The Popejoy holiday tradition continues for its 15th season with stomping feet, thrilling horns, twirling dresses, and vivacious violins celebrating the sights, sounds, and heritage of Mexico. The beautiful holiday music of Mariachi Águila de Aztlán 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!

Stay for our 15-minute bilingual Q & A session with the cast after the 12:15pm performance.

Friday, December 13, 201310:15am & 12:15pmGrades: 2 - 12Curriculum: English Language Arts, Social Studies/History & Geography, Fine Arts/Theatre, Music & Dance

IN thIs IssuE oF DreAmcAtcherS–Introduction ...................................................................................................... 2history of Mariachi ................................................................................... 2The Musical Instruments ................................................................... 2Fun Facts, history, and Background .................................. 3Vocabulary ............................................................................................................. 3About the Dance ............................................................................................ 3Activities ................................................................................................................... 4outreach Activities .................................................................................... 9Resources & Websites .............................................................................. 9About the Company .................................................................................. 9Etiquette .................................................................................................................... 10Credits ........................................................................................................................ 10

Dreamcatchers are produced by the Education Department of Popejoy Hall, Albuquerque, NMpjoyedu@unm.edu, www.schooltimeseries.com,facebook.com/schooltimeseries

stANDARDs ADDREssED By AttENDING thIs PERFoRMANCE

CoMMoN CorE StAtE StANDArDS:English Language Arts: speaking and Listening (CCSS.ELA-Literacy.SL)Comprehension and Collaboration: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NEw MExICo CoNtENt StANDArDS:Fine Arts: Theatre, Music & DanceContent Standard III: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as all other content areas.Content Standard V: observe, discuss, analyze, and make critical judgments about artistic works.Content Standard VI: Show increased awareness of diverse peoples and cultures through visual and performing arts.New Mexico Content Standards and Common Core State Standards are provided for both attending the performance and each activity presented. For specific standards at your grade level, please consult the standards online for attending the show and all activities in this guide. For New Mexico State Standards: www.ped.state.nm.us/standards/index.htmlSelected Dreamcatchers materials provided by www.mexconnect.com, www.mariachi.org, and other resources noted throughout the guide.

Mariachi Christmas Mariachi Christmas

All Popejoy schooltime series productions are designed to integrate the arts into classroom instruction. Each production is selected with youth and family audiences in mind, from titles and materials that reflect the cultural diversity of our global community. These professional performing artists create educational experiences designed to encourage literacy, creativity, communication, and imagination. These productions purposefully target specific grade ranges. Please review these materials to make sure the recommendations and content are appropriate for your group. we then encourage educators to use our suggestions as springboards into meaningful, dynamic learning, thus extending and anchoring the performance experience.

Presented by Noberta Fresquez & Fiestas UnlimitedPerformed by mariachi Águila de Aztlán and Ballet Folklórico Paso del Norte

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2. P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S Mariachi Christmas2. P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S Mariachi Christmas

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: 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 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

History of Mariachi(http://www.mariachi.org/history.html)

Prior to the arrival of Hernán Cortes, the music of Mexico was an integral part of religious celebrations, 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, brass horns and woodwinds. The Indian and mestizo musicians not only learned to play European instruments, but also to build their own, sometimes giving them shapes and tunings of their own invention.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 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, 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, or the main song line. A second violin, if used, would play a harmony. Sometimes three violins play different notes to make a complete, harmonious chord. trumpets add strength to the melody played by violins. The guitars, vihuela, and guitarron provide the rhythm.Violins are played in the same manner for Mariachi music as they are played for any 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 five strings. It looks like a small guitar that is slightly larger than a ukulele. Players 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.

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photos courtesy www.wikipedia.com

3.P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S Mariachi Christmas 3.P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S Mariachi Christmas

Fun Facts, History, & Background Mariachi songs speak about machismo, love, betrayal, death,

politics, revolutionary 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 also. Mariachi music was first passed down aurally, meaning that songs were not written down but taught and learned by ear. 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 most commonly find employment at haciendas, where they would earn more than the average laborer. with the revolution, many of the haciendas were forced to let 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. The principal music played by these early Mariachis was the Son, the popular music of the day. A mixture of folk traditions from Spain, Mexico, and Africa, the Son was found in many regions of the country. The Son from Jalisco is called the son jalisciense. “La Negra” is the best-known example.

The Son and other types of Mariachi music is not just music to be played and sung. From the very start, it was also music to be accompanied by dance.

This dancing may include hard rhythmic heel stomping, straight- backed with gliding, shuffling footwork. It can also be waltzes, polkas, schottisches, or other regional dance. Mariachis often help celebrate the great moments in the lives of Mexican and other Hispanic people. with the serenata (serenade), the Mariachi participates in the rite of courtship. In a society where the young members of opposite sexes 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.

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.

The Mariachi is usually positioned strategically on the street beneath the window of the festejada, but the sound of its music echoes through the whole neighborhood.

Mariachis are commonly hired for baptisms, weddings, patriotic holidays, and even funerals; it is not unusual to leave a list of favorite songs to be sung beside 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. The Mariachi tradition was later extended to a widespread mainstream audience in the United States, when rock singer Linda ronstadt fulfilled her dream of making a record of Mexican songs and released Canciones de mi Padre (Songs of my Father) in 1987. The Grammy Award-winning album was a smash hit that went double platinum; it has never gone out of print. The many variations of Mariachi music are grouped into different rhythmic meters. The jarabe and huapango are typically in 6/8 time, while the cumbia and bolero ranchero are usually in 4/4. Perhaps most popular are the mariachi styles in 3/4, such as the valses, Mexicanos and corrido.

VocabularySharing this vocabulary with your students will enhance their experience of the performance. Encourage them to watch for examples of these elements of music and dance during the performance!Bolero (boh-leh-ro) – moderate dance/popular song type in 4/4 time Corrido (coh-ree-doh) – a ballad that usually includes facts about historical eventsEnsemble (on-sahm-bel) – a small musical group of voices or instruments Guitarron (ghee-tah-rohn) – large, portable acoustic bass instrument and member of the guitar family, with a V-shaped back, short neck, and six strings Mestizo (mehs-tee-soh) – the mixture of Hispanic, Indian, and African cultural and musical elements in the New world Polka – a lively dance originally from Eastern Europe Ranchera (rahn-cheh-rah) – a popular song type, with texts dealing with emotions such as love, or nostalgia for the land or people son (son) – a lively instrumental/vocal/dance piece, characterized by the alteration of fast and slow rhythms sone - the Spanish word for “sound” Vihuela (vee-wee-la) – a small member of the guitar family, with five strings, a V-shaped back, and short neck. The vihuela producesa high sound. Waltz – a slow or moderate dance originally from western Europe

About the DanceIt is important to remember that the son and other types of Mariachi music are not just pieces to be played and sung; Mariachi music is also to be accompanied with dance!The traditional dance technique associated with the son is the zapateado, a distinctive type of footwork that originated in Spain. when dancing the zapateado, the performers skillfully drive the heels of their shoes or boots into the dance floor, pounding out swift, often syncopated rhythms, which complement the different sounds of the musical instruments.Each regional variation of the son has its own traditional style of dance.The huapango or huasteco, like the son, was originally danced on wooden platforms. In some areas these dance floors were mounted on earthen jugs. to dance the huapango, the couples line up in opposing columns. The upper part of the body is held perfectly upright as the feet perform rapid, intricate, shuffling maneuvers. today, it is sometimes performed with a glass of water on the dancer’s head to show off the dancer’s great muscular control.The lyrics of the songs frequently describe country life, and form the inspiration for the dances’ movements. Sones often depict the plants, animals, and people of the region. Some songs tell of the courtship of farm animals to depict the relations of men and women. In the dance, the movements of the performers often represent the farmyard courtship described in the verses of the sones.Another kind of music related to the son and connected with a particular dance is the jarabe. The jarabe is a medley of dance pieces, including sones, danzas, jotas, and polkas.No discussion of Mariachi music would be complete without mentioning the famous Jarabe Tapatio – the Mexican Hat Dance. Associated with Guadalajara, in the state of Jalisco, it has become the national dance of Mexico. It is a highly stylized dance, with prescribed movements and costumes. (page 7)

ActivitiesWrite Lyrics for a Mariachi Song

Grades: 6 - 12Objectives:

Materials:

Procedures: 1. review the history of Mariachi music. See “resources & websites” on page 9 for information. Note that Mariachi groups are most often seen playing at important family celebrations: weddings, birthdays, etc. or at public festivities. 2. Distribute “Las Mañanitas” lyric sheet. Ask how many students are familiar with the song. If students are familiar, ask them to cite occasions on which they have heard the song sung. who was singing it? to whom was it being sung? what was the occasion? If students have no familiarity with the song, explain that the song is a traditional Mexican song, 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 be writing 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 for which to write and to think of the type of 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: ÈIf students are fluent enough, have them write the songs in the spanish. or help them to translate their songs into spanish once they are written. Èset the songs to music. Identify which mariachi instruments would be featured prominently in the song. Èyounger students can do this assignment together as a group with teacher assistance.

Assessment: Q students create lyrics that are: 1) specific to an occasion, 2) follow an identifiable rhyme scheme, and 3) make sense to others. Q Quality of Participation

4. P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S Mariachi Christmas4. P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S Mariachi Christmas

�students will create original lyrics inspired by mariachi music.

�students’ lyrics will reflect a specific occasion. �students’ lyrics will follow a rhyme scheme.

qA recording of “Las Mañanitas” (widely available – many versions can be found on itunes or youtube)

qPen qPaper

CoMMoN CoRE stAtE stANDARDs

English Language Arts:Reading standards for Literature (CCSS.ELA-Literacy.rL)Craft and Structure: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Integration of Knowledge and Ideas: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words Writing (CCSS.ELA-Literacy.w)Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. speaking and Listening (CCSS.ELA-Literacy.SL)Comprehension and Collaboration: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Language (CCSS.ELA-Literacy.L)Knowledge of Language: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

NEW MEXICo CoNtENt stANDARDs

social studies: GeographyContent 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: MusicContent Standard II: Use dance, music, theatre/drama and visual arts to express ideas.Content Standard III: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as all other content areas.Content Standard VI: Show increased awareness of diverse peoples and cultures through visual and performing arts.

q“Las Posadas” video: http://www.youtube.com/watch?v=D6nwzpI-6uE

qMaterial for costumes: fabric, construction paper, etc. q“Posada song” lyrics found at http://www.experience- san-miguel-de-allende.com/posada-song.html

Las PosadasThe 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 - 8Objectives:

Materials:

Procedures: 1. Introduce “Las Posadas” to the class. Ask the class if anyone is familiar with the Mexican tradition of Posadas. 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” or “Begging for Shelter.” At every door they ask for shelter and at every door they are turned away. Finally the children come to a pre-designated 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. The Posadas are a long established tradition in Mexico and typically take place every evening from December 16th through the 24th. 2. Distribute or display the lyrics to the “Posadas Song.” 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 the whole thing. You can choose to sing it in Spanish or in English, depending on what will work best with your class. The lyrics fit the music in either case. Practice the song a couple of times until students are comfortable singing it. 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 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 Christmas traditions?

Extensions/Modifications: Ètake 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 in. Prepare a simple celebration with food, music, and maybe even a piñata.Assessment: Q Quality of Participation

5.P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S Mariachi Christmas 5.P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S Mariachi Christmas

�students will learn about the tradition of “Las Posadas”. �students will learn the melody and lyrics to the “Posada song.”

�students will enact their own version of Posadas.

CoMMoN CoRE stAtE stANDARDs

English Language Arts:Reading standards for Literature (CCSS.ELA-Literacy.rL)Craft and Structure: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Integration of Knowledge and Ideas: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words speaking and Listening (CCSS.ELA-Literacy.SL)Comprehension and Collaboration: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

NEW MEXICo CoNtENt stANDARDs

social studies: GeographyContent 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 & TheatreContent Standard II: Use dance, music, theatre/drama and visual arts to express ideas.Content Standard III: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as all other content areas.Content Standard IV: Demonstrate an understanding of the dynamics of the creative process.Content Standard VI: Show increased awareness of diverse peoples and cultures through visual and performing arts.Content Standard VIII: Contribute to communities by sharing expertise in dance, music, theatre/drama and visual arts and by participating in the activities of cultural institutions.

Farolitos for ChristmasGrades: 3 - 6

Objectives: �students will learn about the tradition of placing farolitos out on Christmas Eve. �students will learn the difference between a luminaria and farolito. �students will assemble their own farolitos.

Materials: qThe Farolitos for christmas by Rudolfo Anaya

qPaper bags

qCandles

qsand

Procedures: 1. Discuss some of the Christmas traditions presented in the show Mariachi Christmas. what holiday traditions were familiar to students? what holiday traditions were unfamiliar? tell students that they will be reading a story that features a New Mexican holiday tradition. 2. read 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 Christmas traditions. 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? what are their family traditions for Christmas Eve? 5. Have the class make their own farolitos. • Openthepaperbagsandputahandfulofsandintoeachone(approx.1cup) • Placeacandleinthebag.Trytocenteritasmuchaspossible. • Lineoneormoreofthepathstotheschoolwiththefarolitos. If your school has a winter holiday event, light the farolitos on the evening of that event.

Extensions/Modifications: Èhold a class fundraiser where you sell assembled farolitos. have the class collaborate to create a brief write up of the reasons and traditions behind the farolitos. Include the write up with all orders filled.

Assessment: Q Quality of Participation

6. P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S Mariachi Christmas6. P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S Mariachi Christmas

CoMMoN CoRE stAtE stANDARDs

English Language Arts:Reading standards for Literature (CCSS.ELA-Literacy.rL)Craft and Structure: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Integration of Knowledge and Ideas: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words speaking and Listening (CCSS.ELA-Literacy.SL)Comprehension and Collaboration: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

NEW MEXICo CoNtENt stANDARDs

social studies: GeographyContent 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.

Jarabe Tapatio (Mexican Hat Dance) (Adapted from http://www.janbrett.com/piggybacks/hatdance.htm) Grades: 2 - 8Objectives: �students will follow a set of specific instructions. �students will demonstrate physical expression through dance.

Materials: qspace for students to move.

qMusic 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 try 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 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: Èstudents sit first and get their heels moving. Then add arms. Ètry the dance to different versions of the music (there is a version with a techno vibe on itunes)!

Assessment: QQuality of Participation

7.P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S Mariachi Christmas 7.P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S Mariachi Christmas

CoMMoN CoRE stAtE stANDARDs

English Language Arts:Reading standards for Literature (CCSS.ELA-Literacy.rL)Integration of Knowledge and Ideas: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words speaking and Listening (CCSS.ELA-Literacy.SL)Comprehension and Collaboration: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

NEW MEXICo CoNtENt stANDARDs

Fine Arts: Music & DanceContent Standard II: Use dance, music, theatre/drama and visual arts to express ideas.Content Standard III: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as all other content areas.Content Standard IV: Demonstrate an understanding of the dynamics of the creative process.Content Standard VI: Show increased awareness of diverse peoples and cultures through visual and performing arts.Content Standard VIII: Contribute to communities by sharing expertise in dance, music, theatre/drama and visual arts and by participating in the activities of cultural institutions.

Spanish Lyrics:Estas son las mañanitas que cantaba el rey David A las muchachas bonitas, Te las cantamos así. Despierta, mi bien, despierta, Mira que almaneció, Ya los pajarillos cantan, La luna ya se metió.

Qué linda está la mañana, en que vengo a saludarte, Venimos todos con gusto y placer a felicitarte, El día en que tú naciste, nacieron todas las flores, El la pila del bautismo, cantaron los ruiseñores,

Ya viene amaneciendo, ya la luz el día nos dio, Levántate de mañana, Mira que ya almaneció.

Quisiera ser solecito para entrar por tu ventana Y darte los “Buenos Días” Acostadita/o en tu cama, Quisiera ser un San Juan, quisiera ser un San Pedro Para venirte a cantar con la música del cielo,

Con jasmines y flores hoy te vengo a saludar Hoy por ser día de tu santo, te venimos a cantar.

English TranslationThis is “Las Mañanitas” that King David sang to the pretty girls; As we sing them to you. Wake up, my love, wake up. Look at what has dawned, Already the little birds are singing, The moon already went in.

How pretty is the morning In which I come to greet you. We all came with pleasure and joy to congratulate you. On the day you were born All the flowers were born. At the baptismal font The nightingales sang.

It is starting to be dawn, The day has given us light. Get up in the morning, Look at what has already dawned.

I would like to be a little sunlight To go in through your window And tell you “Good Morning” While you’re lying in your bed. I would like to be Saint John, I would like to be Saint Peter, In order to come sing to you with music from heaven.

With jasmine and flowers Today I come to greet you, Today being your Saint’s day, We came to sing to you

8. P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S Mariachi Christmas8. P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S Mariachi Christmas

Las Mananitas: A Birthday Song(Lyrics taken from http://www.songsforteaching.com/spanish/traditionallyrics/lasmananitas.php)

photo courtesy www.wikipedia.com

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 2013 event was July 10-13, so expect it around that time of year in 2014. http://mariachispectacular.com/

ThE aLbuquErquE MuSEuM of arT and hiSTory 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 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

Resources & WebsitesAnaya, Rudolfo A., and Edward Gonzales The Farolitos of Christmas. New York: Hyperion for Children, 1995. Print. WebsitesHow to make songs for the Mariachis http://www.ehow.com/how_5625755_make-songs-mariachis.html#1zzlvibJ74ys How to make paper sombreros http://www.ehow.com/how_4857239_make-paper-sombrero.html The first and largest Mariachi website on the Internet http://www.mariachi.org The official site of the famous Mariachi festival http://www.mariachiusa.com/ A great source of Mariachi information http://www.mariachipublishing.com A Look at the History of Women in Mariachi Music http://www.sobrino.net/mpc/womenmariachi/alook.html Mexican Mariachi Music and Instruments http://www.sbgmusic.com/html/teacher/reference/cultures/mariachi.html Samples of Mariachi mp3’s and Lyrics http://www.elmariachi.com

About the CompanyThe Mariachi Águila de Aztlán was founded to promote Mexican folk music and the culture of the Hispanic people for the benefit of the students and community of south Texas. The Mariachi travels extensively to create a bridge of

cultural understanding between countries and peoples with their music. Mariachi Águila de Aztlán has appeared at the Tucson International Mariachi Conferences; at the Mariachi Vargas de Tecalitlán Extravaganzas in San Antonio and Houston, Texas; and has been

invited to perform in Washington D.C. and at the Texas State Capital in Austin. Mariachi Águila de Aztlán has performed with two symphony orchestras in Mexico. Recent performances by the group include an appearance at the Hollywood Bowl, and a performance at the 2012 Smithsonian Folklife Festival.

In addition, Mariachi Águila de Aztlán has had the honor and distinction of performing the world’s only Mariachi opera, Cruzar la Cara de la Luna (To Cross The Face of the Moon), with both the Houston Grand Opera and the Chicago Lyric Opera.

9.P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S Mariachi Christmas 9.P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S Mariachi Christmas

Norberta Fresquez

10. P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S Mariachi ChristmasP O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S Mariachi Christmas

Posadas Song(Lyrics taken from http://www.experience-san-miguel-de-allende.com/posada-song.html)

POPEJOY SCHOOLTIME SERIES PRESENTS - Mariachi ChristmasMariachi Christmas10.

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 os pido posada

pues no puede andar mi esposa amada.

Aquí no es mesón, sigan adelante

Yo no debo abrir, no sea algún tunante.

In the name of Heaven I ask of you shelter, For my beloved wife Can go no farther.

There’s no inn here, Go on with you, I can’t open up

You might be a rogue.

Venimos rendidos desde Nazaret.

Yo soy carpintero de nombre José.

No me importa el nombre, déjenme dormir,

pues que yo les digo que nos hemos de abrir.

We’re weary from traveling

from Nazareth. I am a carpenter

by the name of Joseph.

I don’t care who you are, Let me sleep.

I already told you we’re not going to open

Posada te pide, amado casero,

por sólo una noche la Reina del Cielo.

Pues si es una reina quien lo solicita,

¿cómo es que de noche anda tan solita?

I ask you for lodging dear man of the house.

Just for one night for the Queen of Heaven.

Well, if it’s a queen who’s asking us for it, why does she travel

all alone and in the night?

Mi esposa es María, es Reina del Cielo y madre va a ser

del Divino Verbo.

¿Eres ú José? ¿Tu esposa es María? Entren, peregrinos,

no los conocía.

My wife is Mary She’s the Queen of

Heaven who is going to be

the mother of the Divine Word.

Are you Joseph? Your wife is Mary?

Enter, pilgrims; I did not recognize you.

Dios pague, señores, vuestra caridad,

y que os colme el cielo de felicidad.

¡Dichosa la casa que alberga este día

a la Virgen pura. la hermosa María!

May God repay, kind people, your charity,

and thus heaven heap happiness upon you.

Blessed is the house that shelters this day

the purest Virgin, the beautiful Mary.

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International Performing Arts for YouthproducE • proMoTE • prESEnT

Adult SuperviSion

required

“a people without the knowledge of their past history, origin and culture is like a tree without roots.” - Marcus Garvey

The popejoy Mission: To provide access to the performing arts for all new Mexicans.

The popejoy Schooltime Series is supported in part by awards from :The Eugene and Marion Castiglia

Popejoy Children’s Schooltime EndowmentThe Popejoy Schooltime Education Endowment

Thank You!

Theatre EtiquetteMusic, 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 you are staying for the Question & Answer session, remain in your seats until the house clears and then move down front toward the stage.WandEring chiLdrEn for the safety of our precious little ones, unM requests school identifiers. When students are too scared to tell us their school name or teacher, school identifiers give us a quick and easy way to reunite them with their class groups. Examples of suitable identifiers include matching T-shirts, homemade headbands, hats, scarves, lanyards, and school badges. be creative!The kiosk in the lobby is our rendezvous point. please immediately report a separated child to the usher at the kiosk. Staff will search for and bring lost children there first.please visit our website at http://schooltimeseries.com/house-policies for detailed information about Etiquette, Safety, and house policies.

The Schooltime Series is a proud member of

Popejoy Hall, New Mexico’s premier nonprofit venue for the performing arts and entertainment.

✪

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