¡Vamos a Cantar y Jugar! Let’s Sing and Play!: Pajarito Canta Tu

by Vicky Suárez

June 2023

Vicky Suárez shares highlights from her presentation with Debanhi Garcia at the 2023 SongWorks Conference. SWEA members can access the handout from this presentation via the Members Access area of the SWEA website.

Debanhi Garcia and I had a great time sharing some Spanish-language songs at the Conference in Boston! Both of us are Mexican-American, and we enjoy and feel comfortable bringing songs from our culture into our classrooms. We want YOU to feel just as confident and comfortable!

Thoughts from our presentation:

Why bring songs and games from cultures different from our own into the music classroom?

From Patricia Shehan Campbell:

“Through music that is initially culturally unfamiliar to their students, music educators can support their journey down a learning pathway to the attainment of musical knowledge and skills and development of intercultural understanding. This musical journey leads students to becoming more human, more compassionate, and more sensitive to one another’s feelings.”

From the National Board for Professional Teaching Standards:

“In interpreting and evaluating materials, [accomplished] teachers help students become aware of the ways in which music that is new to them might be similar to or different from music with which they are already familiar. They work to broaden students’ aesthetic understanding of various types and styles of music, demonstrating how music that is harmonious to a particular group may be discordant to Another.” 

What makes this difficult to do?

Often, we are afraid—afraid of mispronouncing words, afraid of not being authentic.

How can we do this authentically?

We will have to leave our comfort zone, but we’re used to that, aren’t we? As teachers we are continually evolving, learning, and growing into the teachers we want to be.

Tips for taking that step:

  1. Consider the source. Reach out to a culture bearer, whether this is a person you can speak to or someone in a video. Debanhi and I are here to assist you! Use YouTube to find more authentic versions of a song or dance or recording.
  2. Practice the song many times. Consider your pronunciation. In Spanish the vowels are always pronounced one way only. Accents go on the next-to-last syllable, unless marked with an accent on a different syllable. Ask students in your school to help you with pronunciation.
  3. Take a song back to your classroom as soon as possible after you learn it in a conference session or professional development. The sooner you try something, the fresher it is and easier to recall how it was presented and why you liked it.

The song I shared at Conference was “Pajarito Canta Tu,” which means “Little Bird, Sing to Me.” It’s a very simple and accessible song, and you can listen to it here: Pajarito Canta Tu.

When you teach this song to children, you can use other verbs in place of “Canta,” and have the children act them out: Baila (Dance), Escucha (Listen), Mira (Look), Come (Eat). If there are Spanish speakers in your class, you can ask them for ideas, or look up any other verbs the children contribute. 

Consider how you will introduce the song, and choose a way that is engaging for the students. Here are some possibilities, and I am sure you can create more!

  • “Listen to my song and see if you notice any words that repeat.”
  • “I’m going to sing a song in Spanish. Do any of you know Spanish or any words in Spanish?”
  • “There’s a bird in my song. What is he doing?”

Please reach out to me or to Debanhi if you have any questions about songs in Spanish. We’d love to help you bring our culture into your classroom!

References

Campbell, P. (2023). Intercultural understanding through world music pedagogy. Teaching Music, 30(3), 40-43.

National Board for Professional Teaching Standards, Music. (2001). Retrieved from https://www.nbpts.org/wp-content/uploads/2021/09/ECYA-MUSIC.pdf.


Vicky Suarez teaches PK-8th grade music and choir at George Bannerman Dealey Montessori and International Academy in Dallas, Texas. She is a SongWorks Certified Educator and on the faculty for Level 2 SongWorks Certification. She was born in the United States, but her father was born in Michoacán, Mexico.

More from this Newsletter:

Like this article? Share it:

From the Archive

Looby Loo Scores and Scrambles

Looby Loo Scores and Scrambles

Playful Teaching – Vibrant Learning! What an inspirational tagline! Yet we easily fall into ‘habitual teaching’ where we take the same route to achieve a specific learning goal. This group of lessons is suggested as a pathway to vibrant learning. The ultimate goal is to be skillful in reading and musical in performing several different scores for “Looby Loo.”

read more
A Musical Evolution of Notation: Introduction

A Musical Evolution of Notation: Introduction

Often, conventional music notation is studied on an elemental level by pulling visual symbols, representing rhythm and pitch, out of their musical context for study. What happens when we consider that complex traditional music notation has become so rigid that its study at an elemental level lacks value, function, or power?

read more
‘…that by which…’

‘…that by which…’

In 1946 during my first year of undergraduate studies, I took my very first course in philosophy. How I loved that course! Yet for all my enthusiasm at the time only two precise memories remain. Those of you who know me will laugh at this first one simply because I haven’t changed a whit to this day!

read more