning and understand how history can be kept alive through dancers feet or a drummer’s hand. (HCC)
• Discuss the meaning of certain dance terms that apply to Salsa dancing and explore how they could embrace these terms in their own dancing. (HCC)
• Make connections of qualities in choosing a good partner with qualities in choosing a good friend.(AV, CA)
• Distinguish LA style Salsa dancing and be able to explain the origins of this style.
Progression of Content, Skills, and Tasks:
Anticipatory Set:
Artist
• Introduce core goals of class
• Leads warm-up: basic step, locomotor movements, across the floor movement.
• Explore the qualities that determine a good partner in Salsa dancing.
• Further explain and re-emphasize how literacy prepares us for communication between ourselves, each other, our partner and is represented in dance, writing, and imagery.
• Introduce Celia Cruz’s lyrics of the day.
• Share the song that coined the term Salsa along with the following information:
Latin Music began to spring interest among the Americas around 1940 and 1969. In the late 1970’s Salsa was on high demand. Salsa is usually a partner dance. The word is the same as the Spanish word “salsa” which means sauce, which many relate to flavour or style. The name took root from a song titled “Echale salsita” by Ignacio Pineiro. (Play a snippet of this song) and was made popular through the commentary of New York DJ. A well-known artist in Salsa era is Celia Cruz who has been labelled the “Queen of Salsa”. LA style salsa dancing is very modern, as it was developed between 1999 and 2000. It is highly influenced by Hollywood and by the swing and mambo dances. It is considered the flashiest style. Most common steps in this style the basic step and the cross body lead.
Assessing Prior Knowledge:
• What is the meaning of Salsa?
• What is the meaning of sabor?
• Is there different ways to dance Salsa?
Getting Smarter:
Exploring physical movement
Warm up bodies with salsa.
Practicing Basic Step
Practicing Cumbia Step or Side to Side Step
Exploring Partnering Work
Exploring good Qualities of a good partner
Exploring the concept of “Sabor” in dancing
Becoming an Expert: Learn salsa choreography
Meaningful Task and Criteria for Assessment
Describe Task
Explore how feet and hands can keep culture alive.
Share the Latin American value that was brought to class.
Explore the qualities that make a good partner.
Describe that Salsa has many different styles.
➢ CRITERIA
Dancers should
o Demonstrate cooperative attitudes when working alone or with a partner.
o Demonstrate gentle touch and self-control during partnering work.
o Demonstrate awareness of shape, pathways and basic step.
o Memorize the sequence of movements.
o Perform the dance with ease, focus, and concentration.
1) Looks at the Partner 2) Is Trustworthy 3) Good Communication 4) Finds Connection with partner.
Verbal Assessment:
Reflection Circle
Reconvene as large group to discuss and compare experiences of performing. Teacher poses meaningful question to group:
Where else might we use the same criteria for choosing a good partner?
(Explain in what other areas of our everyday lives we use these same basic principles)
Making Connections
• Review the Lesson
o Review the skills learned, lesson format, tasks and criteria
Key Vocabulary:
Sabor / Flavor/Style Salsa / LA style Salsa Basic Step Basic Turn Partner Work Leader /Follower
Tuesday, May 1, 2007
Forgot to Mention
For those that may not know, I am also actively involved with a Sorority on campus, which I actually founded on this campus.
My organization along with other Latin@/Chican@ based sororities and fraterneties are hosting a Conference this Friday. There will be different workshops given and also a tour of the campus.
At the moment I have brought this up to my partner teacher to see if the kids will be able to attend. Hopefully it goes through, if any of you would like to bring your kids then let me know or ask your partner teachers. It would be a good experience I will post the schedule and details for the Conference.
Here's the schedule for Friday's Conference:
8:30-9:30 Registration/ Breakfast
9:45-10:30 Welcome/Guest speaker
10:30-11:15 Workshop 1 (we will do the A-G
requirements and How to Survive High School.
11:20-12:20 tour
12:30-1:30 Lunch/Entertainment
1:40-2:10 Workshop 2
2:15-2:45 Workshop 3
2:50-3:30 Closing, Question and Answer
Our organizations have been working in obtaining swipes donated by studetns that live in the dorms. So the students that attend will be able to eat at the dorms. If you would like to help in this and have extra swipes to spare, please let me know and you can help out.
This is an outline of the workshops that the studetns will be provided with:
Workshops
>
> A-G Requirements
> For middle school students it is important
> for them to realize that colleges do have certain
> pre requisites that they have to meet. They should
> be familiar with what these A-G requirements are
> and the competitiveness between the different
> colleges (Cal State, UC, private). Students
> should be able to understand which colleges only
> need the minimum requirements and which ones look
> for completion of recommended classes taken.
>
> How to Survive High School
> How to take advantage of programs and
> facilities that the schools provide such as AVID,
> college career center, counselors, teachers, local
> JC, school involvement, etc
>
> How to Survive your First Year in College
> The purpose of this workshop would be to
> introduce students to what first year is like and
> how to prepare for it. For example, there should be
> an explanation on how to prepare to live in dorms
> and away from parents if they are doing so. Also,
> how to prepare for classes and explaining the
> difference between a quarter and semester system
>
> Applying to college
> Go over the application process and the
> different parts of the application such as the
> essay, letters of recommendation, SAT/ACT test
> scores (along with the test explain the importance
> of taking PSAT or taking prep courses and also
> taking the SAT twice if time permits or if
> necessary). Also, explain how to get access to
> applications (online or from college counselor).
>
> Financial Aid
> Explain FAFSA in general and its purpose.
> Describe how to apply and how money should not be
> an issue when trying to go to college. Also
> explain scholarship opportunities available online,
> through your local school or college campus.
>
> How to Get Involved In College
> The purpose of this workshop is to first
> demonstrate and explain the importance of
> involvement on a college campus. Studies have shown
> that there is a correlation between the level of
> involvement on campus and a students' happiness.
> We can provide students with a list of ways to
> become involved such as organizations (club, Greek,
> community service oriented, etc.), IM sports,
> student government, volunteer opportunities, etc.
>
> Study Abroad/Travel Study
> We can explain what they experience of
> studying abroad is and opportunities to do so by
> the school.
>
> STEP/DANCE
> There could be a workshop on different kinds
> of dancing like salsa, tango, step, etc
>
> Options after High School
> Students should know that their are different
> options other than a four year university.
>
> Different Majors
> Provide different pamphlets of the different
> majors provided by UCLA and if possible from other
> schools.
>
>
Last but not least we also provided a letter in case you are interested in having your studetns participate.
April 25, 2007
To Whom It May Concern:
The Latino Greek Council of U.C.L.A. would like to invite your students to our First Annual Youth Conference on May 4, 2007. The conference is a part of Latino Greek Week, which allows the Latino community to celebrate together and raise awareness about issues that affect our community. The week of events will consists of various workshops, forums, activities and other events that are tailored engage the Latino community.
We will conclude the week of events with the Youth Conference. The purpose of the conference will be to provide your students with constructive tools and resources that they can use both in and out of school. By showing our faces and demonstrating the kind of events that our community works on, we hope to instill a strong sense of hope and inspiration to our youth.
In order to accomplish this mission we will host a variety of workshops and activities that will allow us to engage the students at different levels. We will facilitate workshops regarding college preparation. We will also provide entertainment.
Finally, the Latino Greek Council will provide lunch to all students.
Please note that in order to make this conference a success, we need your assistance by providing transportation to U.C.L.A. The future of our youth greatly depends on knowing that people like them can make it to universities such as U.C.L.A. This event is an excellent opportunity for them to witness this first hand. Please take advantage of this great opportunity, as it may open up so many more for your students.
For further questions or concerns do not hesitate to contact me at: (818)303-6423 or j3bruins@ucla.edu.
Respectively,
Joseph Chicas
My organization along with other Latin@/Chican@ based sororities and fraterneties are hosting a Conference this Friday. There will be different workshops given and also a tour of the campus.
At the moment I have brought this up to my partner teacher to see if the kids will be able to attend. Hopefully it goes through, if any of you would like to bring your kids then let me know or ask your partner teachers. It would be a good experience I will post the schedule and details for the Conference.
Here's the schedule for Friday's Conference:
8:30-9:30 Registration/ Breakfast
9:45-10:30 Welcome/Guest speaker
10:30-11:15 Workshop 1 (we will do the A-G
requirements and How to Survive High School.
11:20-12:20 tour
12:30-1:30 Lunch/Entertainment
1:40-2:10 Workshop 2
2:15-2:45 Workshop 3
2:50-3:30 Closing, Question and Answer
Our organizations have been working in obtaining swipes donated by studetns that live in the dorms. So the students that attend will be able to eat at the dorms. If you would like to help in this and have extra swipes to spare, please let me know and you can help out.
This is an outline of the workshops that the studetns will be provided with:
Workshops
>
> A-G Requirements
> For middle school students it is important
> for them to realize that colleges do have certain
> pre requisites that they have to meet. They should
> be familiar with what these A-G requirements are
> and the competitiveness between the different
> colleges (Cal State, UC, private). Students
> should be able to understand which colleges only
> need the minimum requirements and which ones look
> for completion of recommended classes taken.
>
> How to Survive High School
> How to take advantage of programs and
> facilities that the schools provide such as AVID,
> college career center, counselors, teachers, local
> JC, school involvement, etc
>
> How to Survive your First Year in College
> The purpose of this workshop would be to
> introduce students to what first year is like and
> how to prepare for it. For example, there should be
> an explanation on how to prepare to live in dorms
> and away from parents if they are doing so. Also,
> how to prepare for classes and explaining the
> difference between a quarter and semester system
>
> Applying to college
> Go over the application process and the
> different parts of the application such as the
> essay, letters of recommendation, SAT/ACT test
> scores (along with the test explain the importance
> of taking PSAT or taking prep courses and also
> taking the SAT twice if time permits or if
> necessary). Also, explain how to get access to
> applications (online or from college counselor).
>
> Financial Aid
> Explain FAFSA in general and its purpose.
> Describe how to apply and how money should not be
> an issue when trying to go to college. Also
> explain scholarship opportunities available online,
> through your local school or college campus.
>
> How to Get Involved In College
> The purpose of this workshop is to first
> demonstrate and explain the importance of
> involvement on a college campus. Studies have shown
> that there is a correlation between the level of
> involvement on campus and a students' happiness.
> We can provide students with a list of ways to
> become involved such as organizations (club, Greek,
> community service oriented, etc.), IM sports,
> student government, volunteer opportunities, etc.
>
> Study Abroad/Travel Study
> We can explain what they experience of
> studying abroad is and opportunities to do so by
> the school.
>
> STEP/DANCE
> There could be a workshop on different kinds
> of dancing like salsa, tango, step, etc
>
> Options after High School
> Students should know that their are different
> options other than a four year university.
>
> Different Majors
> Provide different pamphlets of the different
> majors provided by UCLA and if possible from other
> schools.
>
>
Last but not least we also provided a letter in case you are interested in having your studetns participate.
April 25, 2007
To Whom It May Concern:
The Latino Greek Council of U.C.L.A. would like to invite your students to our First Annual Youth Conference on May 4, 2007. The conference is a part of Latino Greek Week, which allows the Latino community to celebrate together and raise awareness about issues that affect our community. The week of events will consists of various workshops, forums, activities and other events that are tailored engage the Latino community.
We will conclude the week of events with the Youth Conference. The purpose of the conference will be to provide your students with constructive tools and resources that they can use both in and out of school. By showing our faces and demonstrating the kind of events that our community works on, we hope to instill a strong sense of hope and inspiration to our youth.
In order to accomplish this mission we will host a variety of workshops and activities that will allow us to engage the students at different levels. We will facilitate workshops regarding college preparation. We will also provide entertainment.
Finally, the Latino Greek Council will provide lunch to all students.
Please note that in order to make this conference a success, we need your assistance by providing transportation to U.C.L.A. The future of our youth greatly depends on knowing that people like them can make it to universities such as U.C.L.A. This event is an excellent opportunity for them to witness this first hand. Please take advantage of this great opportunity, as it may open up so many more for your students.
For further questions or concerns do not hesitate to contact me at: (818)303-6423 or j3bruins@ucla.edu.
Respectively,
Joseph Chicas
Miliken Handout #2
Along with this handout the kids were given a map of Cuba so that they could be familiar with the geographical location.
Phrase of the Day
“ Mi voz puede volar, puede atravesar”
“ My voice can fly, can pass through”
Space – A place available for a particular purpose.
Atrevesar – To pass through
• In dance there are many ways to cut through space, a straight line or linear movement, or curvilinear movement, which is the same as, curved lines.
Forma – Form
• The literal meaning is an external appearance of a clearly defined area, as distinguished from color or material.
• In dance it may be an object, person, or part of the human body or the appearance of any of these.
- The way the body looks
Caminos – Pathways
• The literal meaning is a route, course, or track along which something moves.
• In dance we can explore the different ways to move through space.
Locomotor – The act or ability to move place to place.
Phrase of the Day
“ Mi voz puede volar, puede atravesar”
“ My voice can fly, can pass through”
Space – A place available for a particular purpose.
Atrevesar – To pass through
• In dance there are many ways to cut through space, a straight line or linear movement, or curvilinear movement, which is the same as, curved lines.
Forma – Form
• The literal meaning is an external appearance of a clearly defined area, as distinguished from color or material.
• In dance it may be an object, person, or part of the human body or the appearance of any of these.
- The way the body looks
Caminos – Pathways
• The literal meaning is a route, course, or track along which something moves.
• In dance we can explore the different ways to move through space.
Locomotor – The act or ability to move place to place.
Lesson Plan #2
ALICIA PANIAGUA
SALSA IN THE AMERICAS
DANCE WORKSHOPS
LESSON II
Concept: Enhancing literacy by communicating with language, image, and movement.
Elements and Skills of Art Form
Basic Step
Shape
Locomotor Movements
Pathways
Form
Space
Student Outcomes:
Students will be able to:
• Describe dance terminology expressed through the lyric’s of Celia Cruze’s song.(AP, AV)
• Perform basic locomotor skills (e.g. walk, balance, turn) (AP)
• Learn, compose, and perform the beginning set choreography to the first stanza of the song “Yo Vivire”(AP)
• Discuss the meaning and understand history and methods of communication by using terminology that is also applicable to dance(HCC)
• Make connections of geographical location of Celia Cruz’s motherland and where she spent most of her career years.(AV, CA)
Progression of Content, Skills, and Tasks:
Anticipatory Set:
Artist
• Introduce core goals of class
• Leads warm-up: basic step, locomotor movements, across the floor movement.
• Explain how literacy prepares us for communication between ourselves and each other as represented in dance, writing, and imagery.
• Introduce Celia Cruz’s lyrics of the day.
Assessing Prior Knowledge:
• Where is Cuba?
• Why do we refer to it as the America’s and not just America?
Getting Smarter:
Exploring physical movement
Warm up bodies with salsa.
Learning Basic Step
Exploring Shape
Pathways
Becoming an Expert: Learn salsa choreography
Meaningful Task and Criteria for Assessment
Describe Task
Explore how we could feel like we are flying through our dance movements.
Each student is to explore the Latin American culture by bringing one value to class.
Students will write in their journals for a follow up: If your song could travel anywhere were would it travel to and why?
➢ CRITERIA
Dancers should
o Demonstrate cooperative attitudes when working alone or with a partner.
o Demonstrate gentle touch and self-control during partnering work.
o Demonstrate awareness of shape, pathways and basic step.
o Memorize the sequence of movements.
o Perform the dance with ease, focus, and concentration.
Verbal Assessment:
Reflection Circle
• Reconvene as large group to discuss and compare experiences of performing. Teacher poses meaningful question to group: Where would you fly to if you could and why?
What ways can you express yourself if your are restricted?
How can our voices fly?
(Talk about how we communicate with loved ones and handle distance / separation)
Making Connections
• Review the Lesson
o Review the skills learned, lesson format, tasks and criteria
Key Vocabulary:
Warming-up Space Locomotion
Basic Step Atrevazar / Pass Through Caminos / Pathways
Shape Forma / Form
SALSA IN THE AMERICAS
DANCE WORKSHOPS
LESSON II
Concept: Enhancing literacy by communicating with language, image, and movement.
Elements and Skills of Art Form
Basic Step
Shape
Locomotor Movements
Pathways
Form
Space
Student Outcomes:
Students will be able to:
• Describe dance terminology expressed through the lyric’s of Celia Cruze’s song.(AP, AV)
• Perform basic locomotor skills (e.g. walk, balance, turn) (AP)
• Learn, compose, and perform the beginning set choreography to the first stanza of the song “Yo Vivire”(AP)
• Discuss the meaning and understand history and methods of communication by using terminology that is also applicable to dance(HCC)
• Make connections of geographical location of Celia Cruz’s motherland and where she spent most of her career years.(AV, CA)
Progression of Content, Skills, and Tasks:
Anticipatory Set:
Artist
• Introduce core goals of class
• Leads warm-up: basic step, locomotor movements, across the floor movement.
• Explain how literacy prepares us for communication between ourselves and each other as represented in dance, writing, and imagery.
• Introduce Celia Cruz’s lyrics of the day.
Assessing Prior Knowledge:
• Where is Cuba?
• Why do we refer to it as the America’s and not just America?
Getting Smarter:
Exploring physical movement
Warm up bodies with salsa.
Learning Basic Step
Exploring Shape
Pathways
Becoming an Expert: Learn salsa choreography
Meaningful Task and Criteria for Assessment
Describe Task
Explore how we could feel like we are flying through our dance movements.
Each student is to explore the Latin American culture by bringing one value to class.
Students will write in their journals for a follow up: If your song could travel anywhere were would it travel to and why?
➢ CRITERIA
Dancers should
o Demonstrate cooperative attitudes when working alone or with a partner.
o Demonstrate gentle touch and self-control during partnering work.
o Demonstrate awareness of shape, pathways and basic step.
o Memorize the sequence of movements.
o Perform the dance with ease, focus, and concentration.
Verbal Assessment:
Reflection Circle
• Reconvene as large group to discuss and compare experiences of performing. Teacher poses meaningful question to group: Where would you fly to if you could and why?
What ways can you express yourself if your are restricted?
How can our voices fly?
(Talk about how we communicate with loved ones and handle distance / separation)
Making Connections
• Review the Lesson
o Review the skills learned, lesson format, tasks and criteria
Key Vocabulary:
Warming-up Space Locomotion
Basic Step Atrevazar / Pass Through Caminos / Pathways
Shape Forma / Form
Second Lesson
On April 25, 2007 I conducted my second Salsa lesson with the students at Miliken Middle school. We met in the dance room for second period. The kids seem so excited to be learning Salsa and look like they are enjoying their time. I am having my students keep a journal about the experience of learning salsa, ect. This weeks follow up question dealt with having our song fly or our voice if this could happen where would you want it to travel and why? This related to the song lyrics of Celia Cruz and the first Stanza in the song. I also went over some words that were found in the first stanza that related to dance terminology.
I also conducted a session with Mrs. Rahamim's fourth period class. These students seem more alert and pick up a little faster than my second period students. There is one student who was beginning to be problematic but with my partner teacher's disciplinary techniques I think we will be okay. Although towards the end I think he was dancing without complaining. The kids in this class are extremely excited to have me teach their class, they even asked me in the beginning of class if I will be staying for 5th period as well.
While walking through the hallways at Miliken Middle school I found that students are beginning to say hi to me ...it's just an experience to have students say " Hi Miss P." ...it's such a feeling that you get. I am really glad to be making a difference in these kids life. It makes me happy to teach them the knowledge that I know about and the skills that I have learned to love! :-]
I also conducted a session with Mrs. Rahamim's fourth period class. These students seem more alert and pick up a little faster than my second period students. There is one student who was beginning to be problematic but with my partner teacher's disciplinary techniques I think we will be okay. Although towards the end I think he was dancing without complaining. The kids in this class are extremely excited to have me teach their class, they even asked me in the beginning of class if I will be staying for 5th period as well.
While walking through the hallways at Miliken Middle school I found that students are beginning to say hi to me ...it's just an experience to have students say " Hi Miss P." ...it's such a feeling that you get. I am really glad to be making a difference in these kids life. It makes me happy to teach them the knowledge that I know about and the skills that I have learned to love! :-]
Wednesday, April 25, 2007
Pictures students Recieved
Here are the images that were given to my students with their handouts :
The first one is the one which they looked at and were asked to tell me if they knew who it was. The second was embedde in their first page of the handout, the second image was also placed at the back of their handout, after the song lyrics.
Lesson Plan #1
Lesson Plan #1
Topic: Dance
Class: Salsa in The Americas
Instructors: Alicia Paniagua
Introduction: (7 min.)
Prior to beginning my presentation students will be handed a flashcard to answer the following questions:
1. Name, Age, Grade
2. Where were you born? Your parents?
3. Name one individual characteristic that you are proud of.
4. Name one thing that makes you happy.
5. Write the most important goal you want to accomplish in life.
As they students fill out the flashcard, talk a little more about myself and share a little more about my experiences in coming to America. Share with them my work written in the 6th grade, which talks about my experience of the Civil War in El Salvador.
• What values do we know about that can be found in Latin American culture?
(Make a visual brainstorm with the students.)
Students will be able to: (2 min.)
• Learn some biographical information about the Cuban Salsa Singer Celia Cruz.
• Distinguish the basic step in Salsa.
• Identify some values in Latin American culture.
• Learn the different ways to make connections about language and communication.
• Develop an understanding of cultural connections by analysing song lyrics.
Historical/Cultural Context: (7 min.)
Show a picture of Celia Cruz and ask the following question:
• Can any of you tell me who Celia Cruz is and why she is important not only to Latin American culture but specifically to Salsa dancing?
Background information
Birth name Úrsula Hilaria Celia Caridad Cruz Alfonso
Born October 21, 1925
Origin Havana, Cuba
Died July 16, 2003
Genre(s) Salsa
Occupation(s) Singer
Years active 1948 – 2003
Website CeliaCruzOnline.com
• Father had encouraged her to become a Spanish Language teacher.
• Was inspired by a teacher to pursue her career as a singer.
• Began her career by entering singing contests.
Vocabulary
Basic Step: the very basic dance move that defines the character of a particular dance
Follower: usually the female dancer who takes lead from the male dancer
Leader: usually the male dancer whose job is to lead the female dancer
Sabor: personal style or flavor
Forward break: Starting from either foot, step Forward, Replace, In-place, counting 1,2,3 or 5,6,7.
Back break: Starting from either foot, step Backward, Replace, In-place, counting 1,2,3 or 5,6,7.
Side break: Starting from either foot, step Sideways, Replace, In-place, counting 1,2,3 or 5,6,7.
Artistic Perception (15min.)
Students will explore the lyrics to Celia Cruz’s song “Yo Vivere”. They will look at the lyrics in two languages Spanish and English. They will then draw conclusions of Latin
American culture and values and how these can be found in the lyrics of the song. Students lastly will explore the message that the artist may be trying to get across. Students will learn a few basic salsa moves to begin to familiarize them with Salsa dancing and salsa music
Creative Expression: (10 min.)
Students will draw connections with the values of Latin American culture that were discussed with the lyrics of the Celia Cruz’s song “Yo Viveré”. They will explore other cultural influences in the music.
Aesthetic Valuing: Discuss some values that may be stereotypes of Latin American values that we believe were particularly surprising or superficial and analyze why.
Making Connections: (6 min.)
Students will identify and discuss relevant connections between the values found in Latin American culture and song lyrics. They will be left to think about how language can be communicated through different forms such as the following: dance, music, lyrics, singing and it can also be written.
---------------------------------------------------------------------------------------------------------
List of Supplies:
• Mac Notebook with speakers
• Flashcards
• Handout with information of Celia Cruz
• Handout with song Lyrics - “ Yo Sobreviviré” (Spanish and English)
• Celia Cruz – Yo Viviré/ Sobreviviré Song
Topic: Dance
Class: Salsa in The Americas
Instructors: Alicia Paniagua
Introduction: (7 min.)
Prior to beginning my presentation students will be handed a flashcard to answer the following questions:
1. Name, Age, Grade
2. Where were you born? Your parents?
3. Name one individual characteristic that you are proud of.
4. Name one thing that makes you happy.
5. Write the most important goal you want to accomplish in life.
As they students fill out the flashcard, talk a little more about myself and share a little more about my experiences in coming to America. Share with them my work written in the 6th grade, which talks about my experience of the Civil War in El Salvador.
• What values do we know about that can be found in Latin American culture?
(Make a visual brainstorm with the students.)
Students will be able to: (2 min.)
• Learn some biographical information about the Cuban Salsa Singer Celia Cruz.
• Distinguish the basic step in Salsa.
• Identify some values in Latin American culture.
• Learn the different ways to make connections about language and communication.
• Develop an understanding of cultural connections by analysing song lyrics.
Historical/Cultural Context: (7 min.)
Show a picture of Celia Cruz and ask the following question:
• Can any of you tell me who Celia Cruz is and why she is important not only to Latin American culture but specifically to Salsa dancing?
Background information
Birth name Úrsula Hilaria Celia Caridad Cruz Alfonso
Born October 21, 1925
Origin Havana, Cuba
Died July 16, 2003
Genre(s) Salsa
Occupation(s) Singer
Years active 1948 – 2003
Website CeliaCruzOnline.com
• Father had encouraged her to become a Spanish Language teacher.
• Was inspired by a teacher to pursue her career as a singer.
• Began her career by entering singing contests.
Vocabulary
Basic Step: the very basic dance move that defines the character of a particular dance
Follower: usually the female dancer who takes lead from the male dancer
Leader: usually the male dancer whose job is to lead the female dancer
Sabor: personal style or flavor
Forward break: Starting from either foot, step Forward, Replace, In-place, counting 1,2,3 or 5,6,7.
Back break: Starting from either foot, step Backward, Replace, In-place, counting 1,2,3 or 5,6,7.
Side break: Starting from either foot, step Sideways, Replace, In-place, counting 1,2,3 or 5,6,7.
Artistic Perception (15min.)
Students will explore the lyrics to Celia Cruz’s song “Yo Vivere”. They will look at the lyrics in two languages Spanish and English. They will then draw conclusions of Latin
American culture and values and how these can be found in the lyrics of the song. Students lastly will explore the message that the artist may be trying to get across. Students will learn a few basic salsa moves to begin to familiarize them with Salsa dancing and salsa music
Creative Expression: (10 min.)
Students will draw connections with the values of Latin American culture that were discussed with the lyrics of the Celia Cruz’s song “Yo Viveré”. They will explore other cultural influences in the music.
Aesthetic Valuing: Discuss some values that may be stereotypes of Latin American values that we believe were particularly surprising or superficial and analyze why.
Making Connections: (6 min.)
Students will identify and discuss relevant connections between the values found in Latin American culture and song lyrics. They will be left to think about how language can be communicated through different forms such as the following: dance, music, lyrics, singing and it can also be written.
---------------------------------------------------------------------------------------------------------
List of Supplies:
• Mac Notebook with speakers
• Flashcards
• Handout with information of Celia Cruz
• Handout with song Lyrics - “ Yo Sobreviviré” (Spanish and English)
• Celia Cruz – Yo Viviré/ Sobreviviré Song
Lesson #1
On April l8, 2007, I conducted my first lesson with Miss Rahamim's period 2 class. We went over Celia Cruz's background and one of her songs which we will be dancing to for the final project.
The lesson went smoothly, I believe, although there was a lot of me that was wondering how I actually did.
The kids seem to have really connected with me and have accepted me already, it seems like. This was due to Miss Rahamim's work I believe. She made them a choice of participating with me and recieving a grade or writing a 10 page paper on Salsa. During this time, I took the opportunity to share with the studetns a piece which I wrote during the 6th grade which inspired my personal statement. This let them know a little more on my background and a personal issue that may be a little emotional for me to talk about. I thought that by jumping into something as powerful as this would aid in having the kids connect and have a level of respect for me. I really enjoyed my first lesson, as my partner teacher helped when she could and intervened to I would say give me pointers, which I greatly appreciate. I am aware that I am not a teacher and her thoughts and help are extremely helpful.
After the lesson, we conducted a brief meeting with the ESL coordinator, Ms. Read, my partner teacher and of course Amy. The meeting once again was only encouraging as I obtained materials that the students are covering in their classes and their texts to maybe correlate this into my class or bring connections. Ms. Read is more than helpful, and her passion and willingness to see these kids improve in their academics and gain learing in the arts correlates with my desire and passsion to assist these kids. I believe that my placing could not have been better. I am working with teachers and administrator that support my endevours 110%, they are willing to help in whatever I may need for my classes which I am really greatful for.
Below you will find a copy of my lesson plan and the handout which all my students recieved. They were also asked to fill out a index card to help me learn a little more about themselves, this is detailed in the lesson plan. Enjoy! :-)
Handout without the Pictures:
Celia Cruz
Background information
Birth name Úrsula Hilaria Celia Caridad Cruz Alfonso
Born October 21, 1925
Origin Havana, Cuba
Died July 16, 2003
Genre(s) Salsa
Occupation(s) Singer
Years active 1948 – 2003
Website CeliaCruzOnline.com
• Father had encouraged her to become a Spanish Language teacher.
• Was inspired by a teacher to pursue her career as a singer.
• Began her career by entering singing contests.
Title: Celia Cruz - Yo Vivire lyrics
Artist: Celia Cruz
Mi voz puede volar, puede atravesar
cualquier herida, cualquier tiempo
cualquier soledad, sin que la pueda controlar
toma forma de canción, así es mi voz
que sale de mi corazón
Y volará, sin yo querer
por los caminos más lejanos
por los sueños que soñé
será reflejo del amor de lo que me tocó vivir
será la música de fondo de lo mucho que sentí
Coro
Oye mi son, mi viejo son
tiene la clave de cualquier generación
en el alma de mi gente, en el cuero del tambor
en las manos del congero, en los pies del bailador
yo viviré, allí estaré
mientras pase una comparsa con mi rumba cantaré
seré siempre lo que fui, con mi azúcar para ti
yo viviré, yo viviré
Y ahora vuelvo a recordar, aquel tiempo atrás
cuando me fui buscando el cielo de la libertad
cuantos amigos que deje y cuantas lagrimas llore
yo viviré, para volverlos a encontrar
y seguiré, con mi canción
bailando música caliente como bailo yo
y cuando sueñe una guaracha
y cuando sueñe un huahuancó
en la sangre de mi pueblo en su cuerpo estaré yo
Coro (2X)
(Sobreviviendo)
En esta vida lo que estoy haciendo
Sobreviviendo
Estoy sobreviviendo, estoy sobreviviendo.
(Sobreviviendo)
Para que la gente me siga oyendo.
(Rompiendo barreras, voy sobreviviendo
cruzando fronteras, voy sobreviviendo)
Doy gracias a Dios por este regalo
El me dio la voz y yo te la he dado
¡Con Gusto!
(Rompiendo barreras, voy sobreviviendo
cruzando fronteras, voy sobreviviendo)
Para ti mi gente siempre cantare
te daré mi azúcar caramba y sobreviviré
(Rompiendo barreras, voy sobreviviendo
cruzando fronteras, voy sobreviviendo)
Yo viviré, Yo viviré, Yo viviré y SOBREVIVIRÉ
Translation of Celia Cruz - Yo Vivire lyrics
My voice can fly, can pass through
any wound, any time
any solitude, without my control
taking form in a song form, this is my voice
that comes from my heart
And it will fly, even if I don’t want it to
Through the most distant pathways
Through the dreams that I dreamt
It will be reflected of the love of what I had to live
It will be music from the depths of everything I felt
Chorus
Hear my tune, my old tune
It has the key of any generation
It’s in the soul of my people, in the leather of the drum
In the hands of the congero, in the feet of the dancer
I will live, I will be there
While there’s a masquerade that passes with my rumba I will sing
I will be always be what I was, with my sugar for you
I will live, I will live
And now I return to remember, that one time back
When I was seeking for that sky of freedom
how many friends I’ve left and how many tears I cried
I will live, to return to find them
and I will continue, with my song
dancing hot music that I dance
and when I dream of a guaracha
and when I dream of huahuancó
in the blood of my town in his body I will be
Chorus (2X)
(Surviving)
In this life which is what I’m doing
Surviving
I will live, I will live.
(Surviving)
So that people will continue to listen to me.
Breaking barriers, I am surviving
crossing borders, I am surviving)
I give thanks to God for this gift
He gave the voice me I have given it to you
With Pleasure!
(Breaking barriers, I am surviving
crossing borders, I am surviving)
For you my people always will sing
I will give to my sugar to you and I will survive
(Breaking barriers, I am surviving
crossing borders, I am surviving)
I will live, I will live, I will live and SURVIVE.
The lesson went smoothly, I believe, although there was a lot of me that was wondering how I actually did.
The kids seem to have really connected with me and have accepted me already, it seems like. This was due to Miss Rahamim's work I believe. She made them a choice of participating with me and recieving a grade or writing a 10 page paper on Salsa. During this time, I took the opportunity to share with the studetns a piece which I wrote during the 6th grade which inspired my personal statement. This let them know a little more on my background and a personal issue that may be a little emotional for me to talk about. I thought that by jumping into something as powerful as this would aid in having the kids connect and have a level of respect for me. I really enjoyed my first lesson, as my partner teacher helped when she could and intervened to I would say give me pointers, which I greatly appreciate. I am aware that I am not a teacher and her thoughts and help are extremely helpful.
After the lesson, we conducted a brief meeting with the ESL coordinator, Ms. Read, my partner teacher and of course Amy. The meeting once again was only encouraging as I obtained materials that the students are covering in their classes and their texts to maybe correlate this into my class or bring connections. Ms. Read is more than helpful, and her passion and willingness to see these kids improve in their academics and gain learing in the arts correlates with my desire and passsion to assist these kids. I believe that my placing could not have been better. I am working with teachers and administrator that support my endevours 110%, they are willing to help in whatever I may need for my classes which I am really greatful for.
Below you will find a copy of my lesson plan and the handout which all my students recieved. They were also asked to fill out a index card to help me learn a little more about themselves, this is detailed in the lesson plan. Enjoy! :-)
Handout without the Pictures:
Celia Cruz
Background information
Birth name Úrsula Hilaria Celia Caridad Cruz Alfonso
Born October 21, 1925
Origin Havana, Cuba
Died July 16, 2003
Genre(s) Salsa
Occupation(s) Singer
Years active 1948 – 2003
Website CeliaCruzOnline.com
• Father had encouraged her to become a Spanish Language teacher.
• Was inspired by a teacher to pursue her career as a singer.
• Began her career by entering singing contests.
Title: Celia Cruz - Yo Vivire lyrics
Artist: Celia Cruz
Mi voz puede volar, puede atravesar
cualquier herida, cualquier tiempo
cualquier soledad, sin que la pueda controlar
toma forma de canción, así es mi voz
que sale de mi corazón
Y volará, sin yo querer
por los caminos más lejanos
por los sueños que soñé
será reflejo del amor de lo que me tocó vivir
será la música de fondo de lo mucho que sentí
Coro
Oye mi son, mi viejo son
tiene la clave de cualquier generación
en el alma de mi gente, en el cuero del tambor
en las manos del congero, en los pies del bailador
yo viviré, allí estaré
mientras pase una comparsa con mi rumba cantaré
seré siempre lo que fui, con mi azúcar para ti
yo viviré, yo viviré
Y ahora vuelvo a recordar, aquel tiempo atrás
cuando me fui buscando el cielo de la libertad
cuantos amigos que deje y cuantas lagrimas llore
yo viviré, para volverlos a encontrar
y seguiré, con mi canción
bailando música caliente como bailo yo
y cuando sueñe una guaracha
y cuando sueñe un huahuancó
en la sangre de mi pueblo en su cuerpo estaré yo
Coro (2X)
(Sobreviviendo)
En esta vida lo que estoy haciendo
Sobreviviendo
Estoy sobreviviendo, estoy sobreviviendo.
(Sobreviviendo)
Para que la gente me siga oyendo.
(Rompiendo barreras, voy sobreviviendo
cruzando fronteras, voy sobreviviendo)
Doy gracias a Dios por este regalo
El me dio la voz y yo te la he dado
¡Con Gusto!
(Rompiendo barreras, voy sobreviviendo
cruzando fronteras, voy sobreviviendo)
Para ti mi gente siempre cantare
te daré mi azúcar caramba y sobreviviré
(Rompiendo barreras, voy sobreviviendo
cruzando fronteras, voy sobreviviendo)
Yo viviré, Yo viviré, Yo viviré y SOBREVIVIRÉ
Translation of Celia Cruz - Yo Vivire lyrics
My voice can fly, can pass through
any wound, any time
any solitude, without my control
taking form in a song form, this is my voice
that comes from my heart
And it will fly, even if I don’t want it to
Through the most distant pathways
Through the dreams that I dreamt
It will be reflected of the love of what I had to live
It will be music from the depths of everything I felt
Chorus
Hear my tune, my old tune
It has the key of any generation
It’s in the soul of my people, in the leather of the drum
In the hands of the congero, in the feet of the dancer
I will live, I will be there
While there’s a masquerade that passes with my rumba I will sing
I will be always be what I was, with my sugar for you
I will live, I will live
And now I return to remember, that one time back
When I was seeking for that sky of freedom
how many friends I’ve left and how many tears I cried
I will live, to return to find them
and I will continue, with my song
dancing hot music that I dance
and when I dream of a guaracha
and when I dream of huahuancó
in the blood of my town in his body I will be
Chorus (2X)
(Surviving)
In this life which is what I’m doing
Surviving
I will live, I will live.
(Surviving)
So that people will continue to listen to me.
Breaking barriers, I am surviving
crossing borders, I am surviving)
I give thanks to God for this gift
He gave the voice me I have given it to you
With Pleasure!
(Breaking barriers, I am surviving
crossing borders, I am surviving)
For you my people always will sing
I will give to my sugar to you and I will survive
(Breaking barriers, I am surviving
crossing borders, I am surviving)
I will live, I will live, I will live and SURVIVE.
Spring 07'
So I have once again resumed to get back into the works with ArtsBridge, after beign sick last quarter I found it impossible to begin my residency at John Muir Middle School.
Before the break was over, I met with Amy in hopes to figure out what I could still do in means of completing my project.
I have found what seems a great placement at Miliken Middle School, as I will be working with the ESL students that do not regularly get to participate in an elective course, due to their rigorous structure and units they must finish to fullfill their ESL requirements.
On April 16th, I went in to observe Miss Rahamim's period 2 class. The kids are extremely engaged with their teacher and they show a lot of respect in the classroom. Anabel Rahamim is an extremely strong teacher and her ability to get through to her students clearly shows. At this meeting I presented a little more about myself and the kids each introduced themselves to me. They asked me a couple of questions and after I sat in to watch what they were working on for the rest of the period.
Thus far my partner teacher, and as well Miliken Middle School have shown the greatest support of my presence there. I am highly motivated and supported, which makes my experience a little less stressful and exciting.
Before the break was over, I met with Amy in hopes to figure out what I could still do in means of completing my project.
I have found what seems a great placement at Miliken Middle School, as I will be working with the ESL students that do not regularly get to participate in an elective course, due to their rigorous structure and units they must finish to fullfill their ESL requirements.
On April 16th, I went in to observe Miss Rahamim's period 2 class. The kids are extremely engaged with their teacher and they show a lot of respect in the classroom. Anabel Rahamim is an extremely strong teacher and her ability to get through to her students clearly shows. At this meeting I presented a little more about myself and the kids each introduced themselves to me. They asked me a couple of questions and after I sat in to watch what they were working on for the rest of the period.
Thus far my partner teacher, and as well Miliken Middle School have shown the greatest support of my presence there. I am highly motivated and supported, which makes my experience a little less stressful and exciting.
Thursday, February 22, 2007
Butterflies
I got to admit that sitting here writing this journal I kind of feel a little out of the loop. I wanted to begin my residency last week and with midterms and me falling ill none of those plans went through. I am excited to start this upcoming week, but I feel that I still have a lot of planning to do and a lot of strategic things to look over and think about. I feel like every one else in the program has gotten started and I’m still not in the flow of things. I have been thinking of ways to present information to my kids and how to have type of evaluations, interactions, ect. I feel like I have too many ideas and don’t know where to begin. I guess going to actually teach for my first class will help me put things into perspective as how the kids will response to my art form and if they will be excited to have me there. I want to help in so many ways I just hope that I can find the right ways to present my information so that the kids will enjoy it and take away from it some useful information. If anything I want to teach the kids about culture and how to appreciate and embrace their own cultures. I want to be able to guide them in the direction of finding themselves and their identity.
Saturday, February 17, 2007
On Tuesday, January 23, 2007 I observed Mrs. Diaz's third period drama class at Muir Middle School. As I arrived at the school, I noticed the surroundings of the school, as it is located next to the elementary school. The facilities seem rather old and run down and majority of the student population is of Latino descent or African American descent. As I got there, I noticed that the students had a hard time keeping track of what periods they were suppose to be attending or whether it was nutrition time or not. I was kind of confused as well to learn that during this day the kids would only attend 3 periods from their normal schedules (normal schedule is Thursdays), and depending if it is and odd or even day the periods also change. The school is also run on a track system, so some students go off track while others attend. As I sat in the class, I really liked Mrs. Diaz way of encouraging the kids to follow their dreams in their art forms. I also noticed that the way she disciplined her kids was by telling them that she would call their parents if they did not do something she had asked of them or if they didn't behave. The kids have a lot of talent but they are rather shy and have not yet gained that confidence to know that they are truly talented kids. I enjoyed watching how much they actually enjoy their class and how happy they are to be with one another. Yet observing the class I noticed that only a few selected few got to participate in the class while the others were mostly part of the “audience”. Some kids just seemed to be there, although they paid attention to the play by Lexington Hughes and knew the occurring themes, they seemed like they weren’t engaged as much as they would have like to be. I look forward to working with them, but am kind of hesitant on how receptive they might be to my work because they seem so focused on drama and acting. I believe that they will enjoy being able to be active members of their class rather than just observing while selective few get to shine.
Friday, February 9, 2007
Update Feb.7/07
I am ready to start my class at Muir Middle School, but am having some thoughts of when to begin. I did go observe this class , which is a Drama class but as I sat in the class I was uncomfortable in taking away from their already focused art form. At first, I felt like this because the teacher, Mrs. Diaz wanted me to help her choreograph for the play that they are working on. It seemed like they have limited amount of time to practice as is, and I didn't know how to approach the situation. As I discussed this situation with Amy, she suggested that it would only be beneficial to teach them the art form because all theater person- ell need to have some kind of background on dance. She also explained to me that I was not there to be their personal choreographer but that I was there to teach the art - form of dance. The only thing with Muir is that they will soon be going on break so I am unsure if I should begin now or start after the kids come back from vacation. Maybe I can get the input of my fellow classmates. I wanted to teach a sample class like I did at Miliken to see how perceptive the kids are of my art form.
So thus far, I have not started on my project yet. I am debating on when I should begin and how the scheduling is going to work out with the students block, period, and track schedule.
So thus far, I have not started on my project yet. I am debating on when I should begin and how the scheduling is going to work out with the students block, period, and track schedule.
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