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“Señora Santana”

Grades 9-12

Enrichment Activity: One Song, Many Stories

The children’s song “Señora Santana” has circulated in many contexts and among Latin and Latin American communities for centuries. But the version in this lesson is special because of its connection to the Cuban American immigrant children in Florida. In the context of migration, the lyrics explore ideas of community connections, loss, and longing.

In this lesson, students will listen to and engage with two different iterations of “Señora Santana.” The goal is to identify what is unique about the Ybor City recording and analyze and hypothesize what factors may have shaped the different presentations or experiences of the song.

1. LOC Mixtape Graphic Organizer


2. Audio recording of Adelpha Pollato’s version of “Señora Santana”


3. Lyrics to Adelpha Pollato’s version “Señora Santana”


4. “Lo, lo, lo, lo, tata = Lullaby of the Coyote” : Sound recording of a version of “Señora Santana” recorded by Sidney Robertson Cowell and sung by Lottie Espinosa in 1939 in California. The full song is called “Lo lo lo lo tata” or “Lullaby of the Coyote.” You may listen to the entire recording, but the “Señora Santana” excerpt occurs at (0:50-1:22). This song was also recorded in 1939 as a part of the WPA project.


5. Lyrics to Lottie Espinosa’s version “Señora Santana”


6. Library of Congress Blogs: “Caught My Ear: The Lullaby That Came to Symbolize the Exodus of Cuba’s Children”

1. Listen and analyze. Share copies of the lyrics and translations of both songs with the students.
   1. Play the entire original recording of the Cuban version of “Señora Santana” (at least once) for students to review. Have students follow along with the lyrics.
   2. Play the entire original recording of “Señora Santa ana” (at least once) for students to review. Have students follow along with the lyrics.
   3. Encourage students to use the graphic organizer to capture their thoughts.


2. Discuss the recording and lyrics. Have students consider the following questions:
1. How are the lyrics of the two songs different? How are they the same?
2. How are the songs different? Note: The two guests in the podcast give a hint about how “Señora Santana” is traditionally performed. Can you recall how they described the traditional performance practices?
3. What do you think the “apple” represents for these singers or communities?
4. Why might the two singers have responded differently to the loss of the apple?
5. What might the differences in the songs suggest about the differences in these communities or their perspectives on migration or movement?
6. Why do you think folklorists chose to record these songs?
7. In what ways do you think these two versions are related? Why might this song show up in multiple places?


3. Read and access. Now share the text of the blog “Caught My Ear: The Lullaby That Came to Symbolize the Exodus of Cuba’s Children.” Teachers can share it in its entirety or just an excerpt. Allow students space to read and test some of their hypotheses. Have them consider the following questions:
   1. How does this information change your perception of the song?
   2. Did anything in the blog surprise you?
   3. What details or concepts from the reports stand out to you?
   4. What new questions do you have after listening to the music and reading this information?


4. Share your responses. Prompt students to share their insights with the class.


5. Reflect on the activity. Have students consider the following questions as they reflect on the activities:
   • Were you familiar with the song before this lesson? If so, what were your experiences with the music?
   • Are there any songs that you learned as a child that are important to you? If so, why?
   • Can you think of a song that has many different versions? If so, why do you think other people or communities sang it differently?