Ballet Folklorico

Each of the foundational texts that I provided in my DYO MAS lesson cycle serve the purpose to help the students achieve the goals and learning outcomes I have listed on page. The learning goals and objectives were based on the social studies TEKS I found for fifth grade. . . .

I am very happy that I chose to focus my lesson cycle on the younger age group especially since I did not grow up learning very much about my culture. I want the students to gain a better understanding of their culture and more respect and appreciation for their culture. For the teachers I hope this lesson cycle helps them to teach the students about Mexican-American culture, and helps them to also learn more about the culture if possible. If I had more time and resources I would add The Man Who Set The Town Dancing by Candice Stanford as one of my foundational texts. I was not able to add it because it would not ship in time but I think it would be a good foundational text since it is about a man who became a ballet folklorico instructor and his journey through that. Creating my own MAS lesson cycle taught me that as a student I can still teach others about what I know about my culture and learn at the same time not only through the teaching but also from being in conversation. Designing the lesson cycle also taught me that we are constantly being taught about our cultures and we can always learn more about where we come from and who we are. -- D. Milam

Student Learning Goals and Objectives

By the end of this cycle, students will be able to:

Understand the reason and use for ballet folklorico
Identify major cultures and regions that influenced ballet folklorico
Understand the importance ballet folklorico has in teaching Mexican-Americans about their own culture
Communicate the significance of ballet folklorico through an end of cycle project

Foundational Texts

The following texts are used in this cycle to guide students toward achievement of the above-mentioned goals:

Duncan Tonatiuh, Danza! Amalia Hernandez and El Ballet Folklorico de Mexico
Lupe Ruiz-Flores, Lupita's First Dance
After School Experiences (documentary 11:19-15:46)
Performance by ballet folklorico group:

Round Rock Ballet Folklorico,
Roy Lozano's Ballet Folklorico de Texas
Ballet Folklorico de Austin

(Optional) Tom Tierney, Mexican Folk Dance Paper Dolls - This may be a beneficial resource for the final project, but it is not required.

Study Questions

The study questions are provided to drive the discussions. By responding to at least one study question per text the student will be better prepared to engage in the in class discussion. This will give the students the opportunity to make connections between their own experiences and the foundational texts.

The study questions can be found here

Reflective Journal Prompts

What does belonging mean to you? In what ways can or has ballet folklorico helped you feel a sense of belonging with your culture?
What is your past connection to ballet folklorico? How is this class different or similar to your past experiences with ballet folklorico?
If you had the opportunity to choose a ballet folklorico dance to participate in which one would you choose, and why? How would this dance help you represent your culture?
After engaging in the class discussions and foundational texts, have your views on Mexican American culture changed? How has your appreciation for Mexican American culture changed?

End-of-Cycle Project

Students will observe a performance/performances of a ballet folklorico group that will be invited to the school as the last foundational piece of the cycle.
Then they will create a piece of art: A drawing, painting, 3D model, paper mache, clay sculpture, etc. of one of the outfits we have seen or talked about throughout the cycle and tell about its significance, what dance it comes from, why they chose it, and how it has taught them more about their culture. (The students are welcome to conduct their own research and present an outfit and dance that was not talked about)

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