Flamenquillo is the arts integration practice of Berdolé Flamenco Management and Production. We are working online and in-person to deliver arts to students during the 2020-21 school year.
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, lesson plans, and study guides, are created by Julie Galle Baggenstoss, who applies original research and first-hand experiences in Spain to program development. She is a flamenco dancer with over 15 years of experience as a teaching artist. She has an M.A. in Spanish and is a published scholar in the field of flamenco history and mathematics. Ms. Baggenstoss facilitates all arts integration programming for Berdolé and is on-site for all programs unless otherwise requested by educators.
Proof of insurance available upon request. ASC does NOT hold current documentation.
2596 Midway Rd, Decatur, GA 30030
Ferdinand por Farruca is offered as an assembly program or an in-class experience.
As an additional option, this program is being offered via online delivery for the 2020-2021 school year. Pre-recorded videos are available to present to classes on demand, and they are 30-40 minutes in length. Content is interactive, and the videos may be stopped and replayed. Additionally, a didactic website is offered, with a collection of very short essays, videos, downloadable activities, and online quizzes. All content is on-demand and is grouped two ways: by standards and by theme. Online content covers the same – or expanded – content as in-person programming.
In an assembly program, students understand that flamenco artists express emotions, just like storybook characters. Students view flamenco dance demonstrations and then correlate movement and music with the expression of various emotions, which they observe and identify. They participate by clapping, singing, and dancing, on stage and in their seats, during games that utilize their ideas about objects and emotions as inspiration for new dances choreographed during the program. Students listen to a reading of The Story of Ferdinand, and briefly analyze the emotional development of characters. They relate such emotions to dance movements that they execute during an interactive segment.
In an in-classroom workshop or residency (residency of 1 week or 2 weeks), students learn basic dance, rhythm, and singing and create new work based on their ideas about emotions expressed by characters in The Story of Ferdinand. The book may be read individually by students prior to an artist visit and/or in a group during an artist visit. Working in a large group, students assign movement concepts to emotional expression. They also learn the structure of a flamenco dance, with a beginning, middle, and end. In small groups, students create new, original short dances in a scaffolded process that takes them from electing dance steps, to testing their design, and ultimately performing.
Workshops and residencies are limited to 40 students per session. Assembly programs are limited to 200 students per session when presented by a single teaching artist. Assembly programs are limited to 1,000 students per session when presented by a flamenco cuadro.
All programming may be presented by a live flamenco cuadro or a single artist. In-class workshops and residencies are most efficient with a single artist. In-class workshops and residencies are limited to approximately 40 students. Assembly programs are limited to 200 students when a single artist is presenting and 1,000 when a full cuadro is presenting. A full cuadro is defined as a dancer, singer, and guitarist. It is in contrast to a single artist, who presents with pre-recorded music.
August 9, 2020 – May 29, 2021
Online programs: On demand, any time.
In-person programming: During school hours.
Online programs requre a high-speed Internet connection and a space of approximately 2′ x 2′ for a participant to dance. No special dance clothing or gear is required.
For in-person programs:
4′ x 4′ space for single artist to present during residency or workshop
12′ x 12′ space for single artist or cuadro to present during assembly program
Wooden surface preferable, but not required.
Each child needs approx. 3′ x 3′ to dance
Artist(s) provide all sound and stage equipment when school cannot.
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.
School-wide access (all grades) for 30 days: $150
School-wide (all grades) access through the entire school year: $400
School-wide (all grades) access for Aug. 9 – Dec. 31, 2020 or Jan. 1 – May 29, 2020: $250
School-wide (all grades) access for 30 days: $150
Single artist with recorded music:
R3 – Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Students analyze the emotional development of characters and relate movement to emotion. They choreograph a dance in which characters (dancers) react to one another based on action. The resulting dance may be abstract or a direct interpretation of the storybook plot. R4 – Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone. Using The Story of Ferdinand as a text, students understand levels of intensity in emotional expression as portrayed in specific word choices. They related that intensity to dance movement, experiencing how the elements of dance (force, space, timing, relationship) can portray extremes in emotion. 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 or objects. 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.
Dance K-12 KR.1 – Use a variety of thinking skills to analyze and evaluate dance. Students observe flamenco dances and correlate specific elements of dance (time, space, relationship, energy) with specific emotional expressions. They then use these ideas to create their own movements based on their ideas about how the body can convey emotion. 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 structure, They then direct the action and reaction, in order to create music, movement, and stories, during interactive modules based on the communication framework of flamenco. ELA Grade 2 Note: While this program is available for grades K-5 The Story of Ferdinand has been designated as a reading level of 3.7, for second graders. It is also available in Spanish. RL.2.2 – Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. The Story of Ferdinand is set in Spain and reflects imagery of Spain. It reflects the theme of individuality and confidence, which is central to flamenco. RL.2.3 – Describe how characters in a story respond to major events and challenges. In group discussion, students identify emotions expressed by characters in the story. They also identify how these emotions change during the plot. Students later identify how their bodies move in response to emotional ideas, and they choreograph a new dance based on concepts they create.
Online programming licenses are non-transferrable and non-refundable, but they may be rescheduled during the 2020-21 school year.
We ask for 50% of the total engagement fee if the client cancels within 30 days of the booking. We ask for 100% of the total engagement fee if the client cancels within 7 days of the booking.