T h e Los A L A m os N AT i o N A L B A N k PoPejoy Schooltime SerieS T e Ac h i N g g u i d e D c EE Tm H SR A RA C

Presented by Terrance Simien & The Zydeco Experience Band

TuESday, MaRCH 14, 2017 Grad

es: K

-8 Dreamcatchers Teaching Guides align with the Common Core State Standards and New Mexico State Learning Standards.

Zydeco Rocks! Creole for Kidz teaching guide Dreamcatchers 2

INtrODUctIONZydeco music is a blend of many sounds and cultural influences. Zydeco blends

the melodies of blues and jazz with Native American and Afro-Caribbean

rhythms. The lyrics are most often in French, with both religious and secular

themes. The music that was once just a form of storytelling with few or no

instruments has evolved into a powerful sound that is known and loved all over

the world. Zydeco music now includes many contemporary influences like rock n’

roll, rhythm & blues, reggae, funk, soul, and other urban styles.

Zydeco Rocks! Creole for Kidz is an interactive world music show that blends

diverse sounds and influences from African, French, Spanish, and Native

American styles. Grammy Award-winning artist Terrance Simien and The Zydeco

Experience Band will encourage the audience to sing, dance, and stomp along

with the music! Students may recognize Simien’s work in the animated film The

Princess and the Frog.

I think music in itself is healing. It’s an explo-sive expression of humanity. It’s something we are all touched by. No matter what culture we’re from, everyone loves music.”

— BIlly JoEl

‘‘standards addressed By attending the Performance

New mexico state standards:

Visual and Performing Arts:

Standard 6

Dreamcatchers teaching guide Zydeco Rocks! Creole for Kidz 3

Vocabularyaccordion — a box-shaped musical instrument that is played by pushing air through the reeds. Developed in Europe, the name is derived from the German word akkord which means “agreement or harmony.”

Acadians — the French settlers of eastern Canada, also known as Acadia, who moved south to the French territory of louisiana after being displaced by the British in the 1750s.

bayou — a body of water usually found in low-lying land areas in the Gulf Coast regions of the southern United States. Bayous are slow moving streams or marshy wetlands that connect to the Mississippi River and empty into the Gulf of Mexico near New orleans. The bayou is a natural habitat for crawfish, shrimp, shellfish, catfish, alligators, and many other species.

Cajun — the word “Cajun” is derived from “Acadian,” because the Cajuns are descendants of the French-Canadians who settled in southern louisiana.

Creole — the word “Creole” comes from the Spanish “criollo,” which means “a child born in the colony.” The term was first applied to descendants of early

French and Spanish settlers all over the New World but eventually narrowed to indicate native-born louisianans of French and/or Spanish descent. A native creole of louisiana is often considered to be multicultural and multiracial. The Creole heritage is a mix of French, Spanish, Native American, African American and Germanic ancestry making it one of the most complex sub-cultures in North America!

étouffée — a popular Cajun dish made with a combination of spices, and crawfish or shrimp to make a creamy sauce served over rice. The term means, “to smother” or “to cook down.”

gumbo — a thick, robust roux-based soup sometimes thickened with okra or filé. There are thousands of variations, many of which include any combination of shrimp, fish, chicken, duck, okra, and other ingredients.

indigenous — originating or occurring naturally in a particular place; native.

jambalaya — a rice dish with any combination of beef, pork, fowl, smoked sausage, ham, or seafood, as well as celery, green peppers, and tomatoes.

Mardi Gras — the day before Ash Wednesday, and the first day of the Roman Catholic season of lent.

Traditionally, the carnivals, parades, costumes, floats and parties give people an opportunity to indulge in food and dancing prior to fasting for lent. The Mardi Gras celebrations in New orleans, louisiana, where the festival originated, are the largest in the country. It is also commonly known by its English name, Fat Tuesday.

multicultural — of, relating to, or constituted from several cultural or ethnic groups within a society.

roots music — music springing from and identified with a particular culture, typically that of the West Indies.

rubboard — an instrument inspired by an old fashioned washing board, played by musicians rubbing a stick over the wavy metal. It’s also called a “frottoir” in French or “friction strip,” it was designed especially for zydeco music. It is regarded as one of the first percussion instruments created in the U.S.

symbol — a thing that represents or stands for something else, especially an object or color representing something abstract.

Zydeco — the indigenous music of the French-speaking Creoles that has become synonymous with the cultural and musical identity of louisiana.

Zydeco Rocks! Creole for Kidz teaching guide Dreamcatchers 4

Fun Facts for studentsThe Creoles are a multiracial and multicultural tapestry of African, French, Spanish, and Native American heritage whose first language is French.

The early Creoles make up some of the first European families of Louisiana. official records indicate the Simien family was one of the earliest European families to settle the area in the mid 1700s.

The earliest form of Creole music is called jurè music, which translates into “jury.” The Creole singer would “testify” to their audience about the hardships of their day, how much they loved their mother or God, or even how their heart had been broken. It is performed with only clapping hands, stomping feet, and French lyrics.

Under French and then Spanish rule, the culture of the African slaves greatly influenced the local culture

as a result of racial co-habitation and a fairly tolerant attitude towards cultural diversity. As a result, West African dance, gatherings, music, and cuisine continued to be practiced openly in a way that was greatly discouraged in the British American colonies. This was pivotal, as racial co-habitation and a tolerance of cultural diversity existed in louisiana in a way it did not in any other part of the country at that time. Because of this tradition of cultural influence, Creoles developed as a multicultural presence in the southern US.

During the Colonial and Antebellum periods the Creoles were classified as a separate class, distinct from the whites of European heritage or blacks of African heritage. They were classified under this distinct status for nearly 150 years.

In 1724 the Code Noir (Black Code) was established. It had many restrictions, but gave Creoles significantly more rights than black

slaves, includng the right to own land.

In 1865, at the end of the Civil War, the U.S. government racially identified all persons with any African ancestry as black.

In Louisiana, Creole is defined as an ethnicity and a culture. Culture really has no color, but is an ethnic group with multi-racial distinctions. The color palette of the Creoles ranges from white to black and all shades in between!

The origin of the word “zydeco” is unknown; but theories exist, including that it has roots in French, Native American and African languages.

Cajun Music was brought to louisiana by the Acadians who came to louisiana from Acadie (Nova Scotia). Their music had its origins in France, but it had already been influenced by the community’s experiences in the New World and encounters with British settlers and Native Americans. The ballads took old European stories

Dreamcatchers teaching guide Zydeco Rocks! Creole for Kidz 5

and adapted them to refer to life in louisiana or by inventing their own tales. Early balladeers would sing without accompaniment at family gatherings or special occasions. The fiddle supplied music for dances, although a cappela dance tunes that relied on clapping and stomping to provide the rhythm were also common.

Creole Music drew on the same French traditions as Cajun music but added the influence of African music in the New World — the rhythms of the Caribbean or the soulful melodies of the slave spirituals.

Creole Heritage Day is on January 22 of each year. It was established in 1991.

The rubboard (frottoir) is not only used by zydeco bands anymore. Several popular rock and country musicians like ZZ Top, Shania Twain, and Bruce Springsteen have also used the rubboard in their music.

The accordion provides the melody in zydeco music. It was brought to America by Germans and sold to the Creoles after the Civil War. It is considered an “old world” instrument played in folk and roots music.

The Creole flag of South louisiana was designed in 1981. Creoles’ West African heritage is represented by the iconic star from the Senegalese flag and the three colors of Mali’s flag; French heritage with the Fleur De lis, and Spanish heritage by the Tower of Castille.

The nickname for the state of louisiana is “The Pelican State.”

In 1812, Louisiana became the 18th state to enter the Union, selecting the city of Baton Rouge (which means red stick in French), as the capital.

The state flower is the magnolia, the tree is the bald cypress, and the bird is the pelican.

Tourism is considered louisiana’s second largest industry.

Popular belief has it that the term “jambalaya” originated from a traveler that came into a New orleans kitchen that had very little food. The traveler told the cook, “Jean, balayes” or “Jean, sweep something together” in local dialect. As time went on, the phrase became the name of the tasty dish made from a bunch of different ingredients thrown together!

The traditional Mardi Gras colors are symbolic. Purple (justice), green (faith), and gold (power) can be seen throughout the entire state of louisiana during this time of year.

The fleur-de-lis (flower of the lily) is a stylized symbol that is deeply ingrained in louisiana’s history. A mark of nobility in France, the symbol is seen in architecture, the state flag and on the helmets of the Saints football team, and used a symbol of unity. There is also a dark history of the symbol in louisiana, it was once used to mark slaves.

Zydeco Rocks! Creole for Kidz teaching guide Dreamcatchers 6

Objectives

Materials • manila file folders (letter size), the uneven edges cut off or oaktag, cut 17 x 12• poster board or cardboard, cut 18 x 13• a stapler• rubber bands• plastic spoons or unsharpened pencils, to use as scrapers• Terrence Simian & The Zydeco Experience Band music, or other zydeco music

Procedure 1. Turn on some of the Zydeco Experience Band’s music or find some other bands on the Internet to set the mood as the students work.2. Explain to the students that the rubboards used on stage are metal and came from the washboards used to wash the family’s clothes before washers and dryers were invented.

Everyone had one, so it was easily available and inexpensive.

3. Take the manila file folder or oak tag and begin to fold it as if making a fan, creasing the paper back and forth.

4. open it up and place it on your cardboard.

5. Staple the top and bottom edges firmly, leaving room for

the ridges to stick out.

6. Place the rubber bands in each ridge to secure the washboard area to the cardboard.

7. Using the scrapers, go ahead and play!

8. Discuss the sounds made and how and why they may be different than what they heard at the performance.

• Decorate the manila file folder/oak tag, before folding the paper.

• Use colored pencils or markers to make interesting designs or pictures.

• Research the history of the rubboards and all it’s uses.

• Take a photograph of your students playing their rubboards and post it

on the Schooltime Facebook page!

Extensions/Modifications:

Assessment

Students will:

• create a model of a rubboard.

• listen to and follow directions.

• Quality of participation

making a rubboardlesson 1

Grades K - 3 Nmccss:

Sl.2, Sl.6

New mexico state standards:

Arts content:

Standard 1

Dreamcatchers teaching guide Zydeco Rocks! Creole for Kidz 7

Grades 4-8Nmccss:

RI.1, RI.6, RI.7, Sl.1, Sl.2,

Sl.4, Sl.5, Sl.6

objectives

materials • a worksheet

• access to the Internet or a library

• a map of North America and/or louisiana

Procedures

extensions/modifications

Assessment

Students will:

• research information regarding Creole and Cajun traditions.

• appropriately use available technology.

• read for comprehension.

• synthesize information.

• Students create a PowerPoint presentation on one of the cultural elements from either Creole or Cajun traditions.• Below “Food,” add other categories such as fundamental human needs (shelter, education, or family life). Consider material, spiritual, and leadership categories. • Make one large poster summarizing students’ research. • Find or make pictures to illustrate some of the findings and add them to the poster.

• Quality of participation

creole vs. cajunlesson 2

1. Discuss where the Creole and Cajun cultures are found in the US (southern louisiana — New orleans) and mark the area on the map. Include in this discussion the Canadian provinces of Nova Scotia and New Brunswick, and the Caribbean island of Haiti.2. Alone or in small groups, students make a Creole and Cajun Cultures Worksheet. a. The top row is the “Topic Box.” Make the first row and

first column small, to fit only one word. The others will be bigger and of equal size to hold comparison data. Next, divide the top half of the sheet into three columns. Then divide the columns into five rows or sections that will look like boxes. b. In the second topic box write “Creole,” and “Cajun” in the third.3. In the first column in the second row write “origins.” Below that write “language,” and below that write “Music,”

then below that write “Food.”

There should be four empty

boxes each under both of the

“Creole” and “Cajun” columns.

4. Conduct research on the

topics under each of the

categories.

5. Students share their findings

of things that are the same

or similar and things that are

different in these two cultures

with the class.

Zydeco Rocks! Creole for Kidz teaching guide Dreamcatchers 8

Questions to engage & connect

After seeing the show, ask your students to answer

these questions:

What types of instruments were used?

How would you describe Zydeco music?

How was the audience able to interact with the

performance?

Give some examples of things you learned about

Creole culture.

What was your favorite song? Explain why.

How did the music and performance make

you feel?

Name some things that you learned about louisiana.

If you were ever to visit Louisiana what do you think it would be like?

Do you think you could make your own Zydeco

music? How?

Bonus explorations Lessons & Activities

Design a Flag — (Grades K—3) If your family or community had a flag that represented them, like the Creoles do, how would yours look? In this activity, students will get to design their own flag with symbols and meaningful colors that represent themselves.

Write a Review — (Grades 4—8) Students will have the opportunity to evaluate the show Zydeco Rocks! Creole for Kidz from a critic’s perspective and write their own music review, while also learning more about Creole culture.

Cajun Cooking — Explore Cajun culture through their unique food and spices. There are wonderful recipes available for gumbo, jambalaya, red beans & rice, and shrimp creole. Have the class research Cajun cooking and choose a dish to prepare together using the ingredients and measurements as part of the lesson. Have a potluck Mardi Gras party! Each student can provide a dish (or ingredient) and give a short report on where it originated, how it is grown, harvested, prepared, etc. Chef Emeril lagasse is a famous local with delicious recipes.

Cajun Storybooks — Several authors have adapted traditional European/American stories to a Cajun setting, like, Three Little Cajun Pigs and Petite Rouge: A Cajun Red Riding Hood by Mike Artell, and Cajun Night Before Christmas, and Gaston the Green Nosed Alligator by James Rice are great examples for students to identify characters, settings, and problems in a story. Have them compare and contrast the two versions. Then look for other versions of the story, like The Three Little Javelinas by Susan lowell.

resourcesBooks recommended by Terrence Simian:

Brassea, Carl. Creoles of Color in the Bayou Country. Jackson: University Press

of Mississippi, 1994.

Hall, Gwendolyn Midlo. Africans in Colonial Louisiana. Baton Rouge: louisiana State University Press, 1994.

Websites

A quick link to a list of various Louisiana-themed children’s books.

A link to fun activities that help students learn more about Louisiana’s wildlife.

For more information on Louisiana’s culture and history.

learn more about Zydeco Rocks! Creole for Kidz, some history behind the show, and a look at a unique art piece.

Videos

A quick look into the preparation and celebration of Mardi Gras.

See a video on a Cajun Night Before Christmas.

about the Performer

For nearly 30 years, Grammy Award-winning artist Terrance Simien, an 8th generation louisiana Creole, has been shattering the myths about Zydeco music. He was introduced to music through the piano, the Catholic Church choir, and the school band where he played trumpet. While in his teens, he taught himself to play the accordion and formed his first band. leading his Zydeco Experience Band, Simien has become one of the most respected and accomplished artists in American roots music today.

SchooltimeSER IES

POPEJOY••••••••••••

about the schooltime seriesThe los Alamos National Bank Popejoy Schooltime Series brings you national and international touring companies and performers you can’t see anywhere else in or around Albuquerque. Each touring company is selected with youth and family audiences in mind, and our repertoire reflects the cultural diversity of our global community. The Schooltime Series includes new plays, familiar stories, literary works, biographies, mythologies, folk tales, music, dance, and puppetry. These professional performing artists create educational experiences designed to encourage literacy, creativity, communication, and imagination.

Send an email with your name and email address to schooltime@popejoypresents.com requesting to be added to the mailing and monthly newsletter list. Visit us at schooltimeseries.com and facebook.com/schooltimeseries.

Popejoy hallPopejoy Hall is New Mexico’s premier nonprofit venue for the performing arts and entertainment. our mission is to provide access to the performing arts for all New Mexicans.

etiquetteThe inside of a theatre is called a “house” and to get along, have fun, and enjoy the shows, there are rules to follow. Schooltime provides a wonderful opportunity to learn how good behavior in a live theater is different from watching television at home. For guidelines to practice with your class and chaperones go to schooltimeseries.com/house-policies.

house PoliciesPlease visit our website for detailed information about House Policies. This includes our guidelines on safety, special needs, food and drink, backpacks, cell phones, photography, recordings, and more.

credits Dreamcatchers are Teaching Guides produced by the Education Department of Popejoy Hall, Albuquerque, New Mexico. Selected Dreamcatchers Teaching Guide materials provided by Terrance Simien and the Zydeco Experience, About New Orleans, Webster’s Dictionary, web.1sue.edu, acadgate/music/history.htm, and other resources noted within this guide.

the University of New mexicoThe los Alamos National Bank Popejoy Schooltime Series is a program of The University of New Mexico.

the Schooltime Series is a proud member of

the lanB Popejoy Schooltime Series is supported in part by

awards from:

The Eugene and Marion Castiglia Popejoy Children’s

Schooltime Endowment

The Popejoy Schooltime Education Endowment