Vamos a la mar Practice Lesson 7

Repertoire:

Vamos a la mar

Song Analysis Table:

Tone Set LowS DRMS
Range Octave
Rhythm Set Eighth Notes, Quarter notes, Quarter rests
Form Call and Response

A Song’s Pedagogical Use Table:

Melody LowS, Pentatonic Scale (just need L)
Rhythm Eighth notes, quarter rests,
Other Borduns, Ostinato, accompaniment, Create Harmony

Other info:

Citation: Thompson, Beth. “Vamos a La Mar.” Beth's Notes, Creative Commons, 8 Sept. 2018,
www.bethsnotesplus.com/2015/04/vamos-a-la-mar.html.

Pattern Work:

These will be printed out as individual cards.

Objectives:

Students will discuss culture of Guatemalan Boat/Folk Songs

Students will create ostinatos using Spanish words as the rhythm.

Students will perform Vamos a la Mar in Spanish with accurate pitch, rhythm, and pronunciation.

Students will play melodic accompaniment on ukulele with accurate pitch and pulse.

Standards:

MU:Cr1.1.2b Generate musical patterns and ideas within the context of a given tonality (such as major
and minor) and meter (such as duple and triple).

MU:Cr2.1.2b Use iconic or standard notation and/or recording technology to combine, sequence, and
document personal musical ideas.

MU:Pr4.2.2a Demonstrate knowledge of music concepts (such as tonality and meter) in music from a
variety of cultures selected for performance.

MU:Pr4.2.2b When analyzing selected music, read and perform rhythmic and melodic patterns using
iconic or standard notation

MU:Pr6.1.2a Perform music for a specific purpose with expression and technical accuracy

MU:Pr6.1.2b Perform appropriately for the audience and purpose.

MU:Re9.1.2a Apply personal and expressive preferences in the evaluation of music for specific purposes

Materials:

Rhythms cards, sheet music, ukulele, non pitched percussion,

https://gabriel.mongefranco.com/2010/07/music-of-guatemala/ (instruments and music from
Guatemala)

https://www.centralamerica.com/guatemala/culture/

Warm-up:

1. Have music from (Gabriel mongefranco) website playing as students enter

2. Have students sit down and listen to one more example.
3. T This is folk music from Guatemala. Explain where Guatemala is.
4. Listen to another example.
5. T does anyone hear any differences from the folk music here in the United States? Take answers
and discuss, rhythm, intruments, etc.
6. Bring up Gabriel website and show pictures of instruments used.
7. Discuss cultural differences from Central America website (different cultures make up country,
food, religion, languages)
8. Bring out cards of ocean animals.
 9. Show each animal with Spanish and English name.
10. T repeat after me: (say animal in Spanish)
11. S Repeat
12. T fix any mistakes
13. Repeat for each animal.
14. Now bring out Rhythm cards.
15. Say each animal again but have students clap the syllables/rhythm while saying them. Cards
show notation as they do it
16. These are some of the animals that live around Guatemala.

Activity #1 Learn the Song

1. T Now that we have learned about the animals and culture lets sing a song about the beach!!
2. T shows music on screen
3. T: vamos a la mar (words only no pitches)
4. S vamos a la mar
5. T corrects any pronunciation errors and repeats
6. S repeats
7. T, Tum tum
8. S tum tum
9. T corrects and repeats
10. S repeats
11. T A comer pescado
12. S A comer pescado
13. T corrects and repeats
14. S repeats
15. T Tum tum
16. S tum tum
17. T Boca Colorada
18. S Boca Colorada
19. T corrects and repeats
20. S repeats
21. T Tum Tum
22. S tum tum
23. T Fritito y asado
24. S Fritito y asado
25. T corrects and repeats
26. S repeats
27. T tum tum
28. S tum tum
29. T Repeats in larger chunk ( include tum tum still no pitches) Add patting quarters on lap
30. T Vamos a la mar tum tum
31. S repeat
32. T A comer pescado tum tum
33. S repeat
 34. T Boca Colorada tum tum
35. S repeat
36. T Fritito y asado tum tum
37. S repeat
38. Continue patting quarters T adds pitches S continue patting quarters, T use low f and c on
bordun bars
39. T Vamos a la mar tum tum
40. S repeat
41. T correct any errors
42. S repeat
43. T A comer pescado tum tum
44. S repeat
45. T correct any errors
46. S repeat
47. T Boca Colorada tum tum
48. S repeat
49. T correct any errors
50. S repeat
51. T Fritito y asado tum tum
52. S repeat
53. T correct any errors
54. S repeat
55. T T Vamos a la mar tum tum, A comer pescado tum tum
56. S repeat
57. T correct errors
58. S repeat
59. T Boca Colorada tum tum Fritito y asado tum tum
60. S repeats
61. T corrects and repeats
62. S repeats
63. T whole song
64. S whole song
65. Can anyone tell me what type of song this is? (Call and response ) Good!
66. What gave you that idea?
67. What part is the call and which is the response? Repeating tum tum Yes!

Activity #2 Arrangement

1. T leads S through singing entire song

2. T gives translation of words
3. T based on this translation what is the song about? Going to the beach! Good job
4. Can we create a bass line using the types of fish we learned?
5. Show rhythm cards again and let students come up with chant ostinato
6. Separate class into 3 groups (main melody, tum tum, and ostinato)
7. Perform song in groups 3 times, have groups switch roles to experience all parts
 8. I think our song is missing something? What do you think it could be? Instruments!
9. What are some instruments we learned that are important to Guatemalan culture? Marimba,
castinets, maraccas, drums
10. Very good! What instruments should be used to play the chant part?
11. What about the tum tum part?
12. Finally what instrumetns could we use for the melody?
13. Very good 2nd grade. For the “marimba” (we will use xylophones) I need you to only use the
middle and upper C.
14. T Xylophones follow me place both mallets on the cs pat down beats. Very good! Keep beats
going!
15. Castinets clap this rhythm. 8 8th notes. Does that part remind you of anything? The call part
good! You will be the call!
16. Maracas can you clap this rhythm. Rest 2 quarters. What part do you think you have? The
response good!
17. Drums clap this rhythm (whatever rhythm the students came up with for the ostinato)
18. What part is that? Good!
19. Lets sing the song and play our parts at the same time.
20. Point to xylophones and give them a beat
21. Add chant with drums (play twice)
22. Bring in castinets and maracas.
23. Play through twice.
24. Very good can we play our parts without words? I want you to use your magic lips and play
through the song without singing.
25. Give xylos beat
26. Point to drums and bring them in (play twice)
27. Bring in maracas and castinets
28. Play through twice.
29. Very nice magic lips!!! You all stayed together!
30. I think we should come up with our own arrangement!
31. Let students decide how parts should come in
32. Play through twice

Assessment: Can students read notated music, create rhythms within set guidelines, and perform
Spanish song accurately? Checklist

Name Concept Mastery Developing Need Review