Julie Galle Baggenstoss
Spain, Africa, Asia, and Latin America come together in interactive programs based on the art of Flamenco. Programs celebrate the cultures that blended in the making of this exciting art form, and the culture of Spain that is at its core. Students dance, sing, stomp, and clap with Flamenco artists – and each other – as they learn about the history of Spain on both sides of the Atlantic Ocean. Through original research, teaching artist Julie Galle Baggenstoss brings centuries-old traditions into contemporary lives in lessons that cross the arts with curriculum standards in literacy, history, Spanish language, and teamwork. With professional training as both a Flamenco dancer and a teaching artist, Ms. Baggenstoss has presented programs across Georgia for over 15 years, for clients such as the Woodruff Arts Center, the Rialto Center for the Arts, Georgia Public Libraries, school systems, and universities.
Arts Disciplines: Dance
Core Content Curriculum Areas: Dance, Science, Math, English/Language Arts, Social Studies/History, Modern Languages/Spanish
Specialized Content Areas: STEAM, Arts Integration, Literacy, World Cultures, Modern Languages/Spanish
Grade Levels: K-2, 3-5, 6-8, 9-12, college
Special Populations: Spanish speaking learners
Pre-Service Learning and Professional Development: Professional Development for Teaching Artists
Geographic Availability: Metro Atlanta, North Georgia, Middle Georgia, South Georgia
- Performances: $500 for a single show; $600 for two back-to-back shows
- Workshops: $250 for a single workshop; $325 for two back-to-back workshops; discounts are available for 3+ workshops in a single day
- Residencies: $1,200 for a 5-day residency in a single week, meeting with 2-4 groups daily; discounts are available for multi-week residencies
Julie Galle Baggenstoss is a Flamenco dancer who works as a professional teaching artist before audiences of children and adults, including educators. She is the founder of Berdolé Flamenco Management and Production, A Través, Inc., a 501(c)3 organization, and she is a member of the faculty of Emory University’s Dance Program, where she teaches Flamenco as part of the university curriculum. She currently tours her original arts integration programs “Ferdinand por farruca,” “Thomas and Carmencita,” and “That’s Apoyo,” and performed “Olé Flamenco,” presented by Arts for Learning Woodruff Arts Center for nearly a decade. In residencies and workshops for students of all ages across the southeastern U.S., she uses Flamenco to teach important skills such as teamwork, communication, and collaboration. Her programming is presented in arts integration in schools, universities, libraries, and community centers, where her focus is on getting people involved in making art quickly and effectively. Performance props, such as the popular Flamenco shawl or the exotic zambomba drum become artifacts for teaching social studies and science. Flamenco song lyrics and melodies become tools for algebra, geometry, and literacy lessons. Through professional training at the Woodruff Arts Center, Ms. Baggenstoss has gained the skills to make the connections between art and Common Core, combing standards for opportunities to bring new understanding of required curriculum to kids of all ages.
Julie Galle Baggenstoss has been working as a professional teaching artist in the southeastern U.S. since 2003. She is presented by the Rialto Center for the Arts in its outreach program, and was a roster artist for Young Audiences-Woodruff Arts Center for nearly a decade. She independently books shows and workshops in libraries, community centers, universities, and schools serving grades K-12, though her focus is K-5 and college audiences. Ms. Baggenstoss first learned Flamenco dance with the renowned Teresa Romero Torkanowsky in New Orleans, and from there she ventured to Spain to study the art form in 2003. Ms. Baggenstoss now spends summers in Seville researching the history and cultural significance of Flamenco, as well as attending classes for continuous improvement as an artist. She received her training as a teaching artist during professional workshops offered by Young Audiences-Woodruff Arts Center in 2006-2015. Ms. Baggenstoss is currently completing her M.A. in Spanish to formalize her research in Spain and fuel new arts integration programming.
- SAMPLE PROGRAM 1 / LITERALLY FLAMENCO
- Content focus: song lyrics
- Curriculum focus: literacy
- Delivery method: single-day workshop
- Single day workshop — Inferences & original writing for 9th grade
- 20 minutes / input – Dance, rhythm, singing lesson
- 5 minutes / input – As a class, kids list what they know about the song lyrics: setting, characters, mood, vocabulary, on board.
- 5 minutes / collaboration – In small groups, kids make inferences about the plot based on their knowledge of Spain. Kids select one single concept from their list of inferences, and use it as a base write a short story.
- 5 minutes / output – In groups, kids construct narratives of 5 sentences; or small children draw a picture to illustrate the story.
- 5 minutes / presentation – Groups share stories, reading them aloud to class
- 5 minutes / reflection – As a class, kids identify the emotional theme of their stories.
- 5 minutes / art form practice – Kids sing and dance to reflect emotional themes, manipulating space and time of movement.
- —60 minute session ends here with 10 minute reflection and review, 90 minute session continues with the following activities–
- 5 minutes / input – In small groups, kids brainstorm words related to the stories. They share as a class in a lightning round of writing words on the board.
- 8 minutes / output – Individually, kids write a 3-line poem that expresses that emotional theme (not the plot) of any story using words written on board.
- 5 minutes / presentation – Kids volunteer or are called on to read poems to class.
- 10 minutes/ art form practice – Teaching artist selects one poem to set to music (translated to Spanish if not written in Spanish). Kids sing the poem and dance to it following guidelines set at the beginning of the session.
- SAMPLE PROGRAM 2 / FLAMENCO DESIGN
- Content focus: communication
- Curriculum focus: STEM
- Delivery method: single-day workshop
- Single day workshop – Communication for 5th grade
- 20 minutes / input – Dance, rhythm lesson
- 5 minutes / input – Artist demonstrates short dance and kids make observations about the sequence, based on what they learned in the previous 20 minutes & new ideas that they perceive. Assigned student writes observations on board.
- 5 minutes – input – Via kid observations and her own, artist explains the typical structure of a Flamenco improvisation
- 5 minutes – practice – Kids dance short choreography in the form of the artist´s explanation.
- 5 minutes – output – In groups, kids play with rectangles and square shapes to physical understand fractions. Kids arrange shapes in a form that represents the Flamenco dance that they just danced. Artist checks forms and kids revise as necessary.
- 10 minutes – output – kids dance choreos to music, taking notes of successes, revising where necessary.
- 10 minutes – presentation – kids present choreos to group and for feedback and peer assessment.
- —60 minute session ends here, 90 minute session continues with the following activities–
- 5 minutes – kids learn the improvisational codes of Flamenco dance, music, singing; they play a short game to reinforce rhythm.
- 5 minutes –kids learn a short song in Spanish
- 10 minutes – in groups, kids practice the roles of each part of improvisation: support and active artistic roles
- 10 minutes – kids improvise in the Flamenco tradition, including solo work
- SAMPLE PROGRAM 3 / MAPPING FLAMENCO
- Content focus: shawl trade
- Curriculum focus: social studies
- Delivery method: assembly program
- Assembly program: K-5, delivered in 2 shows, one for K-2 and one for 3-5
- 4 minutes / dance #1 and open the show
- 3 minutes / welcome to the show, basic facts about Flamenco and the band that is performing today
- 1 minute / First influence: Cuba, play old Cuban song
- 5 minutes / volunteers on stage to learn rhythm that is ¾ and 6/8 time (fractions!)
- 3 minutes / dance #2 with the volunteers on stage providing rhythm
- 3 minutes / show shawl and explain its Chinese origins, Mexican hybridization (in elementary school terms), and significance in trade and uniting the East, the New World, and Spain, as well as the past and the present
- 2 minutes / Argentina influence: Play Argentinian song
- 3 minutes / dance #3
- 4 minutes / Rumba and African influence: Play old African song
- 10 minutes / teach kids to dance and have volunteers on stage to dance with me
- 2 minutes / closing remarks and bows
Sample Lesson Plans/Study Guides: