Folklore PPT Presentation
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ScribdTranslationsTRADITIONAL
CULTURE
END TION
TO
FUNCTIONALITY
FOLK GEOGRAPHY
FROM CHILE
FOLLCLOR IN THE MINEDUC
FOLKLORE
PROGRAM
FROM
NATIONAL UNIVERSITY
CHILE
ANDRES BELLO
FOL CL
HOMEPAGE
END TION
OR FOLK
LORE
(town or people)
(knowledge or knowledge)
FUNCTIONALITY
FOLK GEOGRAPHY
FROM CHILE It corresponds to the set of cultural manifestations and
THE FOLKLORE IN THE
MINEDUC PROGRAM
artistic expressions through which a people or
community in an anonymous, traditional and spontaneous way,
to satisfy needs of a material nature or
immaterial.
(Willi a m s John Thoms, Athenaeum magazine in 1846)
FOL CL OR
♦♦
The Chilean professor and researcher Jorge Rodríguez Gallardo in his book “Musical
Folklore in the School” (Santiago, year 2000) states that this not only understands
music but also encompasses a series of other manifestations, which he classifies as
Immaterial Folklore and Folklore Material , according to its functionality.
IMMATERIAL FOLKLORE
ENHANCEMENT FUNCTION COGNITIVE FUNCTION COMMUNICATION FUNCTION
RECREATIONAL PLAYFUL MAGICAL – EMPIRICAL – LANGUAGE LITERATURE
RELIGIOUS RATIONAL
Myths Beliefs Sayings
Games Medicines Anecdotes
Music Dance Dialects Vocables Poetry Legends
Sports Hobbies Narrations
Customs Festivals Sayings Mimics Stories Theater
Riddles
Meals Clothing Vehicles Boats
Drinks Ornaments
Masks
FOL CL
OR
Meal Basketry Religious
House syncretism
Costumes Way to feel the
construction
Legends dead Celebration
Saddlery of saints Home
Songs
Furniture remedies
Dances
Ceramics
Mythology
FOL CL
HOMEPAGE
OR
END TION
FUNCTIONALITY
FOLK GEOGRAPHY
FROM CHILE
FOLLCLOR IN THE MINEDUC
PROGRAM
CHILE is divided into three large geographical areas and each one in
turn has internal cultural territories determined by
location, climate and landscape. In each place people
have different customs and ways of expressing
themselves.
→ NORTH ZONE : Andean Area, Atacameña Area
and Diaguita Area - Hispanic
→ CENTRAL ZONE : Hispanic influence area (urban
and rural)
→ SOUTHERN ZONE: Mapuche Area, Chiloé Area and Austral Area
→ ISLAND AREA: Easter Island
North Zone
Downtown area
OUTFIT
HUASA
RODEO
RAMADA SKILL
COURSE
A EMPANADA
'LA CHICHA
South Zone
SHOCK
PORUM
Te
tm
>ca
K*“
Easter Island
. )8
* 1ae
Hl' ,
-
TAMURE 2___
(RAPA NUI)
FOL CL
HOMEPAGE
OR
DEFINITION
FUNCTIONALITY MINEDUC PROGRAM :
FOLK GEOGRAPHY
THE EDUCATIONAL REFORM
FROM CHILE
FOLLCLOR IN THE MINEDUC
PROGRAM
ARTISTIC EDUCATION SUB-SECTOR:
MUSICAL ARTS
MODULE I: MODULE II :
SOUND THE
COMPONENTS FOLKLORE
OF THE
MINEDUC
PROGRAM (Ier.
Basic Cycle)
MODULE III: MODULE IV:
MUSICAL INTEGRATION
LANGUAG
E
FOLLCLOR IN THE
FIRST BASIC CYCLE
(MINEDUC)
First Basic II Semester
Second basic II Semester
I Semester
Third Basic
II Semester
I Semester
B as i c
Room II Semester
Second basic
FOLKLORE
Heave
ns
Traditional dances Chapeca
o
Porridge
Children's Folk Songs
Exploration
Cultivators
National and regional *
indigenous and folk Applic
musical instruments Occasionality
Validity
Construction of Observation in photos and
* simple percussion videos Listening live or in
instruments Use in recordings
children's folk songs
Third Basic
(1st. Sem.)
local
FOLKLOR Imitative Dances
E Regional
Choreograph
The
Zoomorphi ies
turkey
c * Musical
Clothinginstruments
The Songs
App
licat
Occasionalit
Cultural
y
context
* Validity
Cultors
Festivitie
FOLKLORE Basic Room
(1st. Sem.)
music function Folk repertoires
in societies Dances
Community songs
Indigenous Dance
Communitie s
s Rituals
North Rural area
Areas of the Cente Island area
country r highland area
So
ut
Festivities hMarriages
Birthday
Interviews Cultivat
Other ors
activities Representations
Books
Investigation
Videos
Reflection on validity Idea of change in
or not of demonstrations music from different
folkloric eras
* Demonstrations Grade of
Folklor Validity e
* Dances Representation
Repertories before the
* Customs » Festivals educational
* Festivities Games
Trades
Occasionality
Characteristics
