83 Before Dealing with Music, Song and Dance, a Description of the Occur, with Reference to the People by Whom and the Events
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Présentation D'une Séquence – Formateurs Académiques
Présentation d’une séquence – Formateurs Académiques Formation Initiale, Académie de Versailles – août 2019 BMI - BB Titre de la séquence : “La música en la calle: ¿tradición popular o vector de cohesión social?” Programme culturel : L’art de vivre ensemble Axes : Axe 3 - Le village, le quartier, la ville (Axe 1 - Vivre entre générations / Axe 6 - La création et le rapport aux arts) Problématique : ¿En qué sentido podemos decir que la música y el baile, al manifestarse en la calle, son una afirmación de la identidad, y los vectores de la cohesión social de un pueblo ? Niveau : 2de Niveau du CECRL : A2 Nombre de séances : (½ séance d’introduction) + 4 séances + 1 séance pour l’évaluation (+ remédiation) • Objectifs culturels : -musiques et danses traditionnelles d’Espagne et d’A-L - Cuba, Argentine, Pérou (sevillana (et la feria de Séville), flamenco, tango, milonga, rumba, conga, marinera, huayno) -le réalisateur Fernando Trueba, le musicien et compositeur Bebo Valdés, l’écrivain José María Arguedas, le musicien Eliades Ochoa et le Buena Vista Social Club, le danseur de flamenco Eduardo Guerrero, la chanteuse Buika, le groupe Calle 13, le chanteur et musicien Manu Chao • Outils linguistiques : -lexicaux : le lexique lié aux danses étudiées et à la musique, quelques instruments de musique, le lexique lié à la cohésion sociale, à l’identité, au vivre ensemble, au partage, le lexique des sentiments tels que la joie, le lexique lié aux héritages, métissages, à la fusion des cultures, le lexique de la description d’images, des nationalités -
STATEWIDE APPRENTICESHIP PROGRAM SUPPORTS CALIFORNIA's CULTURAL TRADITIONS THROUGH 17 ARTIST TEAMS Since 1999, the Alliance Fo
STATEWIDE APPRENTICESHIP PROGRAM SUPPORTS CALIFORNIA’S CULTURAL TRADITIONS THROUGH 17 ARTIST TEAMS Since 1999, the Alliance for California Traditional Arts’ (ACTA’s) Apprenticeship Program has supported California’s cultural traditions with 348 contracts to outstanding folk and traditional artists and practitioners. Now entering its 19th cycle, ACTA’s Apprenticeship Program encourages the continuity of the state’s living cultural heritage by contracting exemplary master artists to offer intensive training and mentorship to qualified apprentices. ACTA’s Executive Director, Amy Kitchener says, “The Apprenticeship Program is at the heart of our mission, with a focus on the generational transfer of knowledge. The program not only sustains and grows traditions; it also reveals all the different ways of knowing within the many cultural communities of our state.” Master artist Snigdha Venkataramani (L) with her apprentice Anagaa Nathan (R; photo courtesy of Suri Photography). Contracts of $3,000 are made with California-based master artists to cover master artist’s fees, supplies and travel. Participants work closely with ACTA staff to develop and document the apprenticeships, culminating in opportunities to publicly share results of their work. The 2019 Apprenticeship Program cohort of 34 artists (17 pairs) reflects California’s breadth of cultural diversity and intergenerational learning, ranging from master artists in their 60s to a 15-year old apprentice, spanning from San Diego to Humboldt Counties. Thriving traditions supported through these apprenticeships reflect indigenous California cultural practices that include Yurok, Karuk, and Hupa basketry. Others celebrate traditions which have taken root in California, and originally hail from Peru, Africa, Bolivia, India, Iran, Armenia, China, Japan, Philippines, Korea, Mexico, and Vietnam. -
Peruvian Cuisine
CHASQUI PERUVIAN MAIL Year 9, Issue 18 Cultural Bulletin of the Ministry of Foreign Affairs December, 2011 Urn. One of the Machu Picchu collection pieces. Possibly imported from the Lake Titicaca region. Cave 6A. Height: 21.9 cm. Diameter at perimeter: 7.7 Maximum Diameter: 17.3 Urn. One of the Machu Picchu collection pieces. Possibly imported from Lake Titicaca THE RETURN OF THE MACHU PICCHU COLLECTION/ PERUVIAN CUISINE: A RICH CULINARY HERITAGE / REMEMBERING JOSÉ MARÍA ARGUEDAS THE RETURN OF THE MACHU PICCHU COLLECTION TREASURES RETURN HOME It has been almost one hundred years since the Peruvian government granted Yale University the privilege of taking artifacts from the then recently discovered archeological site of Machu Picchu out of the country. The condition attached to this privilege was that they would be returned in a year’s time, after having been studied and displayed. Despite the delay in their return, the arrival in Peru of these artifacts discovered by Hiram Bingham demonstrates that it is indeed possible to fight for cultural treasures to be returned to their countries of origin. The World is Introduced to a tage found during excavation to be Wonder of the World authorized by and coordinated with In July, 1911, Hiram Bingham the Peruvian government. (Honolulu, 1875-Washington D. It was in this context that a C., 1956), a Yale Professor of Ar- temporary loan was granted for the ational Geographic. cheology interested in 16th cen- N objects found by Bingham. The tury Peruvian history, located the Peruvian government granted per- archeological site of Machu Picchu. Photo: mission for these relics to be trans- “Fortress”, “Sanctuary” and ported to Yale from 1912 through “citadel” are just a few of the terms 1916. -
The Global Reach of the Fandango in Music, Song and Dance
The Global Reach of the Fandango in Music, Song and Dance The Global Reach of the Fandango in Music, Song and Dance: Spaniards, Indians, Africans and Gypsies Edited by K. Meira Goldberg and Antoni Pizà The Global Reach of the Fandango in Music, Song and Dance: Spaniards, Indians, Africans and Gypsies Edited by K. Meira Goldberg and Antoni Pizà This book first published 2016 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2016 by K. Meira Goldberg, Antoni Pizà and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-9963-1 ISBN (13): 978-1-4438-9963-5 Proceedings from the international conference organized and held at THE FOUNDATION FOR IBERIAN MUSIC, The Graduate Center, The City University of New York, on April 17 and 18, 2015 This volume is a revised and translated edition of bilingual conference proceedings published by the Junta de Andalucía, Consejería de Cultura: Centro de Documentación Musical de Andalucía, Música Oral del Sur, vol. 12 (2015). The bilingual proceedings may be accessed here: http://www.centrodedocumentacionmusicaldeandalucia.es/opencms/do cumentacion/revistas/revistas-mos/musica-oral-del-sur-n12.html Frontispiece images: David Durán Barrera, of the group Los Jilguerillos del Huerto, Huetamo, (Michoacán), June 11, 2011. -
7'Tie;T;E ~;&H ~ T,#T1tmftllsieotog
7'tie;T;e ~;&H ~ t,#t1tMftllSieotOg, UCLA VOLUME 3 1986 EDITORIAL BOARD Mark E. Forry Anne Rasmussen Daniel Atesh Sonneborn Jane Sugarman Elizabeth Tolbert The Pacific Review of Ethnomusicology is an annual publication of the UCLA Ethnomusicology Students Association and is funded in part by the UCLA Graduate Student Association. Single issues are available for $6.00 (individuals) or $8.00 (institutions). Please address correspondence to: Pacific Review of Ethnomusicology Department of Music Schoenberg Hall University of California Los Angeles, CA 90024 USA Standing orders and agencies receive a 20% discount. Subscribers residing outside the U.S.A., Canada, and Mexico, please add $2.00 per order. Orders are payable in US dollars. Copyright © 1986 by the Regents of the University of California VOLUME 3 1986 CONTENTS Articles Ethnomusicologists Vis-a-Vis the Fallacies of Contemporary Musical Life ........................................ Stephen Blum 1 Responses to Blum................. ....................................... 20 The Construction, Technique, and Image of the Central Javanese Rebab in Relation to its Role in the Gamelan ... ................... Colin Quigley 42 Research Models in Ethnomusicology Applied to the RadifPhenomenon in Iranian Classical Music........................ Hafez Modir 63 New Theory for Traditional Music in Banyumas, West Central Java ......... R. Anderson Sutton 79 An Ethnomusicological Index to The New Grove Dictionary of Music and Musicians, Part Two ............ Kenneth Culley 102 Review Irene V. Jackson. More Than Drumming: Essays on African and Afro-Latin American Music and Musicians ....................... Norman Weinstein 126 Briefly Noted Echology ..................................................................... 129 Contributors to this Issue From the Editors The third issue of the Pacific Review of Ethnomusicology continues the tradition of representing the diversity inherent in our field. -
Peru's Musical Heritage of the Viceroyalty: the Creation of a National Identity
Western Washington University Western CEDAR WWU Graduate School Collection WWU Graduate and Undergraduate Scholarship Spring 2019 Peru's Musical Heritage of the Viceroyalty: The Creation of a National Identity Fabiola Yupari Western Washington University, [email protected] Follow this and additional works at: https://cedar.wwu.edu/wwuet Part of the Music Commons Recommended Citation Yupari, Fabiola, "Peru's Musical Heritage of the Viceroyalty: The Creation of a National Identity" (2019). WWU Graduate School Collection. 887. https://cedar.wwu.edu/wwuet/887 This Masters Thesis is brought to you for free and open access by the WWU Graduate and Undergraduate Scholarship at Western CEDAR. It has been accepted for inclusion in WWU Graduate School Collection by an authorized administrator of Western CEDAR. For more information, please contact [email protected]. Peru’s Musical Heritage of the Viceroyalty: The Creation of a National Identity By Fabiola Yupari Accepted in Partial Completion of the Requirements for the Degree Master of Music ADVISORY COMMITTEE Chair, Dr. Bertil Van Boer Dr. Ryan Dudenbostel Dr. Patrick Roulet GRADUATE SCHOOL Kathleen L. Kitto, Acting Dean Master’s Thesis In presenting this thesis in partial fulfillment of the requirements for a master’s degree at Western Washington University, I grant to Western Washington University the non-exclusive royalty-free right to archive, reproduce, distribute, and display the thesis in any and all forms, including electronic format, via any digital library mechanisms maintained by WWU. I represent and warrant this is my original work, and does not infringe or violate any rights of others. I warrant that I have obtained written permissions from the owner of any third party copyrighted material included in these files. -
Emotion, Ethics and Intimate Spectacle in Peruvian Huayno Music
Andean Divas: Emotion, Ethics and Intimate Spectacle in Peruvian Huayno Music James Robert Butterworth Music Department Royal Holloway, University of London Thesis Submitted for the Degree of Doctor of Philosophy 2014 1 Declaration of Authorship I, James Robert Butterworth, hereby declare that this thesis and the work presented in it is entirely my own. Where I have consulted the work of others, this is always clearly stated. Signed: ________________________ Date: ________________________ 2 Abstract This thesis examines the self-fashioning and public images of star divas that perform Peruvian huayno music. These divas are both multi-authored stories about a person as well as actually existing individuals, occupying a space between myth and reality. I consider how huayno divas inhabit and perform a range of subject positions as well as how fans and detractors fashion their own sense of self in relation to such categories of experience. I argue that the ways in which divas and fans inhabit and reject different subject positions carry strong emotional and ethical implications. Combining multi-sited fieldwork in the music industry with analyses of songs, media representations and public discourses, I locate huayno divas in the context of Andean migration and attendant narratives about suffering, struggle, empowerment and success. I analyse huayno performances as intimate spectacles, which generate acts of both empathy and voyeurism towards the genre’s star performers (Chapter 2). The tales of romantic suffering and moral struggle contained in huayno songs, which provide a key source of audience engagement, are brought to life through the voices and bodies of huayno divas (Chapter 3). -
Poder Y Estudios De Las Danzas En El Perú
!"! " !# $ ! " # $ %&&'( A Carmen y Lucho 2 CONTENIDO Resumen……………………………………………………………………………… 4 Introducción…………………………………………………………………………… 5 1. Inicio de los estudios de las danzas y el problema nacional (1900-1941).......................................................................................... 9 2. Avances en los estudios de las danzas, influencia de la antropología culturalista y continuación del debate sobre lo nacional (1942-1967)........................................................ 18 3. Estudios de las danzas y nacionalismo popular (1968-1980)…………………………………………………………....................... 37 4. Institucionalización de los estudios de las danzas (1981-2005)...................................................................................................... 48 Conclusiones: Hacia un balance preliminar de los estudios de las danzas en el Perú.................................................................... 62 Referencias bibliográficas................................................................................. 68 3 Resumen Esta investigación trata sobre las relaciones que se establecen entre el poder y los estudios de las danzas en el Perú, que se inician en las primeras décadas del siglo XX y continúan hasta la actualidad, a través del análisis de dos elementos centrales: El análisis del contexto social, político y cultural en que dichos estudios se realizaron; y el análisis del contenido de dichos estudios. El análisis evidencia y visibiliza las relaciones de poder no manifiestan -
THE FLAMENCO BOX in the CLASSROOM History , Evolution and Didactic Autor: Carlos Crisol Maestro
THE FLAMENCO BOX IN THE CLASSROOM History , Evolution and Didactic Autor: Carlos Crisol Maestro Coordinación de Diseño y Maquetación: Nuria Crisol de la Fuente Colaboración de los alumnos del CFGM Preimpresión en Artes Gráficas IES Santo Reino: Juan Jesús Mesa Moraleda y Gema Moreno Serrano en diseño de interiores y portada - contraportada. Traducción inglés: Nuria Sánchez INDEX I. PRECEDENTS AND ANALOGIES OF THE BOX Introduction and state of the issue Pg. 2 Searching for a box history in the world Pg. 3 The box in Perú: Findings documented on the origin of the box Pg. 5 The box in Cuba Pg. 7 The box in Spain: origin and evolution Pg. 8 . II. CONSTRUCTION OF THE BOX Building materials Pg. 12 Sundbox. Cubic capacity and dimensions of the box Pg. 14 Sound output: box hole (back, side, bottom ...) Pg. 15 Front or struck cover Pg. 18 String tension and tuning system. Treatment of harmonics. String arrangements in the box. Pg. 26 III. THE FLAMENCO BOX IN THE CLASSROOM Introduction Pg. 39 Objectives concretion Pg. 41 Subjects and curriculum areas relation: Pg. 43 Music Plastic and Visual education (Art) Language Social sciences, Geography and History Maths Physical education Languages Techology and Informatics Contribution to the Basic Competences: Pg. 45 Linguistic communication competence Mathematical competence Knowledge and interaction with the physical environment competence Information management and digital competence Social and citizen competence Cultural and Artistic competence Learning to learn competence Autonomy and self-esteem competence. IV. FLAMENCO BOX TEACHING AND LEARNING METHODS Pg. 48 V. BIBLIOGRAPHY. Pg. 51 1 Introduction and state of the issue. -
Bedoya El Perú Imaginado.Pdf (4.769Mb)
Colección Investigaciones El Perú imaginado. Representaciones de un país en el cine internacional Primera edición digital: noviembre, 2017 © Universidad de Lima Fondo Editorial Av. Javier Prado Este 4600 Urb. Fundo Monterrico Chico, Lima 33 Apartado postal 852, Lima 100, Perú Teléfono: 437-6767, anexo 30131 [email protected] www.ulima.edu.pe Diseño, edición y carátula: Fondo Editorial Imagen de portada: Carlos Vinces/Shutterstock.com Versión ebook 2017 Digitalizado y distribuido por Saxo.com Perú S. A. C. https://yopublico.saxo.com/ Teléfono: 51-1-221-9998 Avenida Dos de Mayo 534, Of. 304, Miraflores Lima - Perú Se prohíbe la reproducción total o parcial de este libro, por cualquier medio, sin permiso expreso del Fondo Editorial. ISBN versión electrónica: 978-9972-45-407-3 Índice Introducción 13 Al inicio (era silente) 17 Animación 25 Apocalipsis 31 Auquénidos 35 Aventuras aéreas en el Hollywood clásico 39 Aventuras marítimas en el Hollywood clásico 43 Aventuras amazónicas 47 Ayahuasca 57 Belaunde Terry, Fernando 61 Bollywood, Kollywood y Nollywood 63 Caníbales 65 Cartografías 69 Caucho 73 Cocaína y otras sustancias 77 Comedias 83 El Comercio (diario) 87 Conflicto armado interno 89 Conquista 97 Contracultura 103 [7] 8 RICARDO BEDOYA Ecodocumentales 111 Ecuador (conflicto con) 115 Estereotipos y exotismos 117 Exploitation 131 Exploraciones (silentes) 135 Extraterrestres, esoterismo, búsquedas espirituales 139 Film noir 145 Fútbol 151 Gastronomía (comidas y bebidas) 153 Giallo 155 Godard, Jean-Luc 157 Guerra del Pacífico 161 Guevara, -
FOLK DANCER/ONLINE INDEX Vol. 1 No.1 (Summer 1969) to Vol. 51 No
FOLK DANCER/ONLINE INDEX Vol. 1 No.1 (Summer 1969) to Vol. 51 No. 5 (December 2020), inclusive Written by Karen Bennett. Not indexed: most editorials and like content written by editors while they hold that position; most letters, ads, cartoons, coming events, and photographs; and social announcements, sometimes made in a column whose title varied a lot, including “Hiers Ek Wiers,” “Tidbits,” “From the Grapevine” and “The Back Page”). Not all content was attributed (especially that of Walter Bye and Karen Bennett while they were editors), and reports by OFDA executives aren’t listed under their names, so this combination index/bibliography doesn’t include under a person’s name everything they wrote. Abbreviations used: ''AGM'' stands for Annual General Meeting, "bio" for biography, “fd” for folk dance, IFD for international folk dance,“info.” for information, "J/J/A" for June/July/August, and "OFDC" for Ontario Folk Dance Camp, and “IFDC” for the International Folk Dance Club, University of Toronto. The newsletter title has been variously OFDA, OFDA Newsletter, Ontario Folk Dance Association Newsletter, Ontario Folk Dance Association Magazine, Ontario Folkdancer, Ontario FolkDancer, Folk Dancer: The Magazine of World Dance and Culture, and Folk Dancer Online: The Magazine of World Dance and Culture. A Alaska: --folk dance cruise, Oct. 15/90 --visit by Ruth Hyde, J/J/A 85 Acadia, see French Canada Albania: Adams, Coby: obituary, J/J/A 86 --dance descriptions: Leši, Oct. 76; Valle Adamczyk, Helena: Jarnana, Jan. 15/96 (p. 8) --“Macedonian Celebration in Hamilton, 27 --dance words:Valle Jarnana, Jan. 15/96 (p. -
Level 2 Lesson 10 Visit to Peru
Level 2 Lesson 10 Visit to Peru Topics Prepare Before Class Describing traditions & life events Print copies of the student Activity Sheet. Expressing hopes & wishes Collect travel advertisements about different Musical traditions countries or print pages from the internet telling about cultural traditions in different countries for the writing activity. Learning Strategy Goals Use Sounds Wish & hope clauses Day 1 Introduce the Lesson Explain, “In Lesson 10, Anna is writing a story about the culture of Peru. She does not have time to travel, but her friend Bruna says she can learn about Peru in one short visit.” Ask, “Can you guess where Anna can learn about Peru?” Answers may include: at a library, in a museum, or at a festival. Teach Key Words Have students repeat the new words for this lesson after you say them. The list of words can be found in the Resources section. Choose a vocabulary practice activity from the How-To Guide to help students learn the new words. As the topic of this lesson is learning about cultural traditions and events, ask students to tell you about their hometown’s traditions, festivals or cultural events. Keep a list of key words related to the events. Write the words on the board and practice the pronunciation of any that may cause difficulty for your students. Let’s Learn English Level 2 Lesson 10 1 Day 2 Present the Conversation Tell students that the video will show Anna and her coworker Bruna at a museum. Play the video or audio of the conversation or hand out copies of the text from the Resources section.