Music, Movement, Performance, and Power in the Conjunto Dancehalls of the Texas—Mexico Borderlands
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DOCUMENT RESUME Chicano Studies Bibliography
DOCUMENT RESUME ED 119 923 ric 009 066 AUTHOR Marquez, Benjamin, Ed. TITLE Chicano Studies Bibliography: A Guide to the Resources of the Library at the University of Texas at El Paso, Fourth Edition. INSTITUTION Texas Univ., El Paso. PUB DATE 75 NOTE 138p.; For related document, see ED 081 524 AVAILABLE PROM Chicano Library Services, University of Texas at El Paso, El Paso, Texas 79902 ($3.00; 25% discount on 5 or more copies) EDRS PRICE MF-$0.83 HC-$7.35 Plus Postage DESCRIPTORS Audiovisual Aids; *Bibliographies; Books; Films; *library Collections; *Mexican Americans; Periodicals; *Reference Materials; *University Libraries IDENTIFIERS Chicanos; *University of Texas El Paso ABSTRACT Intended as a guide to select items, this bibliography cites approximately 668 books and periodical articles published between 1925 and 1975. Compiled to facilitate research in the field of Chicano Studies, the entries are part of the Chicano Materials Collection at the University of Texas at El Paso. Arranged alphabetically by the author's or editor's last name or by title when no author or editor is available, the entries include general bibliographic information and the call number for books and volume number and date for periodicals. Some entries also include a short abstract. Subject and title indices are provided. The bibliography also cites 14 Chicano magazines and newspapers, 27 audiovisual materials, 56 tape holdings, 10 researc°1 aids and services, and 22 Chicano bibliographies. (NQ) ******************************************14*************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. -
Transculturalism in Chicano Literature, Visual Art, and Film Master's
Transculturalism in Chicano Literature, Visual Art, and Film Master’s Thesis Presented to The Faculty of the Graduate School of Arts and Sciences Brandeis University Department of Global Studies Jerónimo Arellano, Advisor In Partial Fulfillment of the Requirements for the Degree Master of Arts in Global Studies by Sarah Mabry August 2018 Transculturalism in Chicano Literature, Visual Art, and Film Copyright by Sarah Mabry © 2018 Dedication Here I acknowledge those individuals by name and those remaining anonymous that have encouraged and inspired me on this journey. First, I would like to dedicate this to my great grandfather, Jerome Head, a surgeon, published author, and painter. Although we never had the opportunity to meet on this earth, you passed along your works of literature and art. Gleaned from your manuscript entitled A Search for Solomon, ¨As is so often the way with quests, whether they be for fish or buried cities or mountain peaks or even for money or any other goal that one sets himself in life, the rewards are usually incidental to the journeying rather than in the end itself…I have come to enjoy the journeying.” I consider this project as a quest of discovery, rediscovery, and delightful unexpected turns. I would like mention one of Jerome’s six sons, my grandfather, Charles Rollin Head, a farmer by trade and an intellectual at heart. I remember your Chevy pickup truck filled with farm supplies rattling under the backseat and a tape cassette playing Mozart’s piano sonata No. 16. This old vehicle metaphorically carried a hard work ethic together with an artistic sensibility. -
La Frontera- the US Border Reflected in the Cinematic Lens David R
1 La Frontera- The U.S. Border Reflected in the Cinematic Lens David R. Maciel1 Introduction The U.S.-Mexico border/la frontera has the distinction of being the only place in the world where a highly developed country and a developing one meet and interact.2 This is an area of historical conflict, convergence, conflict, dependency, and interdependency, all types of transboundary links, as well as a society of astounding complexity and an evolving and extraordinarily rich culture. Distinct border styles of music, literature, art, media, and certainly visual practices have flourished in the region. Several of the most important cultural and artistic-oriented institutions, such as universities, research institutes, community centers, and museums are found in the border states of both countries. Beginning in the late 19th century and all the way to the present certain journalists, writers and visual artists have presented a distorted vision of the U.S. - Mexican border. The borderlands have been portrayed mostly as a lawless, rugged, and perilous area populated by settlers who sought a new life in the last frontier, but also criminals and crime fighters whose deeds became legendary. As Gordon W. Allport stated: 1 Emeritus Professor, University of New Mexico. Currently is Adjunct Professor at the Centro de Investigación y Docencia Económicas (CIDE) in Mexico City. 2 Paul Ganster and Alan Sweedler. The United States-Mexico Border Region: Implications for U.S. Security. Claremont CA: The Keck Center for International Strategic Studies, 1988. 2 [Stereotypes] aid people in simplifying their categories; they justify hostility; sometimes they serve as projection screens for our personal conflict. -
Historical Background
Historical Background Lesson 3 The Historical Influences… How They Arrived in Argentina and Where the Dances’ Popularity is Concentrated Today The Chacarera History: WHAT INFLUENCES MADE THE CHACARERA WHAT IT IS TODAY? HOW DID THESE INFLUENCES MAKE THEIR WAY INTO ARGENTINA? The Chacarera was influenced by the pantomime dances (the Gallarda, the Canario, and the Zarabanda) that were performed in the theaters of Europe (Spain and France) in the 1500s and 1600s. Later, through the Spanish colonization of the Americas, the Chacarera spread from Peru into Argentina during the 1800s (19th century). As a result, the Chacarera was also influenced by the local Indian culture (indigenous people) of the area. Today, it is enjoyed by all social classes, in both rural and urban areas. It has spread throughout the entire country except in the region of Patagonia. Popularity is concentrated in which provinces? It is especially popular in Santiago del Estero, Tucuman, Salta, Jujuy, Catamarca, La Rioja and Cordoba. These provinces are located in the Northwest, Cuyo, and Pampas regions of Argentina. There are many variations of the dance that are influenced by each of the provinces (examples: The Santiaguena, The Tucumana, The Cordobesa) *variations do not change the essence of the dance The Gato History: WHAT INFLUENCES MADE THE GATO WHAT IT IS TODAY? HOW DID THESE INFLUENCES MAKE THEIR WAY INTO ARGENTINA? The Gato was danced in many Central and South American countries including Mexico, Peru, Chile, Uruguay, and Paraguay, however, it gained tremendous popularity in Argentina. The Gato has a very similar historical background as the other playfully mischievous dances (very similar to the Chacarera). -
Sir Douglas Quintet
Sir Douglas Quintet The Sir Douglas Quintet: Emerging from San Antonio‟s “West Side Sound,” The Sir Douglas Quintet blended rhythm and blues, country, rock, pop, and conjunto to create a unique musical concoction that gained international popularity in the 1960s and 1970s. From 1964 to 1972, the band recorded five albums in California and Texas, and, although its founder, Doug Sahm, released two additional albums under the same group name in the 1980s and 1990s, the Quintet never enjoyed the same domestic success as it had during the late 1960s. A big part of the Sir Douglas Quintet‟s distinctive sound derived from the unique musical environment in which its members were raised in San Antonio. During the 1950s and 1960s, the “moderate racial climate” and ethnically diverse culture of San Antonio—caused in part by the several desegregated military bases and the large Mexican-American population there—allowed for an eclectic cross- pollination of musical styles that reached across racial and class lines. As a result, Sahm and his musical friends helped create what came to be known as the “West Side Sound,” a dynamic blending of blues, rock, pop, country, conjunto, polka, R&B, and other regional and ethnic musical styles into a truly unique musical amalgamation. San Antonio-based artists, such as Augie Meyers, Doug Sahm, Flaco Jiménez, and Sunny Ozuna, would help to propel this sound onto the international stage. Born November 6, 1941, Douglas Wayne Sahm grew up on the predominately-black east side of San Antonio. As a child, he became proficient on a number of musical instruments and even turned down a spot on the Grand Ole Opry (while still in junior high school) in order to finish his education. -
San Antonio's West Side Sound
Olsen: San Antonio's West Side Sound San Antonio’s SideSound West Antonio’s San West Side Sound The West Side Sound is a remarkable they all played an important role in shaping this genre, Allen O. Olsen amalgamation of different ethnic beginning as early as the 1950s. Charlie Alvarado, Armando musical influences found in and around Almendarez (better known as Mando Cavallero), Frank San Antonio in South-Central Texas. It Rodarte, Sonny Ace, Clifford Scott, and Vernon “Spot” Barnett includes blues, conjunto, country, all contributed to the creation of the West Side Sound in one rhythm and blues, polka, swamp pop, way or another. Alvarado’s band, Charlie and the Jives, had such rock and roll, and other seemingly regional hits in 1959 as “For the Rest of My Life” and “My disparate styles. All of these have Angel of Love.” Cavallero had an influential conjunto group somehow been woven together into a called San Antonio Allegre that played live every Sunday sound that has captured the attention of morning on Radio KIWW.5 fans worldwide. In a sense, the very Almendarez formed several groups, including the popular eclectic nature of the West Side Sound rock and roll band Mando and the Chili Peppers. Rodarte led reflects the larger musical environment a group called the Del Kings, which formed in San Antonio of Texas, in which a number of ethnic during the late 1950s, and brought the West Side Sound to Las communities over the centuries have Vegas as the house band for the Sahara Club, where they exchanged musical traditions in a remained for nearly ten years.6 Sonny Ace had a number of prolific “cross-pollination” of cultures. -
Mexico's Nashville, Its Country- Mexican Country Kitchen
till * 2 2 (i ii i I f a 1 I 25 I m MCXICO'S NASHVILLE B Y S E R G I O M A R T T N E Z Ano uY to Indepundencia (1910, Alfred Giles). MY MOTHER Ttus me that my grandfather In the 'NOs, radio programmers began Ezequiel liked parties and sharing good offering Mexicans music in their own times with his friends. We're talking language. Suddenly, norteno commanded about the If >0s, the young adulthood ot the eyes and ears ol all Mexico — and my grandparents, the childhood of my also of fans in the United States. Dances mother, a Monterrey of possibly 100,000 ireally concerts) drew up to 150,000 inhabitants. Almost every weekend, my people. To accommodate the crowds, grandparents converted their house into a norteno events were held in parks and kind of party hall. They butchered a even soccer stadiums. sheep or kid goat, or maybe a call if the Bronco's lead singer, Lupe Esparza, party was very big, and they arranged a opened his own recording studio in big pit barbecue. Or it they had a pig, Monterrey, and l.os Jemararios and other there was a little festival of chicharrones, I groups soon followed sun. Monterrey carnitas, and other delicacies of the became Mexico's Nashville, its country- Mexican country kitchen. music capital. Music wasn't lacking. It was norteno, Norteno's popularity favored an inter- the regional music of northeastern Mexico change between Mexico and the United — a rural, working-class music, the coun- States — not just a commercial inter- try music of Mexico. -
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. -
Section I - Overview
EDUCATOR GUIDE Story Theme: Street Art Subject: Los Cazadores del Sur Discipline: Music SECTION I - OVERVIEW ......................................................................................................................2 EPISODE THEME SUBJECT CURRICULUM CONNECTIONS OBJECTIVE STORY SYNOPSIS INSTRUCTIONAL OBJECTIVES INSTRUCTIONAL STRATEGIES EQUIPMENT NEEDED MATERIALS NEEDED INTELLIGENCES ADDRESSED SECTION II – CONTENT/CONTEXT ..................................................................................................3 CONTENT OVERVIEW THE BIG PICTURE SECTION III – RESOURCES .................................................................................................................6 TEXTS DISCOGRAPHY WEB SITES VIDEOS BAY AREA FIELD TRIPS SECTION III – VOCABULARY.............................................................................................................9 SECTION IV – ENGAGING WITH SPARK ...................................................................................... 11 Los Cazadores del Sur preparing for a work day. Still image from SPARK story, February 2005. SECTION I - OVERVIEW EPISODE THEME INSTRUCTIONAL STRATEGIES Street Art Individual and group research Individual and group exercises SUBJECT Written research materials Los Cazadores del Sur Group oral discussion, review and analysis GRADE RANGES K-12, Post-Secondary EQUIPMENT NEEDED TV & VCR with SPARK story “Street Art,” about CURRICULUM CONNECTIONS duo Los Cazadores del Sur Music, Social Studies Computer with Internet access, navigation software, -
Being Edward James Olmos: Culture Clash and the Portrayal of Chicano Masculinity
Studies in 20th & 21st Century Literature Volume 32 Issue 2 Theater and Performance in Nuestra Article 12 América 6-1-2008 Being Edward James Olmos: Culture Clash and the Portrayal of Chicano Masculinity Nohemy Solózano-Thompson Whitman College Follow this and additional works at: https://newprairiepress.org/sttcl Part of the Film and Media Studies Commons This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Recommended Citation Solózano-Thompson, Nohemy (2008) "Being Edward James Olmos: Culture Clash and the Portrayal of Chicano Masculinity," Studies in 20th & 21st Century Literature: Vol. 32: Iss. 2, Article 12. https://doi.org/ 10.4148/2334-4415.1686 This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Studies in 20th & 21st Century Literature by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. Being Edward James Olmos: Culture Clash and the Portrayal of Chicano Masculinity Abstract This paper analyzes how Culture Clash problematizes Chicano masculinity through the manipulation of two iconic Chicano characters originally popularized by two films starring dwarE d James Olmos - the pachuco from Luis Valdez’s Zoot Suit (1981) and the portrayal of real-life math teacher Jaime Escalante in Stand and Deliver (1988). In “Stand and Deliver Pizza” (from A Bowl of Beings, 1992), Culture Clash tries to introduce new Chicano characters that can be read as masculine, and who at the same time, display alternative behaviors and characteristics, including homosexual desire. The three characters in “Stand and Deliver Pizza” represent stock icons of Chicano masculinity. -
Donn Borcherdt Collection
http://oac.cdlib.org/findaid/ark:/13030/kt0t1nc989 No online items Finding Aid for the Donn Borcherdt Collection 1960-1964 Processed by . Ethnomusicology Archive UCLA 1630 Schoenberg Music Building Box 951657 Los Angeles, CA 90095-1657 Phone: (310) 825-1695 Fax: (310) 206-4738 Email: [email protected] URL: http://www.ethnomusic.ucla.edu/Archive/ ©2007 The Regents of the University of California. All rights reserved. Finding Aid for the Donn 1966.01 1 Borcherdt Collection 1960-1964 Descriptive Summary Title: Donn Borcherdt Collection, Date (inclusive): 1960-1964 Collection number: 1966.01 Creator: Borcherdt, Donn Extent: 7 boxes Repository: University of California, Los Angeles. Library. Ethnomusicology Archive Los Angeles, California 90095-1490 Abstract: This collection consists of sound recordings and field notes. Language of Material: Collection materials in English, Spanish Access Archive materials may be accessed in the Archive. As many of our collections are stored off-site at SRLF, we recommend you contact the Archive in advance to check on the availability of the materials. Publication Rights Archive materials do not circulate and may not be duplicated or published without written permission from the copyright holders, collectors, and/or performers. For more information contact the Archive Librarians: [email protected]. Preferred Citation [Identification of item], Donn Borcherdt Collection, 1966.01, Ethnomusicology Archive, University of California, Los Angeles. Biography Donn Borcherdt was born in Montrose, California. Borcherdt was a composer and pianist. After he received his BA from UCLA in composition and conducting, he began his graduate studies in ethnomusicology in 1956, focusing first on Armenian folk music and, later, on the music of Mexico. -
Integration of the Sudanese Lost Boys in Kansas City Area
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by K-State Research Exchange LOST AND FOUND: DIFFERENT INTEGRATION PATTERNS OF THE SUDANESE LOST BOYS LIVING IN KANSAS CITY AREA AFTER RESETTLEMENT. by DANVAS OGETO MABEYA B.A., United States International University-Africa, 1997 M.A., United States International University-Africa, 2001 M.A., Kansas State University, 2004 AN ABSTRACT OF A DISSERTATION submitted in partial fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY Department of Sociology, Anthropology and Social Work College of Arts and Sciences KANSAS STATE UNIVERSITY Manhattan, Kansas 2011 Abstract The United States has resettled unaccompanied minors before. In the 1960s and 1970s, minors from Indochina were resettled in the United States. In the 1970s, the U.S accepted 14,000 unaccompanied minors from Cuba through Operation Peter Pan. Many of these Cuban minors, aged five to eighteen, were sent to the United States by parents fearing their children would be indoctrinated in communist schools. In the case of these minors, they arrived in the United States with the consent of their still-living family members. In contrast, about 3,500 Sudanese Lost Boys were resettled in the United States in 2000, and more recently in 2010, 53 “lost children” from Haiti were brought to the United States following a devastating earthquake. This study investigated the integration and assimilation patterns of the Sudanese Lost Boys in the Kansas City area with the purpose of understanding the sociological impact on these Boys from their own perspective. As opposed to previous studies done on these Boys in Kansas and other areas in the United States, the present study used interview-based research and analyzed data using both qualitative and quantitative research methodologies.