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“Señora Santana”

Grades 9-12

Enrichment Activity: This is Us

“Señora Santana” is a song with a simple melody and a powerful story. People of all ages use music to convey a wide range of emotions and experiences.

In this lesson, students will work in groups and write a song that describes or characterizes their feelings or relationship with their school, town, or city. Their lyrics can be direct or “metaphorical,” like we hear in “Señora Santana.”

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”

1. Listen, analyze, discuss. Share a copy of the lyrics and translation with the students and play the entire original recording of “Señora Santana” (at least once) for students to review. Encourage students to use the graphic organizer to capture their thoughts. Discuss the recording and lyrics. Have student consider the following questions:
   1. What do the lyrics communicate to the audience?
   2. What does this song make you think of?
   3. What patterns do you recognize in the song's melody and lyrics?
   4. What poetic devices does the songwriter use (e.g., rhyme, metaphor, hyperbole, etc.)?
   5. What do you think it is like for children or young people to perform this song?


2. Listen again. Review the recording of “Señora Santana” again so students can become familiar with the song's form and melody.


3. Write your own. Instruct students to write their own song (using the couplet form: AB, CD, EF). Students may use the same melody as the “Señora Santana” recording, or create a new one. Have students consider the following ideas:
   1. Reflect on your experiences as young children. What are some concerns or worries that you had as a child?
   2. Share your own experiences as a student navigating school life when you were younger.
   3. Share your own experiences with movement or migration as a young child.
   4. Share a time about a collective loss that you experienced.
   5. Exploring issues and challenges connected to personal identity
      
      For example: A song about a childhood concern to the tune of “Señora Santana” might look like:
      1. Quiet in the shadows, all the lights are out
         Mom says there are no monsters, but I am filled with doubt
         
         What was that noise? Did someone open the door?
         I think I hear creepy critters walking across the floor.
         
         I can’t wait for morning, I just want to sleep
         I’ll close my eyes real tight, but I really want to scream!


4. Share your work. Have students sing or speak their new compositions with the class.


5. Reflect on the activity. Have students consider the following questions as they reflect on the activities:
   • Why did you choose your topic to write about? What significance does it have for you and your group?
   • What challenges did you have creating your own lyrics?
   • What literary devices did you use in your composition?
   • Have you ever used music to reflect on a childhood experience? If so, which songs have you written, or which songs do you listen to?
   • Have you ever used music to explore or communicate your emotions? If so, what songs do you typically use?
   • How does music help you connect with those around you?