IPET No.

71 “Luis Federico Leloir”

Teacher: Aldo Gallo
Subject: Artistic Education Music
Courses: 5 year A and B
Year: 2019
Didactic Sequence No. 1 : “ Argentine National Rock and its context during the last Dictatorship”
Planned time: from March 5 to April 10, 2019

Purposes:

 Generate an innovative, different and creative proposal that leads the student to construct a critical
and reflective look at Argentine national Rock during the military dictatorship.

Goals:

 Actively participate individually and collectively in musical production and appreciation

experiences.
 Develop skills in the use of simple instruments, in the creation and composition of simple melodies
and in both vocal and instrumental interpretation.
 Contribute to the construction of a sense of belonging to a national culture.
 Develop the skills of analysis, research and constructive criticism, typical of artistic thinking.
 Express your personal opinion about the contents of the songs.
 Know the origin, influences and musical characteristics of Argentine National Rock.
 Promote the development of fundamental skills such as: Orality, reading and writing, critical and
creative thinking, collaborative work.

Learning and content:

♫ Development of analysis, research and constructive criticism skills, typical of artistic thinking.
♫ Active participation – individually and collectively – in musical production and appreciation experiences.
♫ Preparation of a critical judgment based on the understanding of the components that intervene in
artistic production, both from musical technical and human intervention.
♫ Recognition of the Argentine National Rock musical genre, as well as its origin and musical
characteristics.
♫ Reflection on cultural censorship during the process.
♫ Contribute to the construction of a sense of belonging to a national culture.
1st Moment:

Musical diagnosis ( Previous knowledge will be investigated through various activities)

Dialogue and activities for recovering prior knowledge: completing a table of values of musical figures and
silences, assembling bars, subsequently listening and auditory discrimination of songs, identifying musical
instruments and musical genre. (See Annex)

2nd Moment:

With the aim of introducing them to the National Rock musical genre, they are proposed to listen to the
song: In the country of freedom – León Gieco , from which they will determine the musical instruments.
They will be given the lyrics of the song, each student will read it and then a debate begins where each
student will analyze it and comment on its meaning. As a closing, they are asked to sing it as a group using
the original audio.
They are then asked to audition other versions of the same song in order to have another sound reference.
Next it will be performed vocally accompanied by the teacher with the guitar.
Consecutively, the musical ensemble stage begins, for which it is proposed to accompany the song using
the following instruments: Peruvian Cajón, Bass Drum, snare drum, guitar, melodicas, xylophone,
metallophone, electric bass and keyboard.
They will be given scores corresponding to each instrument and the teacher will explain their execution.

3rd Moment:

Then, with the objective of knowing and delving into the beginnings of Argentine Rock, the video “History
of Argentine National Rock” will be viewed, later dates, contributions, musical influences, characteristics,
exponents, etc. will be discussed and rescued. in order to be able to develop an outline on National Rock.
Link: https://www.youtube.com/watch?v=tYijBZ2GAV0
Now yes, based on the knowledge acquired about the history of national rock, the documentary "Perhaps
why-Special Rock and Dictatorship" by Canal Encuentro will be viewed, in which historical sources that
show the songs banned during the dictatorship will be observed. With this, we will seek to show how,
based on the use of rather explicit metaphors and meanings, state terrorism was denounced.
Link: https://www.youtube.com/watch?v=JiImo_gRGS8&t=91s

4th Moment:
The teacher will start the class with the following text:

In the field of popular music, censors banned 242 songs. This caused different groups to begin to look for
marginal forms of expression. The same censorship promoted the use of metaphor until it formed a
parallel language.
The youth were looking for spaces where they could get together and express themselves, sharing their
frustrations or the reduced possibilities of protagonism with their peers. Rock music soon became a victim
of repression. Not only were major concerts banned, but also television and radio performances, and the
recording industry was carefully censored for evidence of subversion. In this way the musicians had to act
very cautiously in the metaphorical displacements of their lyrics.

Practical Work: Reading and analysis of lyrics of national rock songs.

Each student will be given the lyrics to a specific song. After listening to it and reading the lyrics, they must
reflect on its implicit content.

Guiding instructions:
1 - Listen to the proposed song
 What did you feel when listening to the song?
 What do you think the author of the song wanted to reflect?
2 - Analysis of the text
 What are you talking about? Makes sense?
 Do you agree with the content of the song, with what it raises or denounces?
 Do you consider that the topic raised is sufficiently explicit, or is some additional information
necessary to correctly understand the author's intention?
 If it is identifiable, analyze the historical moment to which the song refers, the social circumstances,
etc.

List of songs to work on:

 Just yesterday – Los Gatos
 Friday 3 am – Charly García
 March of the quarrel – Pedro and Pablo
 Song for my death – Sui Generis
 Scratch the stones – Sui Generis
 Trickster Face – Chestnut Cacho
 The Dinosaurs – Charly García
  I thought they were blind people – Los Twist
 Learning - Sui Generis
 If the singer is silent – Horacio Guaraní
 Love song for Francisca – León Gieco
 Collective unconscious – Charly García
 They keep hitting us down – Charly García

5th Moment:
The class will begin with a plenary session moderated by a teacher, where each student will share and
present the analysis carried out on the assigned song. (You can listen to each song while the analysis is
presented).
Next, the song with which the sequence began will be resumed and its musical ensemble will continue.
6th Moment:
To close the sequence, you will be offered the viewing of the film “La Colonia Dignidad” based on the coup
d'état that occurred in Chile in 1973, with the objective of knowing and understanding the magnitude of
the state terrorism to which Latin America was subjected.
Assessment:
PERMANENT PROCESS: The predisposition for learning, the interpretation of instructions, participation, as
well as compliance with the tasks that must be performed, are evaluated. The requested folders and works
will be periodically reviewed.
Bibliography:
Teacher preparation material.

Web spellings:

https://www.youtube.com/watch?v=tYijBZ2GAV0
https://www.youtube.com/watch?v=JiImo_gRGS8&t=74s
https://www.infobae.com/teleshow/infoshow/2018/03/17/el-rock-nacional-y-el-exilio-los-musicos-argentinos-que-dejaron-el-
pais-en-plena- dictatorship/
https://tn.com.ar/sociedad/el-rock-durante-la-dictadura_031950
http://charlygarciadlglugo.blogspot.com/
https://www.diariopopular.com.ar/general/10-canciones-censuradas-la-dictadura-n220333
http://www.puntanoticias.com.ar/node/3254
https://www.laizquierdadiario.com/Rock-y-dictadura-complacencia-o-contracultura