¡Celebración! The Art andHistory of Flamenco

Final Curriculum Project

By: Vanessa Chabrier-Davis and Lainey Polikoff

May 2003

Introduction

After utilizing such resources as the Connecticut State Arts and Social Studies

Curriculum Frameworks (see attachments #1 and #2), the theories of John Dewey and

Lev Vygotsky, and the cooperative learning strategies of Robert Slavin, we shaped our

curriculum project entitled “¡Celebracíon! The Art and History of Flamenco.” This

curriculum is intended to give the students an appreciation and knowledge of the culture

and history surrounding flamenco dance.

Context

Although our curriculum would be more suitable for a private institution, we are

confident that it can be modified to work in a public school system. The reason why it

can work in both institutions is because funding is not an issue. All of the necessary

materials will already be provided and the performances put on by Melinda Marquez will

be complimentary. We plan to incorporate our curriculum in an all girls, predominantly

Hispanic fifth grade classroom. The length of each class will be approximately two to

three hours a day. Realistically this curriculum will take much longer than 7 days,

however in order to represent all of the material that will be covered we have broken it

down into seven days. Although our curriculum is very rigorous, we are confident that

the students will achieve the desired goals while having fun.

Framework

Though our curriculum has very contemporary components, we have based a

significant amount of the structure on the ideas of constructivist theorists John Dewey

and Lev Vygotsky. John Dewey, the US philosopher argued that learners actively

construct knowledge. He also emphasized the fact that learning was a social process.

Learning occurs when “students are engaged in meaningful, purposeful activities where

they must work with other students.”1 Dewey stated that “ unless the learner had

struggled personally with an issue, the information was likely to be committed to memory

in a rather lifeless or mechanical way….’static, cold-storage’ knowledge.”2 By having

the students engage in hands on and group activities such as the ones in our curriculum,

we have incorporated this well known learning theory. Like Dewey, Lev Vygotsky the

Soviet psychologist agreed that learning was a social process. He was more interested in

“the learning potential that a child might have.”3 Along with that, Vygotsky “stressed that

much of what we learn we learn from others.”4 However, he also believed that students

learn through interaction with more mature learners. Teaching in itself demonstrates

Vygotsky’s theory that students learn best from adults. The strongest example of

Vygotsky’s theory is presented on day 4, when Melinda Marquez comes to teach the

students how to put their knowledge into action.

For our curriculum we have taken parts of the Connecticut State Arts and Social

Studies Curriculum Framework. We have chosen bits and pieces of each framework,

however, there is clearly more emphasis on the arts framework. In the arts framework,

1 Phillips, D.C. & Jonas Soltis Perspectives on Learning pg. 562 Phillips, D.C. & Jonas Soltis Perspectives on Learning. Pg. 393 Phillips, D.C. & Jonas Soltis Perspectives on Learning. Pg. 584 same as above, pg. 59

students are expected to “create, perform, respond, and understand all aspects of the

specific art” (see attachment #1). The social studies framework requires the students to

“demonstrate an understanding of the concept of culture and how different perspectives

emerge from different cultures” (see attachment #2). Both of these frameworks combined

create a perfect structure for the curriculum.

The final important component that we have incorporated into our curriculum

comes from Robert Slavin. His cooperative learning methods include the following

“Student Teams- Achievement Divisions (STAD), Teams-Games-Tournaments (TGT),

Jigsaw II, Team Accelerated Instruction (TAI), and Cooperative Integrated Reading and

Composition (CIRC)” (Slavin, 6-7). We decided to use the STAD method, in STAD,

students work in groups of four according to their gender and performance level, they

make sure they all understand the subject matter then take quizzes to ensure their

understanding. The main goal is to motivate students to help each other and master their

own skills. Using this method in teaching the students vocabulary will be productive and

ensure that they understand the facts that they will be taught on day one.

Activities

Day 1 – History of Flamenco

Objective: Students will gain a background in flamenco dance.

Morning Activity (45minutes) In order for the students to become acquainted with

Flamenco dancing we would start off by giving a brief introduction of its history. First

we would show a map of Spain so students can visually see the parts of Spain in which

flamenco dance was started. In addition to the map we would hand out a sheet entitled

“Quick Facts about Flamenco Dance” (see attachment #3). This worksheet would

contain information that the students will be expected to know by the end of the seven

days.

Afternoon (1st Activity - 45 minutes): In the afternoon the students will be able to work

in groups and review the facts on the sheet for about 15-20 minutes in order to prepare

for the puzzle activity that they would have to later complete. This puzzle activity (see

attachment #4 for instructions) will be a way to test the previously learned material. The

students will be informed before they begin to work in groups that they will have a puzzle

to complete, which will be graded as a quiz, but each group will receive a grade opposed

to individuals receiving a grade.

(2nd Activity – 15 minutes) After the puzzle activity is completed we will explain the

weeklong project as well as giving a handout (see attachment #5) explaining what each

child is responsible for completing each day. Although the students will be expected to

interview a family member about their culture specifically focusing on dance, students

will be able to add any additional information about their ethnic background. For

homework the students will be expected to think of a person that they want to interview

and then they must formulate a list of fifteen questions that they would like to ask their

interviewee.

(3rd Activity – 15 minutes) At the end of each day the students will be asked to write in

their journals. In the journals they are expected to respond to what they did or learned in

class that day. They are expected to share their thoughts or feelings on the activities as

well as one thing that they learned from the day’s activities.

Day 2 - Audio Visual

Objectives: Students will be introduced to the music and become acquainted with

flamenco movements.

Morning Activity (45 minutes) We will start off the day by showing the students a video

taped flamenco performance performed by the Flamenco Vivo Carlota Santana dance

company.

Afternoon (1st Activity 45 minutes) In order for the students to become familiar with

Spanish music that can accompany flamenco dancing the students will do a listening

activity. We will bring in a tape recording of a variety of Spanish music such as the

famous guitarist Paco Pena and other flamenco tones. In between every song the students

will be asked to make a prediction as to what flamenco dancing style the song would

accompany (happy, sad, fast, slow) or how one song compares to another song. In

addition to the listening activity we will give a brief bio (see attachment #6) on Paco

Pena.

(2nd Activity 15 minutes) The next activity will be part of the weeklong project. Each

student will be required to share at least two questions from their list that they are going

to ask the person that they are going to interview. Afterwards the students will be

reminded that they have the next two days to interview their person and then they must

work towards their class presentation as well as their two-page paper.

(3rd Activity 15 minutes) For the final activity students will be asked to write a journal

entry.

Day 3 - Language and Style

Objectives: Students will learn the vocabulary (in Spanish) and attire associated with

flamenco dance

Morning (1st Activity 45 minutes) Based off of the ideas from the STAD method we will

teach students how to pronounce and understand vocabulary words that are associated

with flamenco dance. First we will give a handout (see attachment #7) to each student

with vocabulary words that we would like them to know. Then we will write the words

on the board and practice saying them. We will break down the pronunciation of each

word and then go around the class by groups of four and have the students repeat what

we say. We will also ask the kids to demonstrate some of the words. For example, pitos

(finger snapping) we will ask the class to snap their fingers. While practicing the Spanish

words we will also, present the attire associated with flamenco dance. We will use props

so the children can visualize the word being taught.

(2nd Activity 25 minutes) We will divide the vocabulary words into groups of four and

then we will distribute the words to the five groups of four. Each group will get different

words and then they will draw a picture that will represent the definition of the word(s).

Afterwards the groups will present their pictures to the class and will have to re-explain

the definition of the word/words that they decided to draw a picture of.

Afternoon Activity (15-20 minutes) Students will be given the opportunity to ask

questions about what they are expected to do for their interviews. Then the students will

be asked to write a journal entry. Afterwards we will explain to the children that their

homework assignment is to study the Spanish vocabulary in order to prepare for the quiz

that they will receive the next day.

Day 4 - Lets Dance!

Objective: Students will learn how to dance flamenco.

Morning Activity (30-40 minutes) In order for the students to have a similar experience

of what a live flamenco performance is like will ask Vanessa’s old flamenco teacher to

come and perform a short demonstration. The flamenco teachers name is Melinda

Marquez and she is a former principle dancer of the Flamenco Vivo Carlota Santana

dance company, which was the video recording that we watched. In between her dance

pieces we will ask her to talk a little about what the dance represents and some of its

components.

Afternoon (1st Activity 30-40 minutes) – We will ask Ms. Marquez to teach basic

flamenco movements to the class. Prior to this activity we will inform Ms. Marquez as to

what Spanish Words the children are studying so she can in cooperate it into what she is

teaching the students. This will be a way to refresh the student’s memory before they

have to take their quiz.

(2nd Activity 20-25 minutes) – Students will take a vocabulary quiz. The quiz will be

presented as a crossword puzzle (see attachment #8).

(3rd Activity 15 minutes) – Students will be asked to write a journal entry. Afterwards we

will remind the students that they must continue to prepare for their presentations as well

as their two-page paper.

(4th Activity 10 minutes) - We will also ask them to review the material that they have

learned throughout the week in order to prepare for the Jeopardy game that will be played

the next day. We will explain that the different groups will be competing each other.

The team that wins will win a grand prize while the other groups will still win something

for their effort. This will hopefully be incentive for the students to study in order for their

team to win.

Day 5 – Jeopardy!

Objective: Students will demonstrate their knowledge of the history of flamenco.

Morning Activity (1 hour) – We will prepare questions so that the students can play

Jeopardy (see attachment #9). The questions will be developed based off of the material

learned throughout the week. For example, we will ask questions about the Spanish

vocabulary, history facts, attire, and names of dance movements. The groups will be

broken into the same five groups of four that they worked in for the previous activities.

All of the groups will be given at least three minutes to discuss the answer before having

to answer. This will be a way to test the information that the students have learned

throughout the week.

Afternoon Activity (15-20 minutes) – At the end of the day students will have to write a

journal entry. Afterwards we will remind them that presentations will take place the next

day.

Day 6 – Presentations

Objective: Students will walk away with an understanding of their peers’ cultural

background. (From presentations)

Morning Activity (30 minutes) Students will be given a chance to teach the class

something about their culture, based off of the information that they found during their

interview. The first ten students will have three minutes to present.

Afternoon (1st Activity 30 minutes) The second part of the presentations will take place.

(2nd Activity 15 minutes) Students will be asked to write a journal entry. Afterwards we

will remind the students that the next day they have to hand in their two-page paper based

on their interviews.

Day 7 – Creativity and Celebration

Objectives: Students will learn how to make traditional flamenco skirts. Students will

also demonstrate the dance moves that they learned on Day 4.

Morning Activity (1hr. and 15 minutes) We will provide the students with the fabric

needed to make the flamenco skirts. The students will have to measure their waste with

the measuring tape that we provide them with. After measuring their waste they must

measure and mark the amount of fabric that is need and then they will have to cut the

fabric. After the fabric is cut we will show the students how to do a basic stitch.

Afternoon (1st Activity 45 minutes) The class will put on their skirts and we will provide

music in order to add to the atmosphere of the celebration. The same five groups of four

will be expected to present at least four of their favorite acquired dance moves. We will

end the celebration by everyone dancing flamenco together.

(2nd Activity 15 minutes) Students will be asked to write a final journal entry.

(3rd Activity 15 minutes) Students will be asked to share at least one thought about what

they did or something that they learned during all of the lessons. Finally, students will

have to hand in their two-page paper about their interviews.

Evaluations

Deciding how to assess the students seemed be to a difficult aspect to conquer,

however, the numerous physical and academic activities we incorporated into the

curriculum, helped us developed thorough methods of evaluation. Students will be

evaluated based upon their class participation (working actively within their groups, and

producing thought provoking and creative work). This participation will be a major part

of their grade. They will be evaluated on their interview presentation, the fifteen

questions that they used for their interview and the two-page paper summarizing their

interview. They will also be evaluated on how well they do on their vocabulary quiz, how

well each student presents their vocabulary words through their pictures and their

descriptions of the vocabulary words that their groups received, and their Jeopardy

scores. Finally, they will be evaluated on their journal entries.

Conclusion

“¡Celebracíon! The Art and History of Flamenco” combines many components

from the vast world of education. The ideas of Dewey, Vygotsky, and Slavin create a

structure that enables this curriculum to reach out to students and allow them to explore

the evolution of flamenco. With this unique energetic curriculum we hope to inspire the

students to retain and use this knowledge to broaden their horizons. With their newly

acquired appreciation for this culture we hope that they will build an interest in

expanding the cultural awareness of their communities.

Bibliography

1. The Connecticut Classical Guitar Society. Paco Peña. January 2003. Bushnell ConcertSchedule. April 22, 2003. <http://ccgs.org/concerts02/paco.html>.

2. Connecticut State Department of Education Division of Teaching and Learning. The Connecticut Framework: K-12 Curricular Goals and Standards. March 1998.

3. Hadia. Spanish Gypsy and Flamenco Dance History. September 2002. Central HomeDancing. April 22, 2003<http://centralhome.com/ballroomcountry/flamenco_history.htm>.

4. Cook, Gary. The Flamenco Dress. April 2001. Flamenco-World Online Magazine.April 22, 2003 < http://www.flamenco-world.com/magazine/about/traje/trajes.htm>.

5. Marrone, Laurena. History of Flamenco. November 2002. Solo Flamenco. April 22,2003 <http://flamencodance.com/history.html>.

6. Olivo, Silvia Calado. El manton de Manila. February 2002. Flamenco-World OnlineMagazine. April 22, 2003<http://www.flamencoworld.com/magazine/mantones/mantones.htm>.

7. Phillips, D.C. & Jonas Soltis. Perpectives on Learning. Teachers College Press: NewYork~London. 1998.

8. Slavin, Robert. Cooperative Learning. 1995.

9. Zolan, Simon. Historical Notes. December 2000. Flamenco Shop. April 22, 2003.<http://www.flamencoshop.com/gypsy/historicalnotes.htm>.

Attachment # 1

Connecticut State Arts Framework

create (imagine, experiment, plan, make, evaluate, refine and present/exhibit) art worksthat express concepts, ideas and feelings in each art form;

. perform (select, analyze, interpret, rehearse, evaluate, refine and present) diverse artworks in each art form;

. respond (select, experience, describe, analyze, interpret and evaluate) withunderstanding to diverse art works and performances in each art form;

. understand and use the materials, techniques, forms (structures, styles, genres),language, notation (written symbol system) and literature/repertoire of each art form;

. understand the importance of the arts in expressing and illuminating human experiences,beliefs and values;

. identify representative works and recognize the characteristics of art, music, theatre anddance from different historical periods and cultures;

. develop sufficient mastery of at least one art form to continue lifelong involvement inthat art form not only as responders (audience members), but also as creators orperformers;

. develop sufficient mastery of at least one art form to be able to pursue further study, ifthey choose, in preparation for a career;

. seek arts experiences and participate in the artistic life of the school and community;and

. understand the connections among the arts, other disciplines and daily life.

Attachment # 2

Connecticut State Social Studies Framework

-demonstrate an understanding of the concept of culture and how different perspectivesemerge from different cultures;

-describe the relationships among the individual, the groups and the institutions whichexist in any society and culture;

-apply concepts from the study of history, culture, economics and government to theunderstanding of the relationships among science, technology and society;

Attachment #3

Quick Facts about Flamenco Dance

-Flamenco is a dance style that originated in Andalusia, Spain

-There are 3 parts to this art:1) Singing2) Dancing3) Guitar playing4) Sometimes there can also be hand clapping to add to the music

-Flamenco dance has been a part of Spanish culture for more than 200 years

-Flamenco is a “symbol of their (Spaniards) heritage, passion, and traditions of theirculture”

-Flamenco was introduced by the gypsies

-Flamenco is the traditional song and dance of Spain

-The gypsies used flamenco as a way to express their pain and sadness

-In 1492, King Ferdinand V and Queen Isabella made everyone in Spain change theirreligion to Catholicism and the people who did not want to, were forced to leave thecountry.

-The gypsies were forced to leave because they did not want to change; as a result, theylost their language, freedom and style

-Two other ethnic groups called the Jews and Muslims were also forced to leave. All 3cultures (Jews, Muslims and gypsies) came together and created flamenco.

-Flamenco can represent happiness, friendliness, romance, and sadness

-Flamenco first became a public dance performance in the 1860’s

-Between 1765 and 1860, flamenco schools were opened in Seville, Spain

Attachment #4

Puzzle Instructions

-The students will be expected to complete a puzzle

-The final product will be a flamenco dancer

-The puzzle board sections will be numbered from 1-10

-There will be another sheet in which questions will be numbered 1-10

-The numbers of these questions will be written on the back of the puzzle pieces

-The students will pick out the pieces from a hat

-Once they know the number on the back of the piece, they will refer to the sheet andlook for the appropriate question.

-There will be 10 possible answers and they must choose which one they think is correct

-Whatever the number that corresponds with the chosen answer is, they will place thepuzzle piece on that same number that is on the puzzle board

-Assuming they have the correct answer the puzzle piece will fit, if it doesn’t fit, theyknow they have the wrong answer

Example of puzzle question:

Where and by whom was flamenco created?

1. Cordoba, by the Spaniards2. Seville, by the Catholics3. Boston, by the Irish4. Andalusia, by the gypsies5. France, by the French6. Portugal, by the Portuguese7. Madrid, by King Ferdinand V8. Barcelona, by Queen Isabella9. Washington DC, by the president10. New York, by the Rockettes

Note: The correct answer would be #3 so the students would place the piece on thesection of the board that is marked #3.

Attachment #5

Interview Project

Day 1:

In class - introduce project

For homework - choose a person that you want to interview and write down 15 questionsthat you would like to ask that person.

Day 2:

In class - present 2 questions you are going to ask

For homework - begin interviewing

Day 3:

In class - opportunity to ask questions about what is expected of them to complete theinterviews.

For homework - continue interviews

Day 4:

In class - remind the students that they have to continue preparing for presentation andtwo-page paper

For homework - start to work on 2 page paper.

Day 5:

In class - reminder that presentation will take place on the next day

For homework - work on paper

Day 6:

In class - presentations

For homework - work on two-page paper

Day 7:

In class - hand in two-page paper

Attachment #6

Music Facts on Paco Peña

-He was born in Cordoba, Spain

-He learned how to play the guitar when he was 6

-His first professional performance was when he was 12

-In 1981 he founded the “Centro Flamenco Paco Peña” in Cordoba

-In 1997 he received an honor from the King Juan Carlos of Spain called the “Oficial de

la Cruz de la Orden del Merito Civil”

-He he now lives in London

-Paco had a positive impact on flamenco music

Attachment #7Vocabulary Words

1. Bailaor/a- male/female flamenco dancer

2. baile- dance

3. braceo- the arm movements of a Spanish/flamenco dancer

4. brazos- arms

5. café cantante- coffee house with flamenco shows

6. cambio- change- refers to a change in footwork or braceo exercises

7. cantaor/a- flamenco singer

8. cante- song

9. castañuelas- castanets

10. falda- skirt

11. floreo- hand movements of dancers

12. Gitano/a- gypsy

13. jaleo- shouts of encouragement “olé”

14. manton- embroidered silk shawl with long fringes.

15. palmas- rhythmic hand clapping

16. tocaor- flamenco guitarist

17. zapatos- shoes

18. alegrias- joy or happiness

19. fuerte- strong, hard

20. golpe- related to foot work, full sole of the foot striking the floor

21. palmeros- men that clap while the musicians play

22. pasada- to pass, passing a partner in a dance

23. pie- foot

24. pitos- finger snapping

25. vuelta- to turn

Attachment #8

Crossword Puzzle Vocabulary Quiz

Word Bank

Golpe Cambio

Ole Cante

Floreo Pitos

Palmas Manton

Falda Fuerte

Castanuelas Cantaora

Vuelta Braceo

Baile Alegrias

Tocaor Bailaora

Café Cantante

Across

1. What is the name of the place in which flamenco performances have taken place at?

2. A word used to describe finger snapping.

4. What word is used to describe the arm movements of a Spanish/flamenco dancer?

6. What is the name used to describe a female flamenco dancer?

8. What word is used to describe rhythmic hand clapping?

Down

1. What is the name of the wooden instrument that is used by a flamenco dancer whileshe is dancing?

3. What is the name of a flamenco guitarist?

5. What is the word used by flamenco dancers as a way to provide encouragement?7. What is the Spanish word used to describe joy or happiness?

9. What word is used to describe a silk shawl?

Answer Key

Across1. Café Cantante2. Pitos4. Braceo6. Bailaora8. Palmas

Down1. Castanuelos3. Tocaor5. Ole7. Alegrias9. Manton

Attachment #9Jeopardy Categories

Outline: Of Categories and how a question will be constructed.

-Flamenco Attire

Q: What is the name of the small wooden instrument used by a flamenco dancer?A: What are castanets

-Music (primarily focused on Paco Peña)

Q: What city was Paco Peña born in?A: What is Cordoba, Spain

-Random Vocabulary Words

Q: What are the sounds that a flamenco dancer is able to make using their fingers?A: What are “pitos”

-History

Q: What other 2 groups were forced to leave Spain when they refused to change theirreligion?A: Who were the Jews and Muslims