presents...

Teacher Guide

Music From the Andes

rom the ancient Quechua language, Musuhallpa translates as “beautiful land.” The

F enchanting musical group Musuhallpa captivates audiences with the colorful rhythms

of South American music, especially from the Andean mountain regions of Perú, Bolivia,

Ecuador, Chile and Argentina. Under the direction of Victor Beltrán, the ensemble performs

authentic traditional music of the Andes using Incan wind, string and percussion instruments.

Students will be selected to play instruments, dance and wear native ponchos. The entire

audience will participate by clapping and calling out Spanish words. Musuhallpa performs

at festivals and events throughout southwestern Pennsylvania and conducts workshops in

schools and colleges. They join the Gateway roster through a special collaboration with the
Grades
K-12 Rivers of Steel National Heritage Area.

Program Objectives,
Andean Instruments Before and After
2 and Song List 3 the Program 4 Standards, and
Further Exploration

© Gateway to the Arts 2002 „ 1400 S. Braddock Ave., Suite E „ Pittsburgh, PA 15218 „ (412)342-4444 „ www.gatewaytothearts.org
 he Incas used music as a medium to pass along their history. Because they had no written language, they
T recounted events and stories through their music. Musical instruments were made of natural objects available
in the environment. To this day, music is a dominant force in the lives of the Andean peoples. Three types of
musical instruments still dominate the music:
Wind Instruments Percussion Instruments Stringed Instruments
Pututu – a horn made of a conch Bombo – Andean drums of various Charango – the only stringed
shell (concha in Spanish) sizes made from hollow tree trunks instrument native to the Andes
with animal skins stretched across began appearing in the 18th
Flutes: each end. Century between Bolivia and Peru.
Quena – a resonant cane flute, one Fashioned after the Spanish guitar, it
of the oldest Andean instruments. Guiro – a scraper made out of a has 10 strings and was often made
The quena is a notched-end flute hollow gourd out of an armadillo shell as wood
with holes. Sound is produced by was scarce in the high Andes. Its
blowing on the notched end and Jara – literally, a water jar made of small size made it simple for
opening or covering the holes with pottery shepherds to carry the instrument
the fingers. Today, the quena is with them while herding their llamas.
made of bamboo, but traditionally Patitas – shakers or rattles made
was made of hollow bones or clay. out of shells, goat hooves or seeds Guitar – Spanish instrument
introduced into Andean music
Siku or zampoña (panpipe) – the Wancara – a large round drum with
siku is made of reeds or Andean goat skins stretched across both The accordion is also used in the
bamboo tubes called Cañahueca of sides. It has a deep bass sound. program. It was brought to the
various sizes tied together in two Andes from Europe.
rows to create a diatonic scale. The
sound is produced by blowing on
the hollow end at a 45-degree angle
while holding the instrument
vertically. During the time of the
Incas, the best players were
considered heroes.

Tarka – a high-pitched,
pre-Colombian flute originally made
from clay, now made from wood.

“Caracoles” – is played on the more shrill-sounding Tarka flutes. These flutes, drums and
Songs pututu sounds were used to call people together to various gatherings, festivities and even
wars. In the performance it is used to call everyone together for the Fiesta.
During certain “Flor Hermosa” (beautiful flower) – a Bolivian love song.
songs, the
audience will be “Señora Chichera” – a song from Peru about a street vendor (lady) who sells a traditional
asked to beverage (chicha) made of corn
participate by
calling out “Vientos” (the winds) – a song learned by Bolivian children that captures the environment
Spanish words of the Altiplano (Highland mountain plateau) and the sound of the wind up there.
(gritos,
literally “cries”),
“Llorando se fue” – a love song that originated as a Bolivian folk song, then traveled to
such as fiesta, Europe and was made into a pop hit, the lambada, similar to more recent dance hits like the
muy bien (very Macarena.
good), alegría
(happiness), etc.
“Pajaro Campana” – a song for accordion about a bird from Paraguay.
“El Condor Pasa” (the condor goes by) – a Peruvian song featuring the reed flute that
evokes the giant bird flying overhead.
“Valicha” – a fast-paced dance song in a huayno rhythm (a 1-2-3, 1-2-3 count)
Gateway to the Arts Teacher Guide • Music From the Andes • page 2 of 4
Before the Program
WHAT AND WHERE ARE THE ANDES?
The Andes mountain chain of South America extends
almost parallel with the Pacific coast from Cape Horn
nearly up to Panama. It is about 4,500 miles long. The
ranges of the Andes run through the countries of
Chile, Argentina, Bolivia, Péru, Columbia and
Venezuela. One of the major rivers that drains the
northern Andes is the Amazon, the second longest
river in the world.
„ On a map of Central and South America, show
students, or have them indicate, the Andes mountain
range. Name the countries that fall within the Andes.
„ What languages are spoken in these countries? What minerals are mined from these mountains? What
cultures have flourished in these areas?
„ Discuss the influence of the Spanish conquerers on indigenous Andean cultures during the
sixteenth century.
„ Present information on the many peoples of the Andes region: native Indians, Mestizo (mix
of Indian and European descent), Mulatto (African-European), Zambo (African-Indian).

After the Program

„ Talk about the different instruments used in the program and in the cultures/countries students are currently
studying. What instruments make the music sound happy or sad? How did the music in the program make them
feel? Do we need music in our lives? Why is it important?
„ Make homemade shakers or scrapers. Fill empty film canisters, tins and plastic easter eggs with a variety of
small objects (rice, Skittles, buttons, pennies, small jingle bells, etc.) Scrapers can be made of empty plastic
water bottles or cans. Note the different sound qualities of each.
„ Play a selection of recorded music represented in the program (see “Recordings” on page 4). Have the students
write down words describing a setting that they envision. Play the selection again and ask students to write down
words describing the action they envision taking place in the setting. Have the students
use these words to create a poem or paragraph that reflects what they heard in the
music.
„Can the students recall some of the rhythms and melodies they heard in the
performance?
„ Ask students to recall how the various instruments described in the program were
used to call people together in the days before telephones or cell phones.
„ Can students remember why members of the group wore different colors and styles
of ponchos? Do they know of other cultures in which different fabrics represent
different groups or communities? Do they know how fabric is made?

Gateway to the Arts Teacher Guide • Music From the Andes • page 3 of 4
Program Objectives
Students will identify the music of Central and South American cultures and will recognize how music has been
used by the Andean peoples to transmit their history. The National Content Standards for Music state that
“listening to, analyzing, and evaluating music are important building blocks of musical learning. Further, to
participate fully in a diverse, global society, students must understand their own historical and cultural heritage
and those of others within their communities and beyond.... Music is a basic expression of human culture.”

Curriculum Connections & Standards for grades K-12

National Content Standards for Music: Understanding music in relation to history and culture: Students demon-
strate audience behavior appropriate for the context and style of music performed. The attached “Q’s for Our
Audience” sheet will guide you in discussing audience behavior with your students.
This program may be used to address the following PDE Academic Standards:
„ Arts and Humanities: 9.1-9.4
„ Family and Consumer Sciences: 11.3
„ Geography: 7.1-7.4
„ History: 8.1, 8.4
„ World Languages (proposed): 12.1, 12.3, 12.5

Further Exploration
*Note to Teachers: the Music and Art Department at the Carnegie Library of Pittsburgh has an extensive
collection of CDs, LPs, images and DVDs, many of which may be sent out to your local library branch for your
convenience. Call the Music and Art Department at 412-622-3105 and the staff will assist you in researching
materials appropriate for your grade and curriculum.
You may also search for materials on-line at http://catalog.einetwork.net/search.
RECORDINGS (available at the Carnegie Library)
Calchakis, L’art de la flûte des Andes, CD, 1997.
Jara, Victor, Music of the Andes, (vocal and instrumental folk music, sung primarily in Spanish), CD, 1994.
Flutes and Strings of the Andes: native musicians from the Altiplano, Brooklyn, NY: Music of the World, 1990.
Markahuasi, traditional Andean instrumental music, CD, 1991.
VIDEO
Video Anthology of World Music and Dance, Volume 6, Central and South America, Washington, DC:
Smithsonian Folkways, 1995.
ON THE WEB
music.fsu.edu/~cma/andes.htm – Center for Music of the Americas, “Music of the Central Andes”
www.andeanmusic.com – home page of Musuhallpa, “Music from the Andes”
www.etown.edu/vl/latamer.html – search engine for Virtual Library: Latin America Resources. Links to
sources for news, information, organizations and other resources about Latin America.
www.elcoro.org – website of Coro Latinamericano Pittsburgh – includes an excellent “links” page to numerous
Latin American culture sites.

Gateway to the Arts Teacher Guide • Music From the Andes • page 4 of 4