SAMBA, MULATAS and the SOCIAL MEANING of CARNIVAL By

Total Page:16

File Type:pdf, Size:1020Kb

SAMBA, MULATAS and the SOCIAL MEANING of CARNIVAL By SAMBA, MULATAS AND THE SOCIAL MEANING OF CARNIVAL By COREY A. C. DAVID DE SOUZA A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2015 © 2015 Corey A. C. David De Souza ACKNOWLEDGMENTS I thank my research partner, friend and soul mate Victor Souza for taking this journey with me. I thank my son, Rauã and my parents Heidi, Bill, Ken and Rebecca for their love, patience and support. I thank my advisor Dr. Faye Venetia Harrison for believing in me and taking me under her wing. I thank Drs. Joan Frosch, Florence Babb and Michael Heckenberger for joining my team and providing invaluable insight, and Drs. Larry Crook and Welson Tremura for sharing their expertise, especially in defining music terms. I thank the passistas of Alegria da Zona Sul: Joyce, Priscilla, Danika, Vanessa, Mayara, Pelezinho, Batata; Vila Isabel: Milena and Gii; Acadêmicos da Rocinha; Mangueira: Rafaela Bastos, Marcia Anjo, Evelyn Bastos, Luciana Ferreira, Carla Valente; samba specialists at the Centro Cultural Cartola: Nilcemar Nogueira and Vinicius Natal; Isnard Manso, Giovanni and all of the students and instructors at the Centro Cultural Carioca; sambistas of Bahia Dona Dalva, Gerônimo, Deise, and instructors of the Escola de Dança da FUNCEB for letting me into their world and for dancing with me. 3 TABLE OF CONTENTS page ACKNOWLEDGMENTS ...............................................................................................................3 LIST OF FIGURES .........................................................................................................................7 LIST OF OBJECTS .........................................................................................................................9 BRAZILIAN-PORTUGUESE TERMS ........................................................................................10 ABSTRACT ...................................................................................................................................15 CHAPTER 1 INTRODUCTION ..................................................................................................................16 2 RESEARCH METHODS .......................................................................................................24 2.1 Overview ...........................................................................................................................24 2.2 First Contact: Rio de Janeiro ............................................................................................27 2.3 Bahia .................................................................................................................................34 3 THEORETICAL PERSPECTIVES ........................................................................................37 3.1 Performance Theory .........................................................................................................37 3.2 Finding Passistas ...............................................................................................................42 3.2.1 Field Notes, July 2011. ...........................................................................................42 3.2.2 Anthropology of the Body ......................................................................................43 3.3 Visual Anthropology, Autoethnography and Embodiment ..............................................50 3.4 Samba through an Intersectional Lens ..............................................................................53 3.5 Samba as Living Heritage .................................................................................................57 4 IDENTIFYING THE SAMBA MATRIX ..............................................................................63 4.1 What is Samba? ................................................................................................................63 4.2 Before Samba was Samba ................................................................................................63 4.3 Syncopation: Occupying Negative Space .........................................................................71 4.4 Samba in Bahia .................................................................................................................73 4.5 Documenting Samba .........................................................................................................91 4.6 Samba Carioca ..................................................................................................................92 4.7 Bota Abaixo ......................................................................................................................99 4.8 Theme & Variations in Music & Movement ..................................................................100 4.9 Dancing Samba ...............................................................................................................104 4.10 Modernizing Forces ......................................................................................................108 4.11 Rise of the Passista and the Professional Mulata .......................................................116 4 5 CONFLICTING COSMOLOGIES ......................................................................................127 5.1 Dance and the Sacred Body ............................................................................................127 5.2 Dancing Outside the Lines ..............................................................................................134 6 VISUAL DATA ....................................................................................................................140 6.1 Videos .............................................................................................................................140 6.2 Photographs ....................................................................................................................150 7 THE REHEARSAL SPACE.................................................................................................154 7.1 In the Dance Laboratory .................................................................................................154 7.1.1 Field Notes: September 17, 2012 .........................................................................154 7.1.2 Becoming a Passista .............................................................................................155 7.2 What is Rehearsal? .........................................................................................................156 7.3 What is Choreography? ..................................................................................................158 7.4 Building a Performance ..................................................................................................160 7.5 Learning to Samba ..........................................................................................................163 7.6 The Rehearsal Season .....................................................................................................164 7.6.1 Field Notes: September 22, 2012 (Rehearsal at Mangeuira Samba School) ........165 7.6.2 Rehearsal or Performance? ...................................................................................167 7.7 Improvising Choreography .............................................................................................169 7.7.1 Field Notes: July 27, 2012 ....................................................................................171 7.7.2 Negotiation ...........................................................................................................172 7.7.3 Field Notes: October 1, 2012 ................................................................................172 7.7.4 Playing the Field ...................................................................................................173 7.7.5 Field Notes: October 13, 2012 ..............................................................................174 7.7.6 Invitation to Choreograph .....................................................................................175 7.7.7 Field Notes: October 15, 2012 ..............................................................................176 7.7.8 Field Notes: Sunday, October 21, 2012 ................................................................177 7.7.9 Making Enemies ...................................................................................................179 7.7.10 Field Notes: Monday, October 22, 2012 ............................................................179 7.7.11 Field Notes: Saturday, October 27, 2012 ...........................................................183 7.7.12 Seeking an Elite School ......................................................................................185 7.7.13 Field Notes: Saturday, October 27, 2012 cont. ..................................................185 7.7.14 Not such a Good Idea .........................................................................................186 7.7.15 Field Notes: Sunday, October 28, 2012. .............................................................186 7.7.16 Field Notes: Monday, October 29, 2012 ............................................................187 7.7.17 Field Notes: Monday, October 29, 2012, continued: .........................................188 7.8 Joining the Upper Division .............................................................................................189
Recommended publications
  • (These Are Basic Patterns) Introduction Although Cha-Cha
    2 Step 2 Dance Studio Cha-Cha Basics Cha-Cha Basics Pre-requisite None (These are basic patterns) Introduction Although Cha-cha is one of the Cuban family of dances that is danced throughout the Latin American countries, it is one of the most popular of dances practiced in the Western world, including the United States. It is a stationary dance, like the Rhumba or Mambo, (also East Coast Swing or West Coast swing), except that it has a distinctive cha-cha-cha step that gets its name from splitting the 4 count into two steps so that the 4 and 1 create three quick steps. The dance was originated by Enrique Jorrín in 1948 as a variant of Mambo and Rhumba. It caught on quickly and its popularity spread throughout the world. It was picked up by the country-and-western genera in the last few years dancing to such songs as “Gulf of Mexico” by Clint Black, “Out on the Boardwalk”, “I Want to Dance With You”, and “I’m Going to be Your #1” from the rock and roll era. Today, cha-cha is danced equally as 2-step, polka, Jitterbug, and East Coast Swing. In this segment, we are going to discuss: • The music – how to step to the beat and how determine if it is a cha-cha. • Contact – how to hold your partner. • The basic foot work. The Music Although it is not important to know, Cha-cha is played to 4/4 timing. Each basic covers two bars, or eight beats of music.
    [Show full text]
  • Juventude, Sociabilidade E Associativismo Nas Escolas De Samba Mirins Do Rio De Janeiro Revista Do Instituto De Estudos Brasileiros, Núm
    Revista do Instituto de Estudos Brasileiros ISSN: 0020-3874 ISSN: 2316-901X Instituto de Estudos Brasileiros Ribeiro, Ana Paula Alves O futuro do sambista e o sambista do futuro: juventude, sociabilidade e associativismo nas escolas de samba mirins do Rio de Janeiro Revista do Instituto de Estudos Brasileiros, núm. 70, Maio-Agosto, 2018, pp. 189-207 Instituto de Estudos Brasileiros DOI: 10.11606/issn.2316-901X.v0i70p189-207 Disponível em: http://www.redalyc.org/articulo.oa?id=405657236011 Como citar este artigo Número completo Sistema de Informação Científica Redalyc Mais artigos Rede de Revistas Científicas da América Latina e do Caribe, Espanha e Portugal Home da revista no Redalyc Sem fins lucrativos acadêmica projeto, desenvolvido no âmbito da iniciativa acesso aberto O futuro do sambista e o sambista do futuro: juventude, sociabilidade e associativismo nas escolas de samba mirins do Rio de Janeiro [ The future of the samba musician and the samba musician of the future: youth, sociability and associativism in children’s samba schools from Rio de Janeiro Ana Paula Alves Ribeiro1 Artigo desenvolvido a partir da tese de doutorado Novas conexões, velhos associativis- mos: projetos sociais em escolas de samba mirins (Instituto de Medicina Social/UERJ, 2009), em diálogo com o Núcleo de Pesquisa das Violências (Nupevi/UERJ). RESUMO • Crianças e adolescentes participam, participate with their families in the activities com as suas famílias, das atividades das escolas of samba schools. These young people have their de samba, tendo, há décadas, espaços próprios: own spaces for decades: children’s section; mas- ala das crianças; escolinhas de mestre-sala e por- ter of ceremonies and flag-bearer (courses); drum ta-bandeira; baterias mirins, com a perspectiva sections, allowing for professionalization and de profissionalização e renovação nas próprias renovation within the samba school itself; and escolas; e escolas de samba mirins.
    [Show full text]
  • Page 1 of 205 9/1/2009
    Page 1 of 205 As filed with the Securities and Exchange Commission on September 1, 2009 UNITED STATES SECURITIES AND EXCHANGE COMMISSION WASHINGTON, D.C. 20549 FORM 20-F Amendment No. 1 REGISTRATION STATEMENT PURSUANT TO SECTION 12(b) OR (g) OF THE SECURITIES EXCHANGE ACT OF 1934 OR ANNUAL REPORT PURSUANT TO SECTION 13 OR 15(d) OF THE SECURITIES EXCHANGE ACT OF 1934 For the fiscal year ended December 31, 2007 OR TRANSITION REPORT PURSUANT TO SECTION 13 OR 15(d) OF THE SECURITIES EXCHANGE ACT OF 1934 OR SHELL COMPANY REPORT PURSUANT TO SECTION 13 OR 15(d) OF THE SECURITIES EXCHANGE ACT OF 1934 Commission file number 333-131938 Commission file number 333-145838-02 Commission file number 333-145838-01 TAM S.A. TAM Capital Inc. TAM Linhas Aéreas S.A. (Exact name of registrant as (Exact name of registrant as (Exact name of registrant as specified in its charter) specified in its charter) specified in its charter) Not applicable Not applicable TAM Airlines S.A. (Translation of registrant (Translation of registrant (Translation of registrant name into English) name into English) name into English) The Federative Republic of Brazil Cayman Islands The Federative Republic of Brazil (State or other jurisdiction of (State or other jurisdiction of (State or other jurisdiction of incorporation or organization) incorporation or organization) incorporation or organization) 4512 4512 4512 (Primary Standard Industrial (Primary Standard Industrial (Primary Standard Industrial Classification Code Number) Classification Code Number) Classification Code Number) Not applicable Not applicable Not applicable (I.R.S. Employer Identification Number) (I.R.S.
    [Show full text]
  • Africans: the HISTORY of a CONTINENT, Second Edition
    P1: RNK 0521864381pre CUNY780B-African 978 0 521 68297 8 May 15, 2007 19:34 This page intentionally left blank ii P1: RNK 0521864381pre CUNY780B-African 978 0 521 68297 8 May 15, 2007 19:34 africans, second edition Inavast and all-embracing study of Africa, from the origins of mankind to the AIDS epidemic, John Iliffe refocuses its history on the peopling of an environmentally hostilecontinent.Africanshavebeenpioneersstrugglingagainstdiseaseandnature, and their social, economic, and political institutions have been designed to ensure their survival. In the context of medical progress and other twentieth-century innovations, however, the same institutions have bred the most rapid population growth the world has ever seen. The history of the continent is thus a single story binding living Africans to their earliest human ancestors. John Iliffe was Professor of African History at the University of Cambridge and is a Fellow of St. John’s College. He is the author of several books on Africa, including Amodern history of Tanganyika and The African poor: A history,which was awarded the Herskovits Prize of the African Studies Association of the United States. Both books were published by Cambridge University Press. i P1: RNK 0521864381pre CUNY780B-African 978 0 521 68297 8 May 15, 2007 19:34 ii P1: RNK 0521864381pre CUNY780B-African 978 0 521 68297 8 May 15, 2007 19:34 african studies The African Studies Series,founded in 1968 in collaboration with the African Studies Centre of the University of Cambridge, is a prestigious series of monographs and general studies on Africa covering history, anthropology, economics, sociology, and political science.
    [Show full text]
  • No Greens in the Forest?
    No greens in the forest? Note on the limited consumption of greens in the Amazon Titulo Katz, Esther - Autor/a; López, Claudia Leonor - Autor/a; Fleury, Marie - Autor/a; Autor(es) Miller, Robert P. - Autor/a; Payê, Valeria - Autor/a; Dias, Terezhina - Autor/a; Silva, Franklin - Autor/a; Oliveira, Zelandes - Autor/a; Moreira, Elaine - Autor/a; En: Acta Societatis Botanicorum Poloniae vol. 81 no. 4 (2012). Varsovia : Polish En: Botanical Society, 2012. Varsovia Lugar Polish Botanical Society Editorial/Editor 2012 Fecha Colección Alimentos; Alimentación; Pueblos indígenas; Etnobotánica; Plantas; Hierbas; Temas Colombia; Perú; Guayana Francesa; Brasil; Amazonia; Venezuela; Artículo Tipo de documento "http://biblioteca.clacso.edu.ar/clacso/engov/20140508112743/katz_no_greens_in_the_forest.pdf" URL Reconocimiento CC BY Licencia http://creativecommons.org/licenses/by-nc-nd/2.0/deed.es Segui buscando en la Red de Bibliotecas Virtuales de CLACSO http://biblioteca.clacso.edu.ar Consejo Latinoamericano de Ciencias Sociales (CLACSO) Conselho Latino-americano de Ciências Sociais (CLACSO) Latin American Council of Social Sciences (CLACSO) www.clacso.edu.ar Acta Societatis Botanicorum Poloniae Journal homepage: pbsociety.org.pl/journals/index.php/asbp INVITED REVIEW Received: 2012.10.15 Accepted: 2012.11.19 Published electronically: 2012.12.31 Acta Soc Bot Pol 81(4):283–293 DOI: 10.5586/asbp.2012.048 No greens in the forest? Note on the limited consumption of greens in the Amazon Esther Katz1*, Claudia Leonor López2, Marie Fleury3, Robert P. Miller4,
    [Show full text]
  • Cavaquinho Português Em Performance Solo Rodrigues Bastos
    Universidade de Aveiro Departamento de Comunicação e Arte 2018 Paulo Jorge Cavaquinho Português em Performance Solo Rodrigues Bastos Universidade de Aveiro Departamento de Comunicação e Arte 2018 Paulo Jorge Cavaquinho Português em Performance Solo Rodrigues Bastos Dissertação apresentada à Universidade de Aveiro para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Música, realizada sob a orientação científica do Doutor Paulo Maria Ferreira Rodrigues da Silva, Professor Auxiliar do Departamento de Comunicação e Arte da Universidade de Aveiro Dedico este trabalho a todas as pessoas sonhadoras que lutam por concretizar os seus mais arrojados sonhos, a todos os que acreditam no impossível e na “magia”, a todos o que apreciam e se fascinam pelas possibilidades infinitas da criação artística o júri presidente Prof. Doutor Jorge Castro Ribeiro Professor auxiliar da Universidade de Aveiro Prof. Doutor Paulo Maria Ferreira Rodrigues da Silva Professor auxiliar da Universidade de Aveiro (Orientador) Prof. Doutor Filipe Lopes Professor adjunto do Instituto Politécnico do Porto agradecimentos Agradeço à Ludmila Queirós, Bernardo e Duarte Bastos pela honra que é partilhar a vida com eles, pela alegria, inspiração constante ao longo da vida, incondicional e incansável apoio, que assim, me inspiraram e possibilitaram que este mestrado acontecesse. Agradeço ainda e particularmente à Ludmila Queirós pela ajuda em trabalhos diversos de imagem, para este projeto, por ser uma das artistas que mais admiro e que mais me inspira e abre horizontes. Aos meus pais António e Dulce Bastos por todo o apoio incondicional e dedicação das suas vidas a mim, e por me terem facultando uma educação artística.
    [Show full text]
  • 1 -A Análise Sociológica De Letras De Música
    UNIVERSIDADE DE BRASÍLIA INSTITUTO DE CIÊNCIAS SOCIAIS PROGRAMA DE PÓS-GRADUAÇÃO EM SOCIOLOGIA A Análise Social nas Letras das Canções de Lupicínio Rodrigues Daniel de Almeida Pinto Kirjner Professora Doutora Maria Angélica Brasil Gonçalves Madeira Orientadora Banca: Prof. Doutor Marcelo Carvalho Rosa (UnB) Banca:Maria Therezinha Ferraz Negrão de Mello (UnB) Brasília Março de 2011 1 UNIVERSIDADE DE BRASÍLIA INSTITUTO DE CIÊNCIAS SOCIAIS PROGRAMA DE PÓS-GRADUAÇÃO EM SOCIOLOGIA A Análise Social nas Letras das Canções de Lupicínio Rodrigues Daniel de Almeida Pinto Kirjner Dissertação apresentada ao Departamento de Sociologia da Universidade de Brasília/UnB como parte dos requisitos para a obtenção do título de mestre. Brasília Março de 2011 2 Sumário I – Agradecimentos...............................................................................................................................4 II - Introdução ......................................................................................................................................5 1 - A Análise Sociológica de Letras de Música....................................................................................8 1.1 - Samba-canção: Fratura e Paixão.........................................................................................9 1.2 – Lupicínio Rodrigues: o Feminino, o Masculino e Suas Relações. .................................15 1.3 – Contribuições de Teorias da Ação...................................................................................30 1.3.1 – A Agência
    [Show full text]
  • Brazilian Choro
    The Brazilian by Tadeu Coelho and Julie Koidin Choro: Historical Perspectives and Performance Practices alanço is to choro as swing is to jazz—in both, mandatory elements to proper performance Band enjoyment of the music. Immersion in the sound of choro is imperative to playing it well. Knowledge of its origins and history is also helpful. Introduction the melody through spirited improvisations, sometimes David Willoughby, editor of the College Music Society quoting other melodies, from popular to classical styles. Newsletter, posed these questions: Should it not be a con- Although easier to decipher these performance intricacies stantly sought after goal for musicians trained in narrow via recordings, it still remains difficult—although not specialties to work together towards broader musical impossible—to catch the “twinkle” in the performer’s eye. understandings and towards the creation of a more Choro’s limited dissemination is furthered by its lack of vibrant musical culture? Should such a culture comprise accurate printed music. The vast majority of sheet music only materials imported from Western Europe? Should it publications have accompaniment that is written in a lead not synthesize musical repertories, of various kinds, from sheet format, i.e. chord symbols over melody. Without a all over the world?1 recording, it would be impossible to decipher the rhythms Throughout the world, the tradition of a country studying used in the accompaniment. The numerous errors found in its own cultural practices is not inceptive with its art. Such is the majority of publications, both in the melodic lines and the case of the choro, an indigenous music of Brazil, mostly chord symbols, further infringe on the probability of the instrumental, but at times with lyrics.
    [Show full text]
  • Introduction to Latin Dance
    OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT HIGH SCHOOL COURSE OUTLINE Course Code 3722 Course Title Introduction to Latin Dance Department Physical Education Short Title Intro Latin Dance Course Length 2 Semesters Grade 11-12 Credits/Semester 5 Required for Graduation No Meets H.S. Grad Requirement Elective Credit Yes Meets UC “a-g” No Meets NCAA Requirement No Requirement Prerequisites 2 years physical education COURSE DESCRIPTION: This course is designed to teach students the basic elements of Latin Dance. Students will analyze dance’s role in improving and maintaining one’s health related fitness and then incorporate dance activities into their personal fitness program/plan. Students will learn basic steps as well as complex combinations in Merengue, Salsa, Bachata, and the Cha Cha. For each dance, the students will learn the historical and geographical roots, the music and the instruments associated with each one. This course will help students learn the skills of dance while improving their technique, poise, self-confidence and creative ability as well as deepening their understanding of and appreciation for the rich and colorful heritage that each dance represents. As a course involving couples’ dances, it will allow students to develop an understanding of the social etiquette involved in couples dancing. GOALS: Students need to: • Demonstrate knowledge and skills related to performance of the following dances: Merengue, Salsa, Bachata and Cha Cha. • Assess and maintain a level of physical fitness to improve health and performance. • Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance in dance. • Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to learning and performance of Latin dance.
    [Show full text]
  • Mocidade.Pdf
    TRABALHO DE CONCLUSÃO DE CURSO PROFESSOR ORIENTADOR: MARCELO GUEDES ALUNOS: DANIELA PADUA, MARIANA BIASIOLI, PAULO HENRIQUE OLIVEIRA. Índice Analítico Agradecimentos ___________________________________________________________________________ 9 Resumo executivo ________________________________________________________________________ 11 Breve descrição da escola __________________________________________________________________ 11 Identificação do problema e a proposta estratégica _______________________________________________ 11 Introdução 14 I. ANÁLISE EXTERNA ______________________________________________ 18 I.1.1. Mercado ______________________________________________________________________ 19 I.1.1.1. Histórico ______________________________________________________________________ 19 I.1.1.1.1. As raízes do termo ______________________________________________________________ 19 I.1.1.1.2. Conceito e origem _______________________________________________________________ 19 I.1.1.1.3. Período de duração _______________________________________________________________ 20 I.1.1.1.4. Carnaval no Brasil _______________________________________________________________ 20 I.1.1.1.5. Bailes de carnaval ________________________________________________________________ 21 I.1.1.1.6. Escolas de samba ________________________________________________________________ 21 I.1.2. Tamanho do mercado ____________________________________________________________ 23 I.1.3. Sazonalidade ___________________________________________________________________ 25
    [Show full text]
  • Relatório De Ecad
    Relatório de Programação Musical Razão Social: Empresa Brasileira de Comunicação S/A CNPJ: 09.168.704/0001-42 Nome Fantasia: Rádio Nacional do Rio de Janeiro Dial: 1130 Khz Cidade: UF: Data Hora Nome da música Nome do intérprete Nome do compositor Gravadora Vivo Mec. 01/04/2020 11:43:40 QUERO TE ENCONTRAR Claudinho & Buchecha X 01/04/2020 16:07:29 Um novo tempo Ivan Lins Marcos Valle/Paulo Sérgio Valle X Nelson Motta 01/04/2020 16:31:11 Maria Fumaça Banda Black Rio Luiz Carlos X Oderdan 01/04/2020 16:35:27 Olhos coloridos Seu Jorge & Sandra de Sá Macau X 01/04/2020 20:00:43 Juventude Transviada Luiz Melodia & Cassia Eller Luiz Melodia X 01/04/2020 20:05:13 Amores Possíveis Paulinho Moska João Nabuco/Totonho Villeroy X 01/04/2020 20:07:31 Me faz um dengo - Disritmia Roberta Sá & Martinho da Vila Martinho da Vila X 01/04/2020 20:12:50 Cigana (ao vivo) Raça Negra Gabu X 01/04/2020 20:15:54 Encontros e Despedidas Maria Rita Milton Nascimento/Fernando Brant X 01/04/2020 20:19:54 A Francesa Cláudio Zóli Antonio Cicero e Claudio Zoli X 01/04/2020 20:23:53 Tive Sim Cartola Cartola X 01/04/2020 20:26:02 Sem Compromisso Marcos Sacramento Geraldo Pereira/Nelson Trigueiro X 01/04/2020 20:28:33 Um Homem Também Chora Gonzaguinha Gonzaguinha X 01/04/2020 20:31:58 Apesar de Cigano Jorge Vercilo Altay Veloso X 01/04/2020 20:36:25 Só depois (ao vivo no morro) Grupo Revelação Carlos Caetano/Claudemir/Charles Bonfim X 01/04/2020 20:39:39 A Voz Do Morro Zé Renato Zé Ketti X 01/04/2020 20:43:03 Vitoriosa Ivan Lins Ivan Lins/Vitor Martins X 01/04/2020 20:46:57
    [Show full text]
  • Following the Trail of the Snake: a Life History of Cobra Mansa “Cobrinha” Mestre of Capoeira
    ABSTRACT Title of Document: FOLLOWING THE TRAIL OF THE SNAKE: A LIFE HISTORY OF COBRA MANSA “COBRINHA” MESTRE OF CAPOEIRA Isabel Angulo, Doctor of Philosophy, 2008 Directed By: Dr. Jonathan Dueck Division of Musicology and Ethnomusicology, School of Music, University of Maryland Professor John Caughey American Studies Department, University of Maryland This dissertation is a cultural biography of Mestre Cobra Mansa, a mestre of the Afro-Brazilian martial art of capoeira angola. The intention of this work is to track Mestre Cobrinha’s life history and accomplishments from his beginning as an impoverished child in Rio to becoming a mestre of the tradition—its movements, music, history, ritual and philosophy. A highly skilled performer and researcher, he has become a cultural ambassador of the tradition in Brazil and abroad. Following the Trail of the Snake is an interdisciplinary work that integrates the research methods of ethnomusicology (oral history, interview, participant observation, musical and performance analysis and transcription) with a revised life history methodology to uncover the multiple cultures that inform the life of a mestre of capoeira. A reflexive auto-ethnography of the author opens a dialog between the experiences and developmental steps of both research partners’ lives. Written in the intersection of ethnomusicology, studies of capoeira, social studies and music education, the academic dissertation format is performed as a roda of capoeira aiming to be respectful of the original context of performance. The result is a provocative ethnographic narrative that includes visual texts from the performative aspects of the tradition (music and movement), aural transcriptions of Mestre Cobra Mansa’s storytelling and a myriad of writing techniques to accompany the reader in a multi-dimensional journey of multicultural understanding.
    [Show full text]