Exploring La Bamba

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ST Name:

Kym Fox

ST Number:

40036679

Class Level:

2nd & 3rd Class

Date:

Subject:

Music

Time:

12:40

Duration of Lesson:

20 Minutes

No of Pupils:

27 pupils

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Strand(s)

Listening and responding

Strand Unit(s)/ Element(s)

Listening and responding to music

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Learning Outcome(s) / Content Objectives

• Listen to and describe music in various styles and genres, including familiar excerpts, recognising its function and historical context where appropriate (Link to IE Curriculum: 2nd & 3rd Class Music Strand - Listening and Responding - Standard 2).
• Identify and describe the tempo of the music as fast or slow, or getting faster or slower (Curriculum Objective 2.1.4).
• Respond imaginatively to longer pieces of music in a variety of ways, fostering creativity and emotional expression (Curriculum Objective 2.3.1).

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Learning Objectives

1. The child should be enabled to listen attentively to the traditional Mexican song "La Bamba" and identify the tempo as fast or slow.
2. The child should be enabled to observe changes in pitch and respond through drawing their emotional interpretation of the music.
3. The child should be enabled to understand the historical context and meaning of "La Bamba" by exploring its cultural significance and translating key lyrics into English.

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Assessment

1. Method: Observation of pupil responses during discussion and drawing activity, plus teacher questioning.
2. Assessment of: Pupils’ ability to describe tempo, recognise pitch changes, and creatively express feelings through art. Understanding of the historical context and lyrics’ meaning.
3. To be recorded: Annotated pictorial responses and teacher notes on oral answers during questioning.

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Teacher Questioning

Lower order questions (Closed Questions)

1. Is the tempo of the song fast or slow? (I)
2. Does the pitch go higher or lower during the song? (D)
3. What country does the song "La Bamba" come from? (I)

Higher order questions (Open Questions)

1. How does the music make you feel? Can you describe why? (C)
2. What do you think the song is about based on the music and words? (C)
3. Why do you think "La Bamba" has been important in Mexican culture for so long? (C)

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Language Development Opportunities

• Introduce and reinforce vocabulary: tempo, pitch, traditional, culture, historical context, translation, emotion.
• Discuss and translate simple Spanish words or phrases from "La Bamba" to English, enhancing bilingual awareness.

Literacy Development Opportunities

• Improve listening skills by identifying specific sounds and tempo in the music.
• Develop oral language through sharing interpretations and answering questions verbally.

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Teaching Methodologies

Please underline the primary methodology/ies to be used during the lesson:

• Talk and Discussion
• Collaborative/Co-operative Learning
• Active Learning
• Skills Through Content
• Using Local Environment
• Problem Solving

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Introduction

Stimulus:
Play a high-quality audio recording of "La Bamba" traditional version (approx. 2 minutes). Ensure pupils listen with eyes closed for first time to immerse in sound only.

Elicit Prior Knowledge:
Ask if anyone has heard the song before or knows where Mexico is. Discuss briefly any previous experiences with traditional or folk music.

Share Learning Intention:

• Today, we will listen carefully to a traditional Mexican song called "La Bamba".
• We will learn about its tempo and pitch and talk about the story behind the music.
• You will draw pictures to show how the song makes you feel and what you think it’s about.

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Development

• Activity 1: (5 minutes)
  Play the song a second time. This time, ask pupils to tap or show thumbs up/down in rhythm to identify the tempo (fast/slow). Pause briefly to discuss.

• Activity 2: (7 minutes)
  Highlight pitch changes: teacher sings or hums a simple phrase up and down. Pupils raise hand or stand to show when notes go higher or lower. Discuss how high and low sounds make them feel differently.

• Activity 3: (6 minutes)
  Hand out drawing paper and crayons. Invite pupils to draw two pictures:

  1. What they think the song is about
  2. How the song makes them feel

• Activity 4: (2 minutes)
  Share the historical context of "La Bamba": a traditional folk song from Veracruz, Mexico, often used in celebrations, and meaning of the title in English ("The bamba" referring to a folk dance). Discuss simple translated key lyrics briefly.

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Conclusion

Cognitive:
Reflect on how music can tell a story and express feelings without words.

Social:
Invite a few volunteers to share their drawings and describe their thoughts or emotions, encouraging listening and respect for others’ ideas.

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Transition (if appropriate)

• Organise pupils to quietly tidy up drawing materials.
• Use soft instrumental music as they transition to the next activity or subject.

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Universal Design for Learning (UDL)

Pupil(s)	Reason(s)	Method(s)	Additional Comments
10,11,15,18	ASD - sensory sensitivity	Provide ear defenders; allow movement breaks if overwhelmed	Collaborate with SNA for support during lesson

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The Learning Environment

• Arrange seating to allow clear view of teacher and easy movement for activities.
• Resource corner with drawing materials accessible.
• Quiet room or low-noise environment for focused listening.

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Resources

• Audio player and speakers for clear sound of "La Bamba"
• Printed simple lyrics with Spanish and English phrases (large font)
• Drawing paper and crayons/coloured pencils
• Visual aids: simple map of Mexico, images related to Mexican culture/dance
• Ear defenders for sensory-sensitive pupils

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This lesson offers age-appropriate, culturally enriching engagement aligned with the Irish Curriculum Framework, promoting musical literacy, emotional expression, cultural awareness, and creativity in a 20-minute immersive experience.