Guacamole!

We love to write upbeat Latin songs. They're just sooo much fun! Even if you have kids who don't like guacamole (and you will), they will like to sing this song - especially with the exciting big band on the recording!

The melody is simple and repetitious, and even the syncopations seem easy to learn when singing along with the recording. They just sort of fall into place. The rhythm is very lively - lots of drums, congas, shakers, etc. - and definitely helps set the mood. We would be surprised if your students didn't naturally start to move along with this one.

There are four separate opportunities for spoken solos during the section at measure 19. Use the same soloist each time or pick different ones, as we did. Have them say "Guacamole!" with gusto!

You will notice that we have chosen to pronounce the word "guacamole" in an affected style. Instead of the traditional Americanized long "e" sound at the end of the word, we have made it a long "a" sound instead. Your interpretation is up to you. Do what feels right.

On the D.S., there is a flute solo over instrumental tracks. This section is meant to be used for a movement feature. Select one or more students to be your dancers. Movement can be simple, such as macarena-like moves, or it can be complex.

Another idea would be to select students to play small hand percussion instruments complementary to the music, but in a choreographed manner. For example, a student with maracas could devise a movement pattern shaking the instruments over her head, then to the side, then the other side, one at a time, out front, by her knees, and so on. Pick several simple instruments such as cowbells, guiros, triangles, etc., and have them do similar or unique movements.