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¡Fiesta! Music and Culture of Spain and Latin America

from Manhattan School of Music

Program image

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 Rating


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About This Program

Cost

Point to Point: $200.00



Length

60 minutes/session or 1 regular class period


Target Audience

Education: Grade(s) 6, 7, 8, 9, 10, 11, 12, Adult LearnersPublic Library: Library Patrons

Minimum participants:

5

Maximum participants:

50


Primary Disciplines

Social Studies/History, Fine Arts, Language Arts/English, Performing Arts Music


Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Zoom, Skype, iChat, Vidyo, Movi/Jabber, Blue Jeans, etc...)
Zoom


Booking Information

Book it!

Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's 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 David Marsh at dmarsh@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.

About This Provider

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Manhattan School of Music

New York, NY
United States

Manhattan School of Music

Manhattan School of Music is a preeminent international conservatory of music granting Bachelor of Music, Master of Music, and Doctor of Musical Arts degrees. Established in 1918 by pianist and philanthropist Janet Daniels Schenck, the School is dedicated to the personal, artistic, and intellectual development of each of its students, who range in age from the precollege through the postgraduate level. Offering both classical and jazz training, the School instructs students in performance and composition and provides a broad-based education in music theory, history, and humanities. Students come from all over the world, drawn by a rigorous program that reflects the highest standards of musical heritage, and by the faculty, which includes some of the world’s best-known artists. Much of the school’s strength derives from its home in cosmopolitan New York City, and the School contributes to the city’s musical life through an active program of community outreach and with its own program of concerts and performances. These are regularly recognized nationally and internationally as some of the finest events in New York’s musical calendar. Manhattan School of Music’s alumni are active in every aspect of contemporary musical life, and many are among the most distinguished artists performing in concert halls, opera houses and on jazz stages throughout the world today.

Distance Learning

In 1996, under the pioneering influence of Maestro Pinchas Zukerman and President Marta Istomin, Manhattan School of Music instituted a groundbreaking distance learning program — the first of its kind at a major conservatory — devoted to exploring the use of state-of-the-art videoconference technology for music education and performance. Since its inception, the program has connected students, educators, and distinguished artists around the globe for teaching and learning exchanges and currently reaches over 1,700 students each year from Albuquerque to New Zealand.

Through the development and creative use of broadband videoconferencing and related instructional technologies, Manhattan School of Music Distance Learning provides access to artistic and academic resources that enhance students’ education in musical performance while heightening the global community’s awareness of and participation in the musical arts.

Specifically, the program provides interactive videoconference master classes, private lessons, clinics, workshops, coachings, sectionals, colloquia, educational and community outreach, telementoring, professional development, and humanities exchanges to institutions of higher education, K–12 schools, and performing and community organizations around the world. New program areas currently under development include remote auditioning and recruitment via videoconferencing.

K-12 Programs

With over a decade of experience in the field of distance learning and as the first conservatory in the nation to utilize videoconferencing for K-12 music education, Manhattan School of Music has adopted the key elements of presenting successful music education programs via videoconference. In addition to giving students access to world-class musicians and stimulating artistic perspectives, Manhattan School of Music ensures that the quality of videoconference transmissions are of the highest technical standards possible.

Through the Music Bridges and Virtual Music Studio programs, Manhattan School of Music offers a wide variety of standards-based music and music-related presentations to public and private schools throughout the country. The New York State Learning Standards for the Arts are incorporated in program design, content, and assessment, as well as links to core subjects such as social studies and history.

Music Bridges is a selection of music programs that feature distinguished Manhattan School of Music artist-faculty teaching elementary, middle, and high schools students. These interactive videoconference programs are designed to engage students in areas ranging from musical performance, to instrumental and vocal coachings, to developing an understanding of the building blocks of music.

Virtual Music Studio features a variety of videoconference programs developed and presented by a roster of distinguished Manhattan School of Music young artist alumni. These teaching artists -instrumentalists and vocalists who have attained a high level of professional proficiency at their musical craft - are up-and-coming educators who also serve as role models and mentors to students within the context of the dual learning process. Each program includes pre-videoconference teaching materials, one class period–length videoconference presentation, and a post-videoconference development guide.

All of the above programs are fully on-demand. Presentations are scheduled to accommodate the timetable of the requesting school, and can even be modified to better fit certain grade levels, age groups, curriculum needs, or requirements. Please read on for testimonials from past participants on how Manhattan School of Music’s interactive videoconference music education programs have benefited their students.

NOTE: If you reside in Australia or New Zealand and would like to receive MSM content via videoconference, please contact the ANU School of Music at schoolofmusicvc@anu.edu.au.

Contact:
David Marsh
dmarsh@msmnyc.edu
9174934514

Program Details

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.

Standards Alignment

National Standards

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.