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Lundú
Tradition: Andean Music and Afro-Peruvian Music
Andean music is played by communities of people that came from the areas in what is now the country of Peru...»
Tradition: Andean Music and Afro-Peruvian Music
Andean music is played by communities of people that came from the areas in what is now the country of Peru...»
Eight hundred years ago, however, this region was a part of the great and ancient Inca Empire. Andean music includes many melodies that are sung or played by different kinds of flutes, including the panpipe made from reeds found along rivers and lakes.
Afro-Peruvian music was created and maintained by African communities that were forcibly brought to Peru as enslaved peoples. Afro-Peruvian music is sung in Spanish and is reflective of the three main descendant communities of Peru: African, Indigenous and Spanish. One of the most popular Afro-Peruvian instruments is the cajon, a box drum that the performer sits on while slapping the front or back with their hands to make bass and snare sounds. Many believe that the cajon originated when Spanish enslavers forbid music making in Afro-Peruvian communities. In response to these restrictions, enslaved Peruvians created box drums that they could disguise by carrying fruit or other goods in at markets.
Eight hundred years ago, however, this region was a part of the great and ancient Inca Empire. Andean music includes many melodies that are sung or played by different kinds of flutes, including the panpipe made from reeds found along rivers and lakes.
Afro-Peruvian music was created and maintained by African communities that were forcibly brought to Peru as enslaved peoples. Afro-Peruvian music is sung in Spanish and is reflective of the three main descendant communities of Peru: African, Indigenous and Spanish. One of the most popular Afro-Peruvian instruments is the cajon, a box drum that the performer sits on while slapping the front or back with their hands to make bass and snare sounds. Many believe that the cajon originated when Spanish enslavers forbid music making in Afro-Peruvian communities. In response to these restrictions, enslaved Peruvians created box drums that they could disguise by carrying fruit or other goods in at markets.
Artist: Lundú
Lundú is a band of musicians who came together through their love of Peru’s musical traditions...»
Artist: Lundú
Lundú is a band of musicians who came together through their love of Peru’s musical traditions...»
The members of the ensemble are Marikatia Campos (vocals), Robert Sanchez (flute), Diego Cardenas (guitar), Fernando Salazar (guitar), Diego Manrique (percussion), Kanko Cardena (cajon) and Sebastian Vega (bass). Together they create new music as well as perform traditional Peruvian songs. Lundú’s music is inspired by the natural environment around them as well as Afro-Peruvian and Andean musical roots in their hometown of Arequipa.
The members of the ensemble are Marikatia Campos (vocals), Robert Sanchez (flute), Diego Cardenas (guitar), Fernando Salazar (guitar), Diego Manrique (percussion), Kanko Cardena (cajon) and Sebastian Vega (bass). Together they create new music as well as perform traditional Peruvian songs. Lundú’s music is inspired by the natural environment around them as well as Afro-Peruvian and Andean musical roots in their hometown of Arequipa.
Place: Arequipa, Peru
Arequipa is both a city and region in southwestern Peru...»
Place: Arequipa, Peru
Arequipa is both a city and region in southwestern Peru...»
It stretches from the Pacific coast up to the northern region characterized by its many volcanoes. The city is known as the “white city” because of its white and light pink volcanic stone which was used to build the city center more than 500 years ago! Arequipa is Peru’s second largest city and is surrounded by four volcanos. Through its vibrant music, food and community you will see many cultural traditions beautifully combined.
It stretches from the Pacific coast up to the northern region characterized by its many volcanoes. The city is known as the “white city” because of its white and light pink volcanic stone which was used to build the city center more than 500 years ago! Arequipa is Peru’s second largest city and is surrounded by four volcanos. Through its vibrant music, food and community you will see many cultural traditions beautifully combined.
Questions for the Teacher
After viewing the Lundú video, before showing it to your class...»
Questions for the Teacher
After viewing the Lundú video, before showing it to your class...»
- What did you find most interesting about the video, the group, their musical traditions and home city?
- What do you think the students will find most interesting about this group and their story?
- What concepts/skills/topics in your curriculum might the visit and related activities connect to or shed insight on?
- How is the life and community of these performers similar to parts of your students’ communities?
- How is the life and community of these performers distinctly different from your students’ communities?
- What did you find most interesting about the video, the group, their musical traditions and home city?
- What do you think the students will find most interesting about this group and their story?
- What concepts/skills/topics in your curriculum might the visit and related activities connect to or shed insight on?
- How is the life and community of these performers similar to parts of your students’ communities?
- How is the life and community of these performers distinctly different from your students’ communities?
Prior to Artist Virtual Visit
1
Watch
Students watch the accompanying video about Lundú.
2
Discuss
In a small group of 2-4 classmates, discuss these questions:
- What were your first impressions and thoughts about Lundú?
- What did you like or find interesting about their musical instruments and singing?
- Why do you think it’s important that they have combined traditions from different places and communities across Peru?
3
Question
In groups of 2 or 3, write down 3 questions you want to ask members of Lundú when you meet them.
4
Journal & Interview
The members of Lundú described the many ways their music combines traditions, languages, cultures and even instruments into one unique sound. This requires each band member to bring a piece of themselves and their history to make a unified group. We will create visual representations of each class member and combine them into a single mosaic image.
- Using a small square piece of paper, draw something that represents an important part of you.
- Inspired by the volcanoes that surround Lundú’s hometown, create a class collage in the shape of a volcano. Each person should place their image inside this outline and glue all the squares of paper with images that represent each individual.
- As you add your square to the mosaic, share with your class what you drew and how it represents you, your community, or family.
- If desired, students may choose to fit their mosaic pieces into the shape of a local landmark or figure that represents local community, rather than the Peruvian volcano
Schedule a Virtual Visit With This Artist
Book nowBringing it Back Home: Follow-up Activities
1
Individual Journaling
Explore the following questions as you think about your life, home and community:
- What was similar about Lundú’s home and community to your own? What was different?
- What surprised you during your visit with Lundú?
- If you were to write a song about something that inspires you from your history, community or culture, what would it be?
2
Thank You Card
Write a thank you card to Lundú—be sure to include something personal about yourself and how it connects to them and their music.
3
Home Interview
At home, share what you drew on your mosaic piece with a family member or friend.
Interview that person to see what they might draw on a mosaic piece to represent themselves or their cultural tradition. Journal about how their mosaic piece is different or similar to what you created in class.
Write down these items to share with your class.
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Prior to Artist Virtual Visit
1
Watch
Students watch the accompanying video about Lundú.
2
Discuss
In a small group of 2-4 classmates, discuss these questions:
- What were your first impressions and thoughts about Lundú?
- What did you like or find interesting about their musical instruments and singing?
- Why do you think it’s important that they have combined traditions from different places and communities across Peru?
3
Question
In groups of 2 or 3, write down 3 questions you want to ask members of Lundú when you meet them.
4
Journal & Interview
The members of Lundú described the many ways their music combines traditions, languages, cultures and even instruments into one unique sound. This requires each band member to bring a piece of themselves and their history to make a unified group. We will create visual representations of each class member and combine them into a single mosaic image.
- Using a small square piece of paper, draw something that represents who you are.
- Inspired by the volcanoes that surround Lundú’s hometown, create a class collage in the shape of a volcano. Each person should place their image inside this outline and glue all the squares of paper with images that represent each individual.
- As you add your square to the mosaic, share with your class what you drew and how it represents you, your community, or family.
Classes may choose to fit their mosaic pieces into the shape of a local landmark or figure that represents local community, rather than the Peruvian volcano.
Schedule a Virtual Visit With This Artist
Book nowBringing it Back Home: Follow-up Activities
1
Individual Journaling
Explore the following questions as you think about your life, home, and community:
- What was similar about Lundú’s home and community to your own? What was different?
- What surprised you during your visit with Lundú?
- If you were to write a song about something that inspires you from your history, community or culture, what would it be?
2
Thank You Card
Write a thank you card to Lundú—be sure to include something personal about yourself and how it connects to them and their music.
3
Home Research & Interview
In the film, the group is seated around a table creating a traditional dish together. The food is called solterito which is a light, refreshing salad thought to have been made as far back as ancient times. Today, this dish includes ingredients that could be found in Peru prior to European colonialism such as rocoto peppers, choclo (corn), potatoes and tomatoes, as well as parsley, onion and cheeses more recently added to the recipe. Think of a dish made in your home and the ingredients that are used in it. Research the origins of each ingredient. Using a world map, place each ingredient at its place or origin.
Next, Interview a family member or caretaker to see where they learned of this dish. Add that to the map.
In a journal, write the origin story of this dish, including where each ingredient is from, and how this full dish found its way to you. Extra credit—add where the current ingredient is farmed, made or created.
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Common Core Connections
Reading – Literature
Describe how a narrator’s or speaker’s point of view influences how events are described.
Reading – Informational text
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Writing
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
Speaking & Listening
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics and texts, building on others’ ideas and expressing their own clearly.
Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Reading – Literature
Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
Reading – Informational text
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Writing
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Speaking & Listening
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics and texts, building on others’ ideas and expressing their own clearly.
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.