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 musteither presentlive 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/Vocabulary / Grammar and/or vocabulary impede a listener’s ability to understand what I am saying. / Grammatical errors sometimes impede my message. The vocabulary the speaker uses is not very sophisticated or it is obvious the speaker relied heavily on a dictionary to find vocabulary. / There are some grammar errors but overall what speaker is saying is clear and easy to understand. Speaker uses vocabulary that they have learned in classes, but a few times the vocabulary they use clouds their message. / Little to no grammatical errors. Any errors do no impede the message of the presentation. I use extensive vocabulary that accomplishes the task, including specialized and precise vocabulary. These may include culturally appropriate idiomatic expressions.
Delivery/
Pronunciation / Listener has some difficulty understanding, but listeners can still write down some of their outline. Spanish accent is heavily influenced by native language. / Listener has difficulty understanding, but the general gist of the presentation can be grasped. Student mumbles in Spanish and is hard to understand. / Listener has little difficultly in understanding. Presentation is thorough, but student just reads off their note cards or visual. / Listener has little or no difficulty understanding. The presentation is smooth, can be heard, and it is obvious it has been rehearsed and the presenter is well prepared.
Biography of the Artist / Student presents facts about their artists but is missing significant amounts of information (or information is incorrect). It is not clear that the student took the time to rewrite the information they researched in their own words. / Student is missing 3 or more required facts about artist. Some of the information is inaccurate. It is not clear that the student has thoroughly researched and then written about their artist in their own voice. Student cites their sources. / Student presents all required facts about artist. All facts are accurate. It is obvious that the student has thoroughly researched and then written about their artist in their own voice. Student cites their sources. / Student presents all required facts about artist but enhances the information with extra information. All facts are accurate. It is obvious that the student has thoroughly researched and then written about their artist in their own voice. Student cites their sources.
Analysis / There is no evidence from the passage. Portions of text may be copied without purpose.
• Details included are irrelevant and/or show an erroneous interpretation of the passage.
• Essay is too brief to provide an adequate sample of writing: minimal attempt. / There is some evidence from the passage. Summary and/or quotations may be present but often without explanation.
• Supporting ideas are not developed (list-like), superficial, or show gaps in thinking. Some details may be irrelevant, and interpretation of the passage may not be supported. / Sufficient and appropriate evidence from the passage is used to support the central idea and includes some analysis.
• Supporting ideas are developed adequately, though perhaps unevenly; the details are relevant and show a valid interpretation of the passage. / • Ample, well-chosen evidence from the passage is used to support the central idea and includes thoughtful analysis.
• Supporting ideas are developed thoroughly with details that are specific, relevant, and show a solid interpretation of the passage.
Visuals / Student includes less than 5 images and/or the images do not clearly relate to the presentation. / Student includes 5 images/video related to the artist and the song. However, the images do not relate to the artist, context of the song, or the meaning of the song. / Student includes 5 images that relate to the artist and/or song, or the meaning of the song. The images do not always contribute to the presentation and at times leaves the audience wondering why the visual was chosen. / Student includes 5 images that relate the artist and/or song, or the meaning of the song. The images support the presentation and make sense to the audience. It is consistently apparent why the presenter chose the images.

Song suggestions

Nombre de la canciónArtista/grupoestudiante

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!