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.
julie_galle@yahoo.com
http://berdole.com/flamenquillo
2596 Midway Rd, Decatur, GA 30030
4042771499
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.
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, flamenco dance and music tell the story of transatlantic crossings that changed the word during the Spanish Empire. Artists show how influences of Latin America, Spain, Africa, and China are present in flamenco dance, music, rhythm, and costuming, and reflect migration through world history. Students participate by clapping, singing, and dancing, on stage and in their seats, so that they embody first-hand the songs and movement to experience history and the arts, as well as create art. Students are able to relate the movement and song lyrics to the history of flamenco, on both sides of the Atlantic Ocean. Assembly programs are 45-60 minutes long.
In an in-classroom workshop or residency (1 week or 2 weeks), students learn basic dance, rhythm, and singing and create new work based on the system of improvisation and non-verbal communication that is intrinsic to flamenco. Students focus on leadership skills, as well as support skills – to be leaders and followers; they communicate clearly with body movements and rhythm; they react when called to do so by a peer; they solve problems individually and as a team. They look each other in the eye while dancing; they cheer for one another; the art form demands that students “be present” when in the spotlight and when on the sideline, as these roles all contribute to the transmission and reception of emotional expression that is at the core of the art of flamenco. Flamenco videos and song samples provide an example of virtuosity in the art form. Workshop/residency sessions are 45-60 minutes each.
In a 1-week residency (separate from the workshop/residency above), students analyze song verses, which are usually three-line poems, translated to English when requested by teachers, identifying figurative language, perspective, and theme. Working as a group or in small groups, students identify characters, setting, and perspective of the song lyric. Working in small groups, students create new, original short stories to explain what happened before or after the scene in the poem, based on their knowledge of Spain or using a brief period of time to research elements discovered in the analysis. In a two-week residency, students also learn basic flamenco dance movement and rhythm, understanding how movement expresses emotion, based on the elements of dance (time, energy, space, relationship). They create a new dance based on the rules of flamenco choreography and the elements of dance, to express the emotional aspect of their short story. Study guide details assist in the creation of writing pieces and dances, and they include a list of song and video samples that demonstrate virtuosity in the art form. Workshop/residency sessions are 45-60 minutes each.
All programming can be presented by a live flamenco cuadro. Assembly programs for grades 6-12 should only be presented by a live flamenco cuadro. In-class workshops are most efficient with a single artist.
Julie Baggenstoss
4042771499
julie_galle@yahoo.com
August 9, 2019 – May 29, 2020
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:
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.
Pre-recorded videos:
School-wide access (all grades) for 30 days: $150
Didactic website:
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:
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.
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.
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
Online programming licenses are non-transferrable and non-refundable, but they may be rescheduled during the 2020-21 school year.
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