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
Flamenco Dance of Spain
Program Overview
The interwoven cultural connections of Spain, Europe, Africa and India come alive through poetry, costumes, music and the thrilling style of Flamenco dance. Students learn about the historical importance of this art form and acquire new Spanish vocabulary.
About the Artist
John Jaramillo has been a professional performer since 1983. During this time he has performed and taught at theatres, festivals, art centers, colleges, universities and schools throughout the United States. John has also toured nationally as a principal performer with Spanish/Flamenco dance companies Ritmo Flamenco, Dance Espana, Pueblo Flamenco de Santa Fe, Maria Benitez Teatro Flamenco y Segunda Compania. Performing highlights include: the American Dance Festival in Durham, NC, the Dance Theatre Workshop in New York City, Lincoln Center Out-Of-Doors in New York City, Mark Taper Forum in Los Angeles and most recently with the Dallas Opera. He has also studied extensively in Madrid, Spain with master teachers at the Amor de Dios School of Flamenco Dance.
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
The program begins with “cante” (the song), featuring the sounds of Spanish guitar and voice. The dancer is then incorporated defining a “cuadro” the relationship between the singer, guitarist, dancer and audience. Spanish culture and gypsy culture are understood through discussion, poetry and presentation of dance styles with taped musical accompaniment. The Spanish language is used to describe the dance, costumes plus Flamenco terms and phrases for audience participation with “jaleo” – shouts of encouragement! “Palmas” (rhythmic hand clapping) and playing “castanets” (a percussion instrument) involve audience participation.
Program Objectives
•To learn about Flamenco dance – an evolving art form from southern Spain.
To learn about Flamenco dance – an evolving art form from southern Spain.•To understand the interwoven cultural connections between Spain to Europe, Africa and India.
To understand the interwoven cultural connections between Spain to Europe, Africa and India.•To understand musical influence and dance similarities from Europe, Africa, India as well as from the Americas.
To understand musical influence and dance similarities from Europe, Africa, India as well as from the Americas. Vocabulary
•JALEO - It denotes the act of encouraging the dancers and singers in the Flamenco with hand-clapping, cries of “Ole” and various other enthusiastic expressions.
JALEO - It denotes the act of encouraging the dancers and singers in the Flamenco with hand-clapping, cries of “Ole” and various other enthusiastic expressions.•PALMAS - The percussive sound produced by clapping the hands in a sharp and rhythmic manner, this is usually done with the hands held up and away from the body. It is one of the most important factors in the rhythmic counterpoint of the Flamenco.
PALMAS - The percussive sound produced by clapping the hands in a sharp and rhythmic manner, this is usually done with the hands held up and away from the body. It is one of the most important factors in the rhythmic counterpoint of the Flamenco.•TACONEO or ZAPATEADO - The footwork consisting of sharp, strong rhythmic beats made by the dancer’s feet, chiefly by stamping the toe and heels.
TACONEO or ZAPATEADO - The footwork consisting of sharp, strong rhythmic beats made by the dancer’s feet, chiefly by stamping the toe and heels.•CASTANUELAS - The castanuelas (castanets) are said to have been given that name because they resembled a chestnut shell in their shape. While playing these rhythm instruments the left hand marks the beat while the right hand makes counterpoint and trills, called “carretillas”.
CASTANUELAS - The castanuelas (castanets) are said to have been given that name because they resembled a chestnut shell in their shape. While playing these rhythm instruments the left hand marks the beat while the right hand makes counterpoint and trills, called “carretillas”.Curriculum Connections: Foreign Language, Social Studies, Arts, Language Arts, Physical Ed.
The program teaches aspects of the Spanish language, geography and social studies in relation to Spain’s people and provinces. World geography and history is addressed through cultural and musical influences from Europe, Africa, India and the Americas on Spanish dance; in particular flamenco dance of southern Spain. Physical skills are accessed with audience participation in dance steps and musical accompaniment.
Resources/Books
“!FLAMENCO!”
text by Gwynne Edwards
Photographs by Ken Haas
"Aunt Elaine Does the Dance from Spain"
by Leah Komaiko
Illustrator by PetraMathers
Overview of Art Form
Andalusia, the region of southern Spain, is the birthplace of Flamenco and is known for its strong musical traditions documented from ancient times. The art of Flamenco certainly takes its place in that heritage. Historically, Andalucia absorbed peoples of very different cultures and backgrounds but it was the arrival of nomadic gypsy tribes in the 15th century that gave Flamenco its beginnings. Today, Flamenco is well recognized by the dance form, but is essentially a style of singing, expressing mood and giving cry to a wide range of basic human emotions. The early gypsy songs emotionally represented their reaction to Spain’s turbulent history of persecution. The (flamenco) song or “cante jondo” deep song initially was unaccompanied but eventually was partnered by the guitar, which equally has a long history in Spain. By comparison the Flamenco dance styles only emerged beyond the folk tradition in the mid - 18th century. This joining of the song, music and dance presented in public venues became its golden era in Spain, while its popularity continued through the 1940’s in Europe and in the Americas. Flamenco is still considered an evolving art form yet is recognized by world audiences and embraced by people of many nationalities performing as singers, musicians and dancers.
Pre-Performance Activities
•Discuss the vocabulary words with students.
Discuss the vocabulary words with students. •Listen to flamenco music on tape or CD. (A popular tape “Gypsy Kings” is a good example.)
Listen to flamenco music on tape or CD. (A popular tape “Gypsy Kings” is a good example.) •The art of Flamenco began with the gypsy culture of Spain. Research the gypsy culture to find who they are and their history.
The art of Flamenco began with the gypsy culture of Spain. Research the gypsy culture to find who they are and their history. 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.Flamenco Dance Residency Format
DANCE & VISUAL ART RESIDENCY SUMMERY
This residency includes an educational performance program to introduce Spanish/Flamenco 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 Flamenco Dance Program. (see program description in study guide)
Performance of Flamenco Dance Program. (see program description in study guide)2.Students begin construction of dance props. (i.e.; fan, flower, hat)
Students begin construction of dance props. (i.e.; fan, flower, hat)3.Students learn short Spanish song phrases/poetry and Flamenco “grito” responds.
Students learn short Spanish song phrases/poetry and Flamenco “grito” responds.4.Students learn steps to “Sevillana” a traditional Spanish dance.
Students learn steps to “Sevillana” a traditional Spanish dance.5.Students rehearse with dance props. Classes combine for group rehearsal. (if possible)
Students rehearse with dance props. Classes combine for group rehearsal. (if possible)6.Students perform for school and/or parents.
Students perform for school and/or parents.Pre-residency possibility: Work with teacher(s) on costumes. Skirt pattern for girls and vest pattern for the boys.
•GRADE LEVEL: k – 12
GRADE LEVEL: k – 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: 1 week residency format or TBD
LENGTH OF RESIDENCY: 1 week residency format or TBDEXPECTATION 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 props and or costumes. 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
