Lesson Plan 2 – Dominican “Salve” Patterns

Full PDF Lesson Plan – Lesson 2

Pre-Class

Listen to the audio example below. [Dominican “Salve” Patterns]

Mastery Objectives:

Students will be able to:

  • Identify the pandero and guira as unique instruments.
  • Identify the source musical culture for the Dominican Salve, including what led the development of this style.
  • Play individual rhythmic patterns from the supplied written examples, using an appropriate iPad application for drumming sounds.

 

Cultural Background

Another example of Spanish-influenced musical style comes from the Dominican Republic. Moore discusses how Catholicism and its development in the Caribbean is affected by “less orthodox local practices such as ‘folk Catholicism’.” (Moore, 46) He explains further, “ One common manifestation of folk Catholicism on all three islands are fiestas patrionales, or patron saint festivals.” Moore discusses further, “These are annual festivals held in honor of Catholic saints who hold a special place in the history of a particular town or city or are of importance to an individual patron who sponsors them.” (Moore, 46) It is during what Dominicans call the “velacion,” or vigil, that salves, derived from the words “Salve Regina,” are performed. Moore says, “The salve may well be the genre of Dominican religious music most widely performed by the population at large.” (Moore, 47)

On Your Own

Look at the snapshot of the rhythmic patterns on the screen.
Divide students into groups of four. Count the patterns using appropriate counting systems. Count each individual part from “Common salve rhythms”

  • Guira
  • Pandero 1
  • Pandero 1 Verification
  • Pandero 2

Provide video evidence of your group playing the recorded rhythmic pattern. Post in appropriate blog as video only.

Let’s put it together. After 10 minutes, groups come back together. As a section, each part will be played. Play the parts 2 times, in alphabetical order.

  • Start with basses. Play part A two times. Move to part B.
  • Add tenors, playing part A, two times. Move to part B. Basses now move to C.
  • Add altos. Continue pattern established.
  • Add sopranos. Continue the same pattern.