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September 22-26


"CORRÉTE" vs. "INTIRAYMI"

Teachers, Check out this Facebook Post to add possible resources and ideas for these songs


Do you have any suggestions for this years battle of the week?
​Post it Here.


Battle Of The Week Main Page

Why "CORRÉTE" Represents Diversity and Representation1

Fusion Across Genres and GenerationsThe song features a unique blend of Jossman’s modern, Afrobeats-influenced urban sound with the deeply traditional Afro‑Colombian rhythms of Canalón de Timbiquí, led by Nidia Góngora. This bridging of musical worlds celebrates cultural continuity while embracing innovation—a powerful embodiment of cultural diversity Интервидение+5zutique.com+5Shazam+5.
2. Highlighting Afro-Colombian CultureCanalón de Timbiquí originates from Colombia’s Pacific coast and performs traditional Afro‑Colombian rhythms using marimba, guasá percussion, and harmonized vocals rooted in regional heritage zutique.com. By featuring them alongside a contemporary artist like Jossman, the song brings Afro‑Colombian traditions to new audiences and contexts.
3. Honoring Women as Cultural CustodiansNidia Góngora, a leading figure in preserving and promoting Pacific Coast music, brings her lived experience and cultural leadership to this collaboration. As a longtime educator and musical ambassador—who merges traditional music with contemporary styles—her presence underscores the importance of women in maintaining and evolving cultural identity Интервидение+4secure.thefreight.org+4Shazam+4.
4. Cultural Storytelling and HeritageBeyond performance, these artists carry deep cultural narratives. Góngora has worked tirelessly to preserve music recognized by UNESCO as Intangible Cultural Heritage, and she directs a foundation that teaches children in Colombia’s Cauca region about their musical roots secure.thefreight.org. Including her in this piece underscores how cultural art forms are both history and living story.

Lenin and Q-Pop: Celebrating Diversity Through Music

Lenin Tamayo’s music stands out as a fresh voice in global pop because it blends two worlds that don’t often meet. Drawing on the high-energy choreography and polished production of K-pop, Lenin reimagines the style through his own culture, creating Q-pop (Quechua Pop). By weaving in the Quechua language, Andean instruments like panpipes, and references to Incan mythology, he brings Indigenous traditions into a modern genre that resonates with young audiences worldwide.
This fusion makes the song representative of diversity in music and identity. It highlights how global pop culture can be a platform for celebrating local heritage rather than erasing it. For many listeners, hearing Quechua — the language of the Inca Empire — set against catchy beats and bold visuals is both surprising and inspiring. It shows that Indigenous culture is not only part of history but alive, evolving, and relevant in today’s global music scene.
In doing so, Lenin’s work offers more than entertainment. It’s a form of cultural pride and empowerment, showing students and audiences alike how art can challenge stereotypes, amplify underrepresented voices, and create new ways of connecting across differences. His songs remind us that diversity isn’t just about mixing styles for novelty — it’s about telling stories that matter and making space for all cultures on the world stage.
Lyrically and visually, the song gives voice to fishing communities along the coast, people whose daily lives often go unseen in mainstream media. The video highlights local men and women, children, the sea, and the foods central to their identity—mojarra, camarón, and other staples of coastal life. By showing this reality with pride and joy, “Yo Voy Ganao” resists stereotypes and asserts that these traditions are not only valuable, but worth celebrating.
The phrase “yo voy ganao” (literally, “I’m going winning”) becomes a metaphor for dignity and self-worth, redefining what it means to succeed. Success here is not tied to wealth or fame, but to cultural strength, community, and living in balance with the land and sea. In this way, the song uplifts Afro-Colombian identity, highlights environmental interconnectedness, and broadens the global view of what Latin American music and culture look like.
Ultimately, “Yo Voy Ganao” is representation in action—bringing marginalized voices to the center, showcasing the beauty of Afro-Caribbean diversity, and proving that music can be both joyful and deeply political.

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  • Blog
  • About
    • Blended/Online Lessons
    • Conferences/Workshops
    • Señor Ashby
    • Contact Señor Ashby
    • Teacher Testimonials
  • Lessons
    • Online Lessons >
      • Spanish 1 >
        • Top Ways to Use Blended Lessons
        • Preliminares- Numbers 0-30
        • Preliminares: General Review
        • Country and Capital Lesson
        • Unit 1 >
          • 1.1 Vocabulary (pasatiempos)
          • 1.1: Gustar
          • 1.1: Ser
          • 1.2: Vocabulary (characteristics)
          • 1.2: Definite and Indefinite Articles
          • 1.2 Noun-Adjective Agreement
        • Unit 2 >
          • 2.1: Vocabulary (school schedule)
          • 2.1: AR present tense conjugation- FREE
          • 2.1: Tener
          • 2.1: Telling Time
          • 2.2: Vocabulary (school supplies)
          • 2.2: Estar
          • 2:2: Ir
        • Unit 3 >
          • 3.1: Vocabulary (breakfast and lunch)
          • 3.1: Gustar With Nouns
          • 3.1: Er, Ir Present Tense Conjugation
          • 3.2: Vocabulary (family)
          • 3.2: Possessive Adjectives
          • 3.2: Comparisons
        • Unit 4 >
          • 4.1: Vocabulary (clothing)
          • 4.1: Direct Objects
          • 4.1: Querer
          • 4.1: E to IE stem-changers
          • 4.2: Vocabulary (restaurant and town)
          • 4.2: O to UE stem-changers
        • Unit 5 >
          • 5.1: Vocabulary (house)
          • 5.1: Ser vs. Estar
          • 5.2: Vocabulary (chores and feelings)
          • 5.2: Informal Tú Commands
        • Unit 6 >
          • 6.1: Vocabulary (sports)
          • 6.1: Saber vs Conocer
          • 6.1: Jugar
          • 6.2: Vocabulary (body parts)
          • 6.2: Preterite AR Conjugation
          • 6.2: Car Gar Zar
        • Unit 7 >
          • 7.1 Vocabulary
          • 7.1: Er and IR Preterite
          • 7.2: Vocabulary
          • 7.2: Ser and Ir Preterite
        • Unit 8 >
          • 8.1: Vocabulary
        • Exploratory Spanish Vocabulary Lesson
        • Exploratory Spanish: Clothing
        • Mid-term Exam Prep
        • Avancemos Final Exam Review
        • Remote Teaching During Covid >
          • Preliminary Unit >
            • Lesson 1
            • Lesson 2
            • Lesson 3
            • Lesson 4
            • Lesson 5
            • Lesson 6
            • Lesson 7
            • Lesson 8
            • Lesson 9
            • Unit Quiz
      • Spanish 2 >
        • 1.1: Vocabulary (Travel)
        • 1.2 (Direct Object Pronouns)
        • 1.3 (Ar Preterite Tense)
        • 1.4 (Ser, Ir, Hacer, Ver, Dar, Preterite)
        • 1.5 (Interrogatives)
        • 2.1 Vocabulary (Sports and Exercise)
        • 2.2 Adverbs
        • 2.3 Er/IR Preterite
        • 2.4 Demonstrative Adjectives
    • Face To Face Lessons >
      • Activity Videos
      • Creating A Classroom Culture >
        • Classroom Management
        • First Day of School
        • Team-Building Activities
      • Classroom Commands Lesson
      • Family/Simpsons Resources
      • Gustar
      • Harry Potter Resources (Avancemos 2 Vocab)
      • Los Verbos Lesson
      • Mr. Bean Restaurant
      • Navidad Extrana
      • Numbers 1-100 Lesson Plan
      • Pobrecito Lesson
      • Steph Curry Lessons (Avancemos 1.2 vocabulary) >
        • Steph Curry Video Resources
        • Steph Curry Lesson 1
        • Steph Curry Lesson 2
        • Steph Curry Lesson 3
      • Spanish Interrogatives
      • Sentimientos Unit >
        • Sentimientos Lesson 1
        • Sentimientos Lesson 2
        • Sentimientos Lesson 3
      • Top Ten Vocabulary Activities
  • Original Music
    • Grammar Based Music Videos
    • Vocabulary And CI Based Videos
    • Audio Songs
  • Music Competitions (Free)
  • Other Resources
    • Topics A-L >
      • Adjectives, Articles, and Agreement- FREE
      • Alphabet
      • Authentic Songs for the Classroom- FREE
      • Body Vocabulary
      • Calendar
      • Clothing Vocabulary
      • Colors and Shapes
      • Definite and Indefinite Articles
      • Direct Objects
      • Estar
      • Family Vocabulary
      • Food Vocabulary
      • Greetings
      • Gustar
      • House Vocabulary
      • Informal Commands
      • IR
      • Irregular Yo Verbs
      • Locura De Marzo
      • Los Quehaceres
    • Topics M-Z >
      • Numbers
      • Other Videos
      • Prepositions and Movement Vocab
      • Present Tense Conjugations
      • Preterite Conjugations
      • Possessve Adjectives
      • Reflexive Verbs
      • Saber vs. Conocer
      • School Supplies & Classroom Objects
      • Ser
      • Ser Vs Estar
      • Spanish Covers of Popular Songs
      • Stem Changing Verbs
      • Telling Time
      • Subject Pronouns
      • Weather
      • Tener
  • Merch
  • Full Access