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.


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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