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Table of Contents
TEKS Objectives
El Gato Montes
4-5
6-7
Guadalajara
8-9
10
11-12
13-14
15-18
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TEKS Objectives
Chapter 110, Language Arts and Reading:
15b.2, 16b.2 Reading/Vocabulary Development. Student understands new vocabulary and uses it correctly when
reading and writing;
15b.3, 16b.3 Reading/Comprehension of Literary Text/Theme and Genre. Student analyzes, makes inferences and
draws conclusions about theme and genre in dierent cultural, historical, and contemporary contexts and provides evi-
dence from the text to support his/her understanding.
15b.10, 16b.10 Reading/Comprehension of Informational Text/Culture and History. Student analyzes, makes infer-
ences and draws conclusions about the authors purpose in cultural, historical, and contemporary contexts and provides
evidence from the text to support his/her understanding.
15b.11, 16b.11 Reading/Comprehension of Informational Text/Expository Text. Student analyzes, makes infer-
ences and draws conclusions about expository text, and provides evidence from text to support his/her understanding.
15b.14, 16b.14 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics,
and sounds work together in various forms to impact meaning.
15b.27, 16b.27 Listening and Speaking/Listening. Student uses comprehension skills to listen attentively to others in
formal and informal settings.
(1880-1939):
El Gato Montes
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El Gato Montes (The Wild Cat) is Manuel Penellas most popular work. It is a zarzuela, a Spanish opera that mixes European
traditions with Spanish folk culture. El Gato Montes is a favorite work of Placido Domingo, who championed its return to the
stage in the 1990s. It was rst performed in the United States in its original language in 1994.
The pasodoble takes place in act two of the opera. In this scene, Rafael, one of two suitors hoping to win the hand of Solea,
prepares to ght six bulls. Pasodobles are traditionally used as entrance music for the bullghters.
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The Spanish ag ew over Texas from 1519 to 1821.
The rst explorations into Texas were by the Spanish. The rst was a
map-making expedition in 1519 led by Alfonso Alvarez de Pineda and
Cabeza de Vaca.
Spain was forced to relinquish its control of Texas in 1821, when Texas
became a province of the newly formed nation of Mexico.
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Pasodoble!
The pasodoble is a Spanish dance style which imitates bullghting. The leader of the dance imitates the
bullghter while the follower imitates the cape of the bullghter. The pasodoble is danced mostly by
professional dancers due to its strictly choreographed steps. This page is an introduction on how to
dance the pasodoble.
The pasodoble is a performance dance, where the man usually represents the bullghter and the woman
represents his cape. Her dance is soft, owing and circular; whereas he dances more aggressively. The
dance is full of dramatic postures. They often occur during intense moments in the music. The man
sometimes stamps on the ground like a bullghter stamps to get the attention of the bull.
The rhythm of the dance is 1-2-1-2. The dance has about 60 beats a minute. The woman usually wears a
long, wide skirt to illustrate the cape. The dance is very fast and requires a lot of energy. The music is
often very dramatic. When the dancers are in closed position, their upper bodies are touching.
(1848-1875):
Farandole from
Larleseinne Suite No. 2
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The farandole is an open-chain community dance based on the carol March of the Kings. This carol originated in a region of
France called Provence. Each year, three youths are chosen to play the kings in a procession. It is a great honor to be chosen
as a king.
The farandole is still popular in the county of Nice, France. The farandole is similar to other dances like the gavotte, jig, and
tarantella.
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The French ag ew over Texas from 1685 to 1690.
The French explorer, Robert La Salle, hoped to start a settlement in the
French Louisiana Territory at the mouth of the Mississippi River. Not
realizing he was actually in Texas, he established Fort St. Louis on
Matagorda Bay. Life was extremely hard for these settlers. Within ve
year they had all been killed by Indians or disease.
Farandole!
The farandole is a hands-joined musical game of follow the leader. Many sources consider it to be an
ancient French dance, probably descended from Greek labyrinth dances, and various kinds of spiraling
and winding gures are found in many dances from other cultures. The leader is often distinguished in
some way, such as holding a scarf, hat or decorated pole. In more sophisticated versions, the leader
may sing a verse which the others echo, or execute fancy steps which the others must copy.
Formation: line of dancers, hands joined, leader on left end.
Steps: skipping or walking; the leader dances around the available space, creating patterns to
amuse and challenge.
Lead the line in a spiral toward the center, then turn over the
left shoulder to lead out of the circle.
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Simply dance around the available space, making up
patterns.
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Play the white keys from C to C. This is a MAJOR scale.
This begins like the spiral. When the center gets fairly tight, a
few (3-4) center dancers stop moving (keep holding hands!),
and this will result in a tightly packed (and very friendly) ball.
When the outside dancers have completely wrapped the line,
the leader ducks down (keep holding hands!) and wiggles out
backwards through the crowd. The line will unwind from the
center, just like a ball of wool.
(1912-1980):
Guadalajara
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Guzar is best remembered for "Guadalajara," a Mexican standard that paid tribute to his home town of Guadalajara, Jalisco.
Guzar not only wrote about the Mexican state of Jalisco, he wrote about Mexico in general, and his songs really did bring Mexico
to life as eectively as the country's best painters. In Guadalajara (the second largest city in Mexico), an outdoor plaza has been
named after Guzar: La Plaza de los Mariachis (Mariachi Square) includes a plaque in honor of Guzar. Over the years,
"Guadalajara" has been recorded countless times, usually by traditional Mexican mariachi and ranchera artists. The song was
even performed by Elvis Presley in the 1963 movie Fun in Acapulco.
Mariachis in formal charro suits performing (from left to right): the violin, the guitarrn, the trumpet, and the vihuela.
J
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(1829-1892):
The Civil War threatened to split the United States in the early 1860s. Songs from this period celebrated victories or mourned
defeats; they told of patriotism and hope for freedom. Other songs were for pure enjoyment.
1.
Ask the students what they know about the Civil War.
2.
Discuss the time period (1860-1865) and some of the issues involved (economics, states rights, slavery, etc.)
3.
Have the students listen to the introduction about this period in our history and name and briey discuss any songs of this
era they may already know.
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The lyrics to When Johnny Comes Marching Home were written by the Irish-American bandleader Patrick Gilmore while serving in
the Union army during the American Civil War. The tune came from the song, Johnny I Hardly Knew Ye.
Its rst sheet music publication was deposited in the Library of Congress on September 26, 1863, with words and music credited
to Louis Lambert. Its not clear why Gilmore wrote under this pseudonym, though it was popular for composers during his time
to use dierent names.
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(1854-1932):
The Stars and Stripes Forever is the national march of the United States of America. Sousa wrote that he composed the march on
Christmas Day, 1896. He was on an ocean liner on his way home from a vacation with his wife in Europe. The Stars and Strips
Forever follows the standard American march form. Its trio section is the most famous part of the march. Most bands adopt the
Sousa band one or three (never two) piccolo players play the famous obbligato in the second trio section.
In 1987, Congress declared The Stars and Stripes Forever the National March of the United States. The piece is often played on
the Fourth of July.
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STRINGS
The string family is the largest section of the orchestra. String
instruments are all made of wood. The bodies of the string
instruments are hollow inside to allow sound to vibrate within
them. The strings on the instrument are most often made of nylon
and steel, and are played by drawing a bow across them.
Sometimes string players use their ngers to pluck the strings.
The VIOLIN is the smallest of the string instruments and can play
the highest notes. You play the violin by resting it between your
chin and left shoulder. Then you press down on the strings with
your left hand to change the pitch, while your right hand moves the
bow or plucks the strings.
The VIOLA is slightly larger than the violin and plays lower notes.
The strings on a viola are also thicker. You play the viola the same
way you do the violin.
The CELLO is much larger than the violin and the viola. You play it
sitting down with the body of the cello between your knees and the
neck of the instrument on your left shoulder. The body of the cello
rests on the ground and is supported by a metal peg.
The DOUBLE BASS is the largest string instrument and plays the
lowest notes. This instrument is so large that you have to stand up
or sit on a tall stool to play it. Like the cello, the body of the
instrument stands on the ground and is supported by a metal peg.
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WOODWINDS
Woodwind instruments produce sound when players blow air into
them. All of these instruments were originally made out of wood,
which is why they are called woodwinds! Today, they are made of
wood, metal, plastic or some combination.
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BRASS
Brass instruments got their name because they are made of brass!
This family of instruments plays louder than any other in the
orchestra. Brass instruments are long tubes that are bent into
dierent shapes and widen and are out at the end.
The TRUMPET is the smallest brass instrument and can play the
highest notes of all the brass instruments. You play the trumpet by
holding it horizontally, buzzing your lips into the mouthpiece, and
pressing down the valves to change the pitch.
The HORN is a very long tube that is twisted and curled into an
instrument about one foot wide. If you untwisted the tube, it would
be 18 feet long! You play the horn by holding it with the bell
curving downward and buzzing into the mouthpiece. Your left
hand plays three valves. You can change the type of sound by the
way you place your right hand in the bell.
The TROMBONE is the only brass instrument that does not use
valves. Instead, the player moves a curved tube, called a slide, back
and forth in order to change notes. You play the trombone by
holding it horizontally, buzzing into the mouthpiece, and using your
right hand to push or pull the slide.
The TUBA is the largest and lowest sounding instrument in the
brass section. If you uncoiled it, it would be 35 feet long! You play
the tuba sitting down with the instrument on your lap and the bell
facing up. The you blow and buzz into the mouthpiece and use your
hand to press down on the valves which changes the sound.
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PERCUSSION
Percussion instruments include any instrument that makes a
sound when it is hit, shaken, or scraped.
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After reviewing the instruments of the orchestra, ask students to draw a picture of their favorite instrument.
Ask students to draw a picture of an original, made-up instrument. It can be a new string, wind, brass, or percussion
instrument. The only restriction is that it must be clear in the drawing how the instrument is to be played.
Have students draw pictures to illustrate the dierent pieces of music from the program.
Practice special audience member skills. Ask students to practice maintaining complete silence for one minute. Before the
minute of silence begins, tell students they will be listening for any sound they hearsounds might include birds, kids laughing,
a car passing by, or the ticking of the clock. After the minute of silence is over, ask students to draw a picture of what they
heard.
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