Listen to the songs, read the lyrics, and imagine them in your classroom.

• Which songs will your students connect with?

• Which songs tell a story?

• Which songs are the most singable?

• Which songs teach language, culture, or geography?

• Which songs add something unique to Cantarama?​

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Here are a few of Profe Potter's thoughts to consider:

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Tú Con Él by Rauw Alejandro:

Cons

• We already have several "relationship/ex" songs in the bracket so I don't want to add more necessarily.

Pros

• A modern artist keeping salsa alive / connecting to his roots.

• Opportunity to compare Rauw's version with the original by Freddie Ruiz.

• "Tú con él" is repetitive and easy for novice learners.

• Great example of authentic, contemporary salsa.

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El Día de Mi Suerte:

Cons

• Slower and less immediately catchy.

• The lyric video / album art includes a man holding a gun to someone

• The tone can feel melancholy.

Pros

• Memorable refrain that students can quickly sing along to.

• Excellent example of the future tense in context.

• Introduces iconic artists Willie Colón and Héctor Lavoe.

• Rich discussion opportunities about hope, perseverance, and the meaning of the lyrics.

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En Barranquilla Me Quedo:

Cons

• Less of a traditional chorus, making it harder to sing along.

• The official music video is not classroom appropriate.

Pros

• Celebrates the culture and people of Barranquilla, Colombia with an iconic Colombian song.

• Easy connections to geography, Carnaval de Barranquilla, Shakira ("En Barranquilla se baila así") , and Encanto.

• The opening verse is accessible for novice learners with translations (clear language: easy to hear and understand the vibe).

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Malportada: 

Cons:​

• The theme of "misbehaving" may not appeal to every teacher or school community, although the lyrics themselves are appropriate.

• The official music video is not classroom appropriate. She is wearing a swimsuit that doesn't cover much at all. 

• Some may interpret the song as glamorizing rebellious behavior. The most "scandalous" lyric might be "si a ti te llaman el malportado y a mí me llaman la malportada, ¿Por qué no nos malportamos juntos?" but I think it's more about being labeled /misunderstood.

Pros:

• Highly relatable for many teenagers who feel misunderstood or labeled. I know of certain students who feel connected / seen by this song. 

• Opens the door to conversations about identity, stereotypes, and expectations. She explains it really well in this video (in English)

• Catchy, modern, and likely to resonate with students. It's just a great sounding song! 

• Provides authentic language around personality traits and relationships 

• Great for teaching imperfect / preterite tenses, gender noun agreement reflexive verbs, and useful language like portarse, castigo, peligro, sin vergüenza, etc