The Music Center's Study Guide to the Performing Arts
Total Page：16
File Type：pdf, Size：1020Kb
MUSIC TRADITIONAL ARTISTIC PROCESSES ® CLASSICAL 1. CREATING (Cr) Artsource CONTEMPORARY 2. PERFORMING, PRESENTING, PRODUCING (Pr) The Music Center’s Study Guide to the Performing Arts EXPERIMENTAL 3. RESPONDING (Re) MULTI-MEDIA 4. CONNECTING (Cn) ENDURING FREEDOM & THE POWER THE HUMAN TRANSFORMATION VALUES OPPRESSION OF NATURE FAMILY Title of Work: About the Artwork: Joropo Azul and Zayante, Paraguayan Folk Harp The audio selection is really a pairing of two Creator: Alfredo Rolando Ortiz contrasting pieces. Joropo Azul and Zayante are two short works, representing traditional styles with both Background Information: classical and folk roots from Latin America. The “I was born in Cuba where the harp is not a traditional pieces were originally improvised and then become instrument. My adventure with the harp began when I was totally new compositions. The first piece, Joropo Azul, 11 years old. Our family emigrated to Venezuela. As the is in the style of joropo, the national folk dance of ship neared land, I saw green forms rising up through the Venezuela. It is set in contrast with Zayante, clouds, and soon the mountains of Venezuela loomed in composed in the traditional style of Paraguay. Joropo front of us. As we drove up that mountain there was this Azul is played in a major key, with very bright tones beautiful music on the radio. I didn’t know what it was, but and an upbeat rhythm. The melody sometimes I fell in love with it.” It was a harp! As a teenager, Alfredo follows the main beat and sometimes is heard off the Ortiz borrowed one and began taking lessons from a fellow beat (syncopated), which gives a complex texture to student. His interest blossomed into a passion, as he began the piece. You will hear accented main pulses, and the to play the harp for hours at a time when schoolwork was groupings of very short pulses. done. On weekends he would get blisters from practicing as Creative Process of the Artist or Culture: he skipped meals and rest. He pursued the opportunity to Latin American harps are folk harps. As with folk hear the famous Paraguayan harpist Alberto Romero and music around the world, Latin American harp music met him backstage. Mr. Romero took an interest in the is usually not written down. The musicians learn by young boy who was fascinated with the harp, and after he listening and watching, as well heard Alfredo play offered to teach him at no charge. After as memorizing some pieces. graduation from high school, Alfredo was accepted to med- Some become proficient at ical school in Medellin, Colombia. His professional music improvisation. Each region career began shortly after arriving in Medellin, when he has its own characteristic received his first paid assignment to play at a local wedding. One structure and design of the of the guests offered him a recording contract. Combined harp, as well as unique ways of Photo courtesy of Alfredo Ortiz income from performances and recordings paid his way playing. through medical school. In spite of his success as a harpist, “Nature, my countries, the Alfredo never missed a class and became a doctor. After five people I love, and the marvelous California Cuba years of medical practice in Colombia, Dr. Ortiz moved to Latin American music styles are the seeds of my compositions. Venezuela Southern California to study Music Therapy. Since 1978 his The titles only identify them... the melodies, their feelings and life has been wholly dedicated to music. emotions are mine... and yours.” Alfredo Rolando Ortiz Discussion Questions: Audio-Visual Materials: After listening to the audio recording: • Artsource® audio recording: Joropo Azul and Zayante, • Does this harp music differ from what you expected? courtesy of Alfredo Rolando Ortiz. • What ideas or words describe the harp itself? Sample Experiences: • What words or images come to mind to describe LEVEL I Joropo Azul? How would you describe Zayante? * • The music Mr. Ortiz plays has repeating themes and • Describe the differences in mood between the two patterns. In performance he also wears colorful pieces. Discuss the feelings you had in listening to traditional clothing with repeating bands of colors and each one. patterns. Create rhythmic patterns using body • For what celebrations or special events could this percussion and also design patterns in art. Use accents. music be used? • Latin America is a group of countries that share many Background on Zayante continued: cultures - that of their own indigenous populations, of Zayante is characterized by a vigorous pulse and pow- Spain and of others. Do you have blended cultures in erful chord patterns. Following traditional your heritage? Is there special music or art that is a part Paraguayan rhythms, it grows in dynamic waves, falls of your traditions or celebrations? How did your back and then resumes with increasingly powerful family’s traditions evolve? Do you think you will crescendos. A quiet pattern played in a minor key continue them? Is there a tradition that you would like (misterioso) completes the contrasting elements of the to start? piece. Between the patterns are several flowing LEVEL II glissandos. The glissando is characteristic of harp • Most of the music played by Dr. Ortiz is “pure music” music, because on a harp all the strings can be or patterns that he improvises to make something strummed in quick succession, creating a wave of beautiful. Often the patterns are quite distinctive. sounds and colors. Listen to each of his pieces. Can you discern rhythmic Multidisciplinary Options: contrasts? Can you identify some of the patterns you • The Ultimate Concert: Dr. Ortiz recorded suites to hear? What tone colors do you perceive? Find a way to celebrate the birth of both his daughters. At the sec- draw or write the different patterns down. Try ond birth, the obstetrician allowed him to bring the elaborating on your basic ideas using graph paper and harp to the hospital to comfort his wife, Luz Marina, colored pencils. and the emerging infant, Michelle Maria. Music was * • Listen to a piece of music without words. Reflect on it. improvised throughout labor and delivery. Several What do you think of? What feelings do you get when days later, the music was recorded in a studio, except you hear this music? Think of a title for the music. for the passage that had been improvised just as the Design a CD album cover for it. What words would you baby was born. The joy and beauty of the family are use? What images would you show? How would you put first heard in the patterns of the harp rising and falling your words, images and music together? back in waves and finally interspersed with the first LEVEL III sounds of the infant. The final movement of the suite * • Stringed instruments function according to precise has never been attempted again. It cannot be repli- mathematical and physical principles. Build a simple cated. Describe a piece of music that you associate tuned instrument - water glasses, rubber band harp, with a special memory or celebration. Explain the etc. and explore how sounds vary with tension, length connection between them. Research different pieces of strings, materials and size of the soundbox. of music to find a piece that would capture the mood • Research other harp music at the library. Listen to and spirit of a specific event in your own life. several different pieces and note the differences. 2 * Indicates sample lessons A BRIEF HISTORY OF THE HARP The harp is an ancient instrument that evolved from the hunting bow thousands of years ago. In Africa today they still play a single stringed musical bow with a gourd or turtle shell for the soundbox. Many types of harps are found throughout the world, but there were none found in the pre-Colombian Americas. The first harps were brought over by the Spanish missionaries. There are written records of famous harpists as early as the 16th century in Veracruz and other parts of Latin America. The Spanish harps consisted of a wooden soundbox and multiple strings of varying lengths. These harps, and other stringed instruments such as the guitar, came to characterize the music of Spain and found their way into the New World. The Spanish missionaries were proficient players and accomplished instrument-mak- ers (luthiers). Research countries that have harps and find them on a map. What conclusions can you draw from your research? Egyptian Harps PREPARING FOR THE EXPERIENCE Understanding diversity is the key to understanding the arts of Latin America. Cuba, an ethnically diverse island set in the Caribbean Sea, is the artist’s birthplace. There is a strong Spanish influence in Venezuela and Colombia which both have seacoasts and enormous mountains. In Paraguay, the plains are far from the ocean. Two languages are taught there in schools; Spanish and Guarani, the language of the Guarani Indians. Prior to listening to the audio tape, give students some historical and cultural perspective on Latin America. Ask students what they know about any of these countries. Discuss how traditions are shared, and how independent traditions and musical styles might evolve in an area with vast geographical and eth- nic diversity. Direct them to observe and listen to diverse aspects of the performance. 3 MUSIC PATTERNS IN MUSIC AND ART ENDURING VALUES LEVEL I Sample Lesson INTRODUCTION: The music Mr. Ortiz plays has repeating themes and rhythmic patterns. Rhythm, one of the principle elements of music, is the distinctive grouping of sounds and silence in time, based on duration (length) of tone, strong and weak stresses and other factors such as harmony. It is usually regulated by a steady, regular underlying pulse or beat.