Tag Archives: Mexican culture

Folklorico Dance

Informant Info:

  • Nationality: Mexican
  • Residence: Los Angeles
  • Primary language: English/ Spanish

Text:

E.H has been dancing folklorico since she was six years old. She is a Mexican American college student who has found an important aspect of her identity through folklorico. She has been a part of GFUSC(Grupo Folklorico at USC) since freshman year. She has found that it has been a way of embracing her Purépecha heritage and culture. Her passion for folklorico has led her to learn more about the history of folklorico, the different dance forms that pertain to folklorico, and the way dancers have to dress. E.H now teaches folklorico to elementary students, while also educating them in different regions. E.H and Grupo Folklorico at USC practice different dances for several weeks in order to prepare for the grand performance towards the end of the semester. Throughout the semester, they also hold small performances at different events and festivals to show their appreciation for their culture. E.H is a dance instructor, and she makes sure to teach steps that pertain the specific region in order to maintain as much cultural originality as possible. E.H told me that not anyone can just go ahead and teach Folklorico, one must be educated on the history of the dance form and the different styles of dance it entails.

Analysis:

I hold a personal connection with folklorico, I also dance folklorico with GFUSC. I originally joined for the purpose of embracing my Mexican heritage and learning to dance such a beautiful art form. Through this club, I was able to learn different regions and their distinct styles of dance. Some of these include Sinaloa, Veracruz, Yucatan, Jalisco, etc. Each region has different steps and “vestuario,” or clothing. For example, Sinaloa holds more of the traditional folklorico elements in the dresses, they are very colorful and flowy dresses. Meanwhile, Yucatan has a more box-like structure in the dress, they are not flowy, and are typically a satin white with embroidered flowers. The songs are also picked out depending on the region they pertain to. Performing with other Hispanic and Latino students has allowed me and many others to find a home and community here at USC. 

Quinceanera Celebration

Informant Info:

  • Nationality: Mexican 
  • Residence: Los Angeles 
  • Primary language: English and Spanish 

Text:

E.S said, “In my culture, once a young girl turns 15 they have a big party that could be considered a rite of passage, it’s called a Quinceanera.” This party is meant to symbolize the transition from a young girl to a woman. In the party there are multiple traditional processes that really resemble that of a wedding. As E.S explained, you start with mass at a church, then at the party you have the father daughter dance, the taking off of the shoes and into heels, etc. In some parties, they’re given this porcelain doll that represents or encapsulates their childhood, and at the end they have a surprise dance that’s very entertaining. The quinces in Mexico are somewhat different from the fact that as they move from the church to the reception, the whole group/family parade through the street with a live mariachi to the venue. Sometimes the quinceanera is in a carriage or on a horse. The invite is also not very exclusive as the whole community is invited. E.S recalls one time she attended a Quince, “I once went to a quince in Mexico where we didn’t know anyone, we were complete strangers and they still fed us and treated us like family.” The party allows for community bonding and the celebration of womanhood!

Analysis:

I deeply resonated with E.S’s relation to Quinceaneras because it is a well known tradition and celebration in my culture as well. Quinceaneras are indeed a rite of passage because the whole purpose of the celebration is to acknowledge the young girl’s transition from that into womanhood. Since I was a child, I attended various Quinceaneras from family members and acquaintances. I agree with E.S in the fact that the celebration is pretty welcoming to everyone, even if you aren’t directly related to the young girl being celebrated. I also vividly remember the surprise dances at these Quinceaneras, and they are indeed one of the parts of the celebration everyone looks forward to seeing the most. The Quinceanera does the surprise dance with her Corte de Honor, which consists of Chambelanes and Damas. The father and daughter dance is very special, and it usually makes a lot of people very emotional. While this celebration is very fun, it is also deeply sentimental for everyone because the now young woman is no longer a little girl.

Capirotada Cultural Dish

Informant Info:

  • Nationality: Mexican
  • Age: 50
  • Residence: Los Angeles 
  • Primary language: Spanish 
  • Relationship: mother 

Text: 

Capirotada(cultural food) 

Context:

EP explained to me the cultural and religious significance of the traditional Mexican capirotada dish. The capirotada dish is made during a specific season, as EP says, “la temporada de cuaresma.” Cuaresma is basically the Lenten period, in which Ash Wednesday, Palm Sunday, Good Friday and Easter occur. She views this period of time in which she prepares for the death and the resurrection of Jesus by fasting and making this cultural dish. She learned this traditional dish from her mother who would make it during the Lenten period. EP goes into depth on the ingredients of the Capirotada, “La canela, clavo, y piloncillo se cuece, y así se hace la miel que se pone arriba de todos los ingredientes antes de hornear.” She first makes a sort of sweet juice/syrup to put on top of the ingredients. The ingredients consist of: white bolillo bread, tortillas, bananas, apples, queso fresco, raisins, prunes, viznaga, different types of nuts and dried fruits, etc. She said that you put the syrup that was made prior on top of all the ingredients and then you can bake it. 

Analysis:

Capirotada is made in different ways, and it also depends on the preference of the person making the dish. Not everyone will make it the same; each person has their own touch. I have grown up eating capirotada as well, but when I would ask other people if they had tried or heard of it before, they would say no. It is a dish that is not as commonly made or known. When I was younger, I always thought it wasn’t something I wanted to eat, but as I grew older I learned to appreciate and actually love to eat the dish. While the capirotada might not look as physically appealing as other desserts, it is truly delicious and holds a special place in our Mexican culture.

Angel Childhood Musical Ballad: Legend/Myth

Nationality: American
Age: 18
Occupation: Student
Residence: Los Angeles
Performance Date: 3/23/23
Primary Language: English
Language: Spanish

Text: 

Me: “Did you grow up hearing any bedtime stories?”

CC: “Um not really, instead my mom used to sing me a song before falling asleep about an angel”.

Me: “Can you sing it for me?”

CC: “Sure…Angél de mi guardia…dulce compañero…no me dejas sola…de noche ni de dia”.

Me: “Who is this angel?”

CC: “Well in my Catholic Mexican household we often believe that angels are here on earth to protect us especially at night and during the day. Growing up I was told that the angels will come in our dreams and we can see what they looked like if we really believed. Usually they are said to be dressed in white and have a calm demeanor. Part of the reason why my parents would sing this song to us during bedtime was to make sure the angels would come to protect us as we rested. If they didn’t sing it to us, the angels wouldn’t be in our dreams and we wouldn’t be protected at night”.

Translation: “Angel of my guard, sweet companion, you do not leave me alone, night or day”

Context (informant’s relationship to the piece, where they heard it, how they interpret it):

-CC’s relationship to this piece stems from her Catholic Mexican culture given that her Mexican household consisted of religious beliefs that resulted in comfort. CC would hear this musical legend/myth from her mother as she would often sing it to her when she would go to sleep or had trouble falling asleep. CC interprets this musical legend/myth as a calming coping mechanism that helps her fall asleep quicker. In actuality, CC interprets this musical ballad as a prayer-like story that helps her connect to her faith. 

Analysis(what kind of personal, cultural, or historical values might be expressed) YOUR interpretation:

-The overall cultural value within this musical legend/myth stems from the Mexican Catholic culture that can be seen represented in the childhood home of CC within her family’s overall spiritual and religious beliefs. Not to mention, the personal values that can be expressed within this musical legend/myth is that it allows the individual to inherit the calmness and the overall reassurance that results from their conscious beliefs. I see this musical legend/myth as an overall concept of protection and safety that is implemented by a caring caregiver. Considering that I have heard about similar legends/myths regarding angels myself, I interpret this musical legend/myth to be a validating motive that can be seen as a stress reliever or as an act of reassurance considering protection is granted as you rest. Considering that I don’t have similar experiences with hearing this specific musical ballad, I can still relate to it given the fact that I have grown up hearing mythical legend stories revolving around angels within my Catholic religion as well. The mythical legend that I grew hearing about was the guardian angel named Michael. The similarity within the angel named Michael and the guardian angel within CC’s ballad is that both angels are called upon for protection and guidance. Unlike CC’s ballad, the angel guardian Michael is said to heal those who are sick while they rest. Considering the similar approach between these two mythical legends, it is safe to assume that these two stories can be claimed as different oikotypes. Considering this mythical legend stems from religious perspectives, it can be claimed as an overall supernatural-individualistic process that plays into the category of sacred myths.  

Zapatito blanco, zapatito azul. Dime cauntos anos tienes tu: Children’s folklore/game/counting-out-rhyme

Nationality: American
Age: 18
Occupation: Student
Residence: Los Angeles
Performance Date: 2/16/23
Primary Language: English
Language: Spanish

Text: “Zapatito blanco, zapatito azul. Dime cuántos años tienes tú.” “Little white shoe, little blue shoe. Tell me how many years are you.” 

Context: EC’s relationship to this piece stems from her Mexican culture influenced by her childhood specifically within elementary school. Given that she attended a predominantly hispanic elementary school in Whittier California, EC would often hear this children’s folklore/game/counting-out-rhyme within her classmates ranging from kindergarten through third grade as they spoke Spanish. They would typically say the phrase and touch everyone’s shoe according to every syllable of the phrase as they were getting ready to play a game and the goal was to determine who was “it”; similarly to “bubble gum bubble gum in a dish, how many pieces to do wish?”. EC interprets this speech as a fun way to determine who was ‘it” when playing hide-and-seek or tag. She explains that this phrase takes her back to her childhood where playing with friends at recess showcased innocence. She interprets this phrase as a sweet, youthful, random, and nice sounding statement used to get the game started. 

Analysis: The cultural value that I see present within this children’s folklore/game/counting-out-rhyme relates to the customs of childhood within society. Despite the fact that this phrase has cultural value within the Mexican/Hispanic community, it ultimately revolves around the culture of childhood considering that it is a shared experience among many elementary aged children due to the variations in both English and Spanish. Given the fact that even though I am Mexican myself and have never heard this phrase being said at school, I often heard the English bubblegum version. Overall, I see this children’s game as a pure indicator of childhood innocence as it is a silly pre-game ritual used to determine the start of a game whether playing tag or hide-and-seek. I interpret this children’s folklore/game/counting-out-rhyme as a creative standpoint considering it has similar rhyming components and various alomotifs that connect to the English version that I grew up playing.