Program Flyer: ¡Fiesta! Music and Culture of Spain and Latin America

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Content Provider
Contact Information
Mike Dee
mdee@msmnyc.edu
120 Claremont Avenue

New York, NY 10027
(917) 493-4514
Program Title
¡Fiesta! Music and Culture of Spain and Latin America
Program Type
Individual Program
Program Rating
This program has not yet been evaluated.
Target Audience
Education: Grade(s) 6, 7, 8, 9, 10, 11, 12
Maximum Number of Participants
50
Minimum Number of Participants
5
Primary Disciplines
Social Studies/History, Fine Arts, Language Arts/English, Performing Arts Music
Video Clip
Program Description
Join MSM teaching artist Ana Garcia on a one or two-part cultural journey through her home country of Spain, and then through Latin America! Filled with live music performance, media-rich examples, and interactive demonstrations, ¡Fiesta! celebrates rich cultural traditions of Spain and Latin America through music, dance, poetry, literature and the works of leading ‘nationalist’ composers. Schedule ¡Fiesta! in English, Spanish, or both, and for a wide range of age groups and class disciplines.
Program Format
Teaching Artist Ana Garcia will guide a class discussion that surveying important artists, artworks, traditions, and important historic eventsof Spain and Latin America.
Objectives
The participant will:
- Explore the rich culture of Spain and Latin America while taking an in depth look at some of at its important cultural traditions and artworks.
- Analyze and learn how historical context can shape cultural identity.
- Experience a different culture, first hand, through activities including, dance, song, and poetry.
National/Common Core Standards to which this program aligns
National Arts Music Standards
General Music: Responding – Perceive and analyze artistic work
Grade 5-8 – MU:Re7.2
Identify the context of music from a variety of genres, cultures, and historical periods
General Music: Responding – Interpret intent and meaning in artistic work
Grade 5-8 – MU:Re8.1
Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent.
General Music: Connecting – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Grade 5-8 – MU:Cn11.0.6
Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Music Traditional and Emerging Ensembles: Responding - Interpret intent and meaning in artistic work
High School – MU:Re8.1.E.Hs
Identify, support, and justify interpretations of the expressive intent and meaning of musical works, referring to the elements of music, contexts, and (when appropriate) the setting of the test.
High School – MU:Cn11.0.E.Hs
Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

National Arts Dance Standards
Standard 1: Perceive and analyze artistic work
Grade 5 – DA:Re7.1.5
b. Describe, using basic dance terminology, the qualities and characteristics of style used in a dance from one’s own cultural movement practice. Compare them to the qualities and characteristics of style found in a different dance genre, style, or cultural movement practice, also using basic dance terminology.

Grade 6 – DA:Re7.1.6
b. Explain how the elements of dance are used in a variety of dance genres, styles, or cultural movement practices. Use genre-specific dance terminology.
Grade 7 – DA:Re7.1.7
b. Compare and contrast how the elements of dance are used in a variety of genres, styles, or cultural movement practices. Use genre-specific dance terminology.
Grade 8 – DA:Re7.1.8
b. Explain how the elements of dance are used in a variety of genres, styles, or cultural movement practices to communicate intent. Use genre-specific dance terminology.
Grade HS proficient – DA:Re7.1.HSI
b. Analyze the use of elements of dance in a variety of genres, styles, or cultural movement practices within its cultural context to communicate intent. Use genre-specific dance terminology.
Grade HS accomplished – DA:Re7.1.HSII
b. Analyze and compare the movement patterns and their relationships in a variety of genres, styles, or cultural movement practices and explain how their differences impact communication and intent within a cultural context. Use genre-specific dance terminology.
Grade HS advanced – DA:Re7.1.HSIII
b. Explain how dance communicates aesthetic and cultural values in a variety of genres, styles, or cultural movement practices. Use genre-specific dance terminology

Standard 3: Apply criteria to evaluate artistic work
Grade 5 – DA:Re9.1.5
a. Define the characteristics of dance that make a dance artistic and meaningful. Relate them to the elements of dance in genres, styles, or cultural movement practices. Use basic dance terminology to describe characteristics that make a dance artistic and meaningful.
Grade 6 – DA:Re9.1.6
a. Discuss the characteristics and artistic intent of a dance from a genre, style, or cultural movement practice and develop artistic criteria to critique the dance using genre-specific dance terminology.
Grade 7 – DA:Re9.1.7
a. Compare artistic intent, content and context from dances to examine the characteristics of genre, style, or cultural movement practice. Based on the comparison, refine artistic criteria using genre-specific dance terminology.

National Foreign Language Standards
Standard 2: Understands and interprets written and spoken language on diverse topics from diverse media
Level 4 (Grades 9-12), Benchmark 5
Understands the main ideas and significant details of culturally significant songs, folk tales, comedy, and anecdotes in the target culture

Standard 4: Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
Level 4 (Grades 9-12), Benchmark 5
Understands age-appropriate expressive forms of the target culture (e.g., literature; popular books; periodicals; videos; commercials; fine arts such as music, dance, design, painting, theater) and their significance in the larger community
Level 4 (Grades 9-12), Benchmark 6
Draws conclusions about the relationship and mutual influence between perspectives and expressive products (e.g., literature, periodicals, music, theater, visual arts) in the target and native cultures
Level 4 (Grades 9-12), Benchmark 8
Understands contrasting ways in which familial, economic, environmental, and political issues are reflected through oral, written, and artistic expression in the native and target cultures
Standard 5: Understands that different languages use different patterns to communicate and applies this knowledge to the target and native languages
Level 4 (Grades 9-12), Benchmark 2
Understands that the ability to comprehend language surpasses the ability to produce language

National Geography Standards
Standard 4: Understands the physical and human characteristics of place
Level 3 (Grade 5-8), Benchmark 1
Knows the human characteristics of places (e.g., cultural characteristics such as religion, language, politics, technology, family structure, gender; population characteristics; land uses; levels of development)

Standard 6: Understands that culture and experience influence people's perceptions of places and regions
Level 3 (Grade 5-8), Benchmark 1
Knows how places and regions serve as cultural symbols (e.g. Golden Gate Bridge in San Francisco; Opera House in Sydney, Australia; the Gateway Arch in St. Louis; Tower Bridge in London)

National World History Standards
Standard 35. Understands patterns of nationalism, state-building, and social reform in Europe and the Americas from 1830 to 1914
Level II (Grade 5-6), Benchmark 3
Understands the impact of cultural achievements on 19th-century Europe and America (e.g., movements in literature, music, and the visual arts, and ways in which they shaped or reflected social and cultural values)

New York State Social Studies Standards
History of the United States, Canada, and Latin America
Grade 5 Content Understandings
• Different ethnic, national, and religious groups, including Native American Indians, have contributed to the cultural diversity of these nations and regions by sharing their customs, traditions, beliefs, ideas, and languages.
• The migrations of groups of people in the United States, Canada, and Latin America have led to cultural diffusion because people carry their ideas and ways of life with them when they move from place to place.

History of the United States, Canada, and Latin America
Grade 5 Content Understandings
• Maps and other geographic representations, tools, and technologies such as aerial and other photographs, satellite-produced images, and computer models can be used to gather, process, and report information about the Unites States, Canada, and Latin America today.
• The Characteristics, distribution, and complexity of cultures found in the United States, Canada, and Latin America.
State/Regional Standards to which this program aligns
Program Length
60 minutes/session or 1 regular class period
Program Cost
Point to Point: $250.00
Program Fee Notes
Cancellation Policy
Cancellation Policy Cancellations must be made at least two (2) business days prior to videoconference session. Failure to do so will result in a cancellation fee equivalent to the program fee. Weather Policy In the event of severe, inclement weather preventing a scheduled videoconference session from occurring, Manhattan School of Music and partner will reschedule the conference in a timely manner so that the educational collaboration may continue. Manhattan School of Music and partner agree to notify one another should there be a forecast for severe, inclement weather at their respective location. Please contact Mike Dee at mdee@msmnyc.edu immediately to coordinate appropriate action. Technical Troubleshooting Policy In the event of technical malfunctions or disruptions that arise before or during a scheduled videoconference session due to network carrier(s) services or videoconferencing technologies on the Manhattan School of Music or partner premises, Manhattan School of Music and partner technical support services will make every effort to remedy these issues in a timely, cooperative, and efficient manner so that the scheduled conferences may proceed as scheduled. If it is determined that the session cannot proceed, Manhattan School of Music and partner agree to reschedule the conference in a timely manner so that the educational collaboration may continue.
Is recording allowed?
No

Program Delivery Mode(s)
Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)

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For additional assistance, phone 502-409-9777.






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