Spanish Song and PPT Project



Music Presentation/Interpretation Project

1. You will create a presentation about a song by a group or artist that sings in Spanish. The presentation must be in Spanish. On the due date, you must either present live to the class or have a video you created to turn in.

2. You may choose any song that is in Spanish (the song must be approved by Mrs. Pieniaszek).

3. You must include a typed copy of the lyrics in Spanish. You will also need to write an analysis of the lyrics in Spanish. YOU DO NOT HAVE TO TRANSLATE IN ANY WAY. Instead, I want you to write an analysis that is approximately 3 or so paragraphs and that answer questions such as:

¿De qué habla la canción?, ¿Cómo te sientes cuando oigas la canción? ¿Por qué elegiste esa canción?

4. You are going to research the artist(s) and tell the class what you found. You MUST include the following information:

• Name of group or artist

• If it’s a group, tell where the name came from

• List all of the members of the group

• Where are they originally from?

• What language(s) do they speak/sing in?

• History of the group and where they started

• What albums have they come out with and the dates

• Genre of music and some information about the genre.

• What instruments are played?

• What type of dance is associated with the music (if there is one)?

• In your own words, what is the song about? Does the artist’s background have any influence on their music, if so what?

• Any other important information

In your presentation, you are going to talk about the information you’ve collected. The presentation will have two parts: one where you talk about the autobiographical information you have found and one where you play a clip of the song and talk about your analysis of the song. The presentation needs to be in Spanish, but you may use notecards. If you like, you may perform a karaoke version of your song(.

| |1 |2 |3 |4 |

|Grammar/Vocabula|Grammar and/or vocabulary impede a |Grammatical errors sometimes impede my |There are some grammar errors but |Little to no grammatical errors. Any errors do no impede the message of |

|ry |listener’s ability to understand what I am|message. The vocabulary the speaker uses is |overall what speaker is saying is clear|the presentation. I use extensive vocabulary that accomplishes the task, |

| |saying. |not very sophisticated or it is obvious the |and easy to understand. Speaker uses |including specialized and precise vocabulary. These may include |

| | |speaker relied heavily on a dictionary to |vocabulary that they have learned in |culturally appropriate idiomatic expressions. |

| | |find vocabulary. |classes, but a few times the vocabulary| |

| | | |they use clouds their message. | |

| |Listener has some difficulty |Listener has difficulty understanding, but |Listener has little difficultly in |Listener has little or no difficulty understanding. The presentation is |

|Delivery/ |understanding, but listeners can still |the general gist of the presentation can be |understanding. Presentation is |smooth, can be heard, and it is obvious it has been rehearsed and the |

|Pronunciation |write down some of their outline. Spanish |grasped. Student mumbles in Spanish and is |thorough, but student just reads off |presenter is well prepared. |

| |accent is heavily influenced by native |hard to understand. |their note cards or visual. | |

| |language. | | | |

|Biography of the|Student presents facts about their artists|Student is missing 3 or more required facts |Student presents all required facts |Student presents all required facts about artist but enhances the |

|Artist |but is missing significant amounts of |about artist. Some of the information is |about artist. All facts are accurate. |information with extra information. All facts are accurate. It is obvious|

| |information (or information is incorrect).|inaccurate. It is not clear that the student |It is obvious that the student has |that the student has thoroughly researched and then written about their |

| |It is not clear that the student took the |has thoroughly researched and then written |thoroughly researched and then written |artist in their own voice. Student cites their sources. |

| |time to rewrite the information they |about their artist in their own voice. |about their artist in their own voice. | |

| |researched in their own words. |Student cites their sources. |Student cites their sources. | |

|Analysis |There is no evidence from the passage. |There is some evidence from the passage. |Sufficient and appropriate evidence |• Ample, well-chosen evidence from the passage is used to support the |

| |Portions of text may be copied without |Summary and/or quotations may be present but |from the passage is used to support the|central idea and includes thoughtful analysis. |

| |purpose. |often without explanation. |central idea and includes some |• Supporting ideas are developed thoroughly with details that are |

| |• Details included are irrelevant and/or |• Supporting ideas are not developed |analysis. |specific, relevant, and show a solid interpretation of the passage. |

| |show an erroneous interpretation of the |(list-like), superficial, or show gaps in |• Supporting ideas are developed | |

| |passage. |thinking. Some details may be irrelevant, and|adequately, though perhaps unevenly; | |

| |• Essay is too brief to provide an |interpretation of the passage may not be |the details are relevant and show a | |

| |adequate sample of writing: minimal |supported. |valid interpretation of the passage. | |

| |attempt. | | | |

|Visuals |Student includes less than 5 images and/or|Student includes 5 images/video related to |Student includes 5 images that relate |Student includes 5 images that relate the artist and/or song, or the |

| |the images do not clearly relate to the |the artist and the song. However, the images |to the artist and/or song, or the |meaning of the song. The images support the presentation and make sense |

| |presentation. |do not relate to the artist, context of the |meaning of the song. The images do not |to the audience. It is consistently apparent why the presenter chose the |

| | |song, or the meaning of the song. |always contribute to the presentation |images. |

| | | |and at times leaves the audience | |

| | | |wondering why the visual was chosen. | |

Song suggestions

Nombre de la canción Artista/grupo estudiante

|Me llaman calle |Manu Chao | |

|Tu y yo |Prince Royce | |

|Es por ti |Juanes | |

|Escriban mis canciones |Jarabe de Palo | |

|Eres para mi |Julieta Venegas | |

|Eres |Café Tacuba | |

|Digo lo que pienso |Calle 13 | |

|Latinoamérica |Calle 13 | |

|De la noche a la mañana |Elefante | |

|No me dejes solo |Daddy Yankee | |

|Princesa |Frank Reyes | |

|Chocolate |Profetas | |

|Entren los que quieran |Calle 13 | |

|Lamento Boliviano |Enanitos Verdes | |

|Dímelo |Enrique Iglesias | |

|Que hiciste |Jennifer López | |

|Suavemente |Elvis Crespo | |

|Chocolate |Jesse y Joy | |

|Bonito |Jarabe de Palo | |

|La Flaca |Jarabe de Palo | |

|Como la Flor |Selena | |

|Bidi Bidi Bom Bom |Selena | |

|Bambaleo |Gypsy Kings | |

|Fotografía |Juanes | |

|A dios le pido |Juanes | |

|Bailando |Enrique Iglesias | |

|A bailar |Lali Esposito | |

|Saca, prende y sorprende |Cultura Profetica | |

|Una Cita |Alkilados | |

|Suele Suceder |Piso 21 | |

|Me odia, me ama |Don Tetto | |

|Contigo |Bonka | |

|Noche y día |Enrique Iglesias | |

|Eres mía |Romeo Santos | |

|Propuesta Indecente |Romeo Santos | |

|No me pidas perdón |Banda Sinaloense MS de Sergio Lizarraga | |

|Ay vamos |J Balvin | |

|Travesuras |Nicky Jam | |

|Odio |Rameo Santos con Drake | |

|Esta noche |Sasha, Benny y Erik | |

|You may suggest your own song! List of genres: tejano, hip hop, rock, pop, banda, merengue, salsa, bachata, cumbia, jazz, alternativa, electrónica-¡hay muchos! |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download