The Fundamental Building Block of Latin Music

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Latino music Introduction Latin music is a well-liked skill form urbanized in a variety of Latin American countries, chiefly Cuba, and is exclusive for the type of musical structures it builds upon. It is vocal and instrumental tune, initially subsequent from African spiritual ceremonies, on the other hand viewed today chiefly as dance music. Its strongest feature, though, is its measure, which is extremely syncopated (when a number of rhythms being played at one instance, generate counterpoint next to each other in thrilling cross rhythms). It is conventionally played by local percussion and string instrument, which is the guitar, congas, timbales, bongo, and the tress (nine-string Cuban guitar) (Padilla,87). In excess of time, the piano substituted the guitar as the vocal apparatus, while the bass, woodwinds, trumpets and trombones were added to play melodies and riffs (repetitions of sound). Mainly Latin music is based on a rhythmic pattern known as the clave. Clave is the fundamental building block of all Cuban music, and is a 3-2 (occasionally 2-3) rhythmic prototype. Claves are in addition the name for the two sticks that play this 3-2 (clave) pattern (Padilla,100) Latin music usually uses a three form with (1) A long introductory verse, followed (2) By a montuno section where the band plays a vamp (a two- or three chord progression), building strength with strategy like the mambo (where members of the front line play complementary riffs) before (3) returning back to the verse and closing out the selection, generally with some type of coda (a short predetermined way of ending a piece; like a postscript at the end of letters). (Padilla,104) Some significant uniqueness of Latin music are: (O’Hagin,56) Clave: a s... ... middle of paper ... ...alsa: Puerto Rican and Latino Music. The Journal of Popular Culture, 24(1), 87-104. 2. O’Hagin, I. B., & Harnish, D. (2006). Music as a cultural identity: a case study of Latino musicians negotiating tradition and innovation in northwest Ohio. International Journal of Music Education, 24(1), 56-70. 3. Kotarba, J. A., Fackler, J. L., & Nowotny, K. M. (2009). An ethnography of emerging Latino music scenes. Symbolic Interaction, 32(4), 310-333. 4. Laó-Montes, A., & Dávila, A. M. (Eds.). (2001). Mambo Montage: The Latinization of New York. Columbia University Press. 5. Campbell, P. S. (1996). Music in cultural context: Eight views on world music education. Rowman & Littlefield Education. 6. Wortham, S. E. F., Murillo Jr, E. G., & Hamann, E. T. (Eds.). (2002). Education in the new Latino diaspora: Policy and the politics of identity (Vol. 2). Greenwood Publishing Group.

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