Strand
Social Studies; American Studies; Music Education
Objectives
To learn about the rich, cultural heritage of Latino music, especially salsa. To understand how salsa can be a filter through which one can explore the experience of Latino Americans.
Cultural Perspective
The origin of the term salsa comes from the Latino kitchen, meaning sauce. One early connection to music certainly came from the Cuban musician Ignacio Pineiro’s “Echale salsita” (Pour a little salsa on it!). By the 1970s, the term salsa was being used by record producers to market a genre of Latino music. The musicians stirring up the great mix of Latino music in the 1970s, many of them Puerto Ricans, were cooking in the melting pot of New York City. Soon salsa was being performed all over Latin America. The music has its origins in Afro-Cuban roots but its development includes many of the ethnic influences of the broader Latino culture. The lyrics essentially reflect the lives and experiences of Latino Americans
Pacing
Two class periods
Materials
Expository Writing
Students have the opportunity to write a Research Report (see Extension below).
Key Questions
- What are the historical roots of salsa music?
- Who are the key musicians who have influenced the development of salsa?
- What impact does the experience of immigration and life in America have on the development of salsa?
Point of View
Each student, from the point of view of a record producer, will write an explanation of the origins and development of salsa, a description of the various types of Latino music, including salsa, and brief biographical sketches of a variety of musicians. Students will research the artists and their music using the provided links to The Latino American Experience. Encourage the students to use the suggested graphic organizer as they read the articles.
Document-based Questions
To start students thinking about the salsa movement, play some of the music from the CD, then have them read the quotes by Tito Puente and Celia Cruz. Key questions students should answer are:
- What function does music play in society?
- What does Tito Puente suggest about the origins of salsa music?
- What ethnic influences does Celia Cruz suggest are combined in salsa?
“The word salsa combines all kinds of music into one, like the mambo, the cha-cha, the merengue, all music with Caribbean origins. When they call it salsa, you don’t actually define what rhythm is. That’s why I don’t particularly care for the word. However, sometimes they call me the “King of Salsa,” so I’ll go along with it, I won’t dispute it….” – Tito Puente
“These are exciting times for young Latinos. They are increasingly exposed both to their ancestors’ culture and values and to those of the United States. It makes for quite a cocktail, a great pick and choose. My hope is that their generation will choose the best from both worlds.”- Celia Cruz
Directions
Distribute the Student Activity Sheet or have them access it via the Classroom Resources site. Tell students that they will be writing the liner notes for a CD compilation of salsa music. Assign the following topics to students:
- Cuban Origins
- African Influences
- Puerto Rican Influences
- Other Caribbean Influences
- Role of New York City
- Effects of Immigration
- Discrimination
- Poverty
- Rhythm
- Instrumentation
- Lyrics
- Marketing
Tell the students to use the Two-Column Graphic Organizer to take notes. Remind students that their liner notes should include at least ten specific details about the development of salsa and the musicians who create it. They should make clear connections between the specific details and their assigned topic.
Assessment
Use the Generic Writing Rubric to assess students’ performance. Have students reflect on their performance and use the list of expectations to judge how well they met the criteria.
Extension
Have students use The Latino American Experience to research and write a research report on various cultural institutions created by the collision of African, European, and Amerindian cultures.
(May be copied for classroom use.)