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Tercer Congreso Internacional de Educación, Trabajo y Emanicipación Third International Conference on Education, Labor and Emancipation How Can an International.

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Presentation on theme: "Tercer Congreso Internacional de Educación, Trabajo y Emanicipación Third International Conference on Education, Labor and Emancipation How Can an International."— Presentation transcript:

1 Tercer Congreso Internacional de Educación, Trabajo y Emanicipación Third International Conference on Education, Labor and Emancipation 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 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. 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.

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

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

7 Differences in Pedagogical Approach Enforcing the enhancement of reading skills Play music with others Corrections Musical Interpretation = truer to the composers wishes? Enforcing the enhancement of aural skills Teach by demonstration Strengths in regard to memorization Musical Interpretation = truer to the performers convictions?

8 Examples Used When Teaching Piano students = Repertoire Rubato = pushing or pulling of tempo. A musical term emphasized predominantly in the Romantic Era ( ) and used as an expressive device. Chopin –vs – Ponce ( ) ( ) ChopinPonce

9 Examples Used When Teaching 20 th Century Nationalism Aaron Coplands ( ), orchestral suite for the ballet, Billy the Kid, 1938 Silvestre Revueltas ( ), chamber orchestra, Homenaje a Federico García Lorca, 1937

10 Social Issues in Class Music of Spain Spanish Inquisition ( ) Atrocities –vs– La Leyenda Negra Debate

11 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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