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La Musica de Mexico

from Cleveland Institute of Music

Program image

Students explore a variety of genres of Mexican music including son jarocho, mariachi, ranchera, norteno, and Mexican classical music in this highly interactive, hands on videoconference.

Program Rating

   based on 28 evaluation(s).


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About This Program

Cost

Point to Point: $180.00
By Request: $180.00



Length

45 minutes


Target Audience

Education: Grade(s) 6, 7, 8, 9, 10, 11, 12 Lifelong Learning

Minimum participants:

3

Maximum participants:

35


Primary Disciplines

Social Studies/History, Fine Arts, Foreign/World Languages, Language Arts/English, Performing Arts, Gifted & Talented Lifelong Learning


Program Delivery Mode

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



Booking Information

this session is offered on demand

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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

CIM does not allow the video or audio recording of our distance learning presentations.

Registration for distance learning programs must occur at least four weeks prior to the program date.

The Cleveland Institute of Music will reschedule at no additional charge any programs canceled due to natural events i.e. snow days.

The full fee will be charged to sites which cancel with less than 48 hours notice.

Upon confirmation of registration, payment of fees will be considered due after delivery of the session.

About This Provider

Content Provider logo

 

Cleveland Institute of Music

Cleveland, OH
United States

The Cleveland Institute of Music is a leading international conservatory that is distinguished by an exceptional degree of collaboration between students and teachers. This same stimulating environment extends to the Institute's community education programs, which help people of all ages realize their full musical potential.

CIM offers many exciting distance learning programs for Pre-K through high school. These programs are informative, fun and highly interactive. In addition to a full array of programs and courses in music, CIM offers a series of interdisciplinary programs that address academic content standards in science, math, language arts, and history. These programs are designed to enliven and reinforce the academic core curriculum

Contact:
Contact Alisa Andrews about scheduling.
samm@norsoft.net
2167953150

Program Details

Format

1.Activity: Students compare and contrast two versions of La Bamba, one rock n roll and one son jarocho.
2.Discussion: The heritage of Mexican music.
3.Activity: Distinguishing between duple and triple meter.
4.Discussion: Mariachi
5.Activity: Identifying the use of sesquialtera in Mariachi music.
6.Discussion: Norteno
7.Activity: Students demonstrate understanding of theme and variations in conjunto music through music.
8.Live music demonstration: Classical music from a Mexican composer.

Objectives

Students will explore Mexican culture through music.
Students will compare and contrast a variety of styles of music from Mexico.
Students will identify the influence of Mexican music in the United States.

Standards Alignment

National Standards

National Standards:
National Standards in Music Education
2. Performing on instruments, alone and with others, a varied repertoire of music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.

National Standards for Foreign Language Learning
CULTURES
Gain Knowledge and Understanding of Other Cultures
•Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
•Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS
Connect with Other Disciplines and Acquire Information
•Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
•Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONS
Develop Insight into the Nature of Language and Culture
•Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

State Standards

* for complete listing of standards, please download class materials for this session *

Ohio Academic Content Standards: Foreign Language
Cultures
Grade 6
4. Investigate and report on products of the target culture (e.g., music, traditional clothing, food, art).
6. Identify and describe well-known contributions of the target culture (e.g., literature, types of governments, religions).
Grade 7
1. Research and report on a variety of topics from the target culture (e.g., entertainment, nutrition/health, gender roles).
5. Investigate and discuss how ancient cultures influence modern cultures (e.g., legal practices, holiday celebrations, architecture).
Grade 8
3. Participate in age-appropriate cultural practices (e.g., games, sports, entertainment).
5. Discuss expressive products of the target culture (e.g., art, literature, music, dance).
6. Identify major contributions and historical figures from the target culture (e.g., paper making, textiles, aqueducts, medicine, leaders, inventors).
Grade 9
2. Participate in age-appropriate cultural practices (e.g., music, dance, drama).
7. Discuss the contributions of famous people from the target culture.
Grade 10
5. Explain the contributions of the target culture in literature and the fine arts.
6. Identify and explain influences of the target culture on U.S. culture (e.g., borrowed words/expressions, food, organization of government).
Grade 11
4. Identify, analyze and evaluate themes, ideas and perspectives related to the products being studied (e.g., public transportation, architecture, music).
6. Identify styles and influences of artistic forms (e.g., dance, music, literature, art) from various historical and literary periods of the target culture.
Grade 12
8. Experience, discuss and analyze selections from various literary genres and the fine arts of the target culture.
Connections
Grade 6
4. Identify similarities and differences in the styles of artists from variousworld cultures.
Grade 7
1. Identify and/or demonstrate styles of authentic music or dance.
Grade 8
2. Investigate and report on artwork and artists of the target culture.
Grade 9
1. Summarize articles or short videos on interdisciplinary topics (e.g., art, metric system, weather and other scientific phenomena).
2. Investigate and discuss interdisciplinary topics (e.g., world health issues, fine arts concepts, geographical terms).
3. Interview a native speaker or expert in the field to develop new insights on topics of interest (e.g., foreign workers’ experience in U.S., access to technologies).
Grade 10
2. Explain interdisciplinary topics (e.g., literary genres, ecosystems, financial markets, immigrant population).
Grade 11
2. Analyze information from various authentic sources about interdisciplinary topics (e.g., opera, genetics, nutrition).
3. Identify prominent figures from the target culture and discuss their contributions (e.g., El Greco, Rigoberta Menchú, Goethe, Cousteau, Catullus, Ibn Haldun).
5. Examine how people of the target culture preserve their culturaltraditions (e.g., language, cuisine, dress) after emigration to the U.S. or to another country.
Comparisons
Grade 11
4. Examine the influences of the target culture on students’ own culture and
vice versa (e.g., prevalence of salsa in the U.S., spread of fast-food restaurants abroad, democracy).
Communities
Grade 6
5. Listen to and discuss music, sing songs or play musical instruments from the target culture.
11. Work cooperatively (e.g., interpret texts and graphics, document-based questions, learning centers) to investigate a given topic (e.g., geography and its influence on a
given culture).
Grade 7
6. Listen to and discuss music, sing songs or play musical instruments from the target culture.
Grade 9
8. Attend, participate in or view via media, target culture events (e.g., fairs, festivals, exhibitions, holiday and family celebrations) and describe to others.
Grade 10
1. Interact with groups outside the classroom to promote appreciation of the target culture (e.g., teaching simple songs, conversational expressions, topics of cultural interest).
8. Attend, participate in or view via media, target culture events (e.g., fairs, festivals, exhibitions, holiday and family celebrations) and describe to others.
Grade 11
7. Attend, participate in or view via media, target culture events (e.g., fairs, festivals, exhibits and performances; programs given by Japanese/American Society, Red Cross, consulates) and describe to others.
Grade 12
9. Attend, participate in or view via media, target culture events (e.g., fairs, festivals, exhibitions and performances; programs given by Japanese/American Society, Red Cross, consulates) and describe to others.