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Miguel Metzeltin LOS TEXTOS CRONÍSTICOS AMERICANOS
Miguel Metzeltin LOS TEXTOS CRONÍSTICOS AMERICANOS COMO FUENTES DEL CONOCIMIENTO DE LA VARIACIÓN LINGÜÍSTICA 1. Tres fuentes Para las observaciones y reflexiones lingüísticas que propongo en esta comunicación me baso en tres textos: Bernal Díaz del Castillo (21942), Historia verdadera de la conquista de la Nueva España, Madrid, Espasa-Calpe (edición de Carlos Pereyra); - Fr. Reginaldo de Lizárraga (1909), Descripción breve de toda la tierra del Perú, Tucumán, Río de la Plata y Chile, en: Serrano y Sanz, Manuel, Historiadores de Indias, Madrid, Bailly-Baillière (N.B.A.E. 15, 485-660); Relación geográfica de San Miguel de las Palmas de Tamalameque, Gobernación de Santa Marta, Audiencia de Nueva Granada, Virreinato del Perú (hoy República de Colombia), en: Latorre, Germán (ed.) (1919), Relaciones geográficas de Indias, Sevilla, Zarzuela, 9-34. Bernal Díaz del Castillo (1495-1581) nació en Medina del Campo, pasó a América en 1514, donde se quedó hasta su muerte. Fue testigo ocular de lo que cuenta. Su manera de escribir se considera cercana a la lengua hablada: le faltaba el sentido de la forma literaria [...]. La forma literaria que sí maneja, y bien, es la del relato: revive el pasado minuto por minuto, y lo describe confundiendo lo esencial con lo accidental, como en una vivaz conversación (E. Anderson Imbert 51965, 34). Escribió la historia a sus ochenta años. Reginaldo de Lizárraga y Obando nació en Medellin (Badajoz) en 1540, pasó a Quito a los quince años, entró en la orden dominicana, ejerció varios 143 Miguel Metzeltin cargos eclesiásticos, por último el de obispo de La Asunción, donde murió (1615). -
La Zarzuela En Un Acto: Música Representada
Recitales para Jóvenes de la FUNDACIÓN JUAN MARCH Curso 201 3/201 4 La zarzuela en un acto: música representada Guía didáctica para el profesor Presentador: Ignacio Jassa o Polo Vallejo Guía didáctica: Alberto González Lapuente @ Alberto González Lapuente, 2013. (ijl Fundación Juan March - Dcparcamcnto de Actividades Culturales, 2013. Los textos contenidos en esta GuÍél Didáctica pueden reproducirse libremente citando la procedem:ia y los autores de la misma. Diseño de la Guía: Gonzalo Fernández .\'lonte. \\'WW.march.es La zarzuela en un acto: música representada e réditos LA SALSA DE ANICETA Zarzuela en un acto Música de Ángel Rubio y libreto de Rafael María Liern Estrenada el 3 de abril de 1879 en el Teatro de Apolo, Madrid Primera interpretación en tiempos modernos Real Escuela Superior de Arte Dramático Con la colaboración de la R ESAD Dirección de escena: Claudia Tobo Escenografía: Marcos Carazo Acero Vestuario: María Arévalo Iluminación: Nuria Henríquez Reparto Doña Presentación, tiple cómica: Paula lwasaki Elvira, soprano: María Rodríguez o Ruth lniesta Don Gumersindo, actor cantante: Raúl Novillo Alfredo, tenor: Julio Morales o Emilio Sánchez Piano: Celsa Tamayo o Miguel Huertas ~ - ":::::: FUNDACIÓN JUAN MARCH Recitales para Jóvenes • Gu ía didáctica La zarzuela en un acto: música representada 2 La zarzuela: una aproximación Características generales .............................................................................................................. 4 Área de influencia .......................................................................................................................... -
Popular, Elite and Mass Culture? the Spanish Zarzuela in Buenos Aires, 1890-1900
Popular, Elite and Mass Culture? The Spanish Zarzuela in Buenos Aires, 1890-1900 Kristen McCleary University of California, Los Angeles ecent works by historians of Latin American popular culture have focused on attempts by the elite classes to control, educate, or sophisticate the popular classes by defining their leisure time activities. Many of these studies take an "event-driven" approach to studying culture and tend to focus on public celebrations and rituals, such as festivals and parades, sporting events, and even funerals. A second trend has been for scholars to mine the rich cache of urban regulations during both the colonial and national eras in an attempt to mea- sure elite attitudes towards popular class activities. For example, Juan Pedro Viqueira Alban in Propriety and Permissiveness in Bourbon Mexico eloquently shows how the rules enacted from above tell more about the attitudes and beliefs of the elites than they do about those they would attempt to regulate. A third approach has been to examine the construction of national identity. Here scholarship explores the evolution of cultural practices, like the tango and samba, that developed in the popular sectors of society and eventually became co-opted and "sanitized" by the elites, who then claimed these activities as symbols of national identity.' The defining characteristic of recent popular culture studies is that they focus on popular culture as arising in opposition to elite culture and do not consider areas where elite and popular culture overlap. This approach is clearly relevant to his- torical studies that focus on those Latin American countries where a small group of elites rule over large predominantly rural and indigenous populations. -
Gabriela Granados
Gabriela Granados (flamenco dancer/choreographer) began extensively training at the age of four in her native Perú, studying a wide range of classical and regional Spanish dances, Flamenco, Classical Ballet, Character dance and Latin American folklore. In 1980, she moved to New York where she continued her dance studies and performing career. She traveled to Spain in 1985 and made her debut at the Tablao Flamenco Los Canasteros in Madrid. Ms. Granados also studied in Seville and performed in Madrid’s renowned tablaos flamencos Las Brujas and Zambra, where she had the opportunity to work alongside Spain’s top flamenco professionals. After returning to the U.S., she became a member of the flamenco companies of Maria Benítez, Andrea del Conte and Carlota Santana. In 1996, Ms. Granados founded American Bolero Dance Company, with a mission to present other aspects of Spanish music and dance, besides Flamenco. Her company received a Heritage and Preservation grant from the NEA in 2002 and, since 2009, yearly consecutive grants from NYSCA and NYC-DCA through the Queens Council on the Arts. Her work for ABDC encompasses classical and folkloric Spanish dances, 18th Century Bolero, Zarzuela and Flamenco. In 2002, Ms. Granados established her company- affiliated Spanish Dance School, dedicated exclusively to the preservation of all these dance styles. As artistic director, dancer and choreographer of ABDC, Ms. Granados has successfully presented her productions in New York City, the Mid-Atlantic States and Europe. She created and produced “Olé! Olé!” in 1998 at Intar Theater, “Olé! Olé! Fin de Siglo” in 1999 at The Kaye Playhouse, “Spanish Gems” in 2005 at Flushing Town Hall, and “Tablao Flamenco” in 2008, which run in Astoria, Queens, through 2013 for its sixth season. -
Pasodoble PSDB
Documentación técnica Pasodoble PSDB l Pasodoble, o Paso Doble, es un baile que se originó en España entre 1533 y E1538. Podría ser considerado, en esen- cia, como el estandarte sonoro que le distingue en todas partes del mundo. Se trata de un ritmo alegre, pleno de brío, castizo, flamenco unas veces, pero siempre reflejo del garbo y más ge- nuino sabor español. Se trata de una variedad musical dentro de la forma «marcha» en com- pás binario de 2/4 o 6/8 y tiempo «allegro mo- derato», frecuentemente compuesto en tono menor, utilizada indistintamente para desfiles militares y para espectáculos taurinos. Aunque no está del todo claro, parece ser que el pasodoble tiene sus orígenes en la tonadilla escénica, –creada por el flautista es- pañol Luis de Misón en 1727– que era una Este tipo de macha ligera fue adoptada composición que en la primera mitad del siglo como paso reglamentario para la infantería es- XVII servía como conclusión de los entreme- pañola, en la que su marcha está regulada en ses y los bailes escénicos y que después, 120 pasos por minuto, con la característica es- desde mediados del mismo siglo, se utilizaba pecial que hace que la tropa pueda llevar el como intermedio musical entre los actos de las paso ordinario. Tras la etapa puramente militar comedias. –siglo XVIII– vendría la fase de incorporación de elementos populares –siglo XIX–, con la El pasodoble siempre ha estado aso- adición de elementos armónicos de la seguidi- ciado a España y podemos decir que es el baile lla, jota, bolero, flamenco.. -
Program Notes Adam Mitchell (B
Program Notes Adam Mitchell (b. 1990) is a 5th year vocal music education major studying voice with Louise Toppin at the Uni- versity of North Carolina at Chapel Hill. He currently sings with the UNC Men’s Glee Club under director Dr. Dan Huff and is enrolled in the UNC-BEST program for music education. A native of Wilmington, NC, Adam entered UNC in fall of 2008 with intent to study pharmacy before switching to music the next year. He has studied guitar since age fourteen, and has been playing and singing professionally since age eighteen. Since then, Adam has performed in restaurants and venues in Wilmington, Chapel Hill, and Durham, most notably Jack Sprat Café and The Franklin Hotel, where he regularly performs one to two times a month. As a classical vocalist, Adam has performed recitals in both Wilmington and Chapel Hill for public schools, nursing homes, and university functions and has performed as a soloist for UNC Men’s Glee Club. Adam also spent a two week intensive study in Spanish art song repertoire at La Escuela Superior de Canto de Madrid where he performed on recitals and master classes focused on bettering the understanding and performance of Spanish song. In addition to performing, Adam cur- rently teaches private voice, guitar, and drum lessons. As a composer and songwriter, he has completed seven pop songs, one piece for classical guitar entitled La Corrida, and a musical setting of four poems by Shel Silverstein for classical voice and piano. In addition to composing, Adam has also arranged Every Time We Touch by Cas- cada for pep band and The Beatles’ Let it Be for men’s choir. -
Crying Across the Ocean: Considering the Origins of Farruca in Argentina Julie Galle Baggenstoss March 22, 2014 the Flamenco
Crying Across the Ocean: Considering the Origins of Farruca in Argentina Julie Galle Baggenstoss March 22, 2014 The flamenco song form farruca is popularly said to be of Celtic origin, with links to cultural traditions in the northern Spanish regions of Galicia and Asturias. However, a closer look at the song’s traits and its development points to another region of origin: Argentina. The theory is supported by an analysis of the song and its interpreters, as well as Spanish society at the time that the song was invented. Various authors agree that the song’s traditional lyrics, shown in Table 1, exhibit the most obvious evidence of the song’s Celtic origin. While the author of the lyrics is not known, the word choice gives some clues about the person who wrote them. The lyrics include the words farruco and a farruca, commonly used outside of Galicia to refer to a person who is from that region of Spain. The use of the word farruco/a indicates that the author was not in Galicia at the time the song was written. Letra tradicional de farruca Una Farruca en Galicia amargamente lloraba porque a la farruca se le había muerto el Farruco que la gaita le tocaba Table 1: Farruca song lyrics Sources say the poetry likely expresses nostalgia for Galicia more than the perspective of a person in Galicia (Ortiz). A large wave of Spanish immigrants settled in what is now called the Southern Cone of South America, including Argentina and Uruguay, during the late 19th century, when the flamenco song farruca was first documented as a sung form of flamenco. -
Guitar Music
GUITAR NEWS The Official Organ of the INTERNATIONAL CLASSIC GUITAR ASSOCIATION No. 59 Single cop,y price 1/4 (U.S.A. 20c.) M AY/ J UNE, 196 1 Photo : Natasha Bellow IDA PRESTI, ALEXANDRE LAGOYA, ALEXANDER BELLOW 2 GUITAR NEWS MAY- J U NE, 1961 G. RICORDI & co. Publishers - Milano Bru:telles - Buenos Aires - London - LOrrach - Mexico - New York - Paris - Sao Paulo - Sydney - Toronto NEW EDITIONS FOR GUITAR By MIGUEL ABLONIZ TRANSCRIPTIONS 129879 J. S. BACH, Fugue (1st Violin Sonata). 129882 J. S. BACH, Two Gavottes (5th 'cello Suite). 129880 J. S. BACH, Sarabande-Double, Bourree-Double (1st Violin Partita). 129347 J. S. BACH, Two Bourrees ('French overture') and March (A. Magdalena's book). 129652 L. van BEETHOVEN, Theme and Variation ('septet'). 129653 G . F. HANDEL, Aria ('Ottone'). 129654 G. F. HANDEL, Sarabande and Variations (Suite XI). 129655 J. P. RAMEAU, Six Menuets. 129349 Two ancient 'Ariettes' by A. Scarlatti and A. Caldara. 130056 J. HAYDN, Minuet (Op. 2, No. 2). 130057 F. MENDELSSOHN, Venetian Barcarole (Op. 19, No. 6). 129348 Three short ancient pieces: Aria by Purcell, Minuet by Clarke, Invention by Stanley. 130059 R. SCHUMANN, Four "Album Leaves": Valzer Op. 124, No. 10. Larghetto Op. 124, No. 13. Danza Fantastica Op. 124, No. 5. Presto Op. 99, No. 2. 129884 A Guitar Anthology of Twel ve Pieces (Purcell, Bach, Mozart, Chopin, de Visee, Gruber, etc.). TWO GUITARS 129350 J. S. BACH, Prelude No. I (48 Preludes and Fugues). 130055 J. S. BACH, Prelude No. 1 ("Six Little Preludes"). 12935 l A. VIVALDI, Aria del vagante ("Juditha triumphans"). -
A Mini-Guide
A MINI-GUIDE The Story . .2 Meet the Cast . .3 What is zarzuela? . .5 Meet the Creator of Little Red . .6 The Composers . .7 Activity: Make your own castanets! . .10 The Story: Bear Hug/Abrazo de oso! Bear Hug/Abrazo de oso! is a bilingual (in two different languages) youth opera and the cast sings in both English and Spanish. It is set in a zoo. The Zookeeper enters the stage while feeding some of his favorite animals including Marla, the koala bear, and Polly the panda bear. He admits that while he loves his job as zookeeper, he’s nervous about the grizzly exhibit next door. Grizzly bears are known to eat meat and he feels less than confident. Polly the panda greets the audience and mentions her love of reading and learning. She hears singing next to her exhibit and meets Bernardo, a very special Spanish brown bear and newest exhibit to the zoo. In fact, the entire zoo is decorated to welcome the newest bear! Bernardo, who has just arrived to the zoo and doesn’t speak much English, is nervous and feels lost. He misses his family. Polly distracts him from his loneliness by playing games like charades, trying to understand her new friend. They come across a locked gate. Polly has always wondered what was on the other side of the zoo and her adventur - ous personality starts the bears on a search for the key and out of their exhibit. The two meet Marla, the zoo’s koala bear. Koalas are actually marsupials—that means Marla isn’t really a bear at all! Koala bears are generally sleepy and like to eat plants such as eucalyptus. -
Cartagena Y El Pasodoble
REVISTA DE INVESTIGACIÓN SOBRE FLAMENCO La madrugá Nº15, Diciembre 2018, ISSN 1989-6042 Cartagena y el pasodoble Benito Martínez del Baño Universidad Complutense de Madrid Enviado: 13-12-2018 Aceptado: 20-12-2018 Resumen El pasodoble es un tipo de composición musical menor con títulos de excepción, páginas musicales de gran factura melódica, fuerza expresiva y estructura perfecta. Muchas de sus composiciones han logrado inmortalizar el nombre de sus autores y el insuperable atractivo de dotar emoción nuestras fiestas, patronales y bravas. Podemos incluirlo como subgénero dentro de la composición zarzuelística, y encontrarlo de muy distintas maneras, como en tiempo de marchas aceleradas, alegres y bulliciosas pasadas del coro por la escena, breves y brillantes introducciones orquestales, también para bandas de música, y finales de cuadro o de acto, incluso con tintes flamencos. Asimismo títulos imprescindibles han sido compuestos en Cartagena y algunas de las más ilustres voces de esta tierra lo han cantado y otras aun lo incluyen en su repertorio. Palabras clave: pasodoble, Cartagena, flamenco, música popular. Abstract The pasodoble is a type of minor musical composition with exceptional titles, musical pages of great melodic design, expressive force and perfect structure. Many of his compositions have managed to immortalize the name of their authors and the insurmountable attraction of giving emotion to our festivities, patronal and brave. We can include it as a subgenre within the zarzuela composition, and find it in very different ways, such as in time of accelerated marches, happy and boisterous past of the choir for the scene, brief and brilliant orchestral introductions, also for bands, and end of picture or act, even with flamenco overtones. -
CLASSICAL GUITAR SYLLABUS Qualification Specifications for Graded Exams 2020–2023
DOWLAND NUTTALL SAGRERAS CLASSICAL POWLESLAND GUITAR YORK SYLLABUS SEGOVIA Qualification specifications for graded exams 2020–2023 WALTON TARREGA FOGEL HVARTCHILKOV SANDERSON GUBAIDULINA STACHAK KRUISBRINK PRATTEN CARCASSI RODRIGO CARULLI SANZ SOR WHAT’S CHANGED? ◗ Repertoire lists refreshed at all levels, encompassing a wide range of musical styles ◗ Duets now available up to Grade 5 ◗ New graded exam books, featuring a varied selection of pieces and duets ◗ Pieces now only divided into groups at Grades 6–8 — at other grades, pieces can be chosen from a single list ◗ At Grades 6–8, at least one piece must now be chosen from each group ◗ An information and regulations section is no longer included in the syllabus — this information can be found at trinitycollege.com/music-regulations ◗ New Acoustic Guitar exams incorporating elements of the Plectrum Guitar exams available from 2020 — more information available in our Acoustic Guitar Syllabus 2020–2023 KEEP UP TO DATE Please check trinitycollege.com/classical-guitar to make sure you are using the latest version of the syllabus and for the latest information about our Classical Guitar exams. OVERLAP ARRANGEMENTS This syllabus is valid from 1 January 2020. The 2016–2019 syllabus will remain valid until 31 July 2021. During this overlap period, candidates may present pieces and technical work from the 2016–2019 or the 2020–2023 syllabus, but not both. Candidates should indicate which syllabus they are presenting on the appointment form handed to the examiner at the start of the exam. CLASSICAL -
Spain in the Enlightenment C
Spain in the Enlightenment C. H. RUSSELL With the coming to power in Spain of the French Bourbon family at the beginning of the eighteenth century, the doors to Spanish society and culture ‐ long closed to many developments of Spain's European neighbours ‐ were flung open to admit a torrent of new ideas, philosophies and cultural trends. Philip V, the grandson of Louis XIV, introduced the Spanish court to the latest rage in France – the contredanse, the danse á bal and the danse á deux. All members of high society were expected to be familiar with the latest dances and their steps. French fashions, hairstyles and courtly manners found their way into Spanish life. French neo‐classical thought set in motion a series of reforms in the Spanish theatre and in literature. Italian operatic and virtuoso instrumental styles rapidly inundated the Iberian peninsula. The passion for opera shared by Philip V and his son Ferdinand VI not only helped to shape tastes in the Spanish musical theatre hut also left its indelible mark on sacred music. The inclusion of Italian theatrical styles in sacred compositions provoked a score of polemics. In fact, the issue of morality as it related to all of these foreign influences was hotly debated. These foreign intrusions met with stubborn resistance in some Spanish circles, especially among the middle class which flourished under the new economic policies of Charles III. New organizations and forms of public diversion arose. Nationalism ‐ initially generated largely by middleclass concerns ‐ permeated the entire fabric of Spanish society as the century progressed.1 THE CHURCH A social history of music must first concern itself with patrons.