PRISMA DE AMORES Latin Suite for Orchestra & Orchestral Program
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Beyond Salsa Bass the Cuban Timba Revolution
BEYOND SALSA BASS THE CUBAN TIMBA REVOLUTION VOLUME 1 • FOR BEGINNERS FROM CHANGÜÍ TO SON MONTUNO KEVIN MOORE audio and video companion products: www.beyondsalsa.info cover photo: Jiovanni Cofiño’s bass – 2013 – photo by Tom Ehrlich REVISION 1.0 ©2013 BY KEVIN MOORE SANTA CRUZ, CA ALL RIGHTS RESERVED No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopy, recording or otherwise, without written permission of the author. ISBN‐10: 1482729369 ISBN‐13/EAN‐13: 978‐148279368 H www.beyondsalsa.info H H www.timba.com/users/7H H [email protected] 2 Table of Contents Introduction to the Beyond Salsa Bass Series...................................................................................... 11 Corresponding Bass Tumbaos for Beyond Salsa Piano .................................................................... 12 Introduction to Volume 1..................................................................................................................... 13 What is a bass tumbao? ................................................................................................................... 13 Sidebar: Tumbao Length .................................................................................................................... 1 Difficulty Levels ................................................................................................................................ 14 Fingering.......................................................................................................................................... -
El Corazón De Cuba Educational Program Curriculum
International Bicycle Fund 4887 Columbia Drive South, Seattle WA 98108-1919 USA +1-206-767-0848 ~ [email protected] ~ www.ibike.org A non-governmental, nonprofit organization promoting bicycle transport, economic development and understanding worldwide. El Corazon de Cuba Educational Program Curriculum Small group, multidiscipline, educational program. The objective of the program is to strengthen your knowledge to better enable you to participate in important public policy discussion on a wide range of topics that affect your life. The program provides and opportunities to comparing and contrasting the work environment, quality of life, social programs, political structure and policies, economic policy and structure, environment, and culture that you are familiar with, to those of Cuba. Day-to-day, on an ongoing basis throughout the program there will be opportunities to meet people, small group discussion with Cubans and excursions and presentations on history, architecture, culture, ethnic diversity, social systems, gender rights and roles, politics, agriculture, mining, industry, fisheries, music, language, religion, geology, botany, and ecology. The following curriculum fails to include literally hundreds of serendipitous people-to-people encounters when we purposefully visit small towns and villages to by snacks and refreshment to talk to people, and ask questions and strike up conversations. Ironically, some of the most meaningful and enlightening people-to-people contacts are the hardest, and virtually impossible, to document. Day 1: “Anatomy of the capital of the Capital: Introducing information on the history and change of Havana, and specifically Vedado ”: architecture (residential and commercial), use patterns (park boulevard, parks, residential and commercial), public institutions (schools, hospitals (8, including cardio and oncology)), religious institutions (churches, convents and two synagogue), monuments and statues (John Lennon, socialist world leaders, military, politician, intellectuals, Jose Marti) and transportation. -
Redalyc.Mambo on 2: the Birth of a New Form of Dance in New York City
Centro Journal ISSN: 1538-6279 [email protected] The City University of New York Estados Unidos Hutchinson, Sydney Mambo On 2: The Birth of a New Form of Dance in New York City Centro Journal, vol. XVI, núm. 2, fall, 2004, pp. 108-137 The City University of New York New York, Estados Unidos Available in: http://www.redalyc.org/articulo.oa?id=37716209 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative Hutchinson(v10).qxd 3/1/05 7:27 AM Page 108 CENTRO Journal Volume7 xv1 Number 2 fall 2004 Mambo On 2: The Birth of a New Form of Dance in New York City SYDNEY HUTCHINSON ABSTRACT As Nuyorican musicians were laboring to develop the unique sounds of New York mambo and salsa, Nuyorican dancers were working just as hard to create a new form of dance. This dance, now known as “on 2” mambo, or salsa, for its relationship to the clave, is the first uniquely North American form of vernacular Latino dance on the East Coast. This paper traces the New York mambo’s develop- ment from its beginnings at the Palladium Ballroom through the salsa and hustle years and up to the present time. The current period is characterized by increasing growth, commercialization, codification, and a blending with other modern, urban dance genres such as hip-hop. [Key words: salsa, mambo, hustle, New York, Palladium, music, dance] [ 109 ] Hutchinson(v10).qxd 3/1/05 7:27 AM Page 110 While stepping on count one, two, or three may seem at first glance to be an unimportant detail, to New York dancers it makes a world of difference. -
Samba, Rumba, Cha-Cha, Salsa, Merengue, Cumbia, Flamenco, Tango, Bolero
SAMBA, RUMBA, CHA-CHA, SALSA, MERENGUE, CUMBIA, FLAMENCO, TANGO, BOLERO PROMOTIONAL MATERIAL DAVID GIARDINA Guitarist / Manager 860.568.1172 [email protected] www.gozaband.com ABOUT GOZA We are pleased to present to you GOZA - an engaging Latin/Latin Jazz musical ensemble comprised of Connecticut’s most seasoned and versatile musicians. GOZA (Spanish for Joy) performs exciting music and dance rhythms from Latin America, Brazil and Spain with guitar, violin, horns, Latin percussion and beautiful, romantic vocals. Goza rhythms include: samba, rumba cha-cha, salsa, cumbia, flamenco, tango, and bolero and num- bers by Jobim, Tito Puente, Gipsy Kings, Buena Vista, Rollins and Dizzy. We also have many originals and arrangements of Beatles, Santana, Stevie Wonder, Van Morrison, Guns & Roses and Rodrigo y Gabriela. Click here for repertoire. Goza has performed multiple times at the Mohegan Sun Wolfden, Hartford Wadsworth Atheneum, Elizabeth Park in West Hartford, River Camelot Cruises, festivals, colleges, libraries and clubs throughout New England. They are listed with many top agencies including James Daniels, Soloman, East West, Landerman, Pyramid, Cutting Edge and have played hundreds of weddings and similar functions. Regular performances in the Hartford area include venues such as: Casona, Chango Rosa, La Tavola Ristorante, Arthur Murray Dance Studio and Elizabeth Park. For more information about GOZA and for our performance schedule, please visit our website at www.gozaband.com or call David Giardina at 860.568-1172. We look forward -
LA BOMBA DEL CHOTA, Una Explosión De Saberes, Propuesta Para El Aprendizaje Integral
PONTIFICIA UNIVERSIDAD CATÓLICA DEL ECUADOR FACULTAD DE CIENCIAS DE LA EDUCACIÓN ESCUELA DE EDUCACIÓN MUSICAL ALVARO MIGUEL ROSERO PONCE LA BOMBA DEL CHOTA, una explosión de saberes, propuesta para el aprendizaje integral. Director: Dr. Fernando Palacios Mateo. PhD QUITO, febrero 2019 PONTIFICIA UNIVERSIDAD CATÓLICA DEL ECUADOR DECLARACIÓN y AUTORIZACIÓN Yo, ALVARO MIGUEL ROSERO PONCE, C.I.100152111-9 autor del trabajo de graduación titulado: “LA BOMBA DEL CHOTA, UNA EXPLOSIÓN DE SABERES, PROPUESTA PARA EL APRENDIZAJE INTEGRAL”, previa a la obtención del grado académico de LICENCIADO EN CIENCIAS DE LA EDUCACIÓN MENCIÓN EDUCACIÓN MUSICAL en la Facultad de Ciencias de la Educación: 1.- Declaro tener pleno conocimiento de la obligación que tiene la Pontificia Universidad Católica del Ecuador, de conformidad con el artículo 144 de la Ley Orgánica de Educación Superior, de entregar a la SENESCYT en formato digital una copia del referido trabajo de graduación para que sea integrado al Sistema Nacional de Información de la Educación Superior del Ecuador para su difusión pública respetando los derechos de autor. 2.- Autorizo a la Pontificia Universidad Católica del Ecuador a difundir a través de sitio web de la Biblioteca de la PUCE el referido trabajo de graduación, respetando las políticas de propiedad intelectual de Universidad. Quito, 14 de febrero de 2019 DIRECTOR: Dr. Fernando Palacios Mateos, PhD LECTORES Mgtr. Fernando Avendaño León. Mgtr. Marcelo Luje Morales. Agradecimientos Con este trabajo de investigación agradezco la gran oportunidad de estudiar y la generosidad con la cual me fueron compartidos muchos saberes, valores y conocimientos. A las personas que formaron parte de esta propuesta: dirigiendo, escuchando, leyendo, conversando, escribiendo, corrigiendo, fotografiando, tocando, jugando, soñando, construyendo, grabando para todos un abrazo. -
HISPANIC MUSIC for BEGINNERS Terminology Hispanic Culture
HISPANIC MUSIC FOR BEGINNERS PETER KOLAR, World Library Publications Terminology Spanish vs. Hispanic; Latino, Latin-American, Spanish-speaking (El) español, (los) españoles, hispanos, latinos, latinoamericanos, habla-español, habla-hispana Hispanic culture • A melding of Spanish culture (from Spain) with that of the native Indian (maya, inca, aztec) Religion and faith • popular religiosity: día de los muertos (day of the dead), santería, being a guadalupano/a • “faith” as expession of nationalistic and cultural pride in addition to spirituality Diversity within Hispanic cultures Many regional, national, and cultural differences • Mexican (Southern, central, Northern, Eastern coastal) • Central America and South America — influence of Spanish, Portuguese • Caribbean — influence of African, Spanish, and indigenous cultures • Foods — as varied as the cultures and regions Spanish Language Basics • a, e, i, o, u — all pure vowels (pronounced ah, aey, ee, oh, oo) • single “r” vs. rolled “rr” (single r is pronouced like a d; double r = rolled) • “g” as “h” except before “u” • “v” pronounced as “b” (b like “burro” and v like “victor”) • “ll” and “y” as “j” (e.g. “yo” = “jo”) • the silent “h” • Elisions (spoken and sung) of vowels (e.g. Gloria a Dios, Padre Nuestro que estás, mi hijo) • Dipthongs pronounced as single syllables (e.g. Dios, Diego, comunión, eucaristía, tienda) • ch, ll, and rr considered one letter • Assigned gender to each noun • Stress: on first syllable in 2-syllable words (except if ending in “r,” “l,” or “d”) • Stress: on penultimate syllable in 3 or more syllables (except if ending in “r,” “l,” or “d”) Any word which doesn’t follow these stress rules carries an accent mark — é, á, í, ó, étc. -
Bera Ballroom Dance Club Library
BERA BALLROOM DANCE CLUB LIBRARY Video Instruction DANCE TITLE ARTIST Style LEVEL 1 American Style Exhibition Choreography Cha Cha Powers & Gorchakova VHS Cha Cha 2 American Style Beginning Rumba & Cha Cha Montez VHS Rumba & Cha Beg 3 American Style Intermediate Cha Cha Montez VHS Cha Cha Int 4 American Style Advanced I Cha Cha Montez VHS Cha Cha Adv 5 American Style Advanced II Cha Cha Montez VHS Cha Cha Adv 6 International Style Cha Cha Ballas VHS Cha Cha 10 American Style Beginning Tango Maranto VHS Tango Beg 11 American Style Intermediate Tango Maranto VHS Tango Int 12 American Style Advanced I Tango Ballas VHS Tango Adv 13 American Style Advanced II Tango Maranto VHS American Tango Adv 14 Advanced Tango American Style Techniques & Principles Kloss VHS American Tango Adv 21 Waltz Vol I International Style Technique & Principles Puttock VHS Int Waltz 22 Waltz International Style Standard Technique Veyrasset &Smith VHS Int Waltz 23 American Style Beginning Waltz Maranto VHS Waltz Beg 24 American Style Intermediate Waltz Maranto VHS Waltz Int 25 American Style Advanced I Waltz Maranto VHS Waltz Adv 26 American Style Advanced II Waltz Maranto VHS Waltz Adv 27 Waltz Vol 1 – Beginner Austin VHS Waltz Beg 30 American Style Beginners Viennese Waltz Maranto VHS Viennese Waltz Beg 31 American Style Intermediate Viennese Waltz Maranto VHS Viennese Waltz Int 32 International Style Advanced I Viennese Waltz Veyrasset &Smith VHS Viennese Waltz Adv 33 Viennese Waltz International Style Standard Technique Veyrasset &Smith VHS Int Viennese 40 International -
Cubam Rhythms for Percussion & Drumset
Aldo Mazza The Essentials:Mazza_Cuban Rhythms for Percussion & Drumset 03/01/2017 9:59 PM Page 2 Table of Contents Acknowledgements ..............................................................................................4 Cuban Rhythms for Percussion and DrumSet: The Essentials ......................5,6 About the Author ................................................................................................ 7 Legend Notation ..................................................................................................8 Instruments ..........................................................................................................9 Conga Technique ..............................................................................................................................10 Language Exercises..............................................................................................................11 Triplets ......................................................................................................................................12 Sixteen-Bar Exercises ..........................................................................................................13 Claves Essential Understanding, African Ternary....................................................................14 Various Clavé, Ternary, Binary ..........................................................................................15 Rhythms Cha-Cha-Cha: Percussion Section ..............................................................................................................16 -
SPRING 2014 45 Musicalized Metatheatre: the Bolero As Intertext in Quíntuples by Luis Rafael Sánchez Sarah Piazza
SPRING 2014 45 Musicalized Metatheatre: The Bolero as Intertext in Quíntuples by Luis Rafael Sánchez Sarah Piazza Akin to the ballad, the bolero is a popular Latin American musical genre that constitutes a public expression of intensely intimate emotions, such as pain over a lover’s infidelity. At the height of its popularity in the 1940s and 50s, the bolero even served as an intermediary between lovers; asking a desired person to dance to a particular bolero transmitted an affec- tive message (Évora 21-23). Masterful boleristas like Agustín Lara, María Grever, and Daniel Santos interwove melody, instrumental accompaniment, and lyrics in a way that illustrates the ideal symbiotic relationship between the conjunto [musical group] and the dancing audience; the audience members are not merely spectators, but active receptors who give social significance to the intimate content of the bolero. The present essay analyzes the ways in which the drama Quíntuples (1984) by Puerto Rican playwright Luis Rafael Sánchez uses the bolero as an important intertext while seemingly limiting the bolero to ambiance music.1 We will first trace the parallels between thebolero as a culturally syn- cretistic musical genre and Quíntuples as a metatheatrical fusion of dramatic and narrative elements. The play’s narrative elements that we will analyze include the incorporation of an author figure, monologue, and metaliterary comments. We will then examine how spectator and reader involvement in Quíntuples relates to the bolerista’s affective communication with the au- dience, which converts listeners into performers. Although Papá Morrison and each of the quintuplets (Dafne, Baby, Bianca, Mandrake, and Carlota) at some point delivers a monologue, the body of analysis focuses on the play’s three most ostentatiously melodramatic characters –Dafne, Mandrake, and Papá Morrison–, who reveal connections to the entertainment industry and enact different characteristics of the bolero. -
Latin Rhythm from Mambo to Hip Hop
Latin Rhythm From Mambo to Hip Hop Introductory Essay Professor Juan Flores, Latino Studies, Department of Social and Cultural Analysis, New York University In the latter half of the 20th century, with immigration from South America and the Caribbean increasing every decade, Latin sounds influenced American popular music: jazz, rock, rhythm and blues, and even country music. In the 1930s and 40s, dance halls often had a Latin orchestra alternate with a big band. Latin music had Americans dancing -- the samba, paso doble, and rumba -- and, in three distinct waves of immense popularity, the mambo, cha-cha and salsa. The “Spanish tinge” made its way also into the popular music of the 50s and beyond, as artists from The Diamonds (“Little Darling”) to the Beatles (“And I Love Her”) used a distinctive Latin beat in their hit songs. The growing appeal of Latin music was evident in the late 1940s and 50s, when mambo was all the rage, attracting dance audiences of all backgrounds throughout the United States, and giving Latinos unprecedented cultural visibility. Mambo, an elaboration on traditional Cuban dance forms like el danzón, la charanga and el son, took strongest root in New York City, where it reached the peak of its artistic expression in the performances and recordings of bandleader Machito (Frank Grillo) and his big-band orchestra, Machito and His Afro-Cubans. Machito’s band is often considered the greatest in the history of Latin music. Along with rival bandleaders Tito Rodríguez and Tito Puente, Machito was part of what came to be called the Big Three. -
Amateur Mul Dance & Scholarship Entry Form
Form Leader: Age: DOB: mm/dd/yy: NDCA#: Studio: F Follower: Age: Teacher: Amateur Mul� Dance & Scholarship Entry Form DOB: mm/dd/yy: NDCA#: Phone: Adult contact name: Email: Amateur Rhythm Amateur Int'l Ballroom $ Per Category Dances Couple Category Dances $ Per Couple Sun Day - Session 10 Sun Day - Session 10 40 Amateur Under 21 - American Rhythm Cha Cha, Rumba, Swing, Bolero Amateur Under 21 - Int'l Ballroom Waltz, Tango, V. Waltz, Foxtrot, Quickstep 40 Wed Eve - Session 3 Fri Day - Session 6 Pre-Novice - American Rhythm Cha Cha, Rumba 40 Pre-Novice - Int'l Ballroom Waltz, Tango 40 Novice - American Rhythm Cha Cha, Rumba, Swing 40 Pre-Novice - Int'l Ballroom Foxtrot, Quickstep 40 Pre-Championship - American Rhythm Cha Cha, Rumba, Swing, Bolero 50 Novice - Int'l Ballroom Waltz, Foxtrot, Quickstep 40 Senior Open - American Rhythm (35+) Cha Cha, Rumba, Swing, Bolero 50 Pre-Championship - Int'l Ballroom Waltz, Tango, Foxtrot, Quickstep 40 Open Am - Am Rhythm Scholarship Cha Cha, Rumba, Swing, Bolero, Mambo 55 Senior Open - Int'l Ballroom (35+) Waltz, Tango, V. Waltz, Foxtrot, Quickstep 50 $ Total Amateur Rhythm Dance Entries: Masters Open - Int'l Ballroom (51+) Waltz, Tango, V. Waltz, Foxtrot, Quickstep 50 Fri Eve - Session 7 55 Open Am - Int'l Ballroom Scholarship Waltz, Tango, V. Waltz, Foxtrot, Quickstep Amateur Smooth $ $ Per Total Amateur Int'l Ballroom Dance Entries: Category Dances Couple Sun Day - Session 10 Amateur Under 21 - American Smooth Waltz, Tango, Foxtrot, V. Waltz 40 Amateur Int'l La�n Thu Eve - Session 5 Category Dances $ Per Pre-Novice - American Smooth Waltz, Tango 40 Couple Sun Day - Session 10 Novice - American Smooth Waltz, Tango, Foxtrot 40 Amateur Under 21 - Int'l La�n Cha Cha, Samba, Rumba, Paso Doble, Jive 40 Pre-Championship - American Smooth Waltz, Tango, Foxtrot, V. -
The Nueva Trova: Frank Delgado and Survival of a Critical Voice Lauren E
CHAPTER 4 The Nueva Trova: Frank Delgado and Survival of a Critical Voice Lauren E. Shaw The nueva trova is not a genre or an artistic school. Rather, it is a musical movement that is not characterized by a particular style. As a movement, it belongs more to a certain ideology and way of life than to a certain time period. The musical forms it encompasses are many: bolero, guaguancó, guajira, guaracha, danzón, son and ballad. Some troubadours even include reggae and rap into their repertory. It is the ballad, however, that is used most frequently due to its flexibility of form that can accommodate more adeptly to lyrics. The nueva trova emerged in Cuba at the end of the sixties with singer- songwriters Silvio Rodríguez and Pablo Milanés as its two-main founders. It has come to be associated with the ideological, historical and social-political context of the Cuban Revolution. In fact, in the last few decades, its songs have conveyed the impact of socialism on the island. Although it is part of the world-wide movement of protest songs in the sixties, the nueva trova is unique, due to the political situation in Cuba. Some of the foremost artists taking part in this international song form are: Pete Seeger, Bob Dylan and Joan Baez in the United States; Violeta Parra and Víctor Jara in Chile; Mercedes Sosa in Argentina; Oscar Chávez and Amparo Ochoa in México; Roy Brown in Puerto Rico and Joan Manuel Ser- rat, Paco Ibáñez, Luis Llac and Raimón in Spain. Insisting on social justice, these artists strove to raise consciousness and to speak out against oppressive social and political systems.