Study Guide for Teachers

Study Guide for Teachers Mexico Beyond Mariachi Journey Through Mexico presented by Young Audiences New Jersey & Eastern PA (866) 500-9265 www.yanjep.org ABOUT THE PROGRAM BACKGROUND INFORMATION Entertaining, educating, and exciting, the Many people think that the Mariachi band of Mexico Beyond Mariachi experience is a musicians, wearing the traditional sombreros journey that ignites the imagination and opens and outfits from the state of Jalisco, is all the senses. Expand your students’ perceptions there is to Mexican music, dance, and culture. of Mexico through enchanting pre-colonial Mexico Beyond Mariachi encourages students instruments and vibrant interpretations of music to look beyond that stereotype and into the and dance. Students come away with a fresh fascinating story and history of the Mexican and authentic perspective on the diversity of people. The performance brings students on a Mexican culture and see how Mexican music journey that begins over 500 years ago, first and dance has developed over time. with the Aztec civilization, then continuing in Mexico Beyond Mariachi redefines the chronological order to show how time, geography, climate, and foreign influence perception of Mexican culture for the next generation, promoting the values of cultural have affected folk traditions to the present intelligence, diversity, tolerance, and equity in day. the arts. The indigenous music of Mexico prior to colonization uses a fascinating array of instruments made from elements found in the natural environment and that mimic the LEARNING GOALS sounds of nature. The indigenous people Students will were great recyclers. Le arn about the history and culture of With the arrival of the Spanish, things Mexico , from the ancient Mexican Indians to began to change for the Mexicans. Their food, the folk traditions of present-day Mexico. clothing, and music changed. The Mexicans Be able to recognize the influence that were deeply influenced by Spanish geography has on cultures and traditions. music. String instruments arrive with the Learn new vocabulary and become familiar Spanish, bringing new melodies and with Spanish language. harmonies. BEFORE THE PROGRAM VOCABULARY WORDS 1. Brainstorm a list of words and phrases by BUENOS DIAS: Good morning asking students what comes to their minds CHOCOLATE: Chocolate when they think of Mexico. HUEHUETL: Sacred Mexican drum 2. Inform students that there are 32 states in Mexico, and each has its own identity, just like OCARINA: Flute made out of clay our states in the U.S. Each state provides RANCHERO: Cowboy different cultural traditions, including dance, music, and food. Have students work in groups REBOZO: Type of shawl find in Mexico to learn more about a few Mexican states’ SOMBRERO: Hat cultural practices and share with the rest of the VIEJITO: Old man class. Focus on Tabasco, Veracruz, Jalisco, Michoacan, and Chihuahua, which will be ZAPATO: Shoe explored in greater detail during the performance. ARTIST INFORMATION 4. Discuss the similarities and differences Mexico Beyond Mariachi was created between the cultures of each state and have to address the needs of communities to know students revisit and add to the list created from more about traditional Mexican performance the first suggested activity. culture beyond stereotypes. While Mexican influence is all around us, what AFTER THE PROGRAM do people really know about the traditions of Mexico’s music and dance culture? Or the 1. Have students write about and/or draw an origins of the stories, legends, and myths that image, depicting an aspect of the performance are interwoven together? And how do we that meant the most to them. effectively communicate that knowledge to 2. Have students discuss the performance. You young audiences? could have them share their drawings or writing Responding to that need, Mexico Beyond from the previous exercise, or extend the Mariachi created their in-depth school discussion with the following questions: How performance and arts-in-education program did the musicians and dancers communicate that has reached over 100,000 students in their feelings? Did they relate to each other on over 250 schools and community venues on stage? How? What was your favorite part? the East Coast. Why? What part didn’t you like? Why? 4. As you saw in the performance, several RESOURCES different European cultures have influenced Mexican music, dance, and culture. What other Elizabeth Silverthorne, Fiesta! Mexico’s Great countries or cultures can you name that Celebrations. influenced Mexican music, dance, and culture? Gerald McDermott, Musicians of the Sun. 5. Find out more about the different festivals of Leonard Everett Fisher, Pyramid of the Sun, Mexico: Cinco de Mayo, Day of the Dead, Pyramid of the Moon. Independence Day, and Las Posadas. What is each celebration about? What are the Tom Moran, A Family in Mexico. traditional costumes, dances, music, or Ancient Aztec, Olmec, & Mesoamerica traditions associated with each holiday? How is Resources: each similar or different from holidays that we www.historylink101.com/1/aztec/ancient_azte celebrate in the U.S.? c.htm 6. Invite students to share food, dance, and An Exploration of Mesoamerican Cultures: music from their families’ heritage. www.mesoweb.org .

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