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How Can an International Art Form Still be Wearing European White Wigs and Buckled-Toe Shoes?

Tercer Congreso Internacional de Educación, Trabajo y Emanicipación Third International Conference on Education, Labor and Emancipation. Classical Music. How Can an International Art Form Still be Wearing European White Wigs and Buckled-Toe Shoes?. Background.

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How Can an International Art Form Still be Wearing European White Wigs and Buckled-Toe Shoes?

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  1. Tercer Congreso Internacional de Educación, Trabajo y EmanicipaciónThird International Conference on Education, Labor and Emancipation Classical Music How Can an International Art Form Still be Wearing European White Wigs and Buckled-Toe Shoes?

  2. Background • In the experience of this presenter, our U.S. music institutions have not incorporated the fine arts of Central and South America into music education.

  3. Gutiérrez de Padilla, Mex. Nunes Garcia, Bra. Cervantes, Cub. Pedrell, Ury. Ponce, Mex. Allende, Chl. Castillo, Gtm. Lecuona, Cub. Castro, J.J., Arg. Gimenez, Pry. Chavez, Mex. Revueltas, Mex. Sás, Per. Moleiro, Ven. Guarnieri, Bra. Guastavino, Arg. Cordero, Pan. Escobar, Col. Mendozo-Nava, Bol. Campos-Parsi, Pri. Piazzola, Arg. Luzko, Pry. Bach, Ger. Haydn, Aus. Mozart, Aus. Beethoven, Ger. Schubert, Aus. Schumann, Ger. Brahms, Ger. Chopin, Pol. Liszt, Hun. Wagner, Ger. Debussy, Fra. Schoenberg, Ger. Shostakovich, Rus. Prokofiev, Rus. Stravinsky, Rus. Copland, Usa. Falla, Esp. Villa-Lobos, Bra. Gershwin, Usa. Ginastera, Arg.

  4. University of Texas at El Paso • 76% of students in Music = Hispanic • 13% of students in Music = Mexican Citizens

  5. Differences in PedagogicaL Approach Mexico = Strong Aural Tradition U.S. = Strong Visual Tradition

  6. Differences in Pedagogical Approach • Enforcing the enhancement of aural skills • Teach by demonstration • Strengths in regard to memorization • Musical Interpretation = truer to the performer’s convictions? • Enforcing the enhancement of reading skills • Play music with others • Corrections • Musical Interpretation = truer to the composer’s wishes?

  7. Chopin Ponce Examples Used When Teaching • Piano students = Repertoire • Rubato = pushing or pulling of tempo. A musical term emphasized predominantly in the Romantic Era (1820-1900) and used as an expressive device. • Chopin –vs – Ponce (1810-1849) (1882-1948)

  8. Examples Used When Teaching • 20th Century Nationalism • Aaron Copland’s (1900-1990), orchestral suite for the ballet, Billy the Kid, 1938 • Silvestre Revueltas’ (1899-1940), chamber orchestra, Homenaje a Federico García Lorca, 1937

  9. Social Issues in Class • Music of Spain • Spanish Inquisition (1478-1834) • Atrocities –vs– La Leyenda Negra Debate

  10. Communication between Teacher, Student and Family/Friend Support System • Learn some of their native language • Listen to their stories • Challenge that certain places, ideas or people are “BETTER.” We are all equal. There are simply differences.

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