Below are the reading questions due in certain weeks (some weeks have no reading questions). The question relate to the readings posted for the week indicated. Your answers must be submitted on-line through E-SUBMIT by noon on Monday of the week indicated.

For Puerto Ricans who came to the U.S. in the first half of the 20th century, how did their experience here affect their sense of racial identity? How were they perceived racially by Anglos, and how did this affect their musical opportunities? How did music help to establish links between Puerto Ricans and African Americans? Consider how the answers to these questions might change over time, between the 1910s and the 1960s.

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The WebQ for this question can be accessed by clicking the following link:

You will be able to review and revise your response before you submit. You will only be able to submit once, however, so review your answer carefully before submission. Responses should be 300-600 words in length. Submit responses by Monday, 12 pm.

Compared to musical styles that preceded it, like boogaloo and Latin soul, how was salsa music in the late 1960s and 1970s different? How did it represent a different strategy of cultural identification for Latinos in New York? Why was salsa important to Puerto Ricans, especially—i.e. what uniquely Puerto Rican experiences or circumstances did salsa speak to?

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The WebQs for this question can be accessed by clicking the following links. Please note that you must use the WebQ that has been created for your section.

Section AA, AD:

Section AB, AE:

Section AC, AF:

You will be able to review and revise your response before you submit. You will only be able to submit once, however, so review your answer carefully before submission. Responses should be 300-600 words in length. Submit responses by Tuesday, 12 pm

Chicanos, or Mexican Americans, were creating a vibrant rhythm and blues scene and sound in San Antonio, Texas in collaboration with Black and White musicians. In your opinion, were they simply copying other people's music or were they creating something uniquely their own? Think about the Peter Narvaez article which provides some clues that Chicanos and Mexicans were collaborating with Blacks many years before. Can San Antonio's "West Side Sound" be categorized as "Latin" music? Why or why not?

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The WebQs for this question can be accessed by clicking the following links. Please note that you must use the WebQ that has been created for your section.

Section AA, AD: https://catalysttools.washington.edu/webq/survey/mlacoste/48949

Section AB, AE: https://catalysttools.washington.edu/webq/survey/mlacoste/48950

Section AC, AF: https://catalysttools.washington.edu/webq/survey/mlacoste/48952

You will be able to review and revise your response before you submit. You will only be able to submit once, however, so review your answer carefully before submission. Responses should be 300-600 words in length. Submit responses by Monday, 12 pm.

Thursday 2/21's lecture set the stage for understanding that musical eclecticism that characterizes Chicano (Mexican American) and Mexican music produced in Los Angeles, California has been evolving for the last 70 years. Remembering what you've read for Week 7 about the modernity of Mexican music in Los Angeles of the 1920s and about Lalo Guerrero's musical experiences in L.A., specify the ways Richie Valen's music continues the legacy of musical eclecticism. Also, what is Richie Valen's role in the larger story of rock and roll in the U.S.? Consider the ways Cannibal and the Headhunters and the rest of the bands who created the Eastside sound demonstrate the way Chicano musicians were on the cutting-edge of pop music. What is their relation to African-American musical communities? Why was the Eastside sound important? Equally important, consider the ways young Chicanas made their prescence FELT. How did they defy the sexism of both the local music industry and the sexism of the "traditional" family formation?

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The WebQs for this question can be accessed by clicking the following links. Please note that you must use the address that has been created for your section.

Section AA, AD: https://catalysttools.washington.edu/webq/survey/mlacoste/50291

Section AB, AE: https://catalysttools.washington.edu/webq/survey/mlacoste/50293

Section AC, AF: https://catalysttools.washington.edu/webq/survey/mlacoste/50294

You will be able to review and revise your response before you submit. You will only be able to submit once, however, so review your answer carefully before submission. Responses should be 300-600 words in length. Submit responses by Monday, 12pm.

How have changes in society at large affected the sound of Chicano music as
well as the topics thematized in song lyrics?  How did particular musical
genres reflect and, at times help shape, the mood of a particular time and
place?  How did the music challenge (or not) traditional gender roles for
young men and women?  The more specific you are about genre and group, the
better. 

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The WebQs for this question can be accessed by clicking the following links. Please make sure you click the link for your section.

AA, AD: 

https://catalysttools.washington.edu/webq/survey/mlacoste/51186

AB, AE:

https://catalysttools.washington.edu/webq/survey/mlacoste/51187

AC, AF:

https://catalysttools.washington.edu/webq/survey/mlacoste/51188

You will be able to review and revise your response before you submit. You will only be able to submit once, however, so review your answer carefully before submission. Responses should be 300-600 words in length. Submit responses by Monday, 12pm.