Experimentations with Timelines: Strategies of Rhythmic Complication in Afro-Bahian Jazz
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Tenor Saxophone Mouthpiece When
MAY 2014 U.K. £3.50 DOWNBEAT.COM MAY 2014 VOLUME 81 / NUMBER 5 President Kevin Maher Publisher Frank Alkyer Editor Bobby Reed Associate Editor Davis Inman Contributing Editors Ed Enright Kathleen Costanza Art Director LoriAnne Nelson Contributing Designer Ara Tirado Bookkeeper Margaret Stevens Circulation Manager Sue Mahal Circulation Assistant Evelyn Oakes ADVERTISING SALES Record Companies & Schools Jennifer Ruban-Gentile 630-941-2030 [email protected] Musical Instruments & East Coast Schools Ritche Deraney 201-445-6260 [email protected] Advertising Sales Associate Pete Fenech 630-941-2030 [email protected] OFFICES 102 N. Haven Road, Elmhurst, IL 60126–2970 630-941-2030 / Fax: 630-941-3210 http://downbeat.com [email protected] CUSTOMER SERVICE 877-904-5299 / [email protected] CONTRIBUTORS Senior Contributors: Michael Bourne, Aaron Cohen, John McDonough Atlanta: Jon Ross; Austin: Kevin Whitehead; Boston: Fred Bouchard, Frank- John Hadley; Chicago: John Corbett, Alain Drouot, Michael Jackson, Peter Margasak, Bill Meyer, Mitch Myers, Paul Natkin, Howard Reich; Denver: Norman Provizer; Indiana: Mark Sheldon; Iowa: Will Smith; Los Angeles: Earl Gibson, Todd Jenkins, Kirk Silsbee, Chris Walker, Joe Woodard; Michigan: John Ephland; Minneapolis: Robin James; Nashville: Bob Doerschuk; New Orleans: Erika Goldring, David Kunian, Jennifer Odell; New York: Alan Bergman, Herb Boyd, Bill Douthart, Ira Gitler, Eugene Gologursky, Norm Harris, D.D. Jackson, Jimmy Katz, Jim Macnie, Ken Micallef, Dan Ouellette, Ted Panken, Richard Seidel, Tom Staudter, -
A Musical Analysis of Afro-Cuban Batá Drumming
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 2-2019 Meaning Beyond Words: A Musical Analysis of Afro-Cuban Batá Drumming Javier Diaz The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/2966 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] MEANING BEYOND WORDS: A MUSICAL ANALYSIS OF AFRO-CUBAN BATÁ DRUMMING by JAVIER DIAZ A dissertation submitted to the Graduate Faculty in Music in partial fulfillment of the requirements for the degree of Doctor of Musical Arts, The City University of New York 2019 2018 JAVIER DIAZ All rights reserved ii Meaning Beyond Words: A Musical Analysis of Afro-Cuban Batá Drumming by Javier Diaz This manuscript has been read and accepted for the Graduate Faculty in Music in satisfaction of the dissertation requirement for the degree of Doctor in Musical Arts. ——————————— —————————————————— Date Benjamin Lapidus Chair of Examining Committee ——————————— —————————————————— Date Norman Carey Executive Officer Supervisory Committee Peter Manuel, Advisor Janette Tilley, First Reader David Font-Navarrete, Reader THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT Meaning Beyond Words: A Musical Analysis of Afro-Cuban Batá Drumming by Javier Diaz Advisor: Peter Manuel This dissertation consists of a musical analysis of Afro-Cuban batá drumming. Current scholarship focuses on ethnographic research, descriptive analysis, transcriptions, and studies on the language encoding capabilities of batá. -
Letieres Leite & Orkestra Rumpilezz Apresenta Em
LETIERES LEITE & ORKESTRA RUMPILEZZ APRESENTA EM MÚSICA A SAGA NEGRA NA TRAVESSIA ATLÂNTICA O Álbum “A Saga da Travessia” foi lançado em 2016, pelo Selo Sesc. Neste disco, a bigband Letieres Leite & Orkestra Rumpilezz traz a sua leitura musical da diáspora negra e destaca a tragédia dos povos africanos como ponto de partida para a construção da nossa cultura. O disco, produzido por Letieres Leite e Carlos Ezequiel, é composto por oito faixas de autoria do maestro Letieres Leite, e retrata o momento histórico da diáspora negra que, apesar de marcadamente trágico, é reescrito em forma de júbilo pelo maestro. É uma releitura dramática, imagética, poética e, acima de tudo, positiva, de um dos capítulos mais sombrios da nossa história. "O disco fala sobre o momento da chegada das pessoas africanas livres que foram escravizadas e trazidas a Salvador, mas não com a visão submissa e trágica, e sim empoderada", destaca Letieres. A TRILOGIA A trilogia musical "A Saga da Travessia”, que dá nome ao disco, traduz musicalmente o conceito do álbum. A parte I retrata o momento de partida da costa africana, a parte II trata a travessia em si, simbolizando os momentos de agressões, intempéries e também superação dentro do navio negreiro. A parte III representa o momento da chegada dos negros a Salvador, mas com uma perspectiva de subversão. Remete à força e perseverança dessa população, que trouxe e reconstruiu nas Américas uma das mais originais culturas de todo o mundo”, explica o maestro. A TRAGÉDIA COMO PONTO DE PARTIDA Nas palavras do cubano Carlos Moore, biógrafo oficial de Fela Kutti (“Fela, Esta Vida Puta”, editora Nandyala, 2011) e crítico musical que assina o prólogo deste segundo álbum, “o CD evoca, especificamente, as mais recentes trajetórias desses povos; trajetórias que convergem numa grande tragédia que Leite nos interdita de esquecer. -
The Role of Bell Patterns in West African and Afro-Caribbean Music
Braiding Rhythms: The Role of Bell Patterns in West African and Afro-Caribbean Music A Smithsonian Folkways Lesson Designed by: Jonathan Saxon* Antelope Valley College Summary: These lessons aim to demonstrate polyrhythmic elements found throughout West African and Afro-Caribbean music. Students will listen to music from Ghana, Nigeria, Cuba, and Puerto Rico to learn how this polyrhythmic tradition followed Africans to the Caribbean as a result of the transatlantic slave trade. Students will learn the rumba clave pattern, cascara pattern, and a 6/8 bell pattern. All rhythms will be accompanied by a two-step dance pattern. Suggested Grade Levels: 9–12, college/university courses Countries: Cuba, Puerto Rico, Ghana, Nigeria Regions: West Africa, the Caribbean Culture Groups: Yoruba of Nigeria, Ga of Ghana, Afro-Caribbean Genre: West African, Afro-Caribbean Instruments: Designed for classes with no access to instruments, but sticks, mambo bells, and shakers can be added Language: English Co-Curricular Areas: U.S. history, African-American history, history of Latin American and the Caribbean (also suited for non-music majors) Prerequisites: None. Objectives: Clap and sing clave rhythm Clap and sing cascara rhythm Clap and sing 6/8 bell pattern Dance two-bar phrase stepping on quarter note of each beat in 4/4 time Listen to music from Cuba, Puerto Rico, Ghana, and Nigeria Learn where Cuba, Puerto Rico, Ghana, and Nigeria are located on a map Understand that rhythmic ideas and phrases followed Africans from West Africa to the Caribbean as a result of the transatlantic slave trade * Special thanks to Dr. Marisol Berríos-Miranda and Dr. -
11 YOUTH ORCHESTRA of Bahia
ACTION REPORT 2016 The NEOJIBA (State Centers for Youth and Children’s Orchestras of Bahia) program promotes Othe development and social integration of children, adolescents, and young persons in situations of vulnerability, with collective teaching and musical practice in Bahia. The Department of Justice, Human Rights, and Social Development of the state government together with the institute of social action for music are responsible for the implementation of the program, which is a unique public policy, recognized nationally and internationally. Formed by musical training and initiation Centers, which are supported by technical and pedagogical teams, the NEOJIBA gives musical training and social monitoring to its members, who are stimulated to act as multipliers of knowledge in their communities. The Program also has training in technical areas related to musical activity, such as Lutherie and technical production. 2 In 2016, which marked its 9th anniversary, NEOJIBA expanded its operations from 8 to 12 Centers and added another municipality, Vitória da Conquista, in addition to Salvador, Simões Filho, Feira de Santana, and Porto Seguro. Another positive balance was the expansion in the support of musical projects developed within the state, going from 26 to 48 projects, with the Network of Orchestral Projects of Bahia. Since its creation in 2007, the impact caused by the emergence of the program in Bahia has transformed the life trajectory of children, adolescents, and young persons, as well as the families and communities where the Centers and projects of NEOJIBA are located. The mobilization carried out by the program has the support of many partners: governmental organizations, private institutions, and members of civil society who believe in the potential of present actions and their successful continuity. -
African Drumming in Drum Circles by Robert J
African Drumming in Drum Circles By Robert J. Damm Although there is a clear distinction between African drum ensembles that learn a repertoire of traditional dance rhythms of West Africa and a drum circle that plays primarily freestyle, in-the-moment music, there are times when it might be valuable to share African drumming concepts in a drum circle. In his 2011 Percussive Notes article “Interactive Drumming: Using the power of rhythm to unite and inspire,” Kalani defined drum circles, drum ensembles, and drum classes. Drum circles are “improvisational experiences, aimed at having fun in an inclusive setting. They don’t require of the participants any specific musical knowledge or skills, and the music is co-created in the moment. The main idea is that anyone is free to join and express himself or herself in any way that positively contributes to the music.” By contrast, drum classes are “a means to learn musical skills. The goal is to develop one’s drumming skills in order to enhance one’s enjoyment and appreciation of music. Students often start with classes and then move on to join ensembles, thereby further developing their skills.” Drum ensembles are “often organized around specific musical genres, such as contemporary or folkloric music of a specific culture” (Kalani, p. 72). Robert Damm: It may be beneficial for a drum circle facilitator to introduce elements of African music for the sake of enhancing the musical skills, cultural knowledge, and social experience of the participants. PERCUSSIVE NOTES 8 JULY 2017 PERCUSSIVE NOTES 9 JULY 2017 cknowledging these distinctions, it may be beneficial for a drum circle facilitator to introduce elements of African music (culturally specific rhythms, processes, and concepts) for the sake of enhancing the musi- cal skills, cultural knowledge, and social experience Aof the participants in a drum circle. -
Post-9/11 Brown and the Politics of Intercultural Improvisation A
UNIVERSITY OF CALIFORNIA RIVERSIDE “Sound Come-Unity”: Post-9/11 Brown and the Politics of Intercultural Improvisation A Dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Music by Dhirendra Mikhail Panikker September 2019 Dissertation Committee: Dr. Deborah Wong, Chairperson Dr. Robin D.G. Kelley Dr. René T.A. Lysloff Dr. Liz Przybylski Copyright by Dhirendra Mikhail Panikker 2019 The Dissertation of Dhirendra Mikhail Panikker is approved: Committee Chairperson University of California, Riverside Acknowledgments Writing can feel like a solitary pursuit. It is a form of intellectual labor that demands individual willpower and sheer mental grit. But like improvisation, it is also a fundamentally social act. Writing this dissertation has been a collaborative process emerging through countless interactions across musical, academic, and familial circles. This work exceeds my role as individual author. It is the creative product of many voices. First and foremost, I want to thank my advisor, Professor Deborah Wong. I can’t possibly express how much she has done for me. Deborah has helped deepen my critical and ethnographic chops through thoughtful guidance and collaborative study. She models the kind of engaged and political work we all should be doing as scholars. But it all of the unseen moments of selfless labor that defines her commitment as a mentor: countless letters of recommendations, conference paper coachings, last minute grant reminders. Deborah’s voice can be found across every page. I am indebted to the musicians without whom my dissertation would not be possible. Priya Gopal, Vijay Iyer, Amir ElSaffar, and Hafez Modirzadeh gave so much of their time and energy to this project. -
O Maestro Que Dança (Letieres Leite)
O maestro que dança Trocamos uma ideia com o baiano Letieres Leite, a mente por trás da fusão de ritmos da incrível Orkestra Rumpilezz RAMIRO ZWETSCH / Revista TRIP 15/03/2019 Foto: divulgação A batuta é um agogô e o movimento na cintura é sempre um sinal importante do maestro para os seus músicos. “Eu sempre falo que a dança vem antes da música”, diz Letieres Leite. “Eu não consigo reger nem dar aula sem dançar.” O baiano é o idealizador da Orkestra Rumpilezz, big band formada só por músicos de sopros e percussão que desbrava uma pesquisa baseada na fusão de ritmos do universo musical de Salvador com as dinâmicas do jazz. Além de ter dois elogiados discos gravados – Orkestra Rumpilezz (de 2009) e A Saga da Travessia (2016) – e arrebatar plateias pelos palcos por onde pisa com o repertório autoral, a banda já acumula alguns projetos especiais em que visita as composições de outros artistas: Gilberto Gil (2014), Dorival Caymmi (2015), Lenine (2015) e Moacir Santos (2017) são alguns exemplos. Neste fim de semana, a Rumpilezz se apresenta com dois novos projetos. 1 Sábado 16 e domingo 17, no Teatro do Sesc Pompeia, em São Paulo, a orquestra interpreta o disco Maria Fumaça (Banda Black Rio, 1977) – marco da cena funk brasileira e do movimento Black Rio, que combinava música e orgulho negro. Na sexta 22, ela toca com Caetano Veloso, no Circo Voador, no Rio de Janeiro. Aos 59 anos, Letieres prepara mais novidades para 2019. Lançará o primeiro disco do Letieres Leite Quinteto e entrará em estúdio com a Rumpilezz para gravar o repertório do álbum Coisas (Moacir Santos, 1965). -
Cuban Music Teaching Unit
Thesis Advisor: Frank Martignetti THE MUSIC AND DANCE OF CUBA: by Melissa Salguero Music Education Program Submitted in partial fulfillment of the requirements for the degree Master of Science in Elementary Education in the School of Education University of Bridgeport 2015 © 2015 by Melissa Salguero Salguero 2 Abstract (Table of Contents) This unit is designed for 5th grade students. There are 7 lessons in this unit. Concept areas of rhythm, melody, form, and timbre are used throughout the unit. Skills developed over the 7 lessons are singing, moving, listening, playing instruments, reading/writing music notation, and creating original music. Lesson plans are intended for class periods of approximately 45-50 minutes. Teachers will need to adapt the lessons to fit their school’s resources and the particular needs of their students. This unit focuses on two distinct genres of Cuban music: Son and Danzón. Through a variety of activities students will learn the distinct sound, form, dance, rhythms and instrumentation that help define these two genres. Students will also learn about how historical events have shaped Cuban music. Salguero 3 Table of Contents: Abstract……………………………………………..…………………………..2 Introduction……………………………………….……………………………4 Research…………………………………………..……………………………5 The Cuban Musical Heritage……………….……………………………5 The Discovery of Cuba…….……………………………………………..5 Indigenous Music…...…………………………………………………….6 European Influences……………………………………………….……..6 African Influences………………………………………………………...7 Historical Influences……………………….……………………………..7 -
Creolizing Contradance in the Caribbean
Peter Manuel 1 / Introduction Contradance and Quadrille Culture in the Caribbean region as linguistically, ethnically, and culturally diverse as the Carib- bean has never lent itself to being epitomized by a single music or dance A genre, be it rumba or reggae. Nevertheless, in the nineteenth century a set of contradance and quadrille variants flourished so extensively throughout the Caribbean Basin that they enjoyed a kind of predominance, as a common cultural medium through which melodies, rhythms, dance figures, and per- formers all circulated, both between islands and between social groups within a given island. Hence, if the latter twentieth century in the region came to be the age of Afro-Caribbean popular music and dance, the nineteenth century can in many respects be characterized as the era of the contradance and qua- drille. Further, the quadrille retains much vigor in the Caribbean, and many aspects of modern Latin popular dance and music can be traced ultimately to the Cuban contradanza and Puerto Rican danza. Caribbean scholars, recognizing the importance of the contradance and quadrille complex, have produced several erudite studies of some of these genres, especially as flourishing in the Spanish Caribbean. However, these have tended to be narrowly focused in scope, and, even taken collectively, they fail to provide the panregional perspective that is so clearly needed even to comprehend a single genre in its broader context. Further, most of these pub- lications are scattered in diverse obscure and ephemeral journals or consist of limited-edition books that are scarcely available in their country of origin, not to mention elsewhere.1 Some of the most outstanding studies of individual genres or regions display what might seem to be a surprising lack of familiar- ity with relevant publications produced elsewhere, due not to any incuriosity on the part of authors but to the poor dissemination of works within (as well as 2 Peter Manuel outside) the Caribbean. -
St Luke's Farnworth BELL CASTING
St Luke’s Farnworth BELL CASTING by Geoffrey Poole In the earliest days they were cast in different sizes to produce different notes but no attempt was made to tune bells until the 16th Century with the advent of change ringing. In those times bells were roughly tuned – where the inside of the bell or the edge of the lip was chipped away with a hammer and chisel – eight bells could be tuned to an octave of eight notes. Some deprived communities used a hagiosideron, a shaped piece of metal which was struck in a similar way to a bell. Also again due to lack of money bellcotes were used instead of costly towers. A bell-cot, bell-cote or bellcote is a small framework and shelter for one or more bells. Bellcotes are most common in church architecture but are also seen on institutions such as schools. The bellcote may be carried on brackets projecting from a wall or built on the roof of chapels or churches that have no towers. The bellcote often holds the Sanctus bell that is rung at the consecration of the Eucharist. Bellcote is a compound noun of the words bell and cot or cote. Bell is self-explanatory. The word cot or cote is Old English, from the Germanic. It means a shelter of some kind, especially for birds or animals (see dovecote), a shed, or stall. Examples of bellcotes In order St Luke’s Farnworth Bell-cot at St Edmund's Church, Church Road, Wootton, Isle of Wight, England Church of England parish church of St Alban the Martyr, CharlesStreet, Oxford. -
HISTORY of the NATIONAL CATHOLIC COMMITTEE for GIRL SCOUTS and CAMP FIRE by Virginia Reed
Revised 3/11/2019 HISTORY OF THE NATIONAL CATHOLIC COMMITTEE FOR GIRL SCOUTS AND CAMP FIRE By Virginia Reed The present National Catholic Committee for Girl Scouts and Camp Fire dates back to the early days of the Catholic Youth Organization (CYO) and the National Catholic Welfare Conference. Although it has functioned in various capacities and under several different names, this committee's purpose has remained the same: to minister to the Catholic girls in Girl Scouts (at first) and Camp Fire (since 1973). Beginnings The relationship between Girl Scouting and Catholic youth ministry is the result of the foresight of Juliette Gordon Low. Soon after founding the Girl Scout movement in 1912, Low traveled to Baltimore to meet James Cardinal Gibbons and consult with him about her project. Five years later, Joseph Patrick Cardinal Hayes of New York appointed a representative to the Girl Scout National Board of Directors. The cardinal wanted to determine whether the Girl Scout program, which was so fine in theory, was equally sound in practice. Satisfied on this point, His Eminence publicly declared the program suitable for Catholic girls. In due course, the four U.S. Cardinals and the U.S. Catholic hierarchy followed suit. In the early 1920's, Girl Scout troops were formed in parochial schools and Catholic women eagerly became leaders in the program. When CYO was established in the early 1930's, Girl Scouting became its ally as a separate cooperative enterprise. In 1936, sociologist Father Edward Roberts Moore of Catholic charities, Archdiocese of New York, studied and approved the Girl Scout program because it was fitting for girls to beome "participating citizens in a modern, social democracy." This support further enhanced the relationship between the Catholic church and Girl Scouting.