Introduction
The Mexican Hat Dance (Jarabe Tapatío) is a popular dance from Mexico. It is also danced in Cuba, Peru, and Puerto Rico; the dance has come to be symbolic of Latin America. The dance is suitable for grades K-3, depending on modifications to simplify or extend upon the movements used.
Reference: Pedelty, M. (2004). Musical Ritual in Mexico City : From the Aztec to NAFTA. Austin, TX: University of Texas Press. pp. 87–89.
Dance
Rationale
As this dance's movements are simpler in nature, it would work best as an introduction for this unit. For instance, a teacher could have their class work on some basic movements (skipping, galloping, changing direction in rotation, etc.) before putting it all together in this dance.
The complexity comes primarily from the need to find space and the possibility for paired and group movements.
The accompanying music has clearly defined sections and beats. This introduces the importance of rhythm to students and can help them to listen for this in more complex songs with more sections.
Overall, this dance connects best with the Big Idea that "Movement skills and strategies help us learn how to participate in different types of physical activity".
Story Behind the Music
Typically, songs that are dance to have been specifically written for this purpose. Oftentimes, a live mariachi band will accompany dancers; these bands consist of violin, guitarrón, guitarra de golpe, vihuela, guitar, trumpet, and occasionally a harp, harmonica ,and accordion. Alternatively, bands playing only stringed instruments may accompany dancers (harps, violins, and a variety of guitars).
Dance Routine
*For grade 3, the music works best when slowed down to 0.75 on Youtube, and students can always work up to performing the dance at full speed.
Introduction
4 beats
Students in ready positions (arms by their sides or folded high in front of chest)
I. Individual Heel Taps
8 x 4 beats
Beat 1: Beginning with right foot, students will kick foot out and tap their right heel on the ground
Beat 2: Perform heel tap, but with left foot
Beat 3: Perform final heel tap with right foot
Beat 4: Two quick claps
For each set of 4 beats, students will alternate RLR (clap, clap) and LRL (clap, clap)
II. Individual Movement Around Space
16 beats
Students can choose to skip, gallop, or skip step around the space
III. Pair or Group Movements
In Pairs:
Elbow swings
16 beats
Beats 1-8: Students link arms and rotate in a circle (e.g. linking right to right and rotating clockwise)
Beats 8-16: Students change arms and rotate in the opposite direction (e.g. changing to left to left and rotating counterclockwise)
In Pairs or Groups:
Right hand, left hand stars
16 beats
Beats 1-8: Students place right hands in the centre, above their heads, and rotate clockwise around this point
Beats 8-16: Students switch and place left hands in the centre, above their heads, and rotate counterclockwise around this point
*Right hand, left hand stars also work for pairs
Repeat I.
Repeat II.
Repeat I.
Repeat II.
Repeat I.
End of Song
Scope: CAPS
Assessment
Formative & Continuous Assessment
Formative assessment will be made out throughout the lesson by regularly observing student progress and adjusting activities to suit student needs.
- Video Recording (if applicable)
- Teacher Observation and Reflection
- Ask students questions to assess their progress
At the beginning of each lesson, ask students what they learned last class to help them review and build understanding.
In the end of each lesson, ask students what they have learned in the class to have them recall and think back.
Student Self-Assessment
As mentioned above, debrief with students in the beginning of the class and also the end of the class to help them assess through themselves. Also, have students self-assess in the end of the unit.
Summative Assessment
At the end of the unit, assess students summatively to find out the specific shortcoming of individual students to build up better learning.
An overview of all new concepts learned is also completed through the questions posed in the closure.