APS

DISTRICT HIGH SCHOOL CURRICULUM FRAMEWORK

Course Title: Mexican Folkdance, Culture, and Music II

Course Number: 61041

Department: Modern, Classical, and Native Languages

ADS Number: 12998900

Prerequisites: Successful completion of Mexican Folkdance, Culture and Music I Length of Course: One Year

Credit/PRI Area: .50 per Sem./Elective credit

Grade Level(s):

10-12

Important Notes:

There may be a fee assessed for the maintenance, upkeep, and repair of costumes and equipment. Specific dancewear, shoes, and garment bags may be required.

COURSE DESCRIPTION:

Mexican Folkdance, Culture, and Music II provides the student with the opportunity to develop the essential skills and technical demands unique to Mexican dance. The student develops creative abilities through improvisation, choreography, costume design and selection, and performance. The student is an active participant in the performing arts group that educates the community about Mexican dance and culture through dance and music.

References in parentheses following each performance standard refer to and are aligned with the New Mexico Modern, Classical, and Native Languages Content Standards (NM) and the National Standards for Foreign Language Learning (NSFLL), and the New Mexico Arts {Dance} Content Standards and Benchmarks (NMA-D).

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STRATEGIES: The “Illustrations” column provides exemplars of the performance standards, strategies, and best practices suggested by the teachers of Mexican Folkdance Culture and Music in the Albuquerque Public Schools and the guidelines of the New Mexico Arts Content Standards and Benchmarks, New Mexico Modern, Classical, and Native Languages Content Standards and the National Standards for Foreign Language Learning. ASSESSMENTS: The “Illustrations” column also incorporates a variety of assessments and “check for” items suggested by teachers. Assessments include: authentic and performance-based assessment, cooperative learning, teacher observation, checklists, rubrics, tests and exams, writing, individual and peer conferences, small group and full class discussions, oral and multimedia presentations, projects, demonstrations, and portfolios. SUGGESTED TEXTBOOKS AND INSTRUCTIONAL MATERIALS: Crâonica histâorica del huapango huasteco veracruzano: trovas, musica, danza y tradiciones by Patricia del Carmen Florencia Pulido Publisher: Gobierno del Estado de Veracruz, Secretarâia de Educaciâon y Cultura; ASIN: 9686171657; 1st Edition Danzas regionales del Estado de Mâexico by Ma. del Socorro Caballero Publisher: s.n.; ASIN: 9684991703; 1a Edition Estudios de cultura popular by Eduardo Matos Moctezuma Publisher: Instituto Nacional Indigenista; ASIN: 9688220280; How to Perform the Dances of Old Mexico: A Manual of Their Origins, Legends, Costumes, Steps, Patterns, and Music by Norma Schwendener Publisher: Blaine/Ethridge Books; ASIN: 0879170433; (June 1975) Mexican Folk Dances (World Dance Series) by Debbie Cavalier (Editor), Edward B. Jurey (Editor), Maria Arias Cruz Publisher: Warner Brothers Publications; ISBN: 0898989477; Book & CD Edition (July 1994) Mexican Folk Dance by Vicki Corona Publisher: Earth Dance International Publishing; ISBN: 1585130400; 1st Edition (October 1989) SUGGESTED TITLES/AUTHORS WEB SITES: www.alegria.org – This site is a guide to the culture surrounding Mexican folkdance that includes a directory of regional dances and events. http://nschool.org/mexico/links3.htm – This site has links that emphasize Mexican culture, music, dance, folklore and more. http://www.dcfree.net/~decolores/region.htm – This site describes and gives examples of dances from various Mexican regions. Approved by HSCA: MEXICAN FOLKDANCE, CULTURE, AND MUSIC II

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STRAND I: ESSENTIAL SKILLS AND TECHNIQUES CONTENT STANDARD: The student learns and develops the essential skills and technical demands unique to Mexican dance choreography and culture.

BENCHMARK: The student identifies and performs complex movement sequences from different Mexican dance regions or traditions. GRADE 10-12

PERFORMANCE STANDARDS

ILLUSTRATIONS

NOTE: All of the performance standard throughout this document may be performed and assessed in English and/or Spanish.

NOTE: Illustrations include suggested activities for attaining each performance standard. A check for (√) refers to a key feature to look for while assessing student performance

1. Demonstrates a wide range of movement skills (e.g., complex footwork and skirtwork) and their underlying principles to a wide variety of music from different states of Mexico (NM-6A.2; NSFLL-2; NMA-D1). 2. Analyzes, creates and portrays characters in a dance performance (NM-6A.2; NSFLL-3; NMA-D6). 3. Selects and creates necessary technical elements for a performance (NM-6A.2; NSFLL-2; NMA-D5).

1 – 3. The student performs a courtship dance (e.g., Las Alazanas, La Culebra, Los Machetes, El Son de la Negra, El Tirador La Botella, El Jarabe Tapatio, La Madrugada, El Polvorete, and El Tranchete). The student utilizes costumes, accessories, facial expressions, footwork and skirtwork when performing. 9 wide range of movement skills 9 successful and accurate manifestation of character 9 correct use of a variety of technical elements

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STRAND II: CREATIVE PROCESS CONTENT STANDARD: The student demonstrates an understanding of the dynamics of the creative process of Mexican dance through music, choreography, footwork, and skirtwork to express ideas. BENCHMARK: The student identifies, applies, and demonstrates the choreographic principles and processes to express a variety of Mexican dance styles. GRADE 10 -12

PERFORMANCE STANDARDS

ILLUSTRATIONS

1. Creates a dance sequence that conveys a message (NM-1B; NSFLL-2; NMA-D3). 2. Shows how variations in choreography and footwork can change the meaning of a dance interpretation (NM-1B; NSFLL-3; NMA-D2). 3. Describes the moods or emotional qualities of different kinds of dance performances (NM-1B; NSFLL-4; NMA-D2).

4. Collaborates with others to develop improvised choreography and evaluates effectiveness of student contributions (NM-1B.1; NSFLL-2; NMA-D5). 5. Explains the roles and interrelated responsibilities of various personnel involved in dance production (NM-2B.1; NSFLL-3; NMA-D4).

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1 – 3. The student performs a part in the Palomo y Paloma courtship dance. Each couple dresses in Veracruz white which represent pairs of mating doves. The female dancers/doves "fly" onto the stage with a winged motion, transforming doves into beautiful ladies as the dancers elegantly fan themselves while trying to catch the eye of a suitor. The young men enter the scene and choose a partner. Each "dove" envelopes her partner with her skirt/wings, fluttering and strutting with her partner who flutters his hat behind his back, as the male dove flutters his tail in a mating dance. The skirtwork in the Veracruz tradition is soft and beautiful and in Palomo y Paloma the female dancers flirt shamelessly while delicately manipulating the skirts to flutter like wings or float like waves on the ocean. 9 clear message and representation of dance 9 movement techniques manifests mood or emotional quality 9 use of appropriate costuming 4 – 5. The student creates and participates in a committee to develop a program to present to the class. The committee decides on a geographic region and representative dance. In addition, it decides on the roles and responsibilities of each member and the timeline for the creation and implementation of the performance. Each student turns in a written responsibility agreement listing the responsibilities, defining each, and the time expectation for successful completion. 9 successful collaboration of committee 9 creation and presentation of dance 9 timely and successful completion of individual tasks

Albuquerque Public Schools 02/03

STRAND III: PERFORMANCE EVALUATION CONTENT STANDARD: The student observes, discusses, analyzes, and makes constructive judgments about Mexican dance performance.

BENCHMARK: The student identifies, develops, and applies a set of criteria for evaluating dance. GRADE 10 -12

PERFORMANCE STANDARDS

ILLUSTRATIONS

1. Identifies criteria for evaluating a dance performance (NM-6A.1; NSFLL-3; NMA-D5). 2. Explains emotional responses and personal preferences to give constructive feedback about dance performance (NM-6A.1; NSFLL-3; NMA-D5). 3. Evaluates a live or videotaped dance performance (NM-6A.1; NSFLL-3; NMA-D5).

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1 – 3. In a brainstorming session the student lists criteria for evaluating a dance performance. The criterion is then formed into a rubric. The student views the performances by fellow students of Jalicense Cuadro (See Strand VI) and uses the rubric to evaluate it. 3 development of a solid criterion based evaluation rubric 3 application of rubric after viewing performances 3 feedback

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STRAND IV: CULTURE CONTENT STANDARD: The student shows increased awareness of diverse peoples and cultures through Mexican dance.

BENCHMARK: The student understands, applies, and demonstrates the knowledge of the traditions of Mexican dance. GRADE 10 -12

PERFORMANCE STANDARDS

ILLUSTRATIONS

1. Performs various dances from different Mexican regions or states (NM-1B.1; NSFLL-2; NMA-D6). 2. Identifies and describes the role of music and musicians in various settings of Mexico and New Mexico (NM-2B.1; NSFLL-3; NMA-D6). 3. Explores why subjects and ideas are portrayed in different dances (NM-1A.1; NSFLL-3; NMA-D6).

1 – 3. The student performs a Jaliscense Cuadro (i.e., a few dances from Jalisco – costume; e.g., Machetes, Jarabe Tapatio Fiestas en Jalisco, Le Son de la Negra, La Culebra, Huisache). Before the performance, the student presents a “show and tell” presentation describing the storyline, roles of the music, dance steps, rhythmic patterns, and costumes are portrayed in each performance. 3 zapateados (i.e., distinctively rhythmic step dances; e.g., creates rhythmic patterns by brushing and stamping their feet or by tapping heels against a solid surface) 3 accurate “show and tell” information

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STRAND V: CONNECTIONS CONTENT STANDARD: The student integrates understanding of Mexican dance by seeking connections in a variety of ways.

BENCHMARK: The student identifies and explores how school, work, and community interrelate with Mexican dance. GRADE 10-12

PERFORMANCE STANDARDS

ILLUSTRATIONS

1. Explores ways in which dance integrates with and enhances one’s personal and academic life in school, work, and community (NM-6A.1; NSFLL-3; NMA-D3).

1. The student creates a spider diagram or other graphic organizer. In the body of the spider, the student places the content area (e.g., history, math, science, language arts). The “legs” of the spider provide information on how dance enhances the study of the content area. 9 plausible connection between the content area and dance. OR The student completes a geography activity by locating and labeling the Mexican states on a blank map. The states are Aguascalientes , Distrito Federal, Morelos, Sinaloa, Baja Calif. Norte , Durango, Nayarit, Sonora, Baja Calif. Sur, Estado de Mexico, Nuevo Leon, Tabasco, Campeche, Guerrero, Oaxaca, Tamaulipas, Chiapas, Guanajuato, Puebla, Tlaxcala, Chihuahua, Hidalgo, Queretaro, Veracruz, Coahuila, Jalisco, Quintana Roo, Yucatan, Colima, Michoacan, San Luis Potosi, and Zacatecas. 9 correct labeling and location of Mexican state

2. Monitors personal progress in dance (NM-6A.2; NSFLL-3; NMA-D3).

2. The student maintains a daily or weekly log of dance progress. Information may include date, hour(s), achievement, reflections of achievement, goal setting). 9 consistency in keeping the log 9 written reflections of progress

3. Creates a dance to share with parents, school and/or community (NM -7B.1; NSFLL-3; NMA-D7).

3 – 4. The student performs a courtship dance (e.g., Las Alazanas, La Culebra, Los Machetes, El Son de la Negra, El Tirador La Botella, El Jarabe Tapatio, La Madrugada, El Polvorete, and El Tranchete). The student utilizes costumes, accessories, facial expressions, footwork and skirtwork. Prior to the performance, the student gives a “show and tell” presentation providing a brief description of the program. 9 wide range of movement skills 9 successful and accurate manifestation of character 9 correct use of a variety of technical elements 9 accurate information presented in “show and tell”

4. Compares the various settings of and reasons for creating dance (NM-7B.1; NSFLL-3; NMA-D1).

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GRADE 10-12

PERFORMANCE STANDARDS

ILLUSTRATIONS

5. Explores career opportunities involving dance (NM-7C; NSFLL-5).

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5. The student reads a variety of performing arts trade magazines to investigate what job opportunities are available (e.g., types of shows, talent needed, audition information, skills requirements). The student develops a personal résumé and cover letter to present to the class. 9 correct cover letter form 9 correct résumé form

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