It's been amazing collaborating with so many teachers on Facebook. With so many teachers, and so many great songs, there are also so many great opinions! With all of the voting and great discussion, I wanted to give an insight to how I landed on the final songs.
1. Most of the songs were easy choices since they were the highest vote getters amongst the teachers who voted.
2. I did chose three songs that did not get as many votes as some others. Here is my explanation:
-De Ellos Aprendí, David Rees: I chose this song to bring a variety in genre, and because I think it's so creative and different.
-"Me Equivoqué", Ventino: I chose this song again because it's different than the others on the list, but also because we needed some female representation.
-"Somos Los Prietos", Chocquibtown: There were three Chocquibtown songs in the top 36, so even though this song wasn't at the top, Chocquibtown deserved some representation. It was the top vote getter of the 3 songs, and I just love Choquibtown.
3. I decided to do 18 songs, instead of 16. One reason was because choosing just 16 was really tough this year! Another is because this will allow us to to have two play in rounds. The bracket will look like this below. The play in rounds will pair 2 songs together by the same artist. Most likely the two Morat songs, and the two songs featuring Sebastian Yatra. That way, the students favorite song by each artist will move on in the bracket to provide more song variety instead of potentially having two songs by the same artist meet in the finals or semi finals.
4. I cut a couple high vote getting songs. I also pushed a few high vote getting songs out to a student vote, where students will choose 2 songs from a list of 5. Here are the songs that got cut or sent to the student vote round and why.
"Aleluya", Reik: (student vote) because Reik has two songs in the tournament already.
"KitiPun", Juan Luis Guerra: (student vote) Okay, I love this song as a teaching tool, but my gut keeps telling me that students will not connect with this one as well as others.
"Por Fin Te Encontré", Cali Y Dandee: (student vote) This song has Sebastian Yatra, he is in the tournament twice already, and it is another reggaeton type style, and so it was replaced with a song that gave the tournament a little more variety.
"Es Tarde", Juanes: (cut) We already have a Juanes song in, and this one did not get an overwhelming amount of votes.
"Estrella", Nicky Jam: (cut) This was in a student vote situation to get into Locura last year, and didn't quite make it. We also have a Nicky Jam song already. I love this song though!
That's a little insight into what I was thinking in getting this final selection! Thanks for all of your help and collaboration!
We started with 170 suggested songs, and we are down to our final 16 (and will be adding two more to make it 18). Here is what the process has looked like:
1. We started with teachers suggesting songs through most of 2019.
2. We removed suggested songs that had been part of past Locuras.
3. A committee of teachers reviewed the songs and narrowed that list down to 60. The removed songs with inappropriate lyrics and scored the songs on a rubric. The rubric included categories in regards to song relevancy, if students would connect with it, cultural and female representation, etc.
4. Teachers on Facebook chose 36 songs to move on for a final teacher vote.
5. Teachers voted again for 16 songs to advance. Based on those votes, I chose 16 songs.
Those songs are:
"Un Año, Sebastian Yatra, Reik
"No Hay Nadie Más", Sebastian Yatra,
"Si Tú La Ves", Nicky Jam, Daddy Yankee
"Llegaste Tú", CNCO, Prince Royce,
"100 Años", Prince Royce, Ha-Ash
"La Plata", Juanes, Lalo Ebratt
"No Se Va", Morat
"Cuando Nadie Ve", Morat
"Un Poquito", Carlos Vives, Diego Torres
"Swing", Danny Ocean
"Me Equivoqué", Ventino
"Me Niego", Reik, Ozuna, Wisin
"Tutu", Pedro Capo, Camilo
"Somos Los Prietos", ChocQuibTown
"La Libertad", Alvaro Soler
"De Ellos Aprendí", David Rees
6. Students will choose 2 additional songs early next week to add to our field of 16. The additional songs in consideration are:
-"Aloha", Bomba Estereo, Carlos Sadness
-"Kitipun", Juan Luis Guerra
-"Por Fin Te Encontré", Cali Y Dandee
-"Aleluya", Reik, Manuel Torizo
I made two new songs this fall. The first one is called "Los Verbos", It is a song all in the target language that goes through all of the conjugations in the present tense. It is a 50 Cent In Da Club Parody. Check it out below:
The second song is my characteristics and ser rap. This covers the verb ser, noun adjective agreement, and characteristic vocabulary. Check it out below.
I made few updates to the site! Check them out in this video below.
Check out my new Ser Vs Estar rap! Subscribers can access the full version here. Everyone can preview the song below!
Check out this years Locura De Marzo Info! Join classrooms around the world for this years song competition from March 1-21! Check it out here.
I am excited to release a new song! I have been using it in class the last two weeks and it's been a blast! It is a song to teach basic classroom commands. The students have enjoyed being able to get up out of their seats and move with the commands. Check out an extra long preview of the song below. Sr. Ashby subscribers can access the full version here.
First of all, if you are just stumbling on this post and do not know what Locura De Marzo is, click here to check out this years bracket.
Many teachers often ask what I have my kids do for Locura De Marzo, What activities do I use? Why do I even do this? How does it relate to curriculum? Etc. Here are the answers to some of those questions!
Why do I use authentic songs in my classroom? How does "Locura De Marzo" further student learning?
1. To give students comprehensible input using authentic resources. I use songs to make connections to the curriculum I am teaching (vocabulary, grammar, culture). It also helps with our fluency and pronunciation!
2. To broaden students perspective of the world by introducing them to music/culture/artists from countries in Spain and Latin America.
3. To energize my classroom. Students LOVE hearing new songs. Students sing them in the hallway. They put them on their spotify playlists. They are taking something from Spanish class and integrating it into their lives outside of school!
Recently, I had a student tell me before class that they listened to Marc Anthony's "Vivir Mi Vida" all weekend long and memorized every single word. They said they had their whole family singing the song by the end of the weekend. This was a song I introduced the week before to help teach "ir + a+ infinitive". How cool is that? Another student once emailed me about how a song we did in class really helped them work through a tough time they were going through with their family.
The bottom line is that students are connecting with these songs and it is making Spanish class come alive for them!
What activities do I do with the songs?
1. Every 6-8 days starting from the beginning of the year we will pick one song (some from this years bracket, some not) and listen to it each day. By the end of this time we are all singing the song. This builds our fluency and pronunciation. I say "we" and "our" because it helps me too!
2. We dissect the lyrics and pick out the cognates, assign 8-10 new vocabulary words, talk about grammar connections, etc.
3. There are many activities that can be done with songs, Edpuzzles, Lyrics Training, Cloze Activities, and more. I have a page (desperately need to update it) with links to different songs and resources here: http://www.senorashby.com/authentic-songs-for-the-classroom--free.html There are tons of resources out there on teacherpayteacher, facebook groups, and other blogs. I love Dustin Williamson's resources here: https://williamsonci.com/music-resources/
What specifically do I do for Locura De Marzo with my students?
1. We watched each song at least one time dating back to January so the students are familiar with the songs.
2. We watch the promo videos so students have heard the songs before.
3. A couple of the songs- Volar, Internacionales, we have "learned" in class, and some of the songs we may "learn" after Locura De Marzo is done. We made the selection process collaborative with teachers across the US so it's been fun to learn of some new songs that I had not heard before throughout the process.
4. I print out the bracket, and have the students fill it out to make "predictions". I score my brackets that each round is worth 16 points. So, first round is 1 point/correct answer, round round is worth 2 points/correct answer, third round is worth 4 points/correct answer, etc. Final round students need to predict the amount of votes for each song for a tiebreaker.
5. I give away a Jarritos Mexican soda to the winner (the person who made the best predictions in the bracket)
Believe it or not, that is all I do with the bracket. I don't try to do activities for all 17 songs all in the month of March... not that there is anything wrong with that if you do. I do recommend you do a prediction bracket, it gives the students a little extra buy in! Either way, when students see how many other students are participating right along with them, it's magical!
If you are looking for some activities to do with these songs in March, or any other time in the future, there are some amazing resources being shared on our Facebook Group and the google drive linked there.
I am putting together a teacher testimonial page for www.senorashby.com. Here is some feedback I received from a recent subscriber:
"I AM SOOO EXCITED! I bought your vocabulary page and then bought full access to your site. My students loved the activities today! Here are a few remarks from them:
"I love these games!
"This is fun!"
"Best game I've ever played!....Love this!"
I honestly had nothing but great feedback from my students. I am so excited about this. You have cut out more than half of my work of finding videos, games, activities, etc. to match what I am teaching. Thank you, thank you, thank you!"
If you have a testimonial you'd be willing to share, please email me. I would be honored to include it in our testimonial page.
Check out this collaborative promo video featuring Spanish students across the globe!
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About Señor Ashby:
I am a K-12 Spanish educator specializing in creativity. I am passionate about learning through technology, music, and innovation. I have taught Spanish to K-12, and am a two time finalist for online teacher of the year (2011, 2014). l live in West Michigan with my wife and our four energetic boys!