Brazilian Adventure

Brazilian Adventure

Minas

Orlando Haddad and Patricia King of Minas transport students to the distant land of Brazil by way of song, guitar, keyboard and percussion instruments native to South America’s largest country. In the course of the residency, which can range from four workshop sessions to a full semester of weekly visits by the resident artists, students learn the Bossa Nova and Samba dance rhythms, they learn to sing Brazilian songs in Portuguese, and they have the opportunity to play traditional Brazilian percussion instruments. Students study the Brazilian Carnaval celebration for which the country is known the world over, and as well as the country’s complex and fascinating history. During the final concert, students join Minas on stage to share their knowledge and their musical achievements with their schoolmates.

The residency typically begins with the Brazilian Adventure assembly which brings the country and culture of Brazil to life through Minas’ varied musical selections. These artists, who have spent their lives immersed in Brazilian culture, also introduce the geography, history and national language of the country, Portuguese. In the weeks following the initial assembly, the core group of workshop students explores the material above in greater depth. Rhythm and dance are fundamental to Brazilian music. Students learn the particular dance steps associated with a wide range of songs in Portuguese, including So Danço Samba, Mas Que Nada, Mamae Eu Quero, The Girl from Ipanema, and Corcovado. With each song, students rehearse the pronunciation in detail, master the melodies and learn the accompanying percussion rhythms. An accomplished improvisational jazz singer, Patricia also instructs the students in scat singing, tying in influences from American jazz.

To teach students about the culture and history of Brazil, Patricia and Orlando can bring in books from their own collection and/or give students research topics to pursue. They discuss the geography and demographics of the major cities of Rio de Janeiro, Brazilia and São Paulo. Orlando also brings a personal note to the workshop sequence through his descriptions of growing up in Brazil, telling how children celebrate Carnaval, for example. Pictures of children from all over the country emphasize the multi-racial and multi-ethnic composition of Brazil. The teaching artists also speak about their trip to the Amazon with their two children in 2000, referring to picture books of the Amazon Region including views of the river, forest, animals, and Indians. Research projects about the rain forest can include information about geography, flora and fauna.

Program goals for students include being able to: 1) describe several of the percussion instruments used in Brazilian music; 2) distinguish at least two of the most popular dance rhythms in Brazil; 3) have some familiarity with the language and the geography (e.g., being able to name some major cities, and say ‘hello,” “thank you” and other simple greetings in Portuguese); 4) identify several cultures that combine to make Brazilian music unique; 5) play the Samba rhythm on percussion; and 5) sing in Portuguese.

Each session builds in time to review both the academic and musical material covered in previous visits. Younger students can also design masks with their teacher outside of the workshop sessions. This residency is easily adaptable for students of all ages and works well with instrumental or non-instrumental students.

Request more information on this program

Back to Available Residencies