John Jaramillo
actor - dancer - choreographer - instructor - arts in education
Study Guide for Teachers
Grades: k-5, 6-8, 9-12 & college levels
Audience limit: 350 performance / 30 workshop
Time: 50 minutes
Program Overview
John performs traditional Aztec Dance in full warrior style regalia.
Students participate in a “Friendship Dance”, inspired by the pow-wow “two-step” dance of the North American Plains Indians.
About the Artist
John Jaramillo a performing artist since 1983, has performed and taught at theatres, festivals, art centers, colleges, universities and schools throughout the United States. In 1996 John produced OLD MAN KOKOPELI, a work inspired by his Native American Pueblo Indian heritage. His artistic background includes dance and theatre training at the University of New Mexico and international study in Spanish Dance in Spain. In 1990 John was invited to join the Aztec dance troupe, EHECATL (the wind), by the troupe’s founder, Paz Zamora. This dance troupe is based in Albuquerque, New Mexico and is comprised of members of various Native American tribes from different regions of Mexico and the United States. Since then, John has performed with EHECATL in the U.S. and Mexico. He has also toured nationally as a principal performer with Naa Kahidi Native American Theatre, Daystar Native American Dance Theatre and several Spanish/Flamenco Dance Companies.
Audience Etiquette
Before the program, discuss with your students what makes a good audience.
Before the program, discuss with your students what makes a good audience.Compare appropriate behavior for different kinds of audiences situations – e.g., rock concert, sporting event, theatre, ballet.
Compare appropriate behavior for different kinds of audiences situations – e.g., rock concert, sporting event, theatre, ballet.Students will get more out of the program if they come prepared. Use this guide to help student anticipate what to listen and look for.
Students will get more out of the program if they come prepared. Use this guide to help student anticipate what to listen and look for.Set a good example, catch up on paperwork after the performance.
Set a good example, catch up on paperwork after the performance.Program Description
In full Aztec “Warrior Style” dance regalia the program opens with a dance and blessing to the four directions followed by a greeting in the Aztec language of Nauatl. An explanation of the events performed and brief history of the Aztec people will be told (in English) with Spanish and Nauatl terms used. Several Aztec “Warrior Style” dances will be presented as well as presentation of the costume and traditional musical instruments. A “Friendship Dance” in Aztec style, inspired by the powwow “two-step” dance from the North American Plains Indians, will end the program with audience participation.
Program Objectives
•To learn about the dance, music, culture and language of the Aztec people.
To learn about the dance, music, culture and language of the Aztec people.•To learn Aztec history and Meso-American history.
To learn Aztec history and Meso-American history.•To understand the interwoven cultural connections between Mexican, Native American and Spanish cultures.
To understand the interwoven cultural connections between Mexican, Native American and Spanish cultures.Vocabulary
•AZTEC - Referring to the people and/or culture of the last great indigenous empire in the Americas.
AZTEC - Referring to the people and/or culture of the last great indigenous empire in the Americas.•MECHICA - A Native American Nation better known as the Aztecs.
MECHICA - A Native American Nation better known as the Aztecs.•NAUATL - The language of the Mechica/Aztec people and currently one of the important Native languages of Mexico.
NAUATL - The language of the Mechica/Aztec people and currently one of the important Native languages of Mexico.•TENOCHTITLAN - The central city of the Aztec nation, later became Mexico City.
TENOCHTITLAN - The central city of the Aztec nation, later became Mexico City.•PUEBLO INDIANS - Given that name by the Spanish, they are many separate villages of Indians living along the Rio Grand River, in New Mexico, in the United States.
PUEBLO INDIANS - Given that name by the Spanish, they are many separate villages of Indians living along the Rio Grand River, in New Mexico, in the United States. Curriculum Connections: Social Studies, Foreign Language, Physical Education, Language Arts
The program teaches world history and social studies referencing Spain, Mexico and the United States as well as foreign languages that include; Spanish and “Nauatl” the Aztec language. Physical skills are also accessed in the audience participation in Native American dance steps.
Overview of Aztec Culture
The Aztec civilization from the region of central Mexico was the last empire of indigenous people to rule before being decimated by Spanish Conquistadors in the 16th century. Although conquered and forced to adopt Spanish culture and language many Aztec (originally called “Mechica”) continued to pass on their dances, language and beliefs generation to generation. The Aztec/Mechica, a warlike tribe, migrated for many centuries until they reached an already populated region called the “Valley of Anahuaca” (the area today known as Central Mexico). These Native Americans came far from the north from the land believed to be today’s southwestern United States. Legends tell of their original home in Chicomoztoc, “the Seven Caves”, in a country known as Aztlan, “a Place of Whiteness”. After many more years of migration or being driven from place to place around the Valley of Anahuaca, the Mechica (Aztec) founded their city of Tenochtitlan, “The Place Of The Prickly Pear Cactus”, around 1170 AD the site of today’s modern Mexico City. The Mechica brought only their militaristic culture, particularly, Huitzilopochtli “Hummingbird Of The South–God of War”, but quickly adopted much of the culture of their more sophisticated neighbors. They were renowned for their ability as warriors, sorcerers and artists. Included among the artists were the dancers. The dances performed varied in content and style.
Overview of Aztec Dance
Today, Mexico’s identity is tied to Spanish culture as the majority of its indigenous people have embraced the Spanish language. In contrast, still, vernacular languages are many as well as are its customs, beliefs and dances. Of these, the many different Native American cultures in Mexico, the Azteca have responded to a strong Aztec Dance Movement that is happening in Mexico and the Southwestern United States. The states of California, Colorado, New Mexico and Texas have seen the movement “La Danza” explode with many new dance groups forming. “La Danza” or “The Dance” is performed in ceremony to full-fill religious obligations and also before the public as an educational tool to teach aspects of traditional and contemporary Aztec culture. Three basic forms of Aztec dance are still performed: “Ceremonial Rituals” - never seen by the public, “Conchero” - a slow rhythmic dance performed to the music of tortoise shell and mandolins and “Warrior Style” - an intensely physical and colorful spectacle performed by men, women and children.
Pre-Performance Activities
•Research the Native Americans of the Southwestern United States and the Azteca of Mexico. Compare and contrast the similarities and differences of these Native People.
Research the Native Americans of the Southwestern United States and the Azteca of Mexico. Compare and contrast the similarities and differences of these Native People.•The blending of cultures in the United States is basic to an understanding of the American people. Students can research the Spanish Conquistadors and their effect on the indigenous people of the Southwestern United States and of Mexico.
The blending of cultures in the United States is basic to an understanding of the American people. Students can research the Spanish Conquistadors and their effect on the indigenous people of the Southwestern United States and of Mexico.Post Performance Activities
•Give students the opportunity to discuss what they learned in the program.
Give students the opportunity to discuss what they learned in the program.•Give students the opportunity to write about what they experienced in the program.
Give students the opportunity to write about what they experienced in the program.•Give students the opportunity to draw or paint what they saw in the program.
Give students the opportunity to draw or paint what they saw in the program.•Students can discuss what elements of Spanish Culture remain in certain parts of North America.
Students can discuss what elements of Spanish Culture remain in certain parts of North America.•Using a typographical map of the Americas find the major rivers and mountain ranges of Mexico and the Southwestern United States and discuss the different possible migration routes of the Azteca to central Mexico.
Using a typographical map of the Americas find the major rivers and mountain ranges of Mexico and the Southwestern United States and discuss the different possible migration routes of the Azteca to central Mexico. •Read about modern Mexico City. Find out what is important in modern Mexican Culture.
Read about modern Mexico City. Find out what is important in modern Mexican Culture.Resources/Books
The Legendary Past Series
Aztec and Maya Myth
By Karl Taube
ISBN 0-292-78130-X
Celebrate Native America!
An Aztec Book of Days
By Richard Balthazar
ISBN 0-9632661-1-X
Somos Latinos
mis bailes my dances
By George Ancona
ISBN 0-516-25069-8
Aztec Dance and/or Drum Residency Format
Residency Summary:
This residency includes an educational performance program to introduce Aztec/Mexico’s Native American cultural arts, dance and language. Visual Art is incorporated with instruction for making and performing with costumes/props associated with the dance/culture, using a wide variety of materials. Instruction in dance focuses on movement, musicality and rhythm.
Example of RESIDENCY/WORKSHOP ACTIVITIES:
1.Performance of Aztec Dance Program. (see program description)
Performance of Aztec Dance Program. (see program description)2.Students begin construction of Aztec style drums or costumes or dance props.
Students begin construction of Aztec style drums or costumes or dance props.3.Students building drums learn rhythms.
Students building drums learn rhythms.4.Students constructing costumes/dance props learn traditional dance steps.
Students constructing costumes/dance props learn traditional dance steps.5.Students continue rehearsal with drums or dance.
Students continue rehearsal with drums or dance. 6.Classes combine for group rehearsal. Students perform.
Classes combine for group rehearsal. Students perform.Pre-residency possibility: Work with teacher(s) on costumes.
•GRADE LEVEL: 3 – 12
GRADE LEVEL: 3 – 12 •MAXIMUM NUMBER OF STUDENTS: 25 per class
MAXIMUM NUMBER OF STUDENTS: 25 per class•MAXIMUM NUMBER OF SESSIONS PER DAY: 3 or 4
MAXIMUM NUMBER OF SESSIONS PER DAY: 3 or 4•LENGTH OF EACH SESSION: 40 min – 50 min session
LENGTH OF EACH SESSION: 40 min – 50 min session•LENGTH OF RESIDENCY: various possibilities/open to negotiation
LENGTH OF RESIDENCY: various possibilities/open to negotiationEXPECTATION FOR THE CLASSROOM TEACHER:
Teachers are expected to be present and actively involved in the process.
Classroom teachers should handle all discipline issues and be a resource to the artists on all school rules and procedures.
MATERIALS:
Various materials are needed for the creation of the drums, costumes or props. A list will be sent to each site in advance of the residency.
Copyright © 2008, John Jaramillo
Contact Info:
205-902-6231 John
205-441-5000 Therra
info@johnjaramillo.com
Aztec Dances of Mexico
