Esta investigación estudia las influencias musicales y las etapas que la Escuela Cusqueña indigenista afrontó a partir de una revisión que indaga en los sucesos que afectaron el desarrollo de la música en Cusco durante los periodos virreinales, decimonónicos y los primeros años del siglo XX. Este enfoque prioriza a los eventos históricos debido a que el indigenismo musical cusqueño se proyectó sobre las expresiones populares consolidadas en un extenso proceso sociocultural. La investigación está estructurada en 3 capítulos. El primero corresponde a la revisión de las raíces indigenistas en el Virreinato del Perú. El segundo estudia la aparición del preindigenismo durante el periodo republicano del siglo XIX. El tercero aborda a la Escuela Cusqueña desde la difusión del movimiento indigenista a comienzos del siglo XX. / This research studies the influences and stages faced by the Cusco indigenist school in the first half of the 20th century, based on a review that examines the viceregal period, nineteenth-century and the first years of the twentieth century that impacted the development of music in Cusco. This approach prioritizes the historical events due to the fact that the Cusco musical indigenism was projected on the popular expressions consolidated in an extensive social and cultural process. The investigation is structured in 3 chapters. The first one corresponds to the revision of the indigenist roots in the Viceroyalty of Peru. The second studies the most immediate roots of the preindigenismo in the republican period of the 19th century. The third discusses the music development since the dissemination of the indigenous movement in the early twentieth century. / Tesis

In 2001, an estimated 50 Indigenous languages were spoken in California, USA; none had more than 100 speakers. Through statewide efforts by Indigenous language workers and their allies, revitalization strategies have since proliferated, many highlighting immersion learning and linguistic documentation. In their homeland in Tehachapi, California, two fluent Elders and five learner/teachers designed this study as co-researchers to reflect on the effects of strategies we had implemented to support new speakers of nuwä abigip (Kawaiisu), a polysynthetic Uto-Aztecan language. Our community-based team used methods of dialogic inquiry including the conversational method and a graphic language mapping technique. We videotaped remembered stories of our varied language acquisition experiences, focusing especially on the 15 years after community language revitalization was initiated. The collection of videotaped narratives and the graphic language maps were analyzed to understand how the new adult second-language speakers believed our learning experiences had enabled us to use nuwä abigip. Co-researchers remembered nuwä abigip competencies believed to have been gained though a sequence of strategies, some overlapping, that featured immersion learning complemented by linguistic analysis. Common patterns in language development were explored, especially as they related to learners’ unfolding understanding of the language’s rich morphology. The team concluded the study by reflecting on how the two research methods of dialogic inquiry had aided them in expressing the culmination of their experiences. / Graduate