Perspectivas Culturales: La canción es protesta

If you follow my blog, you know that music is by far my favorite authentic resource to use in class. Why?

• Songs are engaging!
• Songs have music videos = authentic images = more engagement!
• Who doesn't love to sing in class? (Okay, lots of students might not, but lots of mine do love to sing!)
• Songs are cultural products.
• Songs share cultural practices.
• Songs reveal cultural perspectives.
• Songs are culture.

As part of my "Chile 1973 y 2019/20" unit in my Cultura y Civilización class (Spanish 4/5/6), I am using three songs: "Luchín" by Víctor Jara (and a remake by Ana Tijoux), "#Cacerolazo" by Ana Tijoux, and "La canción es protesta" (see above) by Yorka.  

For the song "La canción es protesta", I really like what I have created and I am sharing so others can use it too. See the doc here or see below.

There are lots of cultural products, practices and perspectives in this song! 

Thanks to Françoise @TWSteacher and Luis Deocares @ldeocares for helping me 

better understand the song and the culture. I have put links and comments to help others as well.

Here is what students did (and will do - still working with it):

• Listen to the (beautiful) song and do the cloze activity (AKA fill in the blanks).
• Read the Spanish aloud with a partner and fill in the blanks for the translation
• Match the lines of the song to simplified sentences (in Spanish) that convey the same meaning. 
• Instead of matching, students could write the simplified sentences (in Spanish) next to the song lines. I have provided options for both in the doc.
• Read a list of cultural perspectives (that I wrote up in comprehensible Spanish) and answer this question: ¿Cuáles de estas creencias podrían ser (could be) unas perspectivas de la cantante? 
• I really like this activity and I hope to do it more with other songs. 
• Cultural perspectives are so hard for students to come up with, so I think this will help.
• Choose five of the cultural perspectives and write the lines from the song supports their answers. #LiteracyActivity
• Answer these cultural comparison questions: 
• ¿Tienes tú algunas de las mismas perspectivas? ¿Por qué sí o no? Si tienes algunas similares, ¿cuáles son?
• ¿Tienen algunas personas en nuestro país las mismas perspectivas? ¿Por qué sí o no? Si tienen algunas similares, ¿cuáles son? Explica.
• Watch this interview with the singer (they will probably need to slow it down to .75 speed) and take some notes about what she says. Compare her to an artist that they know about.
• Finally, I think some of my students would love to illustrate this song or perhaps some lines from it. So, I am offering that for weekly homework.

Teaching Tolerance Social Justice Standards for this Chile: 1973 y 2019/2020 unit:

• Identity #5: Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces.  
• Diversity #8: Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way
• Diversity #10: Students will examine diversity in social,cultural, political and historical contexts rather than in ways that are superficial or oversimplified.
• Justice #12: Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination).
• Justice #13: Students will analyze the harmful impact of bias and injustice on the world, historically and today.
• Justice #14: Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics.
•  Justice #15: Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world. 
• Action #16: Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias.
• Action #17: Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice.