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When deciding what to focus on for our final presentation, we knew it had to be of interest to both of us, as well as something we would want to share with our students. Growing up in “traditional” Hispanic households where we heard cultural music, we decided our project would stem from that. We agree with Nick Page when he writes “The study of diverse cultures is fascinating, especially when that culture comes alive through its celebration-through its music” (p.38). When we think of Latin music coming alive, one of the first names that come to mind is that of Tito Puente.

Ernest Anthony Puente Jr. was born on April 20, 1923. He was raised in the Spanish Harlem section of New York City or “El Barrio”. Young Anthony Puente was fortunate enough to have a mother who recognized his musical talent at a young age and enrolled him in piano lessons at the age of seven. He did not begin studying percussion until the age of ten. In an interview with Edmond Newton of the New York Post, Puente recalled how he “was always banging on boxes, on the window sill”. This made me think of students in my classroom who do the same thing; perhaps they have musical talent and have not been as fortunate as Tito Puente was to have a parent who recognizes and is willing to nurture that talent. Puente was also fortunate enough to grow up listening and being exposed to a variety of music; a few of his major influences were Duke Ellington, Count Basie and Stan Kenton.

Tito Puente began playing gigs and dances when he was a young as fifteen years old. “By the 1940’s, Newyorians like timbalero Tito Puente and vocalist Tito Rodriguez had become the top bandleaders and innovators, and the Latin dance music scene in New York came to outstrip that on the island” (Puerto Rico) (Manuel P. 70). Puente is recognized for his contribution to Latin music as a bandleader, composer, arranger and percussionist. Above all he is remembered as someone who loved what he did; he himself said:

My music is supposed to make people happy. When we play a concert, it’s to make people forget about their problems and give them a happy feeling, percussion wise, melodic wise and rhythmically. So when they leave that theater, they leave happy having been to that concert; that’s what I concentrate on and that’s what makes me happy! (http://www.duke.edu/~jmc14/tito_biography.htm.)

Unfortunately, Tito Puente passed away on May 31, 2000. He is still known as “El Rey” or “The King of Mambo”.

Teaching students about music and musicians like Tito Puente can benefit them in many ways. Music can not only provide time for relaxation of the body and mind but it can allow children to appreciate other cultures. By introducing children to different musical types, we can engage them in other subjects across the curriculum, such as Social Studies. For example, the teachers can have students learn about a particular place in the world and introduce music from that place. Let’s say the country is China; children can learn about Chinese culture, people, food and especially music. The teachers can have the class read and write about that country, or even solve mathematical problems that can be tied to that country’s culture.

Music from their own culture is also a great way to get their attention. We firmly believe that teachers must always incorporate things that children enjoy most and are common in their culture. Teaching children about musicians like Tito Puente can allow children to want to learn and listen to music in our diverse community. It is also a great way to build on their knowledge of music and the instruments used to create different types of music. Even further, musicians like Tito Puente can serve as role models. He himself said:

We need these young people to study to become composers, arrangers, instrumentalists, dancers and singers. Performing arts is what I’m talking about. I always encourage