LISTENING ACTIVITY
A TASTE OF THE NORTHEAST: CIRANDA AND BAIÃO
LESSON 1
O Cirandeiro
Musical Selection:
Song 1: O Cirandeiro as performed by Luiz Gonzaga is a very popular song that tells the story of a cirandeiro (someone that would performe the ciranda, which is a popular dance in Brazil, especially in the Northeast of the country).
Source:
Crisforroots (2011, December). Luiz Gonzaga – Cirandeiro.
Retrieved from: https://www.youtube.com/watch?v=zayf68qX294
Attentive Listening Points: Challenge the students to hear the following after two
- identify where the first strong beat of the song is
- identify if the song is in a major or minor mode
- identify the form of the song
Musical Selection:
Song 2: Ciranda Indiana – Mawaca is a review that combines three different cirandas: Cirandeiro (Capinan), Vem cirandar (unknown, folk), and Lia de Itamaracá (Teca Calazans). All three themes are very popular and the most popular of them (Cirandeiro) has been recorded by renowned Brazilian artists such as Luiz Gonzaga, Edu Lobo, and Maria Bethania
Source:
KuantumSuicide (2012, December). Mawaca – Ciranda Indiana
Retrieved from: https://www.youtube.com/watch?v=OdHLrEUBIVY
Attentive Listening Points: Challenge the students to hear the following after four listenings:
identify what is similar between the songs
identify what is different between the songs
identify the form of the song
identify the solfege of the main theme (for older grades)
Give them a template with Mawaca’s version (including proper indication of instrumental and lyrics) to help them identify the form of the song.
LESSON 2 – ENGAGED LISTENING – PERCUSSION
Musical Selection:
Song 2: Ciranda Indiana – Mawaca is a review that combines three different cirandas: Cirandeiro (Capinan), Vem cirandar (unknown, folk), and Lia de Itamaracá (Teca Calazans). All three themes are very popular and the most popular of them (Cirandeiro) has been recorded by renowned Brazilian artists such as Luiz Gonzaga, Edu Lobo, and Maria Bethania
Source:https://www.youtube.com/watch?v=OdHLrEUBIVY
Engage tips: listen repeatedly in order to engage in the following activities:
Feel the beat of the song
Be able to stomp the first beat
Play along with percussion instruments:
Low pitched percussion instrument: Ta rest rest rest
Shakers: Titi Titi Titi Titi
Tambourines: Tikatika Tikatika Tikatika Tikatika (with accent on Ti)
LESSON 3 – ENACTIVE LISTENING
Musical selection: Baião de Ninar – Luiz Gonzaga
Source: Arrangement by Edmo Perandin, as performed by Simplesmente Arte.
M4RCOSPA (2012, May). Simplesmente Arte – 04 – Baião de Ninar.
Retrieved from: https://www.youtube.com/watch?v=xC7O62bL5Mo
N-Act tips: Listen continuously in order to engage in the following activities:
Sing the pitches of the higher melody
Sing the pitches of the lower melody
Perform the body percussion
Lesson 4 – Ciranda Experience
Musical selection: Ciranda Indiana by Mawaca - cited on Lesson 2
Now that the students are familiar with the ciranda rhythm and two versions of “O cirandeiro”, teach them the ciranda dance and try to create a true Ciranda experience by combining the singing, the dancing, and the percussion in one musical experience. If the percussion instruments usually used in cirandas (pandeiro – tambourine with the head, ganzá, bumbo) are not available, make sure you use instruments that have similar timbre and pitch qualities (tambourines, large shakers, and at least one low-pitched drum).
Divide the class in at least 3 groups (one to be the outside ciranda circle, one to be the inside ciranda circle, and one to play the percussion), all groups should sing. Play it multiple times so everyone gets a chance to experience all of the groups. Instruct the percussion and the dancers to make sure they remember the anacrusis and have a good accentuated first beat on each bar.
Dance: Basic Step: When going to the right, step with the right foot forward, then left foot back, then right foot to the right and left foot crosses over the right one. Always accentuate the first step by bending knee and stomping while swinging arms up. After 4 or 8 phrases, switch directions with a “ball change” (right left, changing the weight from the right foot to the left) and stepping to left foot first. Showing is much easier than describing it so the teacher should demonstrate rather than try to explain.