Cultural Connections 2001 Project, an interdisciplinary grant project, was funded in part by the Junior League of Dallas.

School:  Moisés E. Molina High School

Teacher: Liz Gallego

Number of Students: 50 dancers, 5 stage crew, 5 art students, 2 broadcasting students filming, 6 announcers, over 2,000 audience members

Grade Level 9 – 12^th grade

Interdisciplinary: History of the African slave trade and dance.

Summary of Project: Students from 3^rd period, beginning dance, and 7^th period, advanced dance, participated in the project.  Students listened to music on the top forty music charts that contained traditional Afro-Latino rhythms.  The beginning class selected Dance With Me by Deblah Morgan that has both a tango and cha-cha rhythms.  The advanced class selected Smooth by Santana that has a cha-cha rhythm and Una Noche by 98º that has a rumba rhythm.  The students then conducted research on the origins of these rhythms and dances in the library.  They reported their findings in short group reports.  The reports were formulated into brief introductions for the African Diaspora in Music and Dance, lecture demonstration, presented on the evening of February 27^th, 2001.

The students studied both ballroom instructional videos and videos containing the latest hip-hop moves as demonstrated by Britney Spears, Usher, Alyah, and Christina Aguilera.  The rumba students learned beginning, intermediate, and advanced steps and then selected the steps that they liked most.  The tango students observed several instructional tapes by Gavito and Marcela.  They selected three combinations that contained a variety of authentic Argentine tango elements: gancho, barrida, salida, sacada, camiar, and ochos.  Through a process of give and take the groups made decisions on the choreography of the dances.  Studying videotapes of their rehearsals allowed the students to assess their performance and to make decisions on how to proceed. 

Observations:  By leading the students to make decisions on the selection of music, costume, dance steps, and rehearsal procedures, the students became increasingly involved. Both classes functioned as a team.  Class leaders tutored those who were having difficulties. All students participated.

 How did the children benefit from this project?  The students in this project learned about the musical contributions made by the diaspora Africans in the Americas.  The students learned to distinguish a variety of Afro-Latino rhythms.  The students enjoyed learning both ballroom dance and hip-hop.  The extra money from the Junior League Grant allowed us to purchase additional costumes, character shoes for all the dancers, and to make stage decorations.  The dancers felt well dressed and elegant.  Many students had never had an opportunity to perform on stage before.  As a result of this experience, many students volunteered to take part in the Dance for the Planet Festival.              

 How did the children benefit from this project?  The students in this project learned about the musical contributions made by the diaspora Africans in the Americas.  The students learned to distinguish a variety of Afro-Latino rhythms.  The students enjoyed learning both ballroom dance and hip-hop.  The extra money from the Junior League Grant allowed us to purchase additional costumes, character shoes for all the dancers, and to make stage decorations.  The dancers felt well dressed and elegant.  Many students had never had an opportunity to perform on stage before.  As a result of this experience, many students volunteered to take part in the Dance for the Planet Festival.              

Class leader, Melissa Lara: “Performing Dance With Me made me feel confident and sophisticated.  I never thought that I could tango, let alone, perform it in front of so many people . . . When I first heard the song, I didn’t think you could dance a tango or cha-cha to it.  Now, I realize that many hit songs have rhythms that originated long ago.” 

 Jennifer Pineda: “We not only improved ourselves, but we helped our classmates.  We took the time to help others . . . While performing the tango, I felt elegant and sophisticated.  It was a very enjoyable experience.  I would love to do it again.”

 Laura Cantu: “I learned that nervousness is a part of doing new things . . . What made it all worth while for me were the compliments.  Lots of people said, “Your dance was really good.”  Even teachers gave me recognition for my performance . . . I learned that the music and dance of today has roots in the traditions of years and years ago.”

 Yesenia Garcia: “I am really glad that I participated with the dance students in this project.  I had never performed in front of an audience before.  I really enjoyed it, though I was really nervous, and I thought I couldn’t go through with it.” 

 Joe Rodriguez: “This performance allows the dance classes of 2001 to give something back to the community.”

 Class leader, Veronica Ramirez: “The African American Diaspora in Music and Dance teaches us that Africans have had a great influence on the culture of the world . . . Before I joined dance, I wasn’t involved in anything.  Now it feels good to be part of a group.”

 Jessica Martinez: “I learned that African and Latino musical and dance contributions belong to the world.”

 Class Leader, Jazmin Lugo: “I think it is sad when people criticize out of ignorance.  It is just sad when people are not able to recognize the cultural contributions made by persons of their ethnicity.” 

 The comments made by Jazmin Lugo reflect the need for continued cultural education.  I am sad to report that there is even a need among a few faculty members.  It is not uncommon for African American high school students to be surprised to learn that there were slaves in South America and in the Caribbean.  The openness of the students of this project was refreshing. They quickly grasped the idea that wherever the diaspora Africans were taken they made lasting contributions to the music and dance.  Some of those contributions are still a part of the music and dance of today.