Professional Documents
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Paquito DRivera10 Guide
Paquito DRivera10 Guide
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Latin Jazz
Paquito DRivera
just imagine
The New Jersey Performing Arts Center (NJPAC) Arts Education Department presents the
12th season of the Verizon Passport to Culture SchoolTime Performance Series.
With Passport to Culture, Verizon and NJPAC open up a world of culture to you and
your students, offering the best in live performance from a wide diversity of traditions
and disciplines. At NJPACs state-of-the-art facility in Newark, with support from
Verizon, the SchoolTime Performance Series enriches the lives of New Jerseys students
and teachers by inviting them to see, feel, and hear the joy of artistic expression. The
exciting roster of productions features outstanding New Jersey companies as well as
performers of national and international renown. Meet-the-artist sessions and NJPAC
tours are available to expand the arts adventure.
The Verizon Passport to Culture SchoolTime Performance Series is one of many current
arts education offerings at NJPAC. Others include:
Professional Development Workshops that support the use of the arts
to enhance classroom curriculum
Arts Academy school residency programs in dance, theater and literature,
and Early Learning Through the Arts the NJ Wolf Trap Program
After-school residencies with United Way agencies
Foundation
Kid Power!
Through energy efficiency and conservation, kids can help preserve our
planets rich natural resources and
promote a healthy environment.
Students have the opportunity to audition for admission to NJPACs arts training
programs during NJPACs annual Young Artist Talent Search.
Detailed information on these programs is available online at njpac.org. Click on
Education. The Teachers Resource Guide and additional activities and resources for
each production in the Verizon Passport to Culture SchoolTime Series are also online.
Click on Education, then on Performances. Scroll down to Download Teacher Guide
in Adobe Acrobat PDF format and select desired guide.
Permission is granted to copy this Teachers Resource Guide for classes attending the
2009-2010 Verizon Passport to Culture SchoolTime Performance Series. All other rights
reserved.
CONTENTS
On Stage
In the Spotlight
Music Talk
Teaching Science
Through Music
Delving Deeper
On Stage
for which Cuba is internationally
known. All of these sounds fed into the
young musicians consciousness, along
with the jazz and classical music that
he loved, studied and later incorporated
into his own unique mix.
In the Spotlight
Born in Havana, Cuba, Paquito
DRivera began playing music at the age
of four and immediately showed talent.
His father, a classical saxophonist, was
Paquitos first teacher. At an early age,
Paquito not only began playing both the
clarinet and saxophone with the Cuban
National Symphony Orchestra, but he
co-founded the Orquesta Cubana de
Musica Moderna. Later, he co-founded
and co-directed the legendary Cuban
band Irakere.
When Paquito left Cuba for political
reasons in the 1980s, he settled in the
U.S., where he immediately became a
jazz star. Since then, he has performed
jazz, classical music and Latin music
internationally. He has won nine
Grammy awards and was the first artist
to win Latin Grammys in both the Latin
jazz and classical categories.
Music Talk
Photo: latinjazzclub.com
Photo: thelatinmusiccruise.com
A Brief History of
Latin Jazz
Arturo Sandoval
In the Classroom
Before the Performance
1. Ask students to go online and find the
instruments, including percussion, used in both
Afro-Cuban and jazz music. Make a list of the
instruments with pictures. Play at least two
examples of music that use the instruments.
Introduce and explain the context of the music
to the class, focusing on who? what? when?
where? why? how? (1.1, 1.3, 1.5)*
2. Have each student pick one of the following
musicians and put together a short biography
of the artist that includes information about
his involvement with jazz and Latin music:
Chick Corea, Tito Puente, Perez Prado,
Eddie Palmieri, Dizzy Gillespie, Stan Getz,
Miles Davis, Mongo Santamaria, Jelly Roll
Morton, Carlos Santana, Wayne Shorter,
Machito, Mario Bauza, Eddie Gomez, Gonzalo
Rubalcaba. Have each student listen to two or
three examples of his or her artists music and
present one of them to the class along with the
biography of the artist. (1.1, 1.5)
Music is an art form developed through the medium of sound. When we study
the science of music, we study the physics of sound. When we listen to music,
we hear variations in pitch, rhythm, dynamics, timbre, tempo, and texture. By
bringing together these qualities with both contrast and repetition, we create
music that is meaningful and memorable.
In the science classroom, students study sound from the early grades right
through high school. Young children commonly explore the pitch and volume
of sound by using commercially made and homemade instruments. As they
progress, children identify the basic forms of energy (light, sound, heat,
electrical, and magnetic) and learn that energy is the ability to cause motion or
create change. Whenever they hear sound, they know something is moving. As
they progress, students learn that sound is produced by vibrating objects and
requires a medium through which to travel. When an object vibrates, it pushes
against the medium (such as air or water), creating zones of higher pressure
and zones of lower pressure that travel outward from the source of sound.
These zones are called compression waves. You can show your students what
compression waves look like by stretching out a Slinky and tapping a coil at one
of its ends, then letting the Slinky go and watching it retract.
In the middle grades, students learn that waves carry energy from place to place
without transfer of matter. The measurable properties of waves are frequency,
velocity, wavelength, amplitude, and period. In high school, students study
the nature of sound waves, the properties of sound and the behavior of sound
waves.
The properties of sound can be demonstrated through music. Have your middle
school students explore the sounds produced by different instruments. How
does a percussion instrument such as a drum produce sound? Wind and brass
instruments use vibrations in pipes to create the sounds. How are different notes
created in these instruments? The guitar, the base, the harp, and the piano are
stringed instruments. How does the musician vary the amplitude when playing a
stringed instrument? High school students should answer each of these questions
by applying concepts of physics.
Sharon J. Sherman, Ed.D. is Dean of the School of Education and Professor of
Teacher Education at Rider University in Lawrenceville, NJ.
The Teaching Science Through the Arts content of this guide is made possible
through the generous support of Roche.
Delving Deeper
Some Recordings by Paquito DRivera
Funk Tango. Sunnyside Records, 2007.
Riberas. Espa, 2005.
Brazilian Dreams. MCG Jazz, 2003.
Paquito DRivera Quintet, Live at the Blue
Note. Half Note, 2001.
Tropical Night. Chesky, 2000.
Portraits of Cuba. Chesky, 1997.
Films/DVDs
Jazz: A Film by Ken Burns. PBS, 2000.
Cuba: The Cradle of Latin Jazz. (Directed by
Torsten Esse), Cuba, 2002.
Additional resources can be found online
at njpac.org. Click on Education, then on
Performances, then on Curriculum Materials.
Scroll down to Download Teacher Guide
in Adobe Acrobat PDF format and select
desired guide.
Acknowledgments
as of 8/05/09
NJPAC Arts Education programs are made
possible by the generosity of: Bank of
America, Allen & Joan Bildner & The Bildner
Family Foundation, The Arts Education
Endowment Fund in Honor of Raymond G.
Chambers, Leon & Toby Cooperman, The
Horizon Foundation for New Jersey, Amy
C. Liss, McCrane Foundation, The Merck
Company Foundation, Albert & Katharine
Merck, The Prudential Foundation, The
PSEG Foundation, David & Marian Rocker,
The Sagner Family Foundation, ScheringPlough, The Star-Ledger/Samuel I. Newhouse
Foundation, Surdna Foundation, The
Turrell Fund, Verizon, Victoria Foundation,
Wachovia, The Wal-Mart Foundation and
The Womens Association of NJPAC.
Additional support is provided by: C.R. Bard
Foundation, Becton, Dickinson & Company,
The Frank and Lydia Bergen Foundation,
Bloomberg, Chase, The Citi Foundation, The
Geraldine R. Dodge Foundation, Veronica
Goldberg Foundation, Meg & Howard
Jacobs, Johnson & Johnson, Kraft Foods,
The MCJ Amelior Foundation, The New
Jersey State Council on the Arts, The George
A. Ohl, Jr., Foundation, Pechter Foundation,
PNC Foundation on behalf of the PNC
Grow Up Great program, The Provident
Bank Foundation, E. Franklin Robbins
Charitable Trust, Roche, TD Charitable
Foundation, Target, The United Way of Essex
& West Hudson, Lucy and Eleanor S. Upton
Charitable Foundation, Andrew Vagelos,
The Edward W. & Stella C. Van Houten
Memorial Fund, and The Blanche M. &
George L. Watts Mountainside Community
Foundation.
Copyright 2009
New Jersey Performing Arts Center
All Rights Reserved