LESSON PLAN

Teacher: Jazer Sanchez General Music - High School Grade: 9-12

Lesson: Origins of Latin Rhythms

Artistic processes and Anchor Standards Engaged:

http://nationalartsstandards.org

Creating
Generate and conceptualize artistic ideas and work
Organize and develop artistic ideas and work
Refine and complete artistic work

Performing/Presenting
Select, analyze and interpret artistic work for presentation
Develop and refine artistic techniques and work for presentation
Convey meaning through the presentation of artistic work

Responding
Perceive and analyze artistic work
Interpret intent and meaning in artistic work
Apply criteria to evaluate artistic work

Connecting
Synthesize and relate knowledge and personal experiences to make art.
Relate artistic ideas and works with societal, cultural and historical context to deepen
understanding

Massachusetts Frameworks
http://www.doe.mass.edu/frameworks/arts/1099.pdf

Singing
1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 1.14 1.15

Reading and Notation

2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12 2.13 2.14 2.15

Playing Instruments
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 3.13 3.14

Improvisation and Composition

4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 4.15

Critical Response
5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10 5.11 5.12 5:13 5:14 5:15
Objective(s): Students will be able to perform rumba clave and son clave rhythmic patterns
along with a dance step.

Materials Needed:
SONGS
- Las leyendas de Grecia by Grupo Afrocuba.
- Gome traditional from Ghana
- Claves
- Smartboard/projector

PACIN CONCEPT/ SEQUENTIAL LESSON STEPS EVALUATION,

G SKILL REMEDIATION

10 Listening 1.Teacher plays the first two minutes of the

min. song Las leyendas de Grecia by Grupo Afrocuba.
Then teacher asks students to describe the Asks students
Timbre instruments they hear. Teacher asks students to questions to
listen to it again and focus on the first instrument make sure
heard at the beginning. students
Discussion understood the
2. Teacher and students have a conversation about concepts.
claves
Visual This pattern is
Description of the instrument
Skills/ repeated several
The clave as a rhythmic pattern
Location times until
The rumba clave rhythmic pattern
students gain
confidence
3. Teacher shows on a map where Cuba is located,
Beat playing it.
and also talks about the state (Matanzas) where
Grupo Afrocuba is from.
4. Teacher plays the song again and invites students
to clap the first beat of each measure to identify
where the first beat of each measure occurs.

10 Listening 1. Teacher claps the two-bar rumba clave pattern. Teacher

min Students listen to the pattern a few times, and then subdivides the
Rhythm they clap the pattern back. Students practice very beats for a better
slow and then faster. understanding.

Dynamics 2. Students repeat this pattern many times changing

Tempo the tempo and dynamics.

Rhythm
 3. Teacher plays the song again and asks students to
clap along with the music using the rumba clave
pattern.

10 Movement 1.Teacher demonstrates how to do an easy side step Students seem

min. dance pattern at about 90 beats per minute. Each comfortable
step occurs on the beat of 1 - 2 - 3 - 4. with the dance
Beat step.
Dance steps: Right foot take one small side step to
the right followed by a side step with the left foot. Students repeat
Then, with the left foot take one small side step to several times
Rhythm the left followed by a side step with the right foot. until they feel
Students Say/Do. comfortable
playing the
2. Teacher dances the two-step pattern while rumba pattern
Movement
clapping the clave rhythm. Students follow doing and dancing the
the same procedure. step.

12 Rhythm 1.Teacher plays the song Gome from Ghana to

min. demonstrate how a similar pattern exists in West
African music. Teacher isolates and plays the clave
rhythmic pattern of the song. Teacher and students
talk about differences and commonalities between Repeat new
rumba clave and this African pattern. Explain that pattern until
this is an African rhythmic pattern that is also students are able
to play it.
played in Cuba, however it is known there as son
Echo clave.
2.Teacher demonstrates the pattern to students.
History Students echo.
Students are able
3. Students and teacher discuss about how this to play the two
rhythm tradition followed Africans to the Caribbean different clave
Play rhythmic patterns
as a result of the transatlantic slave trade. A clave
type pattern is what holds the music together in
Dynamic
these music styles. Other rhythms are built around
clave type patterns.
Tempo
4. Teacher asks some students to play the rumba
Movement clave, others play the son clave, others dance. They
vary dynamics and tempo.
5. At the end, teacher plays the first song again and
all students participate playing the clave rhythmic
patterns and dancing at the same time.
Student Reflection/Foreshadowing:

Students will keep practicing clave rhythmic patterns next class but will incorporate
new rhythmic patterns and play other instruments.