Do you know what the lyrics are saying? 

Oye como va, mi ritmo
Bueno pa' gozar, m*lata
(Listen to my rhythm
Good for fun m*lata)

The Merrimm-Webster defines:
mulattanoun
mu·​lat·​ta | \ məˈlatə, myəˈ-, myüˈ-, -atə \
plural -sDefinition of mulatta
sometimes offensive
: a mulatto woman or girl : MULATTRESS
Definition of mulatto
1usually offensive: the first-generation offspring of a Black person and a white person
2usually offensive: a person of mixed white and Black ancestryFirst Known Use of mulatto1591, in the meaning defined at sense 1
History and Etymology for mulattoSpanish mulato, from mulo mule, from Latin mulus

As a mixed person, who is of Black and white ancestry, I was shocked and then hurt, to know this song that I loved by Santana, was calling me less than human, likening me and my mixed identify to that of a mule. 

I literally taught this song to my students last year, and felt immediate shame knowing I continued to normalize the dehumanization of Black bodies through this awful term in 
Santana's song. 

So here I am, to say I am NOT anything less because of my mixed identity, Mixed people are people and deserve to be treated as such. 

Join me in finding a different song that shows off Santana's Talent. I can NOT tell you how to be antiracist, in your teaching practice. Perhaps i can suggest you find AnOther Santana song. I encourage you to find a Santana song that honors him without degradIng mixed people.

Click here to purchase my middle school lesson on Santana VS Rihanna. 

What are some suggestions you might have?

Comment your ideas below! 

-Mrs. Dunc 

It's a new school year and as music teachers we know the great task of learning and remembering names.

Many children struggle with correcting adults/peers on how to say their names. We know there is much importance in learning students names correctly and some of the pro's for taking the time to learn your students name include:

• Students feel seen and empowered when their teachers and peers take the time to learn and speak their names properly.
• Names are a big part of student identity and sometimes ethnic origin. 
• It encourages students to be proud of their names and where they come from. 
• ​Every student gets to practice and learn each others names which builds community.

One of my favorite lessons is to use a chant I learned from a mentor teacher of mine who attributes this name chant to Avon Gillespie. See chant in image below:

My objectives for this lesson are: 

• Create & perform rhythm patterns,
• AB form.

​
I use the chant as an "A section" and use students names as the "B section". I have the student phonetically say their name and the class echos. The B might sound like this:
"Mis-zuz dung-kin-sin" -Student leader
"Mis-zuz dung-kin-sin" -Students echo

"Ah-leh-wah-duh" - Student leader
"Ah-leh-wah-duh" -Students echo

"Eh-muh-lee" - Student leader
"Eh-muh-lee"-Students echo

***As an extension I like to pair the chant with books and let the books be the "B Section".  I have used the following books for multiple grade levels. Click on book image below to learn more about the text itself. 

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