Author:
Mimi Fahnstrom, Amber Hoye, Alejandra Garcia, Camille Daw
Subject:
Languages
Material Type:
Activity/Lab
Level:
High School, College / Upper Division
Tags:
  • Genres
  • Music
  • Songs
  • Spanish
  • Spanish Culture
  • License:
    Creative Commons Attribution
    Language:
    English, Spanish

    Spanish, Música en Español, Intermediate-Mid

    Spanish, Música en Español, Intermediate-Mid

    Overview

    In this activity, students will be exposed to a variety of music genres and artists from the Spanish-speaking world. Students will work on becoming more informed about different types of music and backgrounds of various artists. Through listening to snippets of songs and a JIGSAW activity, students will collect information about a singer and share it with each other.

    Pathways Project / Lesson Information

     

    Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

    Looking for the English Version of this activity to adapt for your language? CLICK HERE

    About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

    The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

    How to use the WLRC Repository’s Activities:

    1. Use the Activity as is:

    Before you begin:

    • Most activities are 30 minutes in duration, unless otherwise specified.
    • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

    If you have any suggestions about grammar, syntax, and content, please kindly contact amberhoye@boisestate.edu.

    2. Remix for Your Language Classroom:

    When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

    Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials in Spanish, follow the instructions below:

    • Google Slideshows:
      • To begin, go to File -> Copy to create an editable version of the slideshow.
      • Once finished with your changes, please complete the following steps to share:
      • Click on Share
      • Who Has Access
      • Ensure link sharing is on and allow external access.
    • Materials Saved as PDF: Please email pathwaysproject@boisestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

    3. Adapt for Another Language:

    • See the linked English Version at the top of the activity (English Version may not be available for all activities)

    Description:

    In this activity, students will be exposed to a variety of music genres and artists from the Spanish-speaking world. Students will work on becoming more informed about different types of music and backgrounds of various artists. Through listening to snippets of songs and a JIGSAW activity, students will collect information about a singer and share it with each other.

    Proficiency Level:

    Intermediate-Mid

    Keywords:

    music, spanish, Latin American, singer, country, song, notes

    World-Readiness Standards:

    “Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.”

    “Standard 1.2 Students understand and interpret spoken and written Spanish on a variety of topics.”

    “Standard 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.”

    “Standard 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of Hispanic cultures”

    Idaho Content Standards for World Languages:

    COMM 1.1 Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions

    COMM 2.1 Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

    COMM 3.1 Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.

    CLTR 2.1 Analyze the significance of a product (art, music, literature, etc...) in a target culture.

    CONN 2.1 Access authentic materials prepared in the target language by or for native speakers.

    NCSSFL-ACTFL Can-Do Statements:

    • I can understand what is asked for on a simple music questionnaire
    • I can understand essential information from a music artist’s biography
    • I can talk about similarities and differences between musical genres and artists between my culture and the Spanish-speaking world

    Materials Needed:

    Worksheet

    Artist Bio Cards

    Quiz 

    Quiz Results

    Slideshow

    Warm Up / Main Activity

    Warm Up

    1. Have students break up into partners and ask each other the questions from the slideshow

    • “¿Cuál es tu género de música favorita? ¿Y, el que menos te gusta?”
    • “¿Has escuchado música en Español?”
      • “¿Dónde lo has escuchado? ¿La radio? ¿Quizás en Spotify o en la televisión?
      • “¿Puedes describirla? ¿Tenía un ritmo alegre? ¿Era una banda?
    • “¿Conoces a algún artista o canción del mundo hispanohablante?” 

    2.  Then with the same partners, students will take a quiz called “What Type of Music Are You?”

    3. Students will ask their partners the questions, marking their partner’s answers. The facilitator can demonstrate an example, gesturing that they are asking a person a question and writing that person’s answer on their own sheet.

    4. At the end, students will count how many of the same letters they answered. There is an answer sheet (see resource) that has different genres of music students will be based off of whether they answered mostly A’s, B’s, C’s, or D’s. Students will then tell their partner what music genre they are based on how many letters they picked.

    Main Activity

    Part One

    1. For the main task, students will be introduced to various Latin American artists and different genres of music. Pull up the music videos from the Google presentation and play a snippet of each song. Students for the most part will be unaware of who the artist is or where the song comes from.

    2. Have students split off into groups of 3-5, depending on class size. After listening to the song clip, they will have to talk amongst their group and guess the genre of music.

    3. Instructor will play the song clip one more time and students will finalize their answers.

    4. The instructor will reveal who the artist is and what country the artist is from. After revealing the answer to students, the instructor will pass out a short bio of the artist to one group. The bio will have an image of the artist they just talked about, have the one group hold onto the bio card for a later activity.

    5. Play another song clip and have students guess the country it originates from and the genre if they would like. After groups submit their guesses, reveal the correct answer. Give a bio card on this artist to a different group and have them hold onto it for a later activity.

    6. Repeat step 5 until all your groups have a different bio card.

    • For example: If you have 5 groups of 3-5 people, each group should have a bio card for one of the artists you talked about.
    • No one group should have the same artist.

    Part Two

    1. For this part of the activity the groups of students are going to be using the bio card on the artist they were given. Each student is going to have a worksheet (see resource) that will have a table with artist names and facts on the artist.

    2. Students will form new groups and each student in the new group should have a different artist. Each student will present their artist and information on their artist to everyone in the group. Everyone is required to take notes and finish filling out their worksheet with information on the artists. 

     

    Wrap Up

    For the wrap-up the students will be using the same concept from the main activity

    The instructor will play new song clips and have students guess what genre the music is. This is a comprehension check and will measure how much they learned in the main activity

    Wrap Up Questions:

    • “¿Cuál es el género que te gustó más? ¿Y, el que te gustó menos?”
    • “Si hiciéramos esta actividad otra vez, ¿hay otros tipos de música que te gustaría escuchar?”
    • “¿Qué hechos de los artistas se te hicieron más interesantes?”

    NCSSFL-ACTFL Can-Do Statements:

    • I can understand what is asked for on a simple music questionnaire
    • I can understand essential information from a music artist’s biography
    • I can talk about similarities and differences between musical genres and artists between my culture and the Spanish-speaking world