Confessions of a White Salsa Dancer: Appropriation, Identity and the Latin Music Craze
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Types of Dance Styles
Types of Dance Styles International Standard Ballroom Dances Ballroom Dance: Ballroom dancing is one of the most entertaining and elite styles of dancing. In the earlier days, ballroom dancewas only for the privileged class of people, the socialites if you must. This style of dancing with a partner, originated in Germany, but is now a popular act followed in varied dance styles. Today, the popularity of ballroom dance is evident, given the innumerable shows and competitions worldwide that revere dance, in all its form. This dance includes many other styles sub-categorized under this. There are many dance techniques that have been developed especially in America. The International Standard recognizes around 10 styles that belong to the category of ballroom dancing, whereas the American style has few forms that are different from those included under the International Standard. Tango: It definitely does take two to tango and this dance also belongs to the American Style category. Like all ballroom dancers, the male has to lead the female partner. The choreography of this dance is what sets it apart from other styles, varying between the International Standard, and that which is American. Waltz: The waltz is danced to melodic, slow music and is an equally beautiful dance form. The waltz is a graceful form of dance, that requires fluidity and delicate movement. When danced by the International Standard norms, this dance is performed more closely towards each other as compared to the American Style. Foxtrot: Foxtrot, as a dance style, gives a dancer flexibility to combine slow and fast dance steps together. -
Description of Some Basic Moves of Salsa Casino Rueda Style a Cruz’: Description If Basic Arm Positions in Salsa Rueda
www.SalsaGente.com The Moves ! Thank you for choosing “Salsa Gente” as source for your information! We are community oriented and based in Santa Cruz and maintain Cuban-style Salsa dance since 2001. We offer classes and dance opportunities filled with lots of fun. As courtesy, we describe some basic Salsa Rueda de Casino moves starting with Beginner level and list our Salsa Rueda Curriculum of classes. The curriculum may differ from other Salsa Rueda organizations or Website listings. Description of some Basic Moves of Salsa Casino Rueda style a Cruz’: Description if Basic Arm Positions in Salsa Rueda Name of Position Description guapea position/parallel (Left to Right) and (Right to Left). Leader is on the Right side of Follower. arms Leader and Follower face each other holding hands around waist level. Leader is on the Left side of Follower. Leader and Follower face each other. Leader has Right Hand behind the back of Follower, Follower’s Left Hand is pa'l medio position on the Right shoulder of Leader. Leader is holding Right Hand of Follower with elbows bent upward. Palms and elbows are touching. Make an "L" shape with your arms. cross handed Couples face each other, arms crossed with Right hands on top. Couples are side to side and Leader is to the Left of Follower. Leader has Left Sombrero arms Hand behind own head holding Left Hand of Follower. Leader also has Right Hand behind the head of Follower holding Right Hand of Follower. Leader's elbow comes up and over the upper arm of the Follower. -
Redalyc.Mambo on 2: the Birth of a New Form of Dance in New York City
Centro Journal ISSN: 1538-6279 [email protected] The City University of New York Estados Unidos Hutchinson, Sydney Mambo On 2: The Birth of a New Form of Dance in New York City Centro Journal, vol. XVI, núm. 2, fall, 2004, pp. 108-137 The City University of New York New York, Estados Unidos Available in: http://www.redalyc.org/articulo.oa?id=37716209 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative Hutchinson(v10).qxd 3/1/05 7:27 AM Page 108 CENTRO Journal Volume7 xv1 Number 2 fall 2004 Mambo On 2: The Birth of a New Form of Dance in New York City SYDNEY HUTCHINSON ABSTRACT As Nuyorican musicians were laboring to develop the unique sounds of New York mambo and salsa, Nuyorican dancers were working just as hard to create a new form of dance. This dance, now known as “on 2” mambo, or salsa, for its relationship to the clave, is the first uniquely North American form of vernacular Latino dance on the East Coast. This paper traces the New York mambo’s develop- ment from its beginnings at the Palladium Ballroom through the salsa and hustle years and up to the present time. The current period is characterized by increasing growth, commercialization, codification, and a blending with other modern, urban dance genres such as hip-hop. [Key words: salsa, mambo, hustle, New York, Palladium, music, dance] [ 109 ] Hutchinson(v10).qxd 3/1/05 7:27 AM Page 110 While stepping on count one, two, or three may seem at first glance to be an unimportant detail, to New York dancers it makes a world of difference. -
Physical Education Dance (PEDNC) 1
Physical Education Dance (PEDNC) 1 Zumba PHYSICAL EDUCATION DANCE PEDNC 140 1 Credit/Unit 2 hours of lab (PEDNC) A fusion of Latin and international music-dance themes, featuring aerobic/fitness interval training with a combination of fast and slow Ballet-Beginning rhythms that tone and sculpt the body. PEDNC 130 1 Credit/Unit Hula 2 hours of lab PEDNC 141 1 Credit/Unit Beginning ballet technique including barre and centre work. [PE, SE] 2 hours of lab Ballroom Dance: Mixed Focus on Hawaiian traditional dance forms. [PE,SE,GE] PEDNC 131 1-3 Credits/Units African Dance 6 hours of lab PEDNC 142 1 Credit/Unit Fundamentals, forms and pattern of ballroom dance. Develop confidence 2 hours of lab through practice with a variety of partners in both smooth and latin style Introduction to African dance, which focuses on drumming, rhythm, and dances to include: waltz, tango, fox trot, quick step and Viennese waltz, music predominantly of West Africa. [PE,SE,GE] mambo, cha cha, rhumba, samba, salsa. Bollywood Ballroom Dance: Smooth PEDNC 143 1 Credit/Unit PEDNC 132 1 Credit/Unit 2 hours of lab 2 hours of lab Introduction to dances of India, sometimes referred to as Indian Fusion. Fundamentals, forms and pattern of ballroom dance. Develop confidence Dance styles focus on semi-classical, regional, folk, bhangra, and through practice with a variety of partners. Smooth style dances include everything in between--up to westernized contemporary bollywood dance. waltz, tango, fox trot, quick step and Viennese waltz. [PE,SE,GE] [PE,SE,GE] Ballroom Dance: Latin Irish Dance PEDNC 133 1 Credit/Unit PEDNC 144 1 Credit/Unit 2 hours of lab 2 hours of lab Fundamentals, forms and pattern of ballroom dance. -
'What Ever Happened to Breakdancing?'
'What ever happened to breakdancing?' Transnational h-hoy/b-girl networks, underground video magazines and imagined affinities. Mary Fogarty Submitted in partial fulfillment Of the requirements for the degree of Interdisciplinary MA in Popular Culture Brock University St. Catharines, Ontario © November 2006 For my sister, Pauline 111 Acknowledgements The Canada Graduate Scholarship (SSHRC) enabled me to focus full-time on my studies. I would also like to express my deepest gratitude to my committee members: Andy Bennett, Hans A. Skott-Myhre, Nick Baxter-Moore and Will Straw. These scholars have shaped my ideas about this project in crucial ways. I am indebted to Michael Zryd and Francois Lukawecki for their unwavering kindness, encouragement and wisdom over many years. Steve Russell patiently began to teach me basic rules ofgrammar. Barry Grant and Eric Liu provided comments about earlier chapter drafts. Simon Frith, Raquel Rivera, Anthony Kwame Harrison, Kwande Kefentse and John Hunting offered influential suggestions and encouragement in correspondence. Mike Ripmeester, Sarah Matheson, Jeannette Sloniowski, Scott Henderson, Jim Leach, Christie Milliken, David Butz and Dale Bradley also contributed helpful insights in either lectures or conversations. AJ Fashbaugh supplied the soul food and music that kept my body and mind nourished last year. If AJ brought the knowledge then Matt Masters brought the truth. (What a powerful triangle, indeed!) I was exceptionally fortunate to have such noteworthy fellow graduate students. Cole Lewis (my summer writing partner who kept me accountable), Zorianna Zurba, Jana Tomcko, Nylda Gallardo-Lopez, Seth Mulvey and Pauline Fogarty each lent an ear on numerous much needed occasions as I worked through my ideas out loud. -
C:\010 MWP-Sonderausgaben (C)\D
Dancando Lambada Hintergründe von S. Radic "Dançando Lambada" is a song of the French- Brazilian group Kaoma with the Brazilian singer Loalwa Braz. It was the second single from Kaomas debut album Worldbeat and followed the world hit "Lambada". Released in October 1989, the album peaked in 4th place in France, 6th in Switzerland and 11th in Ireland, but could not continue the success of the previous hit single. A dub version of "Lambada" was available on the 12" and CD maxi. In 1976 Aurino Quirino Gonçalves released a song under his Lambada-Original is the title of a million-seller stage name Pinduca under the title "Lambada of the international group Kaoma from 1989, (Sambão)" as the sixth title on his LP "No embalo which has triggered a dance wave with the of carimbó and sirimbó vol. 5". Another Brazilian dance of the same name. The song Lambada record entitled "Lambada das Quebradas" was is actually a plagiarism, because music and then released in 1978, and at the end of 1980 parts of the lyrics go back to the original title several dance halls were finally created in Rio de "Llorando se fue" ("Crying she went") of the Janeiro and other Brazilian cities under the name Bolivian folklore group Los Kjarkas from the "Lambateria". Márcia Ferreira then remembered Municipio Cochabamba. She had recorded this forgotten Bolivian song in 1986 and recorded the song composed by Ulises Hermosa and a legal Portuguese cover version for the Brazilian his brother Gonzalo Hermosa-Gonzalez, to market under the title Chorando se foi (same which they dance Saya in Bolivia, for their meaning as the Spanish original) with Portuguese 1981 LP Canto a la mujer de mi pueblo, text; but even this version remained without great released by EMI. -
Samba, Rumba, Cha-Cha, Salsa, Merengue, Cumbia, Flamenco, Tango, Bolero
SAMBA, RUMBA, CHA-CHA, SALSA, MERENGUE, CUMBIA, FLAMENCO, TANGO, BOLERO PROMOTIONAL MATERIAL DAVID GIARDINA Guitarist / Manager 860.568.1172 [email protected] www.gozaband.com ABOUT GOZA We are pleased to present to you GOZA - an engaging Latin/Latin Jazz musical ensemble comprised of Connecticut’s most seasoned and versatile musicians. GOZA (Spanish for Joy) performs exciting music and dance rhythms from Latin America, Brazil and Spain with guitar, violin, horns, Latin percussion and beautiful, romantic vocals. Goza rhythms include: samba, rumba cha-cha, salsa, cumbia, flamenco, tango, and bolero and num- bers by Jobim, Tito Puente, Gipsy Kings, Buena Vista, Rollins and Dizzy. We also have many originals and arrangements of Beatles, Santana, Stevie Wonder, Van Morrison, Guns & Roses and Rodrigo y Gabriela. Click here for repertoire. Goza has performed multiple times at the Mohegan Sun Wolfden, Hartford Wadsworth Atheneum, Elizabeth Park in West Hartford, River Camelot Cruises, festivals, colleges, libraries and clubs throughout New England. They are listed with many top agencies including James Daniels, Soloman, East West, Landerman, Pyramid, Cutting Edge and have played hundreds of weddings and similar functions. Regular performances in the Hartford area include venues such as: Casona, Chango Rosa, La Tavola Ristorante, Arthur Murray Dance Studio and Elizabeth Park. For more information about GOZA and for our performance schedule, please visit our website at www.gozaband.com or call David Giardina at 860.568-1172. We look forward -
The Seven Sins of Salsa
The following article was published in the December 09 issue of Latin Beat Magazine. The Seven Sins of Salsa BY BARBARA BERNSTEIN AND GLEN MINTO AKA: SALSERO So you wanna learn how to dance salsa? Maybe you're already an aspiring salsero/salsera wanting to take your dancing to the next level. Well, congratulations - you found us! We're about to show you how to take your dancing to the next level by listing things to avoid when dancing. After years of discussing some of the finer points of dancing, two dedicated salseros (Barb and Salsero) have compiled their experiences of how to get the most enjoyment and learning out of dancing salsa. "The Seven Sins of Salsa" is a list of common, all-too-human mistakes that most of us make at one time or another (the authors included!). Avoiding these mistakes will help you get the most out of your dancing. By gaining skill and making your dance experience a joyful way to exercise and connect with others, you will have heaps of fun dancing salsa and gradually learn to dance better and better. So here goes… The Seven Sins of Salsa 1a. Leading Yourself (for ladies) - by Barb Dancing is a partnership activity that requires a coordinated effort by both the leader and the follower. As we all know, a person can feel and indeed be very alone in a crowded room, as connection is really a mental state. Likewise, one can dance with another person and not be responsive to them or be aware of them. -
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. -
Negotiating the Self Through Flamenco Dance
Georgia State University ScholarWorks @ Georgia State University Anthropology Theses Department of Anthropology 12-2009 Embodied Identities: Negotiating the Self through Flamenco Dance Pamela Ann Caltabiano Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/anthro_theses Part of the Anthropology Commons Recommended Citation Caltabiano, Pamela Ann, "Embodied Identities: Negotiating the Self through Flamenco Dance." Thesis, Georgia State University, 2009. https://scholarworks.gsu.edu/anthro_theses/33 This Thesis is brought to you for free and open access by the Department of Anthropology at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Anthropology Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. EMBODIED IDENTITIES: NEGOTIATING THE SELF THROUGH FLAMENCO DANCE by PAMELA ANN CALTABIANO Under the Direction of Emanuela Guano ABSTRACT Drawing on ethnographic research conducted in Atlanta, this study analyzes how transnational practices of, and discourse about, flamenco dance contribute to the performance and embodiment of gender, ethnic, and national identities. It argues that, in the context of the flamenco studio, women dancers renegotiate authenticity and hybridity against the backdrop of an embodied “exot- ic” passion. INDEX WORDS: Gender, Dance, Flamenco, Identity, Exoticism, Embodiment, Performance EMBODIED IDENTITIES: NEGOTIATING THE SELF THROUGH FLAMENCO DANCE by PAMELA ANN -
Performing Blackness in the Danza De Caporales
Roper, Danielle. 2019. Blackface at the Andean Fiesta: Performing Blackness in the Danza de Caporales. Latin American Research Review 54(2), pp. 381–397. DOI: https://doi.org/10.25222/larr.300 OTHER ARTS AND HUMANITIES Blackface at the Andean Fiesta: Performing Blackness in the Danza de Caporales Danielle Roper University of Chicago, US [email protected] This study assesses the deployment of blackface in a performance of the Danza de Caporales at La Fiesta de la Virgen de la Candelaria in Puno, Peru, by the performance troupe Sambos Illimani con Sentimiento y Devoción. Since blackface is so widely associated with the nineteenth- century US blackface minstrel tradition, this article develops the concept of “hemispheric blackface” to expand common understandings of the form. It historicizes Sambos’ deployment of blackface within an Andean performance tradition known as the Tundique, and then traces the way multiple hemispheric performance traditions can converge in a single blackface act. It underscores the amorphous nature of blackface itself and critically assesses its role in producing anti-blackness in the performance. Este ensayo analiza el uso de “blackface” (literalmente, cara negra: término que designa el uso de maquillaje negro cubriendo un rostro de piel más pálida) en la Danza de Caporales puesta en escena por el grupo Sambos Illimani con Sentimiento y Devoción que tuvo lugar en la fiesta de la Virgen de la Candelaria en Puno, Perú. Ya que el “blackface” es frecuentemente asociado a una tradición estadounidense del siglo XIX, este artículo desarrolla el concepto de “hemispheric blackface” (cara-negra hemisférica) para dar cuenta de elementos comunes en este género escénico. -
Issn: 2359-0289
ISSN: 2359-0289 LETRAMENTO MUSICAL E SUAS REPERCUSSÕES NOS PROCESSOS DE ALFABETIZAÇÃO INFANTIL ESCOLAR BORGES, Douglas Guimarães. Letramento musical e suas repercussões nos processos de alfabetização infantil escolar. Mestrado em Educação – Universidade do Estado do Pará, Belém, 2014. e-mail: [email protected] Orientadora: Profª. Drª. Maria do Perpétuo Socorro Cardoso e Silva Resumo: A presente proposta de pesquisa, com abordagem de cunho qualitativo, tem como foco de estudo a relação dialética entre diferentes áreas do conhecimento inseridas na educação infantil. O objetivo geral é investigar a interferência do Letramento Musical sobre a qualidade da alfabetização, para tanto, alguns objetivos específicos servirão como pilares epistemológicos, como identificar duas escolas regulares da rede pública de Belém – PA com realidades distintas: uma contando com o Ensino da Música estruturado e outra sem tal recurso; analisar a aplicação do Letramento Musical na instituição que dele dispõe (recursos materiais, professores e processos de avaliação); aplicar questionário de cunho qualitativo aos professores responsáveis pela alfabetização nas duas instituições; avaliar a produção e a interpretação textual de cinco alunos de cada instituição. As questões norteadoras que guiarão nossas ações investigativas são: Quais as principais diferenças estruturais entre uma instituição de ensino regular que dispõe do Letramento Musical inserido em sua grade curricular e outra que não conta com tal implementação? Como se dá a aplicação da Educação Musical em uma instituição de ensino regular de Belém – PA? Qual a avaliação, por parte dos professores responsáveis pela alfabetização, sobre a qualidade de interpretação textual de seus alunos? Quais as diferenças entre o nível de compreensão textual entre alunos que possuem Letramento Musical e aqueles que não contam com tal aprendizado? A partir do método de procedimento comparativo, pretendemos diagnosticar se (e de que maneira) o Letramento Musical pode influenciar a qualidade do Letramento Alfabético infantil.