ALEX Classroom Resource

  

Latino Arts, Beats, and Culture

  Classroom Resource Information  

Title:

 Latino Arts, Beats, and Culture

URL:

 https://learninglab.si.edu/cabinet/file/16fb7ff8-adf4-4306-b486-916dc9f37ed2/SLC_Latino_Arts_Beats_and_Culture_Ed_Handout.pdf

Content Source:

 Smithsonian
Type: Lesson/Unit Plan

Overview:

This interactive hands-on set of activities is perfect for introducing elementary-aged students to Latino culture through music. It is also a perfect activity for Hispanic Heritage Month. The link provides an English handout that offers a variety of hands-on activities including a glossary of music-related vocabulary and Latino music styles, directions for making a pan flute out of straws, information about Selena and Celia Cruz, and activities that connect math to Latino beats through music. As students complete each activity with their teacher they learn to identify the rhythms of the target culture. To meet community standards teachers can choose to scan a QR code located on the document to access a Spotify playlist compiled by the Smithsonian. This will allow students to listen to music while they work.

Content Standard(s):
World Languages
WLAN (2017)
Grade: K-8
Novice Low Proficiency Range
4) Investigate, explain, and reflect on the relationship among the products, practices, and perspectives of the target cultures.

a. Use appropriate gestures and oral expressions.

b. Identify typical activities, events, and celebrations of the target cultures.

Examples: Christmas, Carnival

c. Identify children's songs, poetry and rhymes from the target culture.

d. Observe and imitate simple patterns of behavior.

Examples: Table manners, greetings

Unpacked Content
Goals:
Cultures
Modes Of Communication:
Interpersonal, Interpretive, Presentational
Evidence Of Student Attainment:
K-2
Students:
  • investigate and explain the practices and perspectives of the target culture.
  • identify activities and celebrations of the target culture.
  • observe and compare behavior patterns.
  • use gestures appropriately.
    • recognize songs/poetry in the target language.
    3-5
    Students:
    • investigate and explain the practices and perspectives of the target culture.
    • identify activities and celebrations of the target culture.
    • identify songs and poetry in the target language.
    • recognize key words and phrases in the target language.
    • observe and compare behavior patterns.
    • use appropriate gestures.

    6-8
    Students:
    • identify some products and practices of the target culture.
    • identify some basic cultural beliefs and values of the target culture.
    • identify familiar landmarks.
    • recognize some similarities and differences between cultures.
    • greet people with culturally appropriate customs.
    • use appropriate gestures.
    • identify songs/poetry in the target language.
Performance Descriptors:
Knowledge:
K-2
Students know:
  • typical activities and events of the target culture.
  • children's songs, poetry, and rhymes from the target culture.

3-5
Students know:
  • typical activities and events of the target culture.
  • children's songs, poetry, and rhymes from the target culture.

6-8
Students know:
  • landmarks from target language.
  • information from target language.
  • cultural information linked to themes taught.
  • songs, poetry and rhymes from the target culture.
Skills:
K-2
Students are able to:
  • identify cultural products such as music, art, sports, games, and entertainment.
  • identify cultural practices of the target culture.

3-5
Students are able to:
  • identify cultural products such as music, art, sports, games, and entertainment.
  • identify cultural practices of the targte culture.
  • identify common beliefs and attitudes within the target culture.

6-8
Students are able to:
  • identify patterns of social behavior and interactions typical of the culture.
  • identify cultural products such as music, art, sports, games, and entertainment.
  • identify cultural practices of the target culture.
  • analyze cultural perspectives.
  • identify common beliefs and attitudes within the target culture.
Understanding:
K-2
Students understand that:
  • an ability to communicate in another language fosters a better understanding of my own language and culture.
  • custom and tradition vary within a culture, as well as between cultures.
  • other understandings will vary according to theme being taught.

3-5
Students understand that:
  • an ability to communicate in another language fosters a better understanding of my own language and culture.
  • custom and tradition vary within a culture, as well as between cultures.
  • other understandings will vary according to theme being taught.

6-8
Students understand that:
  • an ability to communicate in another language fosters a better understanding of my own language and culture.
  • the study of a foreign language develops insights into the nature of language and culture.
  • custom and tradition vary within a culture, as well as between cultures.
  • other understandings will vary according to theme being taught.
World Languages
WLAN (2017)
Grade: K-8
Novice Low Proficiency Range
5) Link target language and other subject areas to acquire information and develop diverse cultural perspectives.

a. Listen to and acquire vocabulary related to age-appropriate school content.

Examples: Modes of transportation, the planets, and time-telling.

Unpacked Content
Goals:
Connections
Modes Of Communication:
Interpersonal, Presentational
Evidence Of Student Attainment:
K-2
Students:
  • connect target language vocabulary with other subject areas.
  • learn vocabulary related to school content (Example: time, planets, etc.).

3-5
Students:
  • connect target language vocabulary with other subject areas.
  • learn vocabulary related to school content (Example: math, science).

6-8
Students:
  • use the target language to learn (about) other school topics (Example: nutrition, history).
  • connect the target language with other subject areas.
Performance Descriptors:
Knowledge:
K-2
Students know:
  • target language vocabulary as related to age appropriate school content.
  • information related to the school content being taught.

3-5
Students know:
  • target language vocabulary as related to age appropriate school content.
  • information related to the school content being taught.

6-8
Students know:
  • target language vocabulary as related to age appropriate school content.
  • information related to the school content being taught.
Skills:
K-2
Students are able to:
  • transfer and apply information and skills learned in the target language.
  • transfer and apply information and skills learned from other subject areas.

3-5
Students are able to:
  • transfer and apply information and skills learned in the target language.
  • transfer and apply information and skills from other subject areas.
  • understand markets and varied influences.

6-8
Students are able to:
  • transfer and apply information and skills from other subject areas.
  • synthesize information from resources in the target language to support study in other disciplines.
  • analyze and evaluate points of view found in information in the target language and compare them with their own perspective.
Understanding:
K-2
Students understand that:
  • proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired through that language and its culture.
  • a foreign language can be used to learn other school subjects.

3-5
  • proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired through that language and its culture.
  • a foreign language can be used to learn other school subjects.

6-8
  • proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired through that language and its culture.
  • a foreign language can be used to learn other school subjects.
World Languages
WLAN (2017)
Grade: K-8
Novice Low Proficiency Range
8) Acquire the ability to interact in the target culture beyond the classroom and set goals for life- long learning.

Examples: Foster a student-centered learning process by creating can-do statements with the help of their teachers.
Collect evidence to demonstrate achievement of goals such as self-assessment checklists, portfolios.
Perform for school or community celebrations.
Identify places in the community where the target language is used.
Listen to music and sing songs from the target culture.

Unpacked Content
Goals:
Communities
Modes Of Communication:
Interpersonal, Interpretive, Presentational
Evidence Of Student Attainment:
K-2
Students:
  • recognize the use of the target language beyond the classroom.
  • understand that language learning is a lifetime process.

3-5
Students:
  • recognize the use of the target language beyond the classroom.
  • understand that language learning is a lifetime process.
  • set their own learning goals.

6-8
Students:
  • recognize the use of the target language beyond the classroom.
  • understand that language learning is a lifetime process.
  • set their own learning goals.
  • identify places in their community where the target language is spoken.
Performance Descriptors:
Knowledge:
K-2
Students know:
  • how to recognize cognates and borrowed words.
  • where the target language is spoken around the world.

3-5
Students know:
  • how to recognize cognates and borrowed words.
    • proficiency levels.
  • where the target language is spoken around the world.

6-8
Students know:
  • proficiency levels.
  • where the target language is spoken around the world.
  • where the target language is spoken in the community.
Skills:
K-2
Students are able to:
  • use cognates.
  • use borrowed words.
  • use background knowledge to aid comprehension.
  • use gestures and body language appropriately.
  • present information about themselves with one word or simple learned phrases.
  • sing songs in the target language.
  • label familiar words.

3-5
Students are able to:
  • use cognates.
  • use borrowed words.
  • use background knowledge to aid comprehension.
  • use gestures and body language appropriately.
  • present information about themselves with one word or simple learned phrases.
  • sing songs in the target language.
  • label familiar words.

6-8
Students are able to:
  • use cognates.
  • use borrowed words.
  • use background knowledge to aid comprehension.
  • use gestures and body language appropriately.
  • present information about themselves with one word or simple learned phrases.
  • sing songs in the target language.
  • label familiar words.
Understanding:
K-2
Students understand that:
  • the target language is used around the world every day in many different contexts.
  • the target language can help one better understand the world around them.
  • the study of world languages expands one's opportunities.
  • language is a tool to connect with the world.
  • other understandings will depend on theme being taught.

3-5
Students understand that:
  • the target language is used around the world every day in many different contexts.
  • the target language can help one better understand the world around them.
  • the study of world languages expands one's opportunities.
  • language is a tool to connect with the world.
  • other understandings will depend on theme being taught.

6-8
Students understand that:
  • the target language is used around the world every day in many different contexts.
  • the target language can help one better understand the world around them.
  • the study of world languages expands one's opportunities.
  • language is a tool to connect with the world.
  • other understandings will depend on theme being taught.
Tags: Art, Celia Cruz, Communities, Connections, Crafts, Culture, Food, Math, Music, Novice Low, Practices, Products, Rhythm, Selena, Spanish
License Type: Custom Permission Type
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For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
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  This resource provided by:  
Author: Chrissy Roe
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