The Afro-American Transformation of European Set Dances and Dance Suites Author(S): John F

Total Page:16

File Type:pdf, Size:1020Kb

The Afro-American Transformation of European Set Dances and Dance Suites Author(S): John F The Afro-American Transformation of European Set Dances and Dance Suites Author(s): John F. Szwed and Morton Marks Source: Dance Research Journal, Vol. 20, No. 1 (Summer, 1988), pp. 29-36 Published by: University of Illinois Press on behalf of Congress on Research in Dance Stable URL: http://www.jstor.org/stable/1478814 Accessed: 22/04/2010 04:28 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=illinois. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Congress on Research in Dance and University of Illinois Press are collaborating with JSTOR to digitize, preserve and extend access to Dance Research Journal. http://www.jstor.org THE AFRO-AMERICAN TRANSFORMATIONOF EUROPEAN SET DANCES AND DANCE SUITES1 John F Szwed and Morton Marks It is well acknowledgedthat the courtdances which developed in The chief problemin workingwith Afro-Americanfolk dances Europefrom the seventeenthcentury onward spread to the rural is theirlack of visualor writtendocumentation. As in anyfolk dance areas of Europeand to the new world.2 What has not been pro- tradition,these forms are passed down in an "oral"- i.e., body- perlyrecognized is thatthese dances - the quadrille,the cotillion, to-body - tradition.But there are additionalproblems, beyond the contradanceand the like - were takenup by Afro-Americans those of transformation,in the documentationof Afro-American in North and South America and the West Indies and were dances. Whiledance is frequentlymentioned in historical,travel, modifiedand adaptedto localcultural circumstances. In manycases and ethnographicliterature, it is treated briefly, quite often in - especiallyin the WestIndies - they continueto be found today. negative comparisonto Europeandancing. Yetas similaras these dances may look or sound, their functions And even where descriptionsexist, they are often minimaland are not always necessarily the same as those of their European confusing; a Europeandance name may referto an entirely dif- sources. At one extreme,they were "Africanized"for sacredpur- ferent dance; or a native New Worldterm may disguise a well- poses; at the other,they were re-formedand became the basis of knownEuropean form; and the Europeanname for a step maylabel a new world popularculture. An exampleof the formeroccurs on a complexdance in its own right.On the otherhand, descriptions the island of Montserrat.3 of the music for these dances are fuller,and the audio documen- Therecountry dance orchestras made up of variouscombinations tationis quiterich, especiallyas the recordingsof folkmusic in the of fife, fiddle, concertinaor accordion,triangle, and two drums WestIndies began well beforethat of the U.S., in the firstdecade known as the woowooand the babala(or babla)4play for social of the 1900s. dancing,but the same music is also used for inducingpossession This uneven documentationhas had the unfortunateresult of on other occasions, called "jombeedances'"5 On these latteroc- reinforcingWestern scholars' tendency to thinkof danceand music casions quadrille dance rhythms are intensified and gradually as separate.But in the Afro-Americantradition, they are thought 'Africanized"6in orderthat individuals may become possessed and of together,the steps and the music inextricablyintertwined - in convey the messages of the spirits. Secular customs such as theory, the same. It may be possible for dance scholarsto recover suppersfor guests aretransformed into ritualsacrifices for spirits, some of the dancefrom the music and musicaldescriptions alone, and the mundane lyrics of quadrille songs become part of the since in this tradition,the dance is embedded within the music. mechanism for possession. But the ritual occasion has become Forthis reason, we offerhere a capsuleview of Afro-Americanset "masked,"reinterpreted so extensivelythat the traditionalEuro- danceand dancesuites (that is, what in Euro-Americanterms might pean elements of the dance seem predominant to the casual be called "themusic for set dances and dance suites"),in orderto observer. encouragetheir recognitionand systematicstudy. On other WestIndian islands, dance suites and set dances are The Dance Suite in the Circum-Caribbean also associatedwith the spiritsof ancestors,as on Trinidad,where the reelis dancedprior to a wedding to ask for the ancestralspirits' The island of St. Luciais one of the best documentedNew World consent,and the quadrilledanced at a healingrite is associatedwith areas for the continuing presence of set dances such as the African ancestors;7 or on Carriacou, where libations may be quadrille,bele, and mazurka.10The quadrillewas probablyfirst in- poured for ancestorsduring a quadrilledance (reelengage); and on troducedthere in the early 1800'sby the French,or at least by the Tobago,where the spiritsare invokedduring the reeldance.8 (The English after they took control in 1814.Quadrilles - more than - Tobagoreel is performedmainly by people of Kongodescent and other adaptedEuropean dances requireconsiderable learning is said to be similarto the danseKongo of Haiti.) and rehearsal,both to dance and to play.The performanceof the The best exampleof the transformationof set dances and dance dances thus requiresa kind of planning and orderdifferent from suites into popularculture is theiruse in the creationof jazz in the other dances done on St. Lucia, and a system of values are at- United States,through the slow mutationof the quadrille/cotillion tached to quadrilleswhich contrastswith those associatedwith from music for social dancing to a purely abstractmusical form. other local dances. The St. Luciankwadril is understoodas essen- Sometimes,even wherethese dancesseem in otherrespects similar tiallyEuropean, as associatedwith economicand socialpower, as to theirEuropean antecedents, they at least differin setting, as on something inheritedfrom the plantocracywhich can now be par- St. Croixin the VirginIslands, where quadrilleis danced in the ticipated in and controlled. In this respect, kwadrilsare to local streets instead of indoors.9 dances what standardlanguages are to creole languages. DanceResearch Journal 20/1 (Summer1988) 29 ContemporarySt. Luciankwadrils are made up of five dances, of Jamaicanquadrille music are included on JohnCrow Say ... four of them strictlyprescribed, the fifth a round dance of choice. (Folkways4228), where the instrumentationis harmonica,wooden The orchestra,at least during the early 1900'swas composed of a trumpet and cassava grater;Black Music of TwoWorlds (Folkways violin, tambourineand chakchak(maracas), but is currentlymade 4602), a fife and drumband; and Bongo,Backra & Coollie:Jamaican up of violin, banjo,cuatro (a small ten-stringguitar), guitar, man- Roots,Vol. 2 (Folkways4232), where a fife, guitar,and banjo play dolin, and chakchak.No callersare used. Despite the dance'siden- most of the figuresof a set. (In earlieryears Jamaican bands might tificationwith Europe,St. Lucianshave made considerableadap- also be made up of combinationsof one to three fifes, two tam- tations.Kwadrils are more complex in structurethan the European bourines,big drum, grater,triangle, horse jawbone,and possibly quadrille,often have improvisedmelodies, are accompaniedby violins, accordionor concertina.At the end of the 19thcentury the percussioninstruments, use off-beatphrasing, and often involve most popularpart of the quadrillewas the fifthdance, an apparent- singing.1 ly local form, possibly similarto mento.19)The mentowas a local In Martiniqueand Guadeloupe formalEuropean dances such development,a looser,hotter form, with certainparallels to Trinida- as the mazurka,the waltz, and the polka exist in both ruraland dian calypso,but also having elements of Europeanand localfolk urbanareas, all of them having undergoneconsiderable creoliza- tunes withinit. Recordedexamples include Mento: Jamaican Calypsos tion in the last 100years or so. The quadrilleremains especially im- 1950(Ethnic Cassettes KA 5), a collectionof commercialrecordings; portantin Guadeloupe, where beneficialsocieties hold balakadri "MangoTime" on CaribbeanIsland Music (Nonesuch H-72047); (quadrilleballs) for fund raising and social activity.12Festival de "Wheeland Turn"on BlackMusic of TwoWorlds (Folkways 4602); Quadrille(Debs HDD 512)is a commercialrecording of such a folk "YouTell a Lie"on Fromthe GrassRoots of Jamaica; and TheRoots of quadrille from Guadeloupe.13 It documents two sets of four Reggae(Lyrichord LLST 7314). Jamaican quadrille and mentoare figures, the dance directionsprovided by a rhythmic,monotone directforerunners of skaand reggae,and echoes of
Recommended publications
  • Love, Oh Love, Oh Careless Love
    Love, Oh Love, Oh Careless Love Careless Love is perhaps the most enduring of traditional folk songs. Of obscure origins, the song’s message is that “careless love” could care less who it hurts in the process. Although the lyrics have changed from version to version, the words usually speak of the pain and heartbreak brought on by love that can take one totally by surprise. And then things go terribly wrong. In many instances, the song’s narrator threatens to kill his or her errant lover. “Love is messy like a po-boy – leaving you drippin’ in debris.” Now, this concept of love is not the sentiment of this author, but, for some, love does not always go right. Countless artists have recorded Careless Love. Rare photo of “Buddy” Bolden Lonnie Johnson New Orleans cornetist and early jazz icon Charles Joseph “Buddy” Bolden played this song and made it one of the best known pieces in his band’s repertory in the early 1900s, and it has remained both a jazz standard and blues standard. In fact, it’s a folk, blues, country and jazz song all rolled into one. Bessie Smith, the Empress of the Blues, cut an extraordinary recording of the song in 1925. Lonnie Johnson of New Orleans recorded it in 1928. It is Pete Seeger’s favorite folk song. Careless Love has been recorded by Louis Armstrong, Ray Charles, Bob Dylan and Johnny Cash. Fats Domino recorded his version in 1951. Crescent City jazz clarinetist George Lewis (born Joseph Louis Francois Zenon, 1900 – 1968) played it, as did other New Orleans performers, such as Dr.
    [Show full text]
  • Jazz and the Cultural Transformation of America in the 1920S
    Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2003 Jazz and the cultural transformation of America in the 1920s Courtney Patterson Carney Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the History Commons Recommended Citation Carney, Courtney Patterson, "Jazz and the cultural transformation of America in the 1920s" (2003). LSU Doctoral Dissertations. 176. https://digitalcommons.lsu.edu/gradschool_dissertations/176 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. JAZZ AND THE CULTURAL TRANSFORMATION OF AMERICA IN THE 1920S A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of History by Courtney Patterson Carney B.A., Baylor University, 1996 M.A., Louisiana State University, 1998 December 2003 For Big ii ACKNOWLEDGEMENTS The real truth about it is no one gets it right The real truth about it is we’re all supposed to try1 Over the course of the last few years I have been in contact with a long list of people, many of whom have had some impact on this dissertation. At the University of Chicago, Deborah Gillaspie and Ray Gadke helped immensely by guiding me through the Chicago Jazz Archive.
    [Show full text]
  • Jocelyne Guilbault, with Gage Averill, Édouard Benoit, and Gregory Rabess. Zouk: World Music in the West Indies. Chicago Studies in Ethnomusicology
    Document généré le 1 oct. 2021 22:08 Canadian University Music Review Revue de musique des universités canadiennes Jocelyne Guilbault, with Gage Averill, Édouard Benoit, and Gregory Rabess. Zouk: World Music in the West Indies. Chicago Studies in Ethnomusicology. Chicago: University of Chicago Press, 1993. xxv, 279 pp., compact disc included. ISBN 0-226-31041-8 (hardcover), ISBN 0-226-31042-6 (paperback) Robert Witmer Numéro 15, 1995 URI : https://id.erudit.org/iderudit/1014408ar DOI : https://doi.org/10.7202/1014408ar Aller au sommaire du numéro Éditeur(s) Canadian University Music Society / Société de musique des universités canadiennes ISSN 0710-0353 (imprimé) 2291-2436 (numérique) Découvrir la revue Citer ce compte rendu Witmer, R. (1995). Compte rendu de [Jocelyne Guilbault, with Gage Averill, Édouard Benoit, and Gregory Rabess. Zouk: World Music in the West Indies. Chicago Studies in Ethnomusicology. Chicago: University of Chicago Press, 1993. xxv, 279 pp., compact disc included. ISBN 0-226-31041-8 (hardcover), ISBN 0-226-31042-6 (paperback)]. Canadian University Music Review / Revue de musique des universités canadiennes, (15), 194–198. https://doi.org/10.7202/1014408ar All Rights Reserved © Canadian University Music Society / Société de musique Ce document est protégé par la loi sur le droit d’auteur. L’utilisation des des universités canadiennes, 1995 services d’Érudit (y compris la reproduction) est assujettie à sa politique d’utilisation que vous pouvez consulter en ligne. https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit. Érudit est un consortium interuniversitaire sans but lucratif composé de l’Université de Montréal, l’Université Laval et l’Université du Québec à Montréal.
    [Show full text]
  • INTRODUCTION: BLUE NOTES TOWARD a NEW JAZZ DISCOURSE I. Authority and Authenticity in Jazz Historiography Most Books and Article
    INTRODUCTION: BLUE NOTES TOWARD A NEW JAZZ DISCOURSE MARK OSTEEN, LOYOLA COLLEGE I. Authority and Authenticity in Jazz Historiography Most books and articles with "jazz" in the title are not simply about music. Instead, their authors generally use jazz music to investigate or promulgate ideas about politics or race (e.g., that jazz exemplifies democratic or American values,* or that jazz epitomizes the history of twentieth-century African Americans); to illustrate a philosophy of art (either a Modernist one or a Romantic one); or to celebrate the music as an expression of broader human traits such as conversa- tion, flexibility, and hybridity (here "improvisation" is generally the touchstone). These explorations of the broader cultural meanings of jazz constitute what is being touted as the New Jazz Studies. This proliferation of the meanings of "jazz" is not a bad thing, and in any case it is probably inevitable, for jazz has been employed as an emblem of every- thing but mere music almost since its inception. As Lawrence Levine demon- strates, in its formative years jazz—with its vitality, its sexual charge, its use of new technologies of reproduction, its sheer noisiness—was for many Americans a symbol of modernity itself (433). It was scandalous, lowdown, classless, obscene, but it was also joyous, irrepressible, and unpretentious. The music was a battlefield on which the forces seeking to preserve European high culture met the upstarts of popular culture who celebrated innovation, speed, and novelty. It 'Crouch writes: "the demands on and respect for the individual in the jazz band put democracy into aesthetic action" (161).
    [Show full text]
  • New Orleans Jazz National Historical Park Junior Ranger Activity Book
    U.S. Department of the Interior New Orleans Jazz National Park Service National Historical Park Junior Ranger Activity Book New Orleans Jazz National Historical Park Be a Junior Park Ranger EXPLORE . LEARN . PROTECT Are YOU ready to become a Junior Park Ranger ? Becoming a Junior Ranger is a fun way to learn about Jazz, New Orleans & YOUR National Park. 1.) How do you become a Junior Park Ranger? Choose and complete the number of activities for your age group. Your parents are welcome to help and learn too. 7 years & younger, complete at least four activities. 8-11 years, complete six or more activities. 12 years or older, complete at least eight of the activities 2.) To receive your Junior Ranger Badge, complete the activities for your age group, then re- turn to the visitor’s center, or mail the booklet to the New Orleans Jazz National Historical Park. *If you have any questions about the activities in this book remember that Park Rangers are here to help you. New Orleans Jazz National Historical Park MAIL: Junior Park Ranger VISITOR CENTER: 916 N. Peters St. (in Dutch Alley) PERFORMANCE HALL AT: Old U.S. Mint TO 419 Decatur St. New Orleans, LA. 70116 400 Esplanade Ave. New Orleans, LA. 70130 New Orleans, LA.70116 (504) 589-4841 ● www.nps.gov/jazz WWhat is JJazz? Jazz is a musical style based on improvisation, that is the art of making What is something up on the spot. New Orleans Many different musical Jazz? styles came together to form what we now call jazz, and the place it all began was in New Orleans.
    [Show full text]
  • SR72 Enrolled
    2019 Regular Session ENROLLED SENATE RESOLUTION NO. 72 BY SENATOR PETERSON A RESOLUTION To commend posthumously "King" Buddy Bolden, the father of New Orleans jazz. WHEREAS, Charles Joseph "Buddy" Bolden was born on September 6, 1877, to Westmore Bolden and Alice Harrison in New Orleans, Louisiana; and WHEREAS, many early jazz musicians credited Buddy Bolden and his bandmates with having originated what came to be known as jazz, though the term was not in common musical use until after the era of his prominence; and WHEREAS, he is credited with creating a looser, more improvised version of ragtime and adding blues, and his band was said to be the first to have brass instruments play the blues; and WHEREAS, he is also credited with the invention of the "Big Four", a key rhythmic innovation on the marching band beat, which gave embryonic jazz much more room for individual improvisation; and WHEREAS, rather than imitating other cornetists, Buddy played music he heard "by ear", adapted it to his horn, and in doing so, created an exciting and novel fusion of ragtime, black sacred music, marching-band music, and rural blues; and WHEREAS, at the tender age of six, misfortune struck the family and his father passed away; and WHEREAS, he attended Sunday services at St. John's Baptist Church and listened to its soulful choir which affirmed his zest for music, and in 1894, he began learning to play the cornet; and WHEREAS, music bands had become very popular and Buddy began his career playing the cornet in Papa Jack Laines' band; and WHEREAS, during mid-1890s, he formed his own band which played cornet, guitar, Page 1 of 3 SR NO.
    [Show full text]
  • Alan Lomax: Selected Writings 1934-1997
    ALAN LOMAX ALAN LOMAX SELECTED WRITINGS 1934–1997 Edited by Ronald D.Cohen With Introductory Essays by Gage Averill, Matthew Barton, Ronald D.Cohen, Ed Kahn, and Andrew L.Kaye ROUTLEDGE NEW YORK • LONDON Published in 2003 by Routledge 29 West 35th Street New York, NY 10001 www.routledge-ny.com Published in Great Britain by Routledge 11 New Fetter Lane London EC4P 4EE www.routledge.co.uk Routledge is an imprint of the Taylor & Francis Group. This edition published in the Taylor & Francis e-Library, 2005. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” All writings and photographs by Alan Lomax are copyright © 2003 by Alan Lomax estate. The material on “Sources and Permissions” on pp. 350–51 constitutes a continuation of this copyright page. All of the writings by Alan Lomax in this book are reprinted as they originally appeared, without emendation, except for small changes to regularize spelling. All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publisher. Library of Congress Cataloging-in-Publication Data Lomax, Alan, 1915–2002 [Selections] Alan Lomax : selected writings, 1934–1997 /edited by Ronald D.Cohen; with introductory essays by Gage Averill, Matthew Barton, Ronald D.Cohen, Ed Kahn, and Andrew Kaye.
    [Show full text]
  • Musical Traditions of Southern Louisiana
    Musical Traditions of Southern Louisiana Rosalon Moorhead GENERAL INTRODUCTION This unit was developed for use in French classes at the secondary level. It gives students opportunities to Research the history and patterns of French settlement in Louisiana Discover three types of music (New Orleans jazz, Cajun, Zydeco) which are representative of the Francophone presence in Louisiana. Make connections between the rhythms of the music and those of the French language. Although I intend to use the unit in my fourth-year French classes at Bellaire High School, the material is probably better suited to the curriculum of second- or third-year classes, as some of the state-adopted textbooks at those levels have chapters that deal with Louisiana. I believe that the unit could be modified for use at any level of French language instruction. BACKGROUND NARRATIVE In the nearly twenty years that I have been teaching French, I have observed that while the students‟ motivations to take the class have remained largely the same (it‟s a beautiful language, I want to travel/live in France, my mother made me), the emphases in the teaching of the language have changed quite a bit. As a student and in the early years of my teaching career, I (along with other Americans) studied the sound system and patterns of the language, attempting to mimic the pronunciation and intonation of French as my primary goal. That approach was superseded variously by those focusing on the grammar, the vocabulary, or the learning of language in context as revealed by reading. The one aspect of the study of French that seemed to be static was the culture; until very recently, the references were to France, and more specifically, to Paris.
    [Show full text]
  • 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.
    [Show full text]
  • Creolization on the Move in Francophone Caribbean Literature
    Georgia State University ScholarWorks @ Georgia State University World Languages and Cultures Faculty Publications Department of World Languages and Cultures 1-2015 Creolization on the Move in Francophone Caribbean Literature Gladys M. Francis Georgia State University, [email protected] Follow this and additional works at: https://scholarworks.gsu.edu/mcl_facpub Part of the Other Languages, Societies, and Cultures Commons Recommended Citation Francis, Gladys M. "Creolization on the Move in Francophone Caribbean Literature." The Oxford Diasporas Programme. Oxford: The University of Oxford (2015): 1-15. http://www.migration.ox.ac.uk/odp/pdfs/ Francis,%20G,%202015%20Creolization%20on%20the%20Move-1.pdf This Working Paper is brought to you for free and open access by the Department of World Languages and Cultures at ScholarWorks @ Georgia State University. It has been accepted for inclusion in World Languages and Cultures Faculty Publications by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. Working Papers Paper 01, January 2015 Creolization on the Move in Francophone Caribbean Literature Dr Gladys M. Francis This paper is published as part of the Oxford Diasporas Programme (www.migration.ox.ac.uk/odp). The Oxford Diasporas Programme (ODP) is funded by the Leverhulme Trust. ODP does not have an institutional view and does not aim to present one. The views expressed in this document are those of its independent author. Abstract In this paper I explore the particular use of dance and music observed in the writings of Maryse Condé, Ina Césaire, and Gerty Dambury. I examine how their use of orality, oral literature, and the body in movement create complex levels of textuality, meaning, and reading.
    [Show full text]
  • Cape Verde and Brazil Musical Connections
    Cape Verde and Brazil Musical Connections Juliana Braz Dias Universidade de Brasília / University of Pretoria Introduction The insertion of Brazilian music in contexts outside of the country is no lon- ger a novelty. Indeed, the media often reports on these musical flows. For instance, newspapers and specialized magazines have played a crucial role in highlighting the presence of Brazil on the international stage through reports on Grammy Awards won by Brazilian musicians (namely, Sérgio Mendes, Milton Nascimento, Gilberto Gil, Caetano Veloso e João Gilberto). Another example is the increased visibility of concerts featuring Brazilian artists in other countries, such as the Brazilian Day in New York, which attracts more than a million people to the streets of that city – above all Brazilians, but also North-Americans and migrants from other countries. However, it should be noted that the presence of Brazilian music outside of the country’s borders is not necessarily related to the global cultural indus- try, neither to the impact of recent migration processes. Musical exchanges involving Brazilian musicians have been going on for some time, in multiple ways, following diverse routes and movements of people. In this article, I focus on a particular trajectory that some forms of Brazilian music have taken. I refer to the Atlantic flows that allowed for the arrival of music and musicians from Brazil to Cape Verde, deeply influencing musical productions in the archipelago. Adopting an anthropological ap- proach, I seek to engage with discourses articulated by Cape Verdeans on the role of “Brazilian music” (as they understand it) and its relationship to the music produced in Cape Verde.
    [Show full text]
  • Jazzslam Jazz Supports Language Arts & Math
    JazzSLAM Teacher’s Guide JazzSLAM Jazz Supports Language Arts & Math JazzSLAM TEACHERS: We hope that you and your students enjoyed the JazzSLAM presenta- tion at your school. This guide will help you reinforce some of the concepts we presented and will give you more information for your students about the music of jazz! What is Jazz and Where Did It Come From? Jazz and Blues are types of music that are totally American. Early jazz and blues tunes evolved out of the Southern slaves’ tradition of “call & response” work songs. Slave ships transported Africans to North America, South America, and the Caribbean islands. Many of the enslaved people came from the Congo and spread the Bamboula rhythm throughout the “New World” The people from the Congo brought the Bamboula rhythm and spread it throughout the Western Hemisphere. In colonial America the Africans worked on farms and plantations. While in the fields, they set a beat and communicated to each other through call-and-responses, called "Field Hollers." Spirituals also used the same strong African rhythms and call-and-response patterns. The simple Field Holler form soon evolved into the 12 bar Blues form. African Americans were freed after the Civil War, and many migrated into New Orleans, Louisiana, considered to be the birthplace of jazz. African-American and Creole musicians, who were either self-taught or schooled in the melodies and harmo- nies of European classical music, played in jazz bands, brass bands, military bands and minstrel shows in New Orleans. Field Hollers, Blues, and Spirituals are the roots of today's jazz and blues music.
    [Show full text]