In music classes in Argentina is recurrent teaching patriotic songs. Generally used a music class to copy the text of the motion in question and another class to learn or "learn" (I put it in quotes because if students are polymodal I think I learned it before, no?).
I still wonder why it is taught but as I try to answer (or have someone answer me) I leave a didactic totally opposed to a traditional kind of music trying to promote musical practice. We will work with the March of the Malvinas:
1. Remembering the March of the Malvinas. Students sing and the teacher accompanying the keyboard or guitar.
2. Divide the class into groups of 4 students. Each group should change the text to the march with two conditions: first to maintain the same melody and secondly that the subject of a new letter is associated with gesta Malvinas (the subject can be treated historically, from a critical perspective on emotions that makes us the remembrance of that event, etc.). This multiple-choice task points to a creative activity that impacts on a group reflection on the historical fact that brings us together this way.
3. The intervention of the teacher here is essential for ensuring the implementation of a new text to an existing melody. Therefore you must go through the room to supervise the work of each group. It is likely that many students do not know clearly what happened at that historic moment. It would then be pertinent to a pooling or provide a short and clear text on the historical subject in question.
4. After creating the text will have to implement it by changing the rhythm to the song (instead of running can be to the rhythm of cumbia, rock, chacarera, etc.) For it will have to adapt the melody to the new rhythm.
5. To end each group will present rehearsed his song to his teammates. The productions will be filmed and then be projected in class and valued by all students. For reflection suggests the following questions: What rhythms used their peers? What spoke the texts prepared peers? What was the production more liked? Why? What suggestions can make them partners to improve production? What hard-won? How can we improve? What we learned from this job? Finally, what does it mean to you this historic moment? If we go back to the time machine and PC this historic moment. were in charge of making decision to go to war or not decide what? Did you like this work? Why?
6. Finally, and the closing of the class, the teacher must congratulate the whole group for their work where appropriate. What
think of the proposal? I welcome your comments!
