Latin music and dance styles have captivated audiences around the world with their infectious rhythms and vibrant movements. From the sultry sounds of salsa to the energetic beats of reggaeton, Latin music has a rich and diverse history that reflects the cultural fusion of the Americas. Explore 12 of the most popular Latin music and […]
Originally published in 1974, these studies of Latin poetry were commissioned with two main purposes in mind: to encourage a fresh reading of several Latin poets from the time of Catullus to Horace, and to illustrate various, critical approaches to literature. As the literary study of Latin developed in schools and universities there was a proliferation of critical techniques, which were greeted with bewilderment by some, with hostility by others. This book does not attempt to adjudicate finally between them. There can be no one 'prescription' for interpreting poetry; but this does not mean that there are no valid standards of judgement. Criticism must be flexible, imaginative and sympathetic, but it must also be rigourous. To counteract feelings of disorientation the editors tried to provide samples of the best critical work in progress at the time of publication.
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Tuomo Pekkanen is one of the major Latin poets of our times. He is renowned for the Latin translation of Finland's national epic poem, the Kalevala. The present book contains a fine selection from his Latin poetry, including a poetic paraphrasis of the St Matthew Passion and a Latin Requiem, set to music by the Italian composer Gregorio Santolla. The score of this Requiem is also enclosed. All texts in this volume are in Latin.
Latine/ Hispanic Heritage Month is celebrated from September 15- October 15 in the United States, and today I want to share some ideas for recognizing it in the music room, as well as some culture bearers to follow to learn more about Latine / Hispanic heritage and culture for yourself. Although this month should not be the only time we incorporate Latine / Hispanic culture and people into our classrooms, it's a great opportunity to shine the spotlight on an under-represented people group and celebrate the contributions of important artists and elements of Latine / Hispanic culture! First a quick word about terminology: although it may be a bit more cumbersome I'm using both the terms Latine and Hispanic in this post. I've learned from listening to culture bearers that there are many historical, cultural, and linguistic factors that play into individual preferences for the terminology they use to refer to themselves, so I'm choosing to include both here. If you are from outside the culture I encourage you to listen to what individuals choose to use and mirror their language when you speak with / about them. 1. Artists to Feature One way to celebrate Latine / Hispanic Heritage Month is to introduce students to some important Latine / Hispanic American musicians. Of course there are many more, but here are some examples to get you started, with a link to a song you could use in class: Selena Quintanilla-Pérez Tito Puente Carlos Santana (note this is his version of a song by Tito Puente- I like to tie them together) Pitbull Jennifer Lopez 2. Books There are so many wonderful books featuring Latine / Hispanic characters and heritage that are perfect tie-in's to music lessons! Here are a few of my favorites, with a link to a read-aloud or ebook for each: From Across the Street Rosa's Song Drum Dream Girl Dancing Hands Danza! 3. Puerto Rico I've heard some differing opinions on whether Puerto Rico should be represented as part of Latine / Hispanic Heritage Month- there is in fact a separate Puerto Rican Heritage Month in November in New York. But from most Puerto Rican and other Latine / Hispanic people I've spoken to, it's my understanding that it's appropriate and important to include Puerto Rico in Latine / Hispanic Heritage Month recognitions. And regardless of when it happens, it's important for US American students to gain an understanding of Puerto Rico in particular. I still have a lot to learn myself, and I certainly can't cover everything that should be said in this brief mention here, but here is an article that gives an overview of Puerto Rican music, and here's a lesson plan for a Puerto Rican children's song with an accompanying game that's perfect for lower elementary: 4. Culture Bearers to Follow As with any post like this, I've just barely scratched the surface here for incorporating Latine / Hispanic Heritage Month in music class, but as someone outside Latine / Hispanic American culture my hope is to encourage you to find ways to incorporate it into your teaching, and to seek out culture bearers to learn more from, and compensate when you can, directly. Here are a few Latine / Hispanic music teachers I follow and am learning from myself, with links to their Instagram accounts: Wanda Vasquez Garcia Juliana Dueñas Lopez Nora Hernández Ani Silva-Berrios Martin Urbach Juan Carlos Tavarez What are some other ways you recognize Latine / Hispanic Heritage Month in your music classes? I'd love to hear more ideas and resources in the comments below!
For a while, whenever Ali saw Latin somewhere (generally engraved on things at school) she would take a picture of it and post it in our Latin Club facebook group captioned with the location and...
Many students are intimidated by poetry, so using music can help you ease them into poetry analysis as there's really no difference between looking at the lyrics of a song and the lines of a poem. Read on for 15 song and poem pairings that will liven up your poetry unit.
Follow Latin Mondays at Taj by Talia Castro-Pozo, one of New York's most popular Latin dances for over 15 years.
146 - 147 - 148 Qui Amat, Uritur Nescio quid sit amor: nec amo, nec amor, nec amavi, Sed scio, si quis amat, uritur igne gravi. Source: Philosophia Patrum (ed. Wegeler), 672. Meter: Elegiac. Note the end-line rhyme: amavi-gravi. The vocabulary is keyed to the DCC Latin Vocabulary list. There is only one word in this poem that is not on the DCC list: I don't know (nescio) what love is (quid sit amor): I don't love (nec amo), I'm not loved (nec amor), nor have I loved (nec amavi), but I know (sed scio), is someone loves (si quis amat) that person is burned (uritur) with a serious fire (igne gravi). ūrō, ūrere: burn, inflame, scorch aliquis -quae -quod: some, any; si quis, si quid: anyone who, anything that amo -āre: to love amor -ōris m.: love gravis -e: heavy īgnis -is m.: fire neque, nec: and not, nor; neque . . . neque, neither . . . nor nescio -scīre: not know, be ignorant qui, quae, quod: who, which, what; quis quid: who? what? which? scio -īre -īvī/-iī -ītum: know sed: but sī: if sum, esse, fuī: be, exist (image source)
I haven’t done a Friday Canción feature in a while but I really wanted to share some music with you today. Music always makes my day brighter and I hope it does the same for you. Music is also a great way to experience culture, so last year, I shared 6 songs that I love for Hispanic Heritage Month celebrations. The observance ended on October... Read More
On spine: Second Latin reader
