El Salón México

Total Page:16

File Type:pdf, Size:1020Kb

El Salón México El Salón México AARON COPLAND BORN November 14, 1900, in Brooklyn; died December 2, 1990, in Sleepy Hollow, New York PREMIERE Composed 1936; first performance August 27, 1937, Mexico Symphony Orchestra, Mexico City, Carlos Chávez conducting OVERVIEW Copland was uneasy about tampering with Mexican folk music. He wrote to Mexican composer César Chávez: “I am terribly afraid of what you will say of the Salón México — perhaps it is not Mexican at all, and I would feel so foolish. But in America del Norte it may sound Mexican.” But Chávez asked to conduct the piece once the orchestration was finished. El Salón México was premiered in Mexico City in 1937 to great critical and popular acclaim, one critic stating that “Copland had composed Mexican music... embodying the very elements of our folk song in the purest and most perfect form.” El Salón México incorporates a couple of authentic Mexican melodies as well as the atmosphere of a lively bar where the partying has been in progress for some time. INSTRUMENTATION Piccolo, two flutes, two oboes, English horn, two clarinets, bass clarinet, E-flat clarinet, two bassoons, contrabassoon, four horns, three trumpets, three trombones, tuba, timpani, percussion, piano, strings Huapango JOSÉ PABLO MONCAYO BORN June 29, 1912, in Guadalajara; died June 16, 1958, in Mexico City PREMIERE Composed 1941; first performance August 15, 1941, Mexico Symphony Orchestra, Mexico City, Carlos Chávez conducting OVERVIEW Mexican composer and pianist José Pablo Moncayo studied composition at the Mexico City Conservatory with Carlos Chávez and with Aaron Copland in the United States. From 1949 to 1954, he conducted the Mexico Symphony Orchestra, but made most of his living as a jazz pianist in cabarets. He dedicated himself to promulgating both traditional and new Mexican music, and his compositions pay homage to native idiom. Moncayo composed Huapango in 1941. The origin of the word is obscure, but it denotes music originating in the mestizo (“mixed”) culture, which is a mix of pre- Hispanic indigenous music with Spanish fandangos and similar dances introduced from overseas in the 18th century. WHAT TO LISTEN FOR Huapango is a tribute to the Jalisco region, where Moncayo grew up, combining three dance tunes. The piece features two kinds of ostinato or repetitive patterns; periodic shifts in melody, rhythm, and key punctuate the monotony. Like Ravel’s Bolero, which it resembles to some extent, Huapango is first and foremost a vivid display of orchestral color. After a long introduction that builds up the listener’s tension, the real action begins with a boisterous trumpet solo in good mariachi style — accompanied by solo harp! The sophisticated second theme appears first on the oboe and the third, a gentle waltz, on the flute. Moncayo gradually mixes the melodies into a wild celebration involving pulsating percussive rhythm and insistent repetition of phrases. INSTRUMENTATION Piccolo, two flutes, two oboes, two clarinets, E-flat clarinet, two bassoons, four horns, three trumpets, three trombones, tuba, timpani, percussion, harp, strings Three Latin American Sketches AARON COPLAND PREMIERE Composed 1959 and 1971; first performance June 7, 1972, New York Philharmonic, Andre Kostelanetz conducting OVERVIEW Just as French composers of the 20th century were fascinated by Spanish music and rhythms, their American counterparts were fascinated by those from south of the border. In 1959, Aaron Copland promised composer Gian Carlo Menotti a piece for the Festival of Two Worlds in Spoleto, Italy. After a visit to Mexico, Copland was stimulated by his surroundings to compose Danza de Jalisco (“Dance from Jalisco”), which was performed at the festival, and Paisaje Mexicano (“Mexican countryside”), which was not. The two were performed together for the first time in 1965. In 1971, Copland composed Estribillo (“refrain”), derived from Venezuelan music, adding it to the two earlier pieces to create Three Latin American Sketches. WHAT TO LISTEN FOR The vigorous Estribillo is highly syncopated with complex cross rhythms, featuring trumpet and percussion. Copland spices up the Mexican folk tune with bitonal harmonies. In Paisaje Mexicano solo clarinet, oboe, and trumpet introduce a languid melody with a limping rhythm. The bouncy ascending and descending scales, sounding like a jazzy five-finger exercise, introduce Danza de Jalisco in alternating meters of 6/8 and 3/4. INSTRUMENTATION Flute, oboe, clarinet, bassoon, trumpet, percussion, piano, strings Last Round OSVALDO GOLIJOV BORN December 5, 1960, in La Plata, Argentina PREMIERE Composed 1996; first performance October 25, 1996, Birmingham, U.K., Birmingham Contemporary Music Group, Stefan Asbury conducting OVERVIEW Born into an Eastern European Jewish household in officially Catholic Argentina, Osvaldo Golijov has forged a musical style based on Western Classical music, the traditional Jewish and Christian liturgies, folk traditions of several countries, and Latin-American influences with particular attention to the tango as developed by Astor Piazzolla. Golijov transforms these materials into entirely new forms and sounds. Klezmer music has been an important source for many of his compositions, the best known being The Dreams and Prayers of Isaac the Blind, for string quartet and clarinet. Golijov composed Last Round as a threnody for his countryman, the tango composer Astor Piazzolla (1921-1992). The work is based on a sketch he had written upon hearing the news of Piazzolla’s untimely death. Piazzolla’s tango nuevo (“new tango”) style found in this work features the bandoneón, a small accordion-like instrument with a 38-button keyboard. Invented in Germany in the 19th century to serve as a portable church organ, the bandoneón ultimately found its true home in the bordellos of Buenos Aires’ slums in the 1920s. Golijov originally composed Last Round in 1996 as a nonet for two string quartets and double bass, conceiving the ensemble as “an idealized bandoneón.” Golijov writes: “Last Round is also a sublimated tango dance... The bows fly in the air as inverted legs in criss-crossed choreography, always attracting and repelling each other, always in danger of clashing, always avoiding it with the precision that can only be acquired by transforming hot passion into pure pattern.” He borrowed the title from a short story on boxing by Julio Cortázar, symbolizing Piazzolla’s pugilistic personality and his tendency to get into fistfights. WHAT TO LISTEN FOR The first movement is based on a single highly rhythmic — but virtually tuneless — tango theme, over a ground bass line much like those heard in Baroque music.The variations involve shifts in tempo and unusual techniques, from rhythmic beating to shrieking glissandos. Golijov breaks the pattern by slipping in a cameo quotation from Piazzolla. A “seemingly endless sigh” is a transition to the second movement dirge — a slow tango, a fantasy on the refrain of the song “My Beloved Buenos Aires” by Carlos Gardel. INSTRUMENTATION Strings Danzón No. 2 ARTURO MÁRQUEZ BORN December 20, 1950, in Alamos, Mexico PREMIERE Composed 1994; first performance 1994, the Orchestra Filarmonica de la UNAM, Mexico City, Francisco Savin conducting OVERVIEW The danzón, the official dance of Cuba, probably originated in Haiti and is popular throughout the Caribbean and all along the gulf coast of Mexico, especially in the state of Veracruz. It has been an inspiration for Mexican composer Arturo Márquez, the son of a mariachi musician, since his childhood. Márquez is best known for his interdisciplinary works, blending music with theater, dance, cinema, and photography. His series of eight Danzones, composed in the 1990s, explore popular 20th-century rhythms and melodies of urban music and social dance, incorporating them into classical structures. Márquez studied piano, violin, and trombone in Mexico, later adding composition in France. In California on a Fulbright Fellowship, he received a master’s degree in composition at the California Institute of the Arts. For ten years, he taught composition at Mexico’s Escuela Nacional de Música. Danzón No. 2 gained instant popularity and is sometimes referred to humorously as Mexico’s second national anthem. The inspiration for the work came to Márquez after a visit to a ballroom in Veracruz. The composer writes: “I discovered that the apparent lightness of the danzón hides a music full of sensuality and rigor,” and added: “…it is a personal way of expressing my admiration and feelings towards real popular music.” WHAT TO LISTEN FOR Like most Caribbean salsa and Afro-Cuban music, Danzón No. 2 is based on a clave, a repeated rhythmic figure that is maintained for the entire piece, even as it progresses through a variety of moods and melodic themes. INSTRUMENTATION Two flutes, two oboes, two clarinets, two bassoons, four horns, two trumpets, three trombones, tuba, timpani, percussion, piano, strings. ©2019 Joseph & Elizabeth Kahnbeth Kahn .
Recommended publications
  • Sunday, December 3
    The Department of Music, Multimedia, Theatre, and Dance presents its 2018-2019 Performance Series Please join us as we celebrate Lehman’s 50th Anniversary with Music, Theatre, and Dance productions that showcase the incredible creative energies of our students, faculty, and guest artists. For the latest information about last-minute performances, be sure to join our email newsletter, or follow us on social media. I look forward to welcoming you at our campus and celebrating the year with our performers. Dr. Janette Tilley, Chair Department of Music, Multimedia, Theatre, and Dance Music 2018-19 Season Fall 2018 Wednesday, September 5 at 12:30 p.m. – Recital Hall WORLD MUSIC: INDIA Carnatic Roots: A Story of South Indian Classical Music Reflecting the journey of two artists who have steeped themselves in Carnatic (South Indian classical) art music, this performance will be rooted in tradition along with influences from the artists’ respective stories, intertwining the rich musical heritage of Chennai with the vibrant cultures of New York City. Akshay Anantapadmanabhan, mridangam; Arun Ramamurthy, violin. Monday, October 1 at 12:30 p.m. – Recital Hall WORLD MUSIC: INDIA Luminous Ragas: North Indian Classical Music, Part I Recital Steve Gorn, bansuri flute; and Dibyarka Chatterjee, tabla perform ragas from the Hindustani (North Indian) classical music tradition. This music is passed from generation to generation, from master to disciple, as a living oral tradition. It combines the classicism of traditional repertoire, fixed melodic forms, and precise intonation with improvisation and spontaneous creation. Wednesday, October 3 at 12:30 p.m. – Recital Hall WORLD MUSIC: INDIA Luminous Ragas: North Indian Classical Music, Part II Lecture/Demonstration Bansuri flutist Steve Gorn, and tabla percussionist Dibyarka Chatterjee return for a lecture/ demonstration on the history and modern practice of ragas from the North Indian (Hindustani) classical tradition.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • The Son Jarocho Revival: Reinvention and Community Building in a Mexican Music Scene in New York City
    City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 5-2018 The Son Jarocho Revival: Reinvention and Community Building in a Mexican Music Scene in New York City Emily J. Williamson The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/2673 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] THE SON JAROCHO REVIVAL: REINVENTION AND COMMUNITY BUILDING IN A MEXICAN MUSIC SCENE IN NEW YORK CITY by EMILY J. WILLIAMSON A dissertation submitted to the Graduate Faculty in Music in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2018 © 2018 EMILY WILLIAMSON All Rights Reserved ii THE SON JAROCHO REVIVAL: REINVENTION AND COMMUNITY BUILDING IN A MEXICAN MUSIC SCENE IN NEW YORK CITY by EMILY J. WILLIAMSON This manuscript has been read and accepted for the Graduate Faculty in Music to satisfy the dissertation Requirement for the degree of Doctor of Philosophy. ________________ ___________________________________ Date Jonathan Shannon Chair of Examining Committee ________________ ___________________________________ Date Norman Carey Executive Officer Supervisory Committee: Peter Manuel Jane Sugarman Alyshia Gálvez THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT The Son Jarocho Revival: Reinvention and Community Building in a Mexican Music Scene in New York City by Emily J. Williamson Advisor: Peter Manuel This dissertation analyzes the ways son jarocho (the Mexican regional music, dance, and poetic tradition) and the fandango (the son jarocho communitarian musical celebration), have been used as community-building tools among Mexican and non-Mexican musicians in New York City.
    [Show full text]
  • Chicago Latino: Culturas Convergentes
    Chicago Latino: Culturas Convergentes Juan Dfes, traducido por Berenice Sanchez jBop-bop boo-boo-boom bap-bap-bap traka­ circulo, dos estudiantes universitarios que traka-track, dun-dun! Son las 8:oo de la noche no son puertorriqueiios visitan por primera un jueves en Chicago y esd.s caminando vez. Visten ropa hip-hop y esran tratando sobre la calle Division. Escuchas el sonido de de decidir el mejor momento para entrar en tambores y cantos de bomba que viene de un el baile. En un momento, el maestro en el aparador en un centenario edificio de arqui­ tambor, con una autoridad casi majestuosa, tectura t1pica de la epoca, construido por se levanta y se pone a bailar. Elegantemente los checoslovacos, anteriores habitantes del les demuestra a todos que no s6lo es un pasa­ vecindario. Hoy en dia los residentes llaman tiempo sino algo para tomar en serio y que a la calle "Pas eo Boricua". Dentro, unas debe hacerse bien porque hay una responsabi­ cincuenta personas disfrutan un bombazo lidad de mantener la tradici6n. Afuera una ( sesi6n improvisada de bomb a de Puerto vendedora de comida con un carrito espera Rico). Una bandera de Puerto Rico, un mapa el final del evento y la oportunidad, cuando de la provincia de Mayaguez, un retrato de todos salgan, para vender tamales mexicanos, Pedro Flores, dos guiros y un cuatro decoran atole champurrado y churritos fritos. las paredes. Mientras tres percusionistas Chicago tiene una de las mas grandes y mas improvisan, los asistentes se turnan al son diversas comunidades latinas del pais, rica en de los tambores.
    [Show full text]
  • La Norteña: Una Historia Desde Los Dos Lados Del Río
    Historia de la música norteña mexicana LUIS DÍAZ SANTANA GARZA, 2016 Plaza y Valdés, México La norteña: una historia desde los dos lados del río JOSÉ JUAN OLVERA GUDIÑO uando observo el auge en México de ciertas músicas populares Cen nuestra vida cotidiana, me viene a la mente la palabra “nor- teñización”. Este concepto fue acuñado en 1998 por Rafael Alarcón pa- ra estudiar el impacto de la migración internacional en la población de Chavinda, Michoacán. Desde 2009, he propuesto el concepto “norte- ñización musical de México” para designar esta especie de hegemo- La norteña: A Story from nía de las culturas musicales del Norte del país —música norteña de both Sides of the River acordeón y bajo sexto, música de banda, movimiento alterado, la mú- sica nortec, parte de la llamada música grupera, etc.—, en cada vez JOSÉ JUAN OLVERA GUDIÑO más espacios sociales, presenciales o virtuales, nacionales o transnacio- Centro de Investigaciones y Estudios nales. Esta hegemonía es expresión de la fuerza económica e ideológica Superiores en Antropología Social-Noreste, que se ha desarrollado en los estados del Norte de México durante el Monterrey, Nuevo León, México [email protected] último medio siglo. Lo anterior me lleva a refexionar sobre la actitud de nuestras es- cuelas y facultades de música ante este fenómeno: indolente, por decir lo menos; soberbia, si uno quisiera pelea. Centradas en sus programas Desacatos 58, tradicionales, que acentúan la formación clásica o cuando mucho in- septiembre-diciembre 2018, pp. 204-208 cluyen el estudio de algunas músicas tradicionales, ignoran casi por 204 Desacatos 58 José Juan Olvera Gudiño completo las emergencias que ocurren en la música Rangel (2016), que analiza el papel de la música y la popular, sus motivos, limitaciones o potencialida- festa en una comunidad de Los Ramones, Nuevo des, en fn, su papel en la vida de las personas.
    [Show full text]
  • 3. Presencia Del Mariachi En La Música Norteña Mexicana
    ¡Arriba el Norte...! Música de acordeón y bajo sexto. Tomo I Gestación de la música norteña mexicana ¡Arriba el Norte...! Música de acordeón y bajo sexto. Tomo I Gestación de la música norteña mexicana Luis Omar Montoya Arias INSTITUTO NACIONAL DE ANTROPOLOGÍA E HISTORIA ÍNDICE Luis Omar Montoya Arias Tomo I ¡Arriba el Norte...! Música de acordeón y bajo sexto. Tomo I. Gestación de la música norteña mexicana Presentación 9 Testimonio Musical de México, 59 Introducción 11 Portada: 1. Música Norteña Mexicana 11 Primera edición: diciembre de 2013 2. ¿Qué es la música norteña mexicana? 16 © y Instituto Nacional de Antropología e Historia I. Desde la música 30 Córdoba 45, Col. Roma, Delegación Cuauhtémoc 30 México, DF, 06700 1. Improvisación en la música norteña mexicana. www. inah.gob.mx 2. Estética de la música norteña mexicana en Colombia. 41 3. Presencia del mariachi en la música norteña mexicana. 57 Quedan reservados los derechos de autor y de intérprete de piezas musicales u otros documentos que aparecen 4. El acordeón del Bajío por Patricia Vergara (Investigadora 74 en esta obra discográfica. brasileña). ISBN 978-607-484-452-8 Obra completa ISBN 978-607-484-453-5 Tomo I. Gestación d la música norteña mexicana II. Etnolaudería 109 Queda prohibida la reproducción parcial o total, directa o indirecta, del contenido de la presente obra sin contar 1. Irapuato en la construcción histórica de la música 109 previamente con la autorización expresa y por escrito de los editores, en términos de la Ley Federal del Derecho norteña mexicana. de Autor y, en su caso, de los tratados internacionales aplicables.
    [Show full text]
  • Music, Movement, Performance, and Power in the Conjunto Dancehalls of the Texas—Mexico Borderlands
    Amor en Aztlán: Music, Movement, Performance, and Power in the Conjunto Dancehalls of the Texas—Mexico Borderlands by Wayne Alejandro Wolbert A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Ethnic Studies in the Graduate Division of the University of California, Berkeley Committee in Charge: Professor Laura E. Pérez, Chair Professor David Montejano Professor Paola Bacchetta Summer 2019 © Wayne Alejandro Wolbert 2019 Abstract Amor en Aztlán: Music, Movement, Performance, and Power in the Conjunto Dancehalls of the Texas—Mexico Borderlands by Wayne Alejandro Wolbert Doctor of Philosophy in Ethnic Studies University of California, Berkeley Professor Laura E. Pérez, Chair This dissertation examines the Texas Mexican musical genre known as conjunto and its concomitant social world. In this work I situate conjunto within a broader context of Mexican American cultural production, Texas Mexican popular music, and the shared histories of the U.S.- Mexico borderlands. As a social history, the dissertation traces the development of the genre and its practitioners across the twentieth century to the present. I examine interactions of power; expressions of identity; and constructions of race, class, and gender through movement (dance), performance (instrumentation and playing), and place (the dancehall or nite club) within and around San Antonio and South Texas. I argue that conjunto is an embodiment of Xicanx thought and knowledge, an everyday act of resistance and reaffirmation. 1 Dedicación
    [Show full text]
  • Syllabus, ENS 107S/180K University of Texas Tex-Mex Conjunto Ensemble Spring 2012
    Syllabus, ENS 107S/180K University of Texas Tex-Mex Conjunto Ensemble Spring 2012 Diatonic button accordion instructor: Joel Guzman Email: Joel Guzman <[email protected]> Bajo Sexto instructor: Jean Jacques “J. J.” Barrera Email: [email protected] <[email protected]> Class meetings: Tues. & Thurs. 5-6:30 PM, MRH 6.252 Undergraduate: unique # ENS 107S, 25610 Graduate: unique # MUS 180K, #22145 Course Description This course is offered as a practical introduction to the performing techniques of the diatonic button accordion and the bajo sexto (12 string bass guitar) and their role in the Conjunto based music of Central and South Texas and Northern Mexico. Each semester we will focus on learning the diverse dance music of the regional Tejano communities. As the repertoire of these communities is primarily taught through oral and aural transmission, we will work on aural melodic and rhythmic exercises, and when necessary, use sheet music as a learning tool. A cd will be given out with each semesterʼs examples to help the student to become familiar with the material. We will begin by learning a variety of instrumental patterns in order to accompany an accordionist familiar with the many traditional songs of the Tejano and Norteño music loving populace. While learning the music in this way, it is hoped that the student will gain an appreciation of its significance. History of Conjunto Conjunto is a uniquely American musical genre, indigenous to South and Central Texas. Its development began when Texans of Mexican heritage (Tejanos) took an interest in the accordion music of Polish and German immigrants, more than a century ago.
    [Show full text]
  • Mexican Corridos, the Aural Border, and the Evocative Musical Renderings of Transnational Youth
    “Los Músicos”: Mexican Corridos, the Aural Border, and the Evocative Musical Renderings of Transnational Youth CATI V. DE los RÍOS University of California, Davis In this research article, Cati V. de los Ríos examines US-Mexican transnational youths’ engagement with the Mexican musical genre corridos, border folk ballads, and its subgenre, narcocorridos, folk ballads that illuminate elements of the drug trade and often glamorize drug cartels. She draws from ethnographic methods to pre- sent empirical knowledge of four young musicians’ critical readings of these genres and their place-making and community-binding practices across their public high school. She demonstrates how these transnational youth draw from their communi- cative practices to construct meaningful communities on their school campus and details how their evocative musical school performances serve as a cultural resistance to contemporary anti-migrant sentiments. Rather than positioning youth consump- tion of narcocorridos as simply a “deviant” activity, the findings argue that youth engage critically, intellectually, and aesthetically with narcocorridos as a popular culture practice and that some songs carry important transnational critiques and lessons on capitalism, state-sanctioned violence, and globalization. Keywords: migrant children, consciousness raising, music, popular culture, literacy The collective consciousness of people, especially for those who belong to migrant communities, is often rooted in place, tradition, locality, and music (Chávez, 2017; Schmidt Camacho, 2008; Simonett, 2001a; Stokes, 1994). Music can deeply inform one’s sense of place as it “evokes and organizes collective memories and presents experiences of place with intensity, power and sim- plicity unmatched by any other social activity” (Stokes, 1994, p. 3).
    [Show full text]
  • California State University, Northridge
    CALIFORNIA STATE UNIVERSITY, NORTHRIDGE The Impact of Mariachi Instructional Programs on the Son de Mariachi among Student Mariachi Ensembles A thesis submitted in partial fulfillment of the requirements For the degree of Master of Arts in Chicana and Chicano Studies By Ricardo Daniel Munguía December 2018 The thesis of Ricardo Daniel Munguía is approved: _________________________________ ________________ Xochitl Flores-Marcial, Ph.D. Date __________________________________ ________________ Xocoyotzin Herrera Date _________________________________ ________________ Fermín Herrera, Chair Date California State University, Northridge ii Acknowledgments I would first like to thank my mother for her love and support. I would also like to thank my thesis committee: Xocoyotzin Herrera and Xochitl Flores-Marcial for their help in advising me during the completion of this thesis. Thank you for the phone conferences and the many words of encouragement. I would also like to express my gratitude to my undergraduate mentors Stephanie Álvarez, Dahlia Guerra, and Francisco Loera. This thesis would have not been possible without mariachi musicians who were instrumental in my formation as a mariachi musician, especially Mark Fogelquist, who taught me to strive to be the best musician I can be and who opened the door to the musicians of the elite mariachi world. I also have immense gratitude for the trumpet teachers I have had over the years in the numerous mariachi workshops that I have attended, and I also appreciate the privilege of having played with several of them: Salvador “Chava” Hernández, Javier Rodríguez, Alex González, Carlos Hernández, Martín Saavedra, José Luis Salinas, Elio Armas, and Miguel López. I am especially grateful for their teachings of son de mariachi performance technique.
    [Show full text]
  • Interviewee: Roberto Rodriguez Interviewer: Mary Manning Date
    Interviewee: Roberto Rodriguez Interviewer: Mary Manning Date: 8/22/2017 Transcription Conventions: “ . ” after a phrase that is not completed. Repeated words/short phrases and fillers such as “uh”, “um,” and “ah” are usually not transcribed. Pauses and laughter are not noted or transcribed. Mary: [:00] Okay, the numbers are running. Roberto: [:03] All right. Mary: [:05] Today is August 22, 2017. I am Mary Manning with the University of Houston. I am working on a project called Community Practice, Identity Building in the Gulf Coast Sound. I am at my home with Roberto Rodriguez who is an accordion player and has kindly agreed to share his knowledge and experience about playing bass [should be accordion] in bands that he has played. [:33] My first question, I guess we'll start with the first one, is describe the musical genres you perform. Roberto: [:41] The ones I perform now, I started off with tejano conjunto around the age of 15-16 and then I started adding norteño, which is a close version of it, but it wasn't until about 2002 when I joined Skarnales, Los Skarnales, I started add repertoire to my genres. I learned about punk, I learned about ska reggae, I started performing rockabilly and a little bit of blues on there and it wasn't until after that, after the few years I was with them I think at the end of 2006, when I started performing with Nick Gaitan & The Umbrella Man, we started adding country and more blues to it but then went back to traditional Tex-Mex.
    [Show full text]