Kelsey Scheuerman
Block 1 REACT Lesson Plan
Mariachi in America
Summer 2013
Teacher’s Name: Miss Kelsey Scheuerman
Lesson/Unit Goals:
1. Learn about mariachi.
Grade Level: Middle School (7-8)
2. Be introduced to mariachi instruments.
3. See mariachi uniforms and performance attire.
Course Name: General Music
4. Be familiar with popular mariachi tunes.
Lesson Date: May 5, 2014
Lesson/Unit Title: Mariachi in America, Lesson 1
Estimated Length of Lesson: 60 minutes
Standard 9: Understanding music in relation to
history and culture
Benchmark 3: The student compares, in several
cultures of the world, functions music serves, roles
of musicians, and conditions under which is
typically performed.
Indicators
1. The Student compares the function music serves
in selected cultures of the world.
2. The Student compares the role of a musician in
selected cultures of the world.
3. The Student compares avenues of performance
in selected cultures of the world.
Objectives:
1. Be exposed to mariachi music through live and
recorded performances.
2. Wear traditional mariachi performance
uniforms.
3. Write the influence of Mariachi music on
popular music of today.
Essential Question: Why is Mariachi Music becoming a
big part of our culture?
Guarded Vocabulary: (attached)
Mariachi, Vihuela, Guitarrón, Golpe, Huapango, traje de
charro, hacienda, Jalisco, Ballet Folklorico, Bandá:
Assessment Strategies and Criteria:
Students will pick two projects from the menu
(attached). Grades will be assessed by the rubric
(attached). Final assessment will be graded on the final
project at the world music fair.
Classroom Set Up:
Before class, the instructor will set up the students in a traditional band set-up (Clarinet, Flute and Oboe in
front arch, saxophone, horn and trombone in second arch, Tuba, Euphonium and Trumpet in third arch. Extra
chairs will be added to each row for the percussionists to sit. Each student will be provided a music stand and
the attached handouts/worksheets for the lecture and activity. In the front of the room will be a rack of
mariachi instruments including vihuelas, guitars, guitarrones and a mariachi harp. A visiting mariachi band
will be seated in the front of the room. When students start entering the room, the mariachi band will stand and
begin performing. The instructor will be prepared with a laptop, projector, audio equipment and extra
handouts. (attached)
Classroom demographics:
The class is made up of thirty-five 7-8 graders. There are 20 Hispanic-American students, thirteen white kids
and two Asian students. The school is in a low SES, Hispanic community where most of the students
participate in a free or discounted lunch program. Five of the Hispanic-American students are ELL students,
one white child suffers from a learning disability. During this unit, the ELL students will assist with
pronunciation and culture identities for the mariachi unit. Most students are on the higher understanding scale
for Spanish and English language but I want to embrace their Spanish speaking abilities for this unit. For my
student with a learning disability, there will be numerous prompts available including verbalization of the
handouts, writing directions on the projector and board and extra time to complete to project assigned.
Resources and Sources: Each student will have a packet of handouts (attached), chair and stand.
Applying REACT
Relate
Experience
In a culturally diverse world, world music is more
prevalent that it once was. With the tradition of
mariachi, we see these ensembles in movies and
Mexican restaurants. I want students to associate
the music with the culture instead of the stereotype
of chips and salsa.
Students will be able to view a traditional mariachi
band, try on traditional uniforms and work in groups to
compare Mariachi music to other types of music.
Apply
Students will choose from the attached menu of projects and participate in the world music fair at the end of
the unit.
Cooperate
Students will work together to compare and contrast mariachi with other genres using the Venn diagram
(attached) All students will work in small groups to talk about the differences but can elect to work in a small
group (2-3 people) or work alone for the assignment.
Identify Transfer of Learning Strategy
Students will create a world music fair in the music hallway or library including posters and projects from all
music units throughout the year (mariachi is the last unit). Each student or student group will be required to
bring their project for their type of music and a dish to share with the music, foreign language and geography
classes during the specific fair time (see attached letter).
Introduction
5 min
V, A, K, T
Kelsey Scheuerman will welcome students to the classroom, ask about their day, etc. A
mariachi band will be playing as the students walk in to get the mind set of Mexico. Some
classroom parents have made traditional Mexican cookies and treats that the students may
help themselves to celebrate Cinco De Mayo. Students will be free to socialize, dance and
enjoy themselves until class starts.
[UDL]
 Announcements will be written on the board.
 Allergy warnings will be posted on food products (peanuts, wheat, etc)
 Students with hearing impairments will be allowed to listen to the music via a mic,
if needed
 Students will be allowed to dance and move around if they need to.
Anticipatory
Set
10 min
V, A
For the anticipatory set, students will listen and examine the performance of a “real”
mariachi band. Students will be allowed to ask questions of the players after the
performance of “De Colores”
Kelsey: Good afternoon everyone! Today we have a special treat to start off our Cinco de
Mayo lesson! Please welcome Mariachi Sol de Mexico!
Banda: Thank you for having us, Miss S! Today we will be performing the traditional
song, “De Colores.” You have probably heard this song and didn’t know it! We will talk
about the aspects of the band after the performance.
Students: (students applaud and quietly listen to the performance.)
after the performance
K: Thank you for that lovely performance! Class, let’s give them a hand! First of all, let’s
use our guest performers as an example to jump into today’s lesson. Who has seen a
mariachi band before?
Class: Yeah, in Mexican restaurants!
K: Yes, but have you been to a Mexican celebration? Today is the celebration of the
independence of Mexico and we will be discussing the instruments and uniform of the
mariachi band. Today will be the first of four lessons about the mariachi band. In this unit,
we will learn about the history of mariachi, ballet folklorico and other Mexican
celebrations. Those are just some things to look forward to this week. The unit schedule is
posted online and is included in your handout packet on your stand. What questions do you
have? (waits) Seeing that there are none, let’s dive in!
[UDL]
 Students with hearing impairments (or students that learn better with such
accommodations) will be allowed to listen to the music via a mic, if needed
 Students will be allowed to dance and move around if they need to.
Lesson
20 minutes
V, A, T
K: If you look at the band behind me, you will see that there are a variety of instruments
represented that you may not have seen before.
Johnny: Maam, I’ve seen a guitar before!
K: Yes Johnny, there is a guitar in the band! The instruments in front of you are traditional
mariachi instruments but some have been implemented in popular music like trumpet and
guitar. If you look at this instrument (points at vihuela), this is called a vihuela! A vihulea,
pronounced vi-wela, is a small version of a guitar with 4 synthetic strings. It has a hollow,
novelty sound, similar to a bass ukulele we talked about during out island music unit,
remember? The strings on the vihuela are like the regular guitar but without the top E
string. Who remembers the strings on a guitar from our guitar lesson?
Suzy: E, A, D, G, B, E!
K: Thanks Suzy, now what would the strings be on a vihuela?
Bobby: ADGBE?
K: Correct, Bobby! You all are quite sharp today! Moving on from the vihuela, we will go
in size order, so the next one is the guitar. What is different between this guitar and the
guitars we used in class?
Josh: There are weird strings!
K: Yes, Josh, thank you. Mariachi instruments use synthetic strings for a specific hollow
sound. These also help with performing outside- will someone tell me about materials in
heat?
Gus: Umm…I remember that heat makes things melt-like a popsicle. Doesn’t that make
things melt?
K: Close! In the sun, the heat causes things to expand, which in music makes the strings
expand and lose their proper tuning. Remember when we were in orchestra and we came
home from spring break after the heat wave and all of our stringed instruments were out of
tune? The heat changed the tuning! So far, we have a guitar and a vihuela, what is the large
guitar?
Jill: A tuba guitar?
K: Not quite, any other ideas?
Dan: A bass guitar?
K: Close. This is a guitarrón, which is the bass voice of the mariachi. It plays the bassline
in octaves and can also act as the percussion section of the band.
Sue: How come there aren’t maracas?
K: Good question, Sue. Mariachi bands do not have percussionists because they use their
instruments. When they use their instruments as a drum, this is called bandá. (Turns to the
band, who has taken a seat during the lecture) Would you mind playing a bandá section?
(The Band plays a banda section, showing the different percussive sounds the instruments
can make.)
K: What questions can I answer so far?
(no questions are seen, Kelsey moves on)
K: The other instruments in the band are a violin and a trumpet, does everyone remember
the information we discussed about these instruments in past units?
Class: yeah, yes, we remember.
K: Now since we know what the instruments are, what do you notice about the bands’
outfits?
Zane: They have big, floofy ties!
K: Correct, their ties are very large and different from regular bowties, right? These ties
are called moños (monyos). They come in a variety of colors, see all the kinds I have?
(Teacher shows examples of plain and embellished moños) What else can you see about
their uniforms?
Wesley: They look like Mexican marching uniforms.
K: Well, you’re on the right track, these uniforms are called traje de charro and include an
embellished jacket, pants with conch decorations, moño and hat. Check out their cool
boots, too! (Member of the band comically models the uniform)
Suzy: Are those uniforms hot?
Member of the band: Yeah they are, they’re made of wool! But, don’t they look
awesome? (laughs).
Students laugh and agree.
K: Do you all want to hear more music?
10 minutes
Students: YEAH!
K: Alright, let’s hear some more!
The band plays 3 more tunes and pause to discuss what the song is about, special
instrument concepts, etc. Concepts discussed will be huapango, golpé and bandá. Student
applaud to thank the band for playing and educating the class.
K: Wasn’t that a great performance? Mariachi music is a great cultural music that inspires
a lot of fun for the performers AND the audience. What are some events that you would
invite a mariachi band to?
Joe: I’d invite them to my birthday party! (class laughs)
K: That would be one example! Mariachis are often invited to many events, including
Cinco de Mayo celebrations, hence why I asked them to join our party today. Please pull
out your handout packet and flip to page (X).
[UDL]
 Visual and Auditory cues will be given during the presentation.
 Students will be allowed to touch the instruments and moños (tactile
accommodation).
 Students with hearing impairments will be allowed to listen to the music via a mic,
if needed
 Students will be allowed to dance and move around if they need to.
 Vocabulary words will be written and defined on the board, in addition to the
defined terms page in the handout packet.
Wrap-Up of
Lesson
V, A
5 minutes
K: Since we are starting the unit, I want to bring some things to your attention. This page
shows how you will be graded for this part of the class. There will be a project due at the
end of next week, BUT you get to pick what you want to do! This page shows the menu
that can pick from-there are a lot of choices. I want you all to take this home and look it
over and start thinking about what you might want to do. You can have a group of 3 or you
can fly solo, you get to decide that, but I will want to know who is working together by
Thursday. Are there any questions?
Frankie: Why do we have to do a project?
K: I am having you all do a project so I can see what you learned from this lesson.
Remember the world music fair we will put on during the last day of school? You can put
this project in the fair if you like mariachi music the best.
Frankie: Oh, yeah. I think I will use my jazz project.
K: That is fine with me, Frankie. Any more questions?
(no questions are seen)
K: Alright, throughout the week, we will learn more about mariachi so you can work on
your projects over the weekend. I expect you all to put in as much effort on this project as
you did for the Island music project.
[UDL]
 Handouts will be projected on the screen to easily point out important information.
Announcements K: Please put your chairs and stands away and make sure to fill out the permission forms
posted online by Wednesday so we can visit the K-State band next week after our mariachi
5 minutes
project presentation. If you have any questions about the project, please come up and see
me after class. Have a great rest of your day! Happy Cinco de Mayo!
A
(bell rings)
(Stands by the door and gives high-fives as students walk out the door)
Reflection
Questions
1. Was my teaching of the content effective? Why or why not?
2. Was the live mariachi band a help or hinderance to the lesson?
3. Did my activities go as planned? What should I change for the future?
¡Mariachi Vocabulary!
1. Mariachi: pertaining to traditional Mexican dance music, usually played by a small band
of strolling musicians dressed in native costumes.
2. Vihuela: an obsolete plucked stringed instrument of Spain, related to the guitar
3. Guitarrón: a large guitar, used as a bass instrument in a mariachi
4. Golpe: To strike
5. Huapango: after Huapango, town near Veracruz, Mexico, where this type of dance
originated
6. Traje de charro: traditional mariachi uniform
7. Hacienda: house
8. Ballet folkloricó: traditional Mexican dance, specific to mariachi music.
9. Bandá: A technique of using mariachi instruments to make percussive sounds.
Compare mariachi music to a genre of you choosing using
the Venn diagram below.
Mariachi Music
April 12, 2014
_____________Music
Dear Parents and Guardians,
¡Hola! You are invited to join Miss Scheuerman’s Music Class,
Ms. Welch’s foreign language class, Miss Claey’s geography class
and Mr. Wagoner’s FACS classes in Bill Snyder Elementary’s
World Fair! On May 16, 2014, the students will present a variety
of projects available for your perusal in the library from 2:303:30pm. Join us for ethnic food, music and facts from countries all
around the world!
See the map below to see where your student will be presenting
but make sure to check out all the exhibits! Hope to see you there!
Sincerely,
Miss Kelsey Scheuerman
The Americas: USA, Canada, Mexico, Brazil, Chile, and more!
Asia: China, Russia, Japan, India, Thailand and more.
Europe:
German,
Ireland,
Spain, Italy
Africa and the
Middle East:
Egypt, Kenya,
Iraq, Turkey,
Saudi Arabia and
more!
Australia and the World Islands: Jamaica, Cuba,
Trinidad and Tobago, Costa Rica
CATEGORY
Presentation
4
Well-rehearsed with
smooth delivery that holds
audience attention.
Attractiveness
Makes excellent use of
font, color, graphics,
effects, etc. to enhance the
presentation.
Requirements
All requirements are met
and exceeded.
Product shows a large
amount of original
thought. Ideas are creative
and inventive.
Content is well organized
using headings or bulleted
lists to group related
material.
Covers topic in-depth with
details and examples.
Subject knowledge is
excellent.
Originality
Organization
Content
3
Rehearsed with fairly
smooth delivery that holds
audience attention most of
the time.
Makes good use of font,
color, graphics, effects,
etc. to enhance to
presentation.
All requirements are met.
Product shows some
original thought. Work
shows new ideas and
insights.
Uses headings or bulleted
lists to organize, but the
overall organization of
topics appears flawed.
Includes essential
knowledge about the
topic. Subject knowledge
appears to be good.
2
Delivery not smooth, but
able to maintain interest
of the audience most of
the time.
Makes use of font, color,
graphics, effects, etc. but
occasionally these detract
from the presentation
content.
One requirement was not
completely met.
Uses other people\'s ideas
(giving them credit), but
there is little evidence of
original thinking.
Content is logically
organized for the most
part.
1
Delivery not smooth and
audience attention often
lost.
Includes essential
information about the
topic but there are 1-2
factual errors.
Content is minimal OR
there are several factual
errors.
Mariachi in America Project Rubric
Use of font, color,
graphics, effects etc. but
these often distract from
the presentaion content.
More than one requirement
was not completely met.
Uses other people\'s ideas,
but does not give them
credit.
There was no clear or
logical organizational
structure, just lots of facts.





Instructions: Label the following.
Guitarron
Trumpet
Violin
Sombrero
Traje de Charro
Draw a vihuela and guitar on your paper.
Decorate and color your worksheet with colors similar to Cinco de Mayo.
Pick three projects based of this tic-tac-toe board. All 3-in-a-row must
include the exam option in the middle.
Write a 2-3 page
paper about your
favorite topic in
mariachi.
Compile a mix
CD of 12 songs
inspired by the
unit.
Record a 4-6
minute video
about a topic
from the unit.
Choreograph a
ballet folklorico
dance and
perform for the
class.
Create a selfwritten 10
question multiple
choice exam with
an answer key.
Create a poster
highlighting one
topic discussed
in class.
Compare and
contrast
Mariachi music
and a genre of
your choosing.
Design a
mariachi uniform
Write a book
review about a
book that
includes
mariachi.