...origin of the blues is from Europe as English was used in the song’s lyrics and the fact that instruments came from Europe (Susan). This paper dwells on the comparison of two pairs of blues and the summary of Thinking Blues by Susan McClary. Comparison between St Louis song and Black snake moan In St Louis song, Bessie uses a high Pitch trumpet solo during the intro emphasizes her sadness and hatred when the man she loves goes to see another lady. The piano introduces with a moderate tempo; the trumpet picks up with a high speed then the voice joins. In contrast, Blind Lemon introduces the song with a guitar playing chords. There is a difference in their vocals as Bessie uses a moderate voice with languid vocal lines as an expression of sadness. Blind lemon on the other hand uses a deep with twang a twang voice to express his pain that will live with him forever. The tempo in Bessie’s song is slow, dragging tempo with a uniform rhythm singing with a falling sadness of her lover having another woman. Conversely, Blind Lemon uses a moderate tempo setting off the vocals clearly. The speech like rhythm in the delivery of Bessie Smith’s message is for accurate delivery of message by Bessie. In Blind Lemon’s song, the self-accompaniment of the guitar is highly distinctive. It forms the prelude and also brings out a call/response pattern in the piece. The tempo is moderate setting off the vocals clearly. Both of the vocals are conspicuous than the instruments making...
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...Bhamani 5-6 English (Creative Writing) Tuesday, March 29, 2005 45 mins Shape Poem The Student will be able to: 1=Share and write more creactive ideas. 2=Describe different objects Papers Pens Charts Markers Colours OHP(OHT)for the presentation of sample poem(WB can be used too) PRESENTATION: The Teacher will ask the student following questions.(How many of you like butterfly/balloon? Why ou like balloons/butterfly? Do you love poems(yes/no) well,then lets try to write one. Teacher will show an example or two like of balloon(MY RED BALLOON IS LIKE AN AEROPLANE WITHOUT WINGS.IT FLOATS LIKE A BIRD IN THE SKY.A STRONG WIND MAKES MY BALLOON RUN FAST AND TO THE GROUND.POP!OHNO..PIECE OF RUBBER DRIFTING TO THE GROUND)Than SS will asked to choose shapes draw it and write a peom inside that shape) for production you can display all the shapes poems on the school board /bulletin board/soft board.. production stage could be considerd as evaluation Evaluation Lesson Plan Teacher Class Subject Date Duration Topic Objectives Material Needed Methodology Sonia Sham Dupte grades 3-4 language arts Tuesday, March 01, 2005 30 mins telling a story Students will learn how to use descriptive and imaginative language to tell a story. * Telling a Story pictures (allow each student to choose their own picture) * paper * pencils Discuss with students the structure of a good story. Stress that a good story has a beginning, middle, climax, and end. Read a sample story to the class. Have the class discuss...
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...Descriptive Bibliography Fredson Bowers described and formulated a standardized practice of descriptive bibliography in his Principles of Bibliographical Description (1949). Scholars to this day treat Bowers' scholarly guide as authoritative. In this classic text, Bowers describes the basic function of bibliography as, "[providing] sufficient data so that a reader may identify the book described, understand the printing, and recognize the precise contents" (124). Descriptive Bibliographies as Scholarly Product Descriptive bibliographies as a scholarly product usually include information on the following aspect of a given book as a material object: Format and Collation/Pagination Statement - a conventional, symbolic formula that describes the book block in terms of sheets, folds, quires, signatures, and pages According to Bowers (193), the format of a book is usually abbreviated in the collation formula: Broadsheet: I° or b.s. or bs. Folio: 2° or fol. Quarto: 4° or 4to or Q° or Q Octavo: 8° or 8vo Duodecimo: 12° or 12mo Sexto-decimo: 16° or 16mo Tricesimo-secundo: 32° or 32mo Sexagesimo-quarto: 64° or 64mo The collation, which follows the format, is the statement of the order and size of the gatherings. For example, a quarto that consists of the signed gatherings: ...
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...Howard Shepheard American Intercontinental University Unit 5 Individual Project HUMA215-1103B-01 September 24, 2010 Abstract This paper will explore the role that a cultural artifact played the part in the culture we live today. This paper will present a detailed description of this artifact. This paper will analyze how this artifact relates to the values, beliefs of the culture. We will discuss the deep cultural root of this artifact. What historical roots allowed this artifact to come into being? This paper will discuss the cultural periods that might have influenced its development. This paper will discuss how this artifact will be passed to future generations. This paper will discuss what evolutions might this artifact undergo. | | Introduction It’s 1980 and in the park in New City there is a crowd gathered. They are a mix of music that is both somewhat offensive and exciting. The music embodies the rhythm of the African Diasporas as well as added beats of artist of a bygone era. The people are both drown to this strangely intoxication music as well as the troop of dancers that are a kind of visual representation of the music that exist alongside the dancers. You see the dancers but you just barely saw this square box sitting on the small bench. You can just make out the lights flashing in the midday sun. It has two oversized speakers that seem to reproduce a sound that is far greater than its size. What is this strange new device...
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...FINE ARTS Section D M/W/F 11:15 AM–12:10 PM Section classrooms: Art: Goodman 204 Music: PPAC135 Theatre: Elder 146 Prof Anne Greeley anne.greeley@indwes.edu Beard, Office 115 Office hours: M/W 1:00–5:00 PM T/TH by appointment Prof Davy Chinn davy.chinn@indwes.edu PPAC, Office 164 Office hours: M/W 1:00–3:00 PM T/TH 10:30 AM–12:30 PM All others by appointment COURSE DETAILS Description MUS180 is an integrated arts appreciation course. It is part of the Humanities Core Curriculum. Each week, you will rotate between classes in art, music, and theatre appreciation (see p. 11 for course rotation schedule). Classes will be structured around a common topic or theme, enabling you to make connections between the different art forms. Required Course Texts Erwin Raphael McManus, The Artisan Soul: Crafting Your Life Into a Work of Art, HarperOne, 2014. Other texts as assigned, available via Learning Studio. Required Course Fee Our class field trip to the BSU David Owsley Museum on Jan. 22 will cost $10, due by Jan. 20 to Amanda Dyer in the BAC office. Prof Katie Wampler katie.wampler@indwes.edu Elder, Office 140E Office hours: M/W/F 12:10–1:25 PM W 2:30–3:30 PM T/TH 11:00 AM–1:30 PM Syllabus Contents Course details Learning outcomes Policies & expectations Course evaluation Museum Artwork Analysis paper Museum Art & Music Integration paper Mix-tape project Concert reports Theatre critiques Mix-tape project Arts Integration ...
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...|[pic] |Course Syllabus | | |Axia College/College of Humanities | | |HUM/176 Version 3 | | |Media and American Culture | Copyright © 2011, 2010, 2009 by University of Phoenix. All rights reserved. Course Description The course provides an introduction to the most prominent forms of media that influence and impact social, business, political, and popular culture in contemporary America. It explores the unique aspects of each medium as well as interactions across various media that combine to create rich environments for information sharing, entertainment, business, and social interaction in the U.S. and around the world. Policies Students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the...
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...have chosen and preview the points you will be making in the paper. The Artifact I Have Chosen That Best Represents the Culture I Live In Today Write your response to this element here. Remember to include in-text citations at the end of every paragraph in which you refer to information from any source, i.e., (Burnette, 2013). Please refer to the APA Guide found under Instructor Guide > Course Overview, Course Materials > APA Guidelines for correct formatting of in-text citation. A Description and Analysis of How (your chosen artifact) Relates to the Values and Beliefs of My Culture Write your response to this element here. Remember to include in-text citations at the end of every paragraph in which you refer to information from any source, i.e., (Burnette, 2013). Please refer to the APA Guide found under Instructor Guide > Course Overview, Course Materials > APA Guidelines for correct formatting of in-text citation. The Cultural Roots of (your chosen artifact) Write your response to this element here. Remember to include in-text citations at the end of every paragraph in which you refer to information from any source, i.e., (Burnette, 2013). Please refer to the APA Guide found under Instructor Guide > Course Overview, Course Materials > APA Guidelines for correct formatting of in-text citation. The Historical Roots That Allowed (your chosen artifact) To Come Into Being Write your response to this element here. Remember to include in-text citations...
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...Email through Blackboard. Classroom: THEA 182 COURSE DESCRIPTION This course examines dance traditions and cultures from around the world in an exploration of the human search for meaning. From ritual dances that prepare us for weddings and wars, to social dances that reinforce cultural order, to artistic dance performances that express the human condition —dance is alive and evolving where we live. In this way, it tells the story of who we are and who we may become. In this course, you will learn how to think, read, watch, talk and write about dance. We will study world dance forms and artists in the context of spirituality, myth, folklore, history and music. We will also study the nature of the creative process in dance. As we examine dance traditions from around the world, we will study their influence on dance practices here in the Bay Area. Through active participation in dance activities (our daily ‘lab work’), you will gain firsthand knowledge of contemporary modern dance, a North American dance tradition that constantly grows in response to world dance, music and spiritual culture. This quarter our primary focus will be the African Diaspora and American Contemporary Dance. No previous dance experience is necessary for this class, only the willingness to learn! COURSE OBJECTIVES Students will: • Learn about selected cultures through learning and experiencing the dance and the music of different regions; • Gain appreciation for the aesthetic...
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...THE EFFECTIVENESS OF THE IMPLEMENTATION OF THE SPECIAL PROGRAM IN THE ARTS IN THE SELECTED HIGH SCHOOL: TOWARDS AN INTERVENTION PROGRAM BY: ELLEN S. TALACTAC MASTER OF ARTS IN EDUCATION Chapter I THE PROBLEM AND ITS BACKGROUND THE EFFECTIVENESS OF THE IMPLEMENTATION OF THE SPECIAL PROGRAM IN THE ARTS IN THE SELECTED HIGH SCHOOL: TOWARDS AN INTERVENTION PROGRAM The Special Program in the Arts (SPA) is a nationwide program of the Department of Education for the students with potential or talent in the arts namely: music, visual arts, theater arts, media arts, creative writing and dance. The school shall offer a comprehensive secondary educational program centered on the arts, covering a range of art forms and disciplines. Arts education is an integral component of a balanced educational program in all year 2 levels, which provides the background for post - secondary level work. BACKGROUND OF THE STUDY San Francisco High School was chosen as one of the schools to implement the Special Program in the Arts because it satisfies the criteria set in the guidelines. (DECS Memorandum # 135 s. 2001) The SPA school is / has: * A financially autonomous regular high school * Is strategically located in the region and surrounded by resources such as libraries, museums, instructional...
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...A. Choose two art periods from the list above and write a response to each of the following prompts (suggested length of 1–2 paragraphs per numbered prompt): 1. Describe the earlier period. Your description should include the characteristics of the style, and historical conditions that may have contributed to the advent of this style. 2. Describe the later period. Your description should include the characteristics of the style, and historical conditions that may have contributed to the advent of this style. 3. Describe the relationship between the periods. a. Explain the stylistic similarities or differences between the periods. b. Explain one reason the later period continued or deviated from the artistic style and tradition of the earlier period. 4. Describe the similarities or differences between two specific works, one from the earlier periodand one from the later period. Both works should be from the same discipline (music, visual art, architecture, or literature). 5. Explain at least one specific way the later art period influenced the future art world (i.e., its artistic legacy, or stylistic influence). Note: You will want to identify both periods and describe the art periods (time periods, characteristics, and historical conditions that may have contributed to the advent of the styles of the period), but you will want to do so in a way that will allow your readers to see how the descriptions support your statements concerning the relationship between the...
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...VARK Analysis Paper Sara Currell Grand Canyon University Family Centered Health Promotion NRS-429V Hortense Turner May 3, 2013 VARK Analysis Paper The VARK questionnaire, designed by Flemming in is a tool to provide scores relating to prefeences for learning. The author of this paper, Sara Currell, completed the online questionnaire and received scores in the following categories: Visual (13), Aural (10), Read/Write (13), and Kinesthetic (12). Since VARK is about one preference for taking in and putting out information, according to Sara’s scores she has a multi-modal approach., which is the most popular result. The multi-modal preferenece may be placed in two group;, the context specific approach and whole sense approach. Sara’s results indicate a score with three – four similar score which indeicates a whole sense approach. In addition those who have a total VARK score greater than 30, (Sara has 48) tend to use their preferences in combination, needing all their preferred modes to get a good understanding (flemming) This preference employs the use of each category decriminatley before coming to a decision or understanding of a learning situation. The multimodal learner needs a broader slection of information input and takes longer to leanr or make a decision, since a variety of perspectives may be utilized. This group may get bored or frustrated with just one teaching style presented to them. When considering online learning this may be a challenging environment...
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...European Journal of Business and Management ISSN 2222-1905 (Paper) ISSN 2222-2839 (Online) Vol 3, No.3 www.iiste.org Effective advertising and its influence on consumer buying behavior Zain-Ul-Abideen (Corresponding Author) Department of Management Sciences, Abbasia Campus, The Islamia University of Bahawalpur, Punjab, Pakistan. E-mail: zuabideen@gmail.com Salman Saleem Department of Business Administration, Federal Urdu University of Arts, Science & Technology, Islamabad, Pakistan. E-mail: salmankhan302@gmail.com Abstract Advertising is a form of communication intended to convince an audience (viewers, readers or listeners) to purchase or take some action upon products, information, or services etc. This paper investigates the relationship between independent variables which are environmental response and emotional response with attitudinal and behavioral aspect of consumer buying behavior, by tapping the responses of 200 respondents using telecommunication services from Rawalpindi, Islamabad, and Lahore (cities of Pakistan). The major findings of the study demonstrate an overall normal association between the variables but in-depth analysis found that emotional response of consumer purchase behavior is the variable that results into strong association with the consumer buying behavior. It is true that people purchase those brands with which they are emotionally attached. This study reports new evidences in the field of consumer buying behavior of consumers pertaining...
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...What is Music? The problem with answering the question “What is music?” is understanding what would constitute a proper answer. Music arises from human behaviour, and the study of human behaviour is part of biology. So any question about music is a question about biology, and every question about biology requires an answer within the framework of Darwin’s theory of evolution by natural selection. 2.1 Music is Something We Like What is music? It’s what comes out of the speakers when we play a CD on our stereo. It’s what we hear on the radio. Music is singers singing and musicians playing. Music is a sound that we enjoy hearing. Is this a proper answer to the question “What is music?”? If I asked “What is a car?”, you could answer by pointing at a large object moving up the street and saying “It’s one of those.” But this may not be a satisfactory answer. A full explanation of what a car is would mention petrol, internal combustion engines, brakes, suspension, transmission and other mechanical things that make a car go. And we don’t just want to know what a car is; we also want to know what a car is for. An explanation of what a car is for would include the facts that there are people and other things (like shopping) inside cars and that the purpose of cars is to move people and things from one place to another. By analogy, a good answer to the question “What is music?” will say something about the detailed mechanics of music: instruments, notes, scales, rhythm...
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...Drumstick material and characteristics | Description This experiment was conducted to investigate whether the material used to make a drumstick affects its sound. Drumsticks of four different makes were used: the drumsticks were made from acrylic, maple, hickory or oak. Hypothesis The drumsticks that are made from oak will produce higher sounds as compared to those that are made from maple and hickory or acrylic. Overview The sound of a drumstick is influenced by the type of wood that is used to make it. It is also determined by its length, thickness, tip shape, taper and shoulder location. A drumstick that gives solid sounds have the correct balance, a proper response, and give the drummer a ‘good feel’. The shaft thickness of a drumstick affects both its height and weight. Thicker and heavier drumsticks are more durable and produce deeper sounds. Thinner and lighter sticks are easier to use and suitable for fast play. Drummers should choose their drumsticks according to the type of music they wish to play. A longer tapered stick provides faster response and flexibility while a shorter tapered stick is stronger and stiffer. The shape of the tip is important for the type of sound produced. The length of the stick influences the type of ‘feel’ and ‘reach’ the drummer has. The material the drumstick is made from determines its response and durability. Materials The materials required for the experiment are as follows: * A pair of titanium drumsticks (17 inches...
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...DETAILS: MUSIC BRAND ANALYSIS (worth 50% of overall module mark) School: Media, Culture and Society Module: Identity, Opportunity & Exploitation / MUSC10007 CRN600 Year: 4 Semester: 2 Due: 03 April 2015 Assessment Description: For this assessment you are required to write a brand analysis for a music brand of your choice. Choices must be submitted to and approved by the lecturer via email NO LATER THAN 5PM 04 MARCH 2015. If you have not submitted a brand for approval by this deadline, the mark for your brand analysis assessment will be reduced by 5 points. A music brand can be any of the following: • An artist (e.g., Lady Gaga, the Rolling Stones) • A record label (e.g., Ministry of Sound, Nettwerk) • A venue (e.g., King Tut’s Wah-Wah Hut, the Cavern Club) • A music product (e.g., Gibson guitars, Marshall amplifiers) • A music service (e.g., BandCamp, SoundCloud) • Another music-oriented subject, (pending lecturer approval) All brands must be submitted to the lecturer for approval via email by NO LATER THAN 5PM 04 MARCH 2015 to ensure the selected brand will be an appropriate case study for the assessment. Note: only one case study per brand will be allowed per class. If more than one student selects the same brand for study, decisions will be made on a first-past-the-post basis. If your brand is not available for study, you must make an alternate selection. It is therefore recommended you select several music brands that...
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