Theses and Dissertations
This collection includes both ASU Theses and Dissertations, submitted by graduate students, and the Barrett, Honors College theses submitted by undergraduate students.
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- Genre: Art--Study and teaching (Secondary)--Navajo Indian Reservation.
- Genre: Music--African influences.
Description
This dissertation investigates the life and career of singer Celia Cruz and the cultural legacy she has left the Hispanic culture in the United States and the world. It explores the musical journey of the Queen of Salsa and analyzes the different genres and themes that she developed in her performances during the years of her dedication to the public professional career. Among the various topics, this work discusses the African influence on the music of Celia Cruz because she made her first step to fame with the music and lyrics from African religious traditions. Additionally, this project investigates the theme of nostalgia and how Celia Cruz, with her music, helped to perpetuate the nostalgic feelings of Cuban exiles. It surveys the repertoire of songs with nostalgic themes that helps to perpetuate in the memory of the Cuban diaspora, a Cuba that no longer exists and is reflected only in their imagination. This work also examines feminist and queer issues in the life of Celia Cruz, in the lyrics of her songs and in many of her performances. Finally, it explores various stages in Celia Cruz's career that stand out: first, her beginnings in Cuba and Latin America where she soon became known as the Guarachera of Cuba; then, the contribution of Celia Cruz to the salsa music since its appearance in New York, its development in the United States, and its rapid international spread. Similarly, this project shows that Celia Cruz, with her performances worldwide, gained popularity and became the Queen of Salsa. She excelled on indoor and outdoor stages, on the small and big screen, and took her musical talent around the world. Because of her great artistic work, she was recognized for her achievements multiple times and won awards in the United States, Latin America, Africa, Europe, and Asia, finally winning the title of Global Salsa Icon.
ContributorsRodríguez Torres, Caridad Milagros (Author) / Foster, David W (Thesis advisor) / Tompkins, Cynthia M (Committee member) / Urioste-Azcorra, Carmen (Committee member) / Arizona State University (Publisher)
Created2014
Description
The following study is about the importance of including global art and art history in a bilingual/bicultural art classroom. The study was performed with twelve Navajo art students in a predominately Navajo high school located in a small urban town off the Navajo Reservation. Navajo students selected traditional and contemporary artworks they were curious to learn more about from four global cultures, familiar (Navajo and European) and unfamiliar (Maori and Benin). They also responded to art criticism questions and identified reasons they were curious about the artworks they selected. Students were curious about familiar (Navajo and European) artworks more than unfamiliar artworks (Maori and Benin). Of all student responses, 69% focused on the artwork selected; 16% focused on meaning and expression, and 15% focused on the artist. This study concludes by suggesting that there should be a middle ground about what to teach to Navajo children. I suggest that art education should include other cultural information within the Navajo philosophy of education.
ContributorsBegody, Chrystalee (Author) / Erickson, Mary (Thesis advisor) / Young, Bernard (Committee member) / Stokrocki, Mary (Committee member) / Arizona State University (Publisher)
Created2015