Flamenquillo by Berdolé

Flamenquillo by Berdolé

Flamenquillo is the arts integration practice of Berdolé Flamenco Management and Production.  We are devoted to using the art of flamenco as a vehicle to teach to the curriculum in literacy, social studies, mathematics, science, modern languages, fine arts, and 21st century skills. Scripts,

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Flamenco and literacy for middle school and high school

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Program description

Ultramar is presented in two themes: one combines history and ELA and the other connects history and dance.  Both filter flamenco arts through literacy activities to build skills in listening, reading, comprehension, and writing.

In an assembly program, flamenco dance and music tell the story of transatlantic crossings that changed the word during the Spanish Empire. Artists show how influences

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Program Detail

Program type: Assembly/Performance, Residency
Artistic Discipline: Dance, Literary Arts, Multi-discipline, Music
Cultural Origin: European, Latino, Multicultural
Subject: Dance, English, Language Arts, Literacy, Music, Social Studies / History
Population served: Grade 10, Grade 11, Grade 12, Grade 6, Grade 7, Grade 8, Grade 9
Bilingual: Yes
Available dates:

August 9, 2019 – May 29, 2020

Available times:

During school hours.

Length of program: 45 minutes
Space / technical requirements:
  • 12’ x 12’ presentation area for performers
  • 3’ x 3’ space per child for workshops
  • Indoor, flat, level space for all programs, wooden floor preferred
  • We provide all sound and stage equipment when client cannot
Location(s):

Assembly programs are best in cafeteria or theater/auditorium; In-class workshops are best in classrooms or media centers; a gym or multi-purpose room would also be suitable for either type of program.

Fees / Ticketing:

Single artist with recorded music:

A. Bookings east of Charlotte: $200 travel fee

B. Half-day visit: $500
– 1-3 workshops
– Pre-visit meetings with teacher(s) to create lesson plan, classroom activities, etc.

C. Full-day visit: $800
– 4-6 workshops
– Pre-visit meetings with teacher(s) to create lesson plan, classroom activities, etc.

D. 1-week residency: $2,000
– 1 half-day visit per day for 5 consecutive days
– Pre-visit meetings with teacher(s) to create lesson plan, classroom activities, etc.
– Non-consecutive visits incur an additional charge of $100/day

E. 2-week residency: $3,400
– 1 half-day visit per day for 10 consecutive school days
– Student performance component, details determined in planning sessions with teacher(s)
– Pre-visit meetings with teacher(s) to create lesson plan, classroom activities, etc.
– Non-consecutive visits incur an additional charge of $100/day

Live flamenco cuadro (guitarist, singer, dancer):

A. Bookings for flamenco cuadro east of Charlotte: $600 travel fee

B. Half-day visit: $1,200
– 1-2 assembly programs or 1-3 workshops

C. Full-day visit: $1,800
– 1-2 assembly programs and 1-3 workshops – or – 4-6 workshops
– Pre-visit meetings with teacher(s) to create lesson plan, classroom activities, etc.

D. 1-week residency: $2,500
– Single day of assembly programs, up to 4 shows in a single day, with the full band
– 4 days of in-class workshops, up to 6 workshops daily, with a single artist
– Pre-visit meetings with teacher(s) to create lesson plan, classroom activities, etc.

E. 2-week residency: $4,000
– 10 days of artist visits culminating with assembly programs in which students present on stage with the artists
– Full band is present only for the 10th day; a single artist delivers all other programming on the other 9 days
– Pre-visit meetings with teacher(s) to create lesson plan, classroom activities, etc.

EDUCATION STANDARDS

NC Standard Course of Study:

R3 – Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Using dance as the text and improvisational rules and their accompanying non-verbal communication codes as guidelines, students create flamenco dance as a series of actions and reactions, which include dancers, singers, and observers who are participants rather than passive onlookers. R5 – Analyze the structure of text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Using dance and music, including song lyrics, as a text, students understand flamenco dance as expression emotion, in the structure of a complete thought, with a beginning, middle, and an end. W3 – Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. Using dance as a text, students express ideas about emotion. They implement the elements of dance to control movement based on the experience they wish to communicate, understanding that flamenco is an expression of a flash of emotion related to a single event or theme. In the writing residency, students create a new fictional narrative based on data they collect from group analysis of song lyrics, including details gleaned from setting, figurative language, and action in the poetry of flamenco music.

NC Essential Standards:

World Language, 9-12 COD.4 – Compare the students’ culture and the target culture. Flamenco arts reflect the daily life of southern Spain. They reflect also the Middle-Eastern, African, and Latin American influences of the Iberian Peninsula, and in particular the contact of communities via migration. Song lyrics and dance movement show the imagery of these regions, as well as the conflict and peace that have been at play across the Atlantic Ocean throughout modernity. The unique mixture of footprints of civilizations that is captured in flamenco, is a channel to see philosophies of the Far East and the Middle-East, which are often at odds with Western cultural habits, including a rhythmic structure that is relative rather than absolute and employs polyrhythms as a standard of excellence. In assembly programs and workshops, we ask students to appreciate the deference exposed by the art of flamenco and use it as a means to tap creative thinking in problem solving in the U.S.A. Dance K-12 C.1 – Understand cultural, historical, and interdisciplinary connections with dance. Students see flamenco beyond its stereotype in our programming, understanding specific elements of other cultural practices that influenced the aesthetic and functional traditions in the arts. Students understand through experiencing flamenco that the present is connected to the past, including in their own local communities. They examine where they see flamenco in local communities and how elements of the art form transcend the southern Spanish lifestyle to become tools of coping with fear, improving communication, and facilitating leadership. CP.1 – Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images. Programming is highly interactive, giving students multiple avenues to participate in creativity. As a layered and improvisational art form, students are taught to use tools (dance steps) in the given communication s

Supporting Materials

Flamenco vocabulary and word search activity

2019ultramar_studyguide_flamencovocabulary_wordsearch.pdf

Literacy activity to identify instruments used in the musical styles that influenced flamenco

2019ultramar_studyguide_instrumentspictures.pdf

Literacy activity to compare and contrast music styles that influenced flamenco

2019ultramar_studyguide_instrumentslist.pdf

Literacy activity to compare and contrast music styles that influenced flamenco: Venn diagram

2019ultramar_studyguide_venn.pdf

Mapping activity to explore the trade route that brought the popular flamenco shawl to Spain

2019ultramar_studyguide_mantonmapping.pdf

Literacy activity to analyze poetry (song lyrics) and create new stories

2019ultramar_studyguide_literacylyrics.pdf

Literacy activity to create a dance and dance improvisationally, within the flamenco structure

2019ultramar_studyguide_danceteamwork.pdf

Brief history of the flamenco song farruca

farruca_uruguay2019.pdf

Qualifications

Conducts educational programming for 2 or more years: Yes
Performs criminal background checks on staff with youth contact: Yes
Maintains general liability insurance: Yes
Three letters of recommendation / references available: Yes
Provides study guides for teachers and or students: Yes
Connects to State and or Common Core Curriculum Standards: Yes
Provides tools to assess student learning (workshops and residencies): Yes
Provides scholarship and reduced fees: Yes
Conducts ongoing assessments of program quality: Yes

PHOTOS

  • Ultramar combines flamenco dance and music with literacy, history and 21st century skills.

VIDEOS

  • Teaching artist Julie Galle Baggenstoss dancing flamenco with a flamenco cuadro

References

Yadira Ramos Ortiz, Spanish Teacher
Winnona Park Elementary, Decatur, GA
yramosortiz@csdecatur.net, 404-370-4490

Anna Dunn, Ballet Mistress
DeKalb School of the Arts, Avondale Estates, GA
Anna_N_Dunn@dekalbschoolsga.org

Melanie Darby
Spivey Hall World Music Festival, Morrow, GA
MelanieDarby@clayton.edu

Cancellation Policy

50% of the total engagement fee if cancelling within 30 days of the booking

100% of the total engagement fee if cancelling within 7 days of the booking