Mariachi Christmas Performance, Students Are Invited to Sing Along, Clap, and Have a Fun Time with the Artists

MariachiChristmas

ur wonderful ONew Mexican holiday tradition continues! Stomping feet, thrilling horns, twirling dresses, and vivacious D violins fill the air as Mariachi D Christmas, now in its 14th season, F returns to Popejoy Hall. This year, C D the music of Mariachi Jalisciense del Valle will accompany the exuberant dancing of Ballet Folklórico Paso del Norte. Enjoy the sights and sounds of these richly woven cultural traditions, and ring in the holiday season with all the pride and pageantry of Mexico. ¡Feliz Navidad! Presented by Noberta Fresquez and Fiestas Unlimited Stay for our 15-minute bilingual Q & A session with the cast, following the Performed by Mariachi Jalisciense del Valle 12:15 pm performance. and Ballet Folklórico Paso del Norte Standards addressed by attending this performance F riday, LG AN UAge ARTS: STRAND I: Reading and listening for comprehension. December 14, 2012 Content Standard I: Students will apply strategies and skills to comprehend information that is read, heard and viewed. 10:15am & 12:15pm FINE ARTS/ THEATRE, MUSIC & DANCE Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as other content areas. Grades: 2 - 12 Standard 5: Observe, discuss, analyze and make critical judgments about artistic works. Curriculum Connections: SOCIAL STUDIES Language Arts, Fine Arts/Theater, Strand I: HISTORY Music & Dance, Social Studies Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience. In this issue of Dreamcatchers– Strand II: GEOGRAPHY Introduction & Synopsis ...... 2 Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact Fun Facts ...... 3 with one another and their environments. Vocabulary...... 3 As part of our mission to integrate the arts into classroom academics, the Pre-performance Activities...... 4 Dreamcatchers Study Guides are designed to provide helpful information to be Post-performance Activities...... 6 used by teachers and students before and after they attend our performances. The activities in these guides are suggested to stimulate multi-sensory Outreach Activities...... 8 explorations of themes and concepts, so that the theatrical events are used for Resources & Websites...... 8 cross-cultural and language arts learning. Educators are encouraged to use our suggestions as springboards to lead students into meaningful, dynamic About the Companies...... 8 learning, thus extending the experience of the plays. Worksheets...... 9 Selected Dreamcatchers materials provided by http://www.mexconnect.com, Etiquette...... 12 http://www.mariachi.org, and other resources noted throughout this guide. Introduction (http://www.mexconnect.com and http://www.mariachi.org/history.html) Mariachi is more than just music. It is the sum of a cultural revolution (expressed through a group of musicians) that encompasses the essence of Mexico and its people. Like the sarape, which often uses widely contrasting colors side by side - green and orange, yellow and blue - the Mariachi use sharply contrasting sounds: TRUMPET the sweet sounds of the violins against the brilliance of the trumpets, the deep sound of the guitarrón against the crisp, high voice of the vihuela; and the frequent shifting between syncopation and on-beat rhythm. The resulting photos courtesy www.wikipedia sound is the heart and soul of Mexico. During the Schooltime Mariachi Christmas performance, students are invited to sing along, clap, and have a fun time with the artists. However, we do ask that, during solos, the audience wait to join in and appreciate the moment until the rest of the performers begin singing again. We recognize that not all students celebrate Christmas. However, this show is based on the traditions and culture of Mexico during the Christmas celebration. Our lessons reflect this particular show. We encourage discussions of diversity in family traditions from home to home and culture to culture, particularly during this rich season. E C C History of the Mariachi D (http://www.mariachi.org/history.html) D Prior to the arrival of Hernán Cortes, the music of Mexico was an integral part of religious celebrations,C and was played with rattles, drums, reed and clay flutes, and conch-shell horns. As Christianity spread, these instruments gave way to instruments imported by the Spanish: violins, guitars and harps, brassC horns and woodwinds. The Indian and mestizo musicians not only learned to play European instruments,E but also to build their own, sometimes giving them shapes and tunings of their own invention.Ä Music and dance were important elements of Spanish theatrical productions, which were enormously popular throughout the Spanish-speaking world during the colonial period. The typical Spanish theatrical orchestra of VIOLIN the 16th, 17th, and 18th centuries was comprised of violins (usually two), harp and guitars (or guitar variants). It was from this group that several of the most distinctive regional ensembles of Mexico developed, GUITAR including the Mariachi. According to the best scholarly opinion, the word Mariachi has Native roots. One theory suggests the name comes from the wood used to make the platform on which the performers danced to the music of the village musicians. But whatever its true source, the word today has two meanings that are crystal clear: Mariachi is the music of the people, and means one of the most exciting and enchanting musical ensembles found anywhere in the world. The Musical Instruments (http://www.ehow.com/about_5036272_instruments-used-mariachi-music) Each instrument in the Mariachi serves a special function. The violins provide the melody, C or the main song line. A second violin, if used, would play a harmony. Sometimes three D violins play different notes to make a complete, harmonious chord. Trumpets add strength D to the melody played by violins. The guitars, vihuela, and guitarron provide the rhythm. F Violins are played in the same manner for Mariachi music as they are played for any C D other type of music. Violins are often used to develop the total sound of Mariachi music, and blend with the sound of other instruments. The vihuela is an instrument unique to Mariachi music. It was originally created by the Coca Indians of Jalisco. The vihuela has a bowed and swollen V-shaped back and GUITARRON five strings. It looks like a small guitar that is slightly larger than a ukulele. Players VIHUELA strum a vihuela with a thumb pick. Vihuelas produce a crisp, clear sound that fades away quickly. It is the rhythmic and harmonic foundation of the distinctive Mariachi sound. The guitar is played in Mariachi music as much as it is played in any popular music genre. It is played in collaboration with the vihuela, and is used to supplement the rhythm. Nearly all Mariachi bands include guitars. A guitarron is another instrument unique to Mariachi music. It forms the bass foundation for the music and gives Mariachi music its special sound. The guitarron looks like a large version of the vihuela; it also originated in Jalisco. It has six strings which are plucked in pairs to create a big, deep sound. By many accounts, the guitarron is considered to be the single most essential element of Mariachi music. The trumpet is also important in Mariachi music. It is played in much the same manner as in other popular music. However, in some instances, cup mutes are used to modulate the sound of trumpets. Other Instruments: Depending on the specific arrangement of Mariachi music, flutes, accordions, French horns, and even organs can be incorporated. They are usually played in the conventional manner, but are used to contribute to the distinctive Mariachi sound. D D E VOCALISTC D 2. POPEJOY SCHOOLTIME SERIES PRESENTS - Mariachi Christmas D Fun Facts - History & Background Mariachi songs speak about machismo, love, betrayal, death, politics, revolution- The Clothing/ La Ropa ary heroes, and even animals. Although the indigenous tribes of Mexico made music with flutes, drums, and whistles, there is no clear link between the indigenous music and the Mariachi. The instruments originally used by the Mariachi were those introduced by the Spaniards - violins, guitars, vihuelas, harps, etc. These instruments were for use in masses, but the criollos (Mexicans of Spanish descent) began using them to make popular music, as well. Mariachi music was first passed down aurally, meaning that songs were not written down but taught and learned by ear. Because Mariachi began as informal folk music to accompany dance, early mariachi groups did not have specific uniforms. However, groups Mariachis could be seen wearing traditional workmen’s clothes – white pants and shirt and a straw hat – and traveling around looking for work. They would did sometimes wear regional costumes. most commonly find employment at haciendas, where they would earn more than By the 1930s, Mariachis were wearing the traje de charro, which has the average laborer. With the revolution, many of the haciendas were forced to let come to be a universal symbol of both the Mariachi musician and the the Mariachis go. They would then wander from town to town, singing songs of revolutionary heroes and enemies, and carrying news from one place to another. Mexican horsemen. This gentleman’s suit has a history, a purpose and C C passion that makes it a mark of Mexican pride and respect. E The principal music played by these early Mariachis was the Son, the popular D music of the day. A mixture of folk traditions from Spain, Mexico, and Africa, The history of the charro suit can be traced back to the peasants of the son was found in many regions of the country. The son from Jalisco is called Salamanca and Andalucia, Spain, whose outfits were comprised of tight D the son jalisciense. “La Negra” is the best-known example. pants, shirt, jacket, boots, and a hat. Later, aristocratic families added Theson and other types of Mariachi music is not just music to be played and colors and other adornments for special occasions. C sung. From the very start, it was also music to be accompanied by dance. Today’s charro suits are usually black. This dancing may include hard rhythmic heel stomping, straight-backed with C gliding, shuffling footwork. It can also be waltzes, polkas, schottisches, or There are two main types of trajes, or suits; one has bontonaduras (shiny E other regional dance. metal buttons), and the others are made with greca, or Greek design, a Ä Mariachis often help celebrate the great moments in the lives of Mexican and type of pattern of Mexican suede embroidery. Some of the most ornate other Hispanic people. With the serenata (serenade), the Mariachi participates and expensive suits use both bontonadurs and greca. The International in the rite of courtship. In a society where the young members of opposite sexes Charro Association has guidelines for trajes de charro standards. were kept apart, the serenata was a means of communication by which a young man could send a message of love to the woman of his heart. Mariachis of both sexes wear the traje de charro to perform, though women can choose a skirt made to echo the tight charro pants. In many areas of Mexico, it is not unusual to be awakened by the sound of Las Mañanitas, the traditional song for Saints’ days, or for birthdays. For the Mexican Hat Dance, male dancers don the classic outfit of the TheMariachi is usually positioned strategically on the street beneath the window charro, while the women wear the china, a festive, brightly sequined of the festejada, but the sound of its music echoes through the whole neighborhood. skirt with a hand-woven shawl. Women also attach large bunches of silk Mariachis are commonly hired for baptisms, weddings, patriotic holidays, and flowers at the back of their heads where their hair has been drawn back even funerals; it is not unusual to leave a list of favorite songs to be sung beside from their faces. the grave at burial. Mariachi music has been incorporated into the Roman Catholic Church’s most sacred ritual: the Mass. The Misa Panamericana is a Mariachi folk mass, sung in Spanish, which uses traditional instruments to create vivid new interpretations of the traditional elements of the service. With the advent of radio and television, Mariachi popularity continued to grow. Due to the popularity of jazz and Cuban music, the trumpet was adopted, pushing the violins into second place and, in some cases, replacing the harp. C TheMariachi tradition was later extended to a widespread mainstream audience The DanceD in the United States, when rock singer Linda Ronstadt fulfilled her dream of D It is important to remember that the son and other types of Mariachi music are not making a record of Mexican songs and released Canciones de mi Padre (Songs of just pieces to be played and sung; Mariachi music is alsoF to be accompanied with my Father) in 1987. The Grammy Award-winning album was a smash hit that went double platinum; it has never gone out of print. dance! C D The many variations of Mariachi music are grouped into different rhythmic The traditional dance technique associated with the son is the zapateado, a meters. The jarabe and huapango are typically in 6/8 time, while the cumbia and distinctive type of footwork that originated in Spain. When dancing the zapateado, bolero ranchero are usually in 4/4. Perhaps most popular are the mariachi styles the performers skillfully drive the heels of their shoes or boots into the dance floor, in 3/4, such as the valses, Mexicanos and corrido. pounding out swift, often syncopated rhythms, which complement the different sounds of the musical instruments. Vocabulary Each of the regional variations of the son has its traditional style of dance. Sharing this vocabulary with your students will enhance their experience of the The huapango or huasteco, like the son, was originally danced on wooden performance. Encourage them to watch for examples of these elements of music platforms. In some areas these dance floors were mounted on earthen jugs. To and dance during the performance! dance the huapango, the couples line up in opposing columns. The upper part of Bolero (boh-leh-ro) – moderate dance/popular song type in 4/4 time the body is held perfectly upright as the feet perform rapid, intricate, shuffling Corrido (coh-ree-doh) – a ballad that usually includes facts about historical events maneuvers. Today, it is sometimes performed with a glass of water on the dancer’s Ensemble (on-sahm-bel) – a small musical group of voices or instruments head to show off the dancer’s great muscular control. Guitarron (ghee-tah-rohn) – large, portable acoustic bass instrument and member The lyrics of the songs frequently describe country life, and form the inspiration of the guitar family, with a V-shaped back, short neck, and six strings for the dances’ movements. Sones often depict the plants, animals, and people Mestizo (mehs-tee-soh) – the mixture of Hispanic, Indian, and African cultural and of the region. Some songs tell of the courtship of farm animals to depict the musical elements in the New World relations of men and women. In the dance, the movements of the performers often Polka – a lively dance originally from Eastern Europe represent the farmyard courtship described in the verses of the sones. Ranchera (rahn-cheh-rah) – a popular song type, with texts dealing with emotions such as love, or nostalgia for the land or people Another kind of music related to the son and connected with a particular dance is Son (son) – a lively instrumental/vocal/dance piece, characterized by the alteration the jarabe. The jarabe is a medley of dance pieces, including sones, danzas, jotas, of fast and slow rhythms and polkas. Sone - the spanish word for “sound” No discussion of Mariachi music would be complete without mentioning the Vihuela (vee-wee-la) – a small member of the guitar family, with five strings, a famous Jarabe Tapatio – the Mexican Hat Dance. Associated with Guadalajara, V-shaped back, and short neck. The vihuela produces a high sound in the state of Jalisco, it has become the national dance of Mexico. It is a highly E C D D Waltz – a slow or moderate dance originally from Western Europe stylized dance, with prescribed movements and costumes. (page 7) D Mariachi Christmas D POPEJOY SCHOOLTIME SERIES PRESENTS - Mariachi Christmas 3. Pre-performance Activities write lyrics for a mariachi song G rades: 6 –12 Objectives: Students create original lyrics inspired by MariachiÄ music. E D D E C Students’ lyrics reflect a specific occasion. C C C Students’ lyrics will follow a rhyme scheme. Materials: q A recording of Las Mañanitas (see page 9, also widely available - many versions can be found on iTunes or YouTube) q Pen q Paper Procedures: 1. Review the history of Mariachi music. See “Resources & Websites (page 8)” for information. Note that Mariachi groups are most often seen playing at important family celebrations, such as weddings, birthdays, or public festivities. 2. Distribute the “Las Mañanitas“ lyric sheet. Ask the students how many of them are familiar with the song. Ask the students who are familiar to cite occasions on which they have heard the song. Who was singing it? To whom was it being sung? What was the occasion? If students are not familiar with the song, explain that it is native to Mexico, and traditionally sung for people on their birthdays. 3. Play the song for the students. Have them read along with the lyrics. 4. Explain that the students will now write their own lyrics for a Mariachi song. The song will be for a specific special occasion – birthday, anniversary, wedding, funeral, farewell party, etc. Ask students to choose an occasion and to think of the sentiment s/he would want to convey for the occasion. 5. It might be helpful if students think of a specific person who they are addressing in their song. Instruct them to evoke imagery that would be meaningful, either to themselves, or to the person for whom they are writing. 6. Be sure to note the rhyme scheme of the song. It may be helpful to read the Spanish lyrics out loud to identify the rhyme scheme used in Las Mañanitas. Students don’t have to repeat that exact rhyme scheme, but should follow some sort of rhyming pattern in their lyrics. 7. When the lyrics to their songs are complete, have the students share them in class. Extensions/Modifications: È If students are fluent enough, have them write the songs in Spanish. You may also help the students to translate their songs into Spanish once they are written. È Set the songs to music. Identify which Mariachi instruments would be featured prominently in the song. È Younger students can do this assignment together as a group with teacher assistance. Assessment: Q Students create lyrics that: 1) are specific to an occasion, 2) follow an identifiable rhyme scheme and 3) make sense to others. Q Quality of Participation

S tandards

LANGUAGE ARTS STRAND I: Reading and listening for comprehension. Content Standard I: Students will apply strategies and skills to comprehend information that is read, heard and viewed. STRAND II: Writing and speaking for expression. Content Standard II: Students will communicate effectively through speaking and writing. STRAND III: Literature and Media Content Standard III: Students will use literature and media to develop an understanding of people, societies and the self. SOCIAL STUDIES Strand II: GEOGRAPHY Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. FINE ARTS/ MUSIC Standard 2: Use dance, music, theatre/drama and visual arts to express ideas. Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as other content areas. Standard 4: Demonstrate an understanding of the dynamics of the creative process. Standard 6: Show increased awareness of diverse peoples and cultures through visual and performing arts.

4. POPEJOY SCHOOLTIME SERIES PRESENTS - Mariachi Christmas LAS POSADAS The word “posada” means “inn” or “lodging”. This festival celebrates the story of Joseph and Mary searching for an inn where Mary could give birth. Grades: 3 –8 Objectives: Ä D D E C Students will learn about the tradition of Las Posadas. E C C C Students will learn the melody and lyrics to the Posada Song. Students will enact their own version of Posadas. Materials: q Las Posadas video: http://www.youtube.com/watch?v=D6nwzpI-6UE q “Posada Song” sheet (page 10) q Material for costumes: fabric, construction paper, etc. Procedures: 1. Introduce Las Posadas to the class. Ask the class if anyone is familiar with the Mexican tradition of Posadas. The Posadas are a long established tradition in Mexico and typically take place every evening from December 16th through the 24th. You may want to review the story of Mary and Joseph’s search for shelter. Every year, children in communities throughout Mexico dress up as Mary, Joseph, angels, shepherds, and wise men. They form a procession through the streets and go door to door in their neighborhood singing the Posada song, “Pidiendo Posada” (“Begging for Shelter”). At every door they ask for shelter, and at every door they are turned away. Finally, the children come to a predetermined house, where they ask for shelter and are welcomed in. A prayer of thanks is said, followed by a celebration with food, music, and a star-shaped piñata. 2. Copy and distribute the “Posada Song” handout to the class. Show the “Las Posadas’ video and have students follow along. You may want to show the video several times to allow students to learn the melody. 3. Once students have more familiarity with the song, try singing it together as a class. Practice the song until students are comfortable singing it. You can choose to sing it in Spanish, in English, or both, depending on what will work best with your class; the lyrics fit the music in either version. 4. Plan your own Posadas reenactment. Divide the class into two groups: Pilgrims and Innkeepers. Decide how you are going to set up your Posada in the classroom. For example, you might arrange students’ desks to form the outside wall of the inn, with a gap in the middle representing the door. You may choose to have several inns, moving the procession around the room, and singing the first part of the song multiple times. Plan any costume elements you may want to include. You can use sheets of colored fabrics to identify characters, or to create simple symbols or headpieces out of construction paper. Mary traditionally wears light blue; Joseph, light brown; the angels, white; the shepherds, dark brown; the wise men, gold, red, and purple. 5. Perform the Posada. If students are uncomfortable singing, they may read the text instead. 6. Have students reflect on their experience performing the Posada. How would they feel participating in something like this outside of school? How does this tradition compare with their own holiday traditions? Extensions/Modifications: È Take your Posada procession to other classes; make arrangements with other teachers ahead of time. Have students knock on classroom doors and ask for shelter. The classes will respond that they have no shelter. Finish by having students knock at their own classroom, where an adult helper greets them and welcomes them back in. Prepare a simple celebration with food, music, and perhaps a piñata. Assessment: Quality of Participation

S tandards

LANGUAGE ARTS: STRAND I: Reading and listening for comprehension. Content Standard I: Students will apply strategies and skills to comprehend information that is read, heard and viewed. STRAND II: Writing and speaking for expression. Content Standard II: Students will communicate effectively through speaking and writing. STRAND III: Literature and Media C ontent Standard III: Students will use literature and media to develop an understanding of people, societies and the self. SOCIAL STUDIES Strand II: GEOGRAPHY Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. FINE ARTS/ MUSIC and THEATRE Standard 2: Use dance, music, theatre/drama and visual arts to express ideas. Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as other content areas. Standard 4: Demonstrate an understanding of the dynamics of the creative process. Standard 6: Show increased awareness of diverse peoples and cultures through visual and performing arts. Standard 8: Contribute to communities by sharing expertise in dance, music, theatre/drama and visual arts

Mariachi Christmas POPEJOY SCHOOLTIME SERIES PRESENTS - Mariachi Christmas 5. Post-performance Activities FAROLITOS FOR CHRISTMAS Grades: 3 –6 Objectives: Students learn about the tradition of placing farolitos out on Christmas Eve. Students learn the difference between a farolito and a luminaria. Students will assemble their own farolitos. Materials: q The Farolitos of Christmas by Rudolfo Anaya q Paper bags q Candles q Sand Procedures: 1. Discuss some of the Christmas traditions presented in the show Mariachi Christmas. What traditions were familiar to students? What traditions were unfamiliar? Tell students that they will be reading a story that features a New Mexican holiday tradition. 2. Read The Farolitos of Christmas by Rudolfo Anaya. 3. Discuss the story with students. What does the book say is the reason that Abuelo would light luminarias on Christmas Eve? Why was he unable to do so? What is the difference between a luminaria and farolito? You may bring up the fact that many people use the term luminaria to describe a farolito. Ask the class if they believe these words can be used interchangeably. 4. Ask the students about their own holiday traditions. Examples: Do any of their families put out farolitos? Do any of them travel to see farolitos at select locations here in town, or at some of the pueblos? 5. Have the class make their own farolitos. Open the paper bags and put a handful of sand into each one (approx. 1 cup) Place a candle in the bag. Try to center it as much as possible. Line one or more of the paths to the school with the farolitos. If your school has a winter holiday event, light the farolitos as part of the event. Extensions/Modifications: È Hold a class fundraiser where you sell assembled farolitos. Have the class collaborate to create a brief write-up that details the traditions behind the farolitos. Include the write-up with all orders filled. Assessment: Quality of Participation

photos courtesy www.wikipedia.com

Standards

6. POPEJOY SCHOOLTIME SERIES PRESENTS - Mariachi Christmas JARABE TAPATIO (MEXICAN HAT DANCE) (adapted from http://www.janbrett.com/piggybacks/hatdance.htm) Grades: 2 – 8 Objectives: Students follow a set of specific instructions. Students demonstrate physical expression through dance. Materials: q Space for students to move. q Music for the Mexican Hat Dance (Lots of versions out there!) Procedures: 1. Play the music for the class. Instruct them to listen to the melody and to feel the beat of the music: “Repeat 1, 2, 3, and 4 over and over in your head as you listen. This will help you to put the arm motions, foot steps, and claps together.” Point out parts of the song where the beat gets faster. Note that when the music speeds up, so too will the dance movements. 2. The Mexican Hat Dance can be performed with one partner or a group. Older students may want to note that there is an air of flirtation associated with this dance. 3. The starting position is standing with feet together and hands at sides. Begin the dance on the count of “1” by folding your left arm across your stomach. Your left hand can have a soft fist. Place your right elbow on your left hand. Your right hand is open, like you are waving. 4. Fling your right hand back. At the same time, put your right heel out. On the count of “2”, fold your right arm across your stomach. Your right hand can have a soft fist. Place your left elbow on your right hand. Your left hand is open like you are waving. Fling your left hand back. At the same time, put your left heel out. 5. On the count of “3”, fold your left arm across your stomach. Your left hand can have a soft fist. Place your right elbow on your left hand. Your right hand is open like you are waving. Fling your right hand back. At the same time, put your right heel out. 6. On the counts of “and 4”, clap two times very fast. 7. Start over and repeat the motions of counts“1”,“2”,“3”,“and 4”, seven times. You can hear the music change. On the count of “1”, clap. On the count of “2”, clap. On the count of “3”, clap. On the count “and 4”, raise your arms high and shout “olé!“ (oh - lay) which means “hooray” in Spanish. 8. Repeat these motions three times. The music changes again to the beginning melody. Repeat the beginning motions four times. Then, the music becomes fast and swirling. You are to hold hands with your partner or group, and move quickly around in a circle. Extensions/Modifications: È Students sit first and get their heels moving. Then add arms. È Try the dance to different versions of the music (there is a version with a techno vibe on iTunes)! Assessment: Quality of Participation photos courtesy www.tripwow.tripadvisor.com

Standards

LANGUAGE ARTS: STRAND I: Reading and listening for comprehension. Content Standard I: Students will apply strategies and skills to comprehend information that is read, heard and viewed. STRAND II: Writing and speaking for expression. Content Standard II: Students will communicate effectively through speaking and writing. STRAND III: Literature and Media Content Standard III: Students will use literature and media to develop an understanding of people, societies and the self. FINE ARTS/ THEATRE, MUSIC & DANCE Standard 2: Use dance, music, theatre/drama and visual arts to express ideas. Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as other content areas. Standard 4: Demonstrate an understanding of the dynamics of the creative process. Standard 6: Show increased awareness of diverse peoples and cultures through visual and performing arts. Standard 8: Contribute to communities by sharing expertise in dance, music, theatre/drama and visual arts and by participating in the activities of cultural institutions.

Mariachi Christmas POPEJOY SCHOOLTIME SERIES PRESENTS - Mariachi Christmas 7. Outreach Activities MARIACHI SPECTACULAR Workshops & instruction from Mariachi Music’s finest instructors in the world. Classes at UNM for all ages. Showcase in Civic Plaza, Downtown Albuquerque. The 2012 event was July 11-15, so expect it around that time of year in 2013. http://mariachispectacular.com/ The Albuquerque Museum of Art and History The Albuquerque Museum is a great source of Hispanic history, art, and culture that might be important to the traditions and families of the students. There are always new exhibits in addition to the classic permanent collection. http://www.cabq.gov/museum/ MARIACHI TENAMPA Ballet Folklórica Mariachi Tenampa is a local Mariachi group that has been making music for over 40 years. They perform at both private functions as well as for public festivals. Watching Mariachi Tenampa perform is the perfect opportunity to see traditional Mariachi musicians with roots in the community. http://www.mariachitenampa.net/ Nob Hill Stroll, Art, and Live Music! Nob Hill has a vast array of cultural experiences and fun activities for the whole family. Explore their website for more information. http://rt66central.com/whatsgoingon.html About theCompanies Mariachi Jalisciense del Valle was formed in 2010, and is part of a new generation of Mariachis offering fresh, creative, and vibrant performances without forgetting tradition. Collectively, the members bring decades of experience to the group. Although Mariachi Jalisciense del Valle is still a fledgling Mariachi group, they already have an extensive repertoire to their credit, as well as a roster of numerous performances throughout the Americas. Members of the Mariachi Jalisciense del Valle have collaborated and/or shared the stage with world-class artists, such as Mariachi Vargas de Tecalitlan, Mariachi Sol de Mexico de Jose Hernandez, Joan Sebastian, and many others. Mariachi Jalisciense del Valle has also traveled throughout the United States and Mexico and performed for thousands of school children, educating and inspiring young people to have pride in their culture, and to appreciate the beauty of the music of Mexico. Ballet Folklórico Paso del Norte returns to Popejoy Hall for its fourteenth performance. The company was formed 28 years ago and has performed at many notable events including the Texas Sesquicentennial Celebration, the inauguration of the Texas Games, and as entertainment for Mexican governors, an unusual honor for an American company. They were also the first non- Mexican company invited to the Instituto Mexican-Norte Americano de Relaciones Culturas in Mexico City. Noberta Fresquez, Producer Best known in New Mexico for her annual productions of Mariachi Spectacular and Mariachi Christmas at Popejoy Hall, Noberta Fresquez has over 30 years’ experience in the entertainment field. Her expertise includes planning, contracting, producing, directing, and promoting major entertainment and cultural events at local, regional, national and international levels. She works with entertainers from throughout New Mexico, the United States, and Mexico specializing in Hispanic entertainment. Resources & Websites Anaya, Rudolfo A., and Edward Gonzales The Farolitos of Christmas. New York: Hyperion for Children, 1995. Print. Websites

How to make songs for the Mariachis A Look at theHistory of Women Norberta Fresquez http://www.ehow.com/how_5625755_make-songs-mariachis. in Mariachi Music html#ixzz1vibJ74Ys http://www.sobrino.net/mpc/womenmariachi/alook.html How to make paper sombreros Mexican Mariachi Music and Instruments http://www.ehow.com/how_4857239_make-paper-sombrero.html http://www.sbgmusic.com/html/teacher/reference/cultures/ The first and largest Mariachi Web-site on the Internet mariachi.html http://www.mariachi.org A school with its own Mariachi program The official site of the famous Mariachi festival www.sanbenito.k12.tx.us/schools/miller%20jordan/reading/ http://www.mariachiusa.com/ mariachi/mariachi_music.html A great source of Mariachi information Samples of Mariachi mp3’s and Lyrics http://www.mariachipublishing.com http://www.elmariachi.com

8. POPEJOY SCHOOLTIME SERIES PRESENTS - Mariachi Christmas Las Mananitas: A BIRTHDAY SONG (lyrics taken from http://www.songsforteaching.com/spanish/traditionallyrics/lasmananitas.php)

Spanish Lyrics: English Translation Estas son las mañanitas This is “Las Mañanitas” que cantaba el rey David that King David sang A las muchachas bonitas, to the pretty girls; Te las cantamos así. As we sing them to you. Despierta, mi bien, despierta, Wake up, my love, wake up. Mira que almaneció, Look at what has dawned, Ya los pajarillos cantan, Already the little birds are singing, La luna ya se metió. The moon already went in.

Qué linda está la mañana, How pretty is the morning en que vengo a saludarte, In which I come to greet you. Venimos todos con gusto We all came with pleasure y placer a felicitarte, and joy to congratulate you. El día en que tú naciste, On the day you were born nacieron todas las flores, All the flowers were born. El la pila del bautismo, At the baptismal font cantaron los ruiseñores, The nightingales sang.

Ya viene amaneciendo, It is starting to be dawn, ya la luz el día nos dio, The day has given us light. Levántate de mañana, Get up in the morning, Mira que ya almaneció. Look at what has already dawned.

Quisiera ser solecito I would like to be a little sunlight para entrar por tu ventana To go in through your window Y darte los “Buenos Días” And tell you “Good Morning” Acostadita/o en tu cama, While you’re lying in your bed. Quisiera ser un San Juan, I would like to be Saint John, quisiera ser un San Pedro I would like to be Saint Peter, Para venirte a cantar In order to come sing to you con la música del cielo, with music from heaven.

Con jasmines y flores With jasmine and flowers hoy te vengo a saludar Today I come to greet you, Hoy por ser día de tu santo, Today being your Saint’s day, te venimos a cantar. We came to sing to you.

photos courtesy www.wikipedia

Mariachi Christmas POPEJOY SCHOOLTIME SERIES PRESENTS - Mariachi Christmas 9. Posadas Song (Lyrics found at http://www.experience-san-miguel-de-allende.com/posada-song.html) Spanish English Pilgrims Innkeepers Pilgrims Innkeepers

En el nombre del cielo Aquí no es mesón, In the name of Heaven There’s no inn here, os pido posada sigan adelante I ask of you shelter, Go on with you, pues no puede andar Yo no debo abrir, For my beloved wife I can’t open up mi esposa amada. no sea algún tunante. Can go no farther. You might be a rogue.

Venimos rendidos No me importa el nombre, We’re weary from I don’t care who you are, desde Nazaret. déjenme dormir, traveling Let me sleep. Yo soy carpintero pues que yo les digo from Nazareth. I already told you de nombre José. que nos hemos de abrir. I am a carpenter by the name of Joseph. we’re not going to open

Well, if it’s a queen Posada te pide, Pues si es una reina I ask you for lodging who’s asking us for it, amado casero, quien lo solicita, dear man of the house. why does she travel por sólo una noche ¿cómo es que de noche Just for one night all alone la Reina del Cielo. anda tan solita? for the Queen of Heaven. and in the night?

My wife is Mary Mi esposa es María, ¿Eres ú José? She’s the Queen of Are you Joseph? es Reina del Cielo ¿Tu esposa es María? Heaven Your wife is Mary? y madre va a ser Entren, peregrinos, who is going to be Enter, pilgrims; del Divino Verbo. no los conocía. the mother I did not recognize you. of the Divine Word.

May God repay, Dios pague, señores, ¡Dichosa la casa kind people, Blessed is the house vuestra caridad, que alberga este día your charity, that shelters this day y que os colme el cielo a la Virgen pura. and thus heaven heap the purest Virgin, de felicidad. la hermosa María! happiness upon you. the beautiful Mary.

10.POPEJOY SCHOOLTIME SERIES PRESENTS - Mariachi Christmas Hoy en la tierra (Angels We Have Heard on High) Hoy en la tierra el cielo envia una capilla angelical trayéndonos paz y alegría, cantando el himno triunfal. Gloria a Dios en el cielo, gloria a Dios en el cielo. Viene anunciar el nacimiento de nuestro amable Redentor. Colmado de agradecimiento digamos todos con fervor, Gloria a Dios en el cielo, gloria a Dios en el cielo. Unos pastores que velaban en la pradera de Belén vieron querubes que entonaban cantares para nuestro bien. Gloria a Dios en el cielo, gloria a Dios en el cielo.

Mariachi Christmas POPEJOY SCHOOLTIME SERIES PRESENTS - Mariachi Christmas 11. Each touring production is selected with youth and family audiences in mind, from titles and materials that reflect the cultural diversity of our global community. They include new plays, familiar stories, literary works, biographies, mythology, folk tales, music, dance, and puppetry. These professional performing artists create educational experiences designed to encourage literacy, creativity, communication and imagination. With such a vast audience to serve, our productions are designed to target different grade ranges. Please review these materials to make sure the grade recommendations and content are appropriate for your group.

Music, theater, dance, and opera are collaborative arts. This means they require the cooperation of many people: the directors, the performers, and the audience. Live performances can transport you to other times and places, but to do so, they require you, the audience to listen, observe, discover, and imagine. A poster of Theater Etiquette is included on the website. Please post it and discuss it with your students before coming to the performance. Seeing a live performance is a special experience. Although it is not required, many people enjoy dressing up when they attend the theater. Gentlemen should remove hats or caps when inside the building. Please enjoy your food, drink, and gum in the lobby. Please allow ushers to seat your entire group before rearranging students and/or taking groups to the restroom. Photography and recordings of the shows, as well as cell phones, texting, or gaming are all strictly prohibited during the performances. Crying babies, unhappy siblings, and other loud noises disturb the actors and the other patrons. Please be considerate and leave the hall during these periods. You may still enjoy the show in the lobby via our large screen monitors. Some shows are interactive, and involve audience participation; some are not. Discuss with your class how to know the difference, as well as what is appropriate conduct in a theater, versus at a sports arena or outdoor concert. During a musical, it is appropriate to clap at the end of a song. During a ballet or dance performance, it is appropriate to clap at the end of the number. Curtain calls occur when the show has ended and the cast comes forward to take their bows. The best way to show the performers how much you appreciate their hard work is to stay at your seats and clap until the actors leave the stage, or until the curtain comes down and the house lights come on. At the end of the show, after the applause, remain in your seats until you are dismissed from the theater. “If music be If you are staying for the Question & Answer session, remain in your seats until the house clears and then move down front toward the stage. the food of love, SAFETY play on.” Adult  For the safety of our younger visitors, UNM requests clearly visible school - William Shakespeare 2012 - 2013 POPEJOY SCHOOLTIME SEASONSEASON2013 POPEJOY SCHOOLTIME 2013 POPEJOY SCHOOLTIME - - 2012 2012 Supervision identifiers on all students PreK – 2nd grade. Ex.: matching t-shirts or hats, Required school/teacher tags, etc.  Teachers and students should immediately report to the kiosk (round desk) Dreamcatchers are produced by the in the main lobby if they become separated from their group. Education Department of Popejoy  Restrooms are open to the public. Please escort students. Hall, Albuquerque, New Mexico.  Backpacks, strollers, car seats, and lunches must remain in the lobby, as per Find us at: www.schooltimeseries.com fire code. If possible, we recommend that these items are not brought into the Contact: [email protected] building. We cannot monitor ownership, and UNM is not responsible for Join our community at: any misplaced or stolen items. www.facebook.com/schooltimeseries

The Popejoy Schooltime Series is supported in part by awards from- Popejoy Hall, New Mexico’s premier nonprofit venue for the performing arts The Eugene and Marion Castiglia Popejoy Children’s Schooltime Endowment and entertainment. The Popejoy Schooltime Education Endowment The Popejoy Schooltime Series is a program of The Univeristy of New Mexico.

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The Popejoy Mission: To provide access to the performing arts for all New Mexicans.